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The purpose of this article is to propose possible solutions to the methodological problem of null hypothesis significance testing (NHST), which is framed as deeply embedded in the institutional structure of the social and organizational sciences. The core argument is that, for the deinstitutionalization of statistical significance tests, minor methodological changes within an unreformed epistemology will be as unhelpful as emotive exaggerations of the ill effects of NHST. Instead, several institutional-epistemological reforms affecting cultural-cognitive, normative, and regulative processes and structures in the social sciences are necessary and proposed in this article. In the conclusion, the suggested research reforms, ranging from greater emphasis on inductive and abductive reasoning to statistical modeling and Bayesian epistemology, are classified according to their practical importance and the time horizon expected for their implementation. Individual-level change in researchers' use of NHST is unlikely if it is not facilitated by these broader epistemological changes.

This meta-analysis tests the functional perspective of small-group decision making, which holds that certain critical requisite functions must be satisfied for an effective group decision to be likely. The results suggest that evaluation of negative consequences of alternative solutions, problem analysis, and establishment of solution criteria (in this order) are the strongest predictors of group decision-making effectiveness. In addition, methodological study artifacts (sampling error, measurement error) and task moderators explain variability in previous findings. More specifically, the moderator subgroup analysis shows that evaluation of negative consequences is an even better predictor of group performance when task evaluation demands are high.

Personally held values play a fundamental role in business. As such, it is critical that students understand the nature of values pertaining to the workplace. Using an innovative classroom exercise, laddering, business students interview individuals to identify values that influence choices. Objectives are to help students understand the role of personal values in decision making, develop the ability to respond effectively to workplace demands, respect diverse perspectives, and achieve a better understanding of their own values. Measures used to assess these learning objectives revealed that many students gained valuable insights. After participating in the exercise, students wrote passages in which they articulated how their values affected their decision-making behavior, described in detail how the exercise improved their improvisational skills, and helped them gain respect for others' viewpoints. Furthermore, a quantitative survey provided evidence that students may have experienced a greater understanding of their own values after participating in the exercise.