Use of a “Coping-Modeling, Problem-Solving” Program in Business Ethics Education

Simola, Sheldene

doi:10.1007/s10551-010-0473-6

Cited by 13 publications

(4 citation statements)

References 51 publications

(90 reference statements)

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“…However, it suggests that they cannot realize their full potential, if they are not combined with feedback on a learner's performance in terms of recognizing ethical issues. As the most successful studies show, there are several ways to provide learners with feedback on their moral sensitivity, including written assignments, where they must analyze films to identify ethical issues (Pino et al, 2009), feedback and video footage from simulations (Dotger, 2010), exercises with written feedback (Ofsthun, 1986), or a coping-modeling/problemsolving strategy, whereby unethical behaviors and behavioral options are analyzed and discussed (Simola, 2010).…”

Section: Discussionmentioning

confidence: 99%

“…Gautschi and Jones (1998) trained business students to attend to ethical issues in a similar style to the way in which law students are partially sensitized to legal issues: At the end of their courses, students were able to notice approximately 50% more issues than at the beginning, whereas members of a control group did not increase their skill (d = 0.98). Simola (2010) used video vignettes to sensitize business students to biases and possible consequences in decision-making, using a copingmodeling/problem-solving strategy: Students watched video vignettes of sub-optimal business behaviors, discussed their possible origins and anticipated short-and long-term consequences (d = 0.80).…”

Section: High-impact Courses Guided Learners To Notice Relevant Diffe...mentioning

confidence: 99%

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Moral Sensitivity Training – A Systematic Review

Katsarov,

Schmocker,

Tanner

et al. 2023

SSRN Journal

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Section: Discussionmentioning

confidence: 99%

Section: High-impact Courses Guided Learners To Notice Relevant Diffe...mentioning

confidence: 99%

Moral Sensitivity Training – A Systematic Review

Katsarov,

Schmocker,

Tanner

et al. 2023

SSRN Journal

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“…Many authors in the field of business and management have offered a wide spectrum of solutions to address the problem of ethics, ranging from the integration of ethics into the management curriculum (Felton and Sims, , Waddock, , Bean & Bernardi, ), “financialisation of business ethics” (Beverungen, Dunne, & Hoedemaekers, ), introduction of ethics in the form of compliance practices (Anand, Ashforth, & Joshi, ; Schwartz, ), tightening of regulations (Gray, ; Walker, ), the use of ethics ombudsman (Anand et al, ; Schwartz, ), screening of students into management schools (Giacalone, ), the use of tools as moral compass (Thompson, ), or problem‐solving programmes (Simola, ). But the fact that there have been a plethora of responses none of which has been able to arrest the problem of ethics may be an indication that business and management scholars and theorists have not yet identified the root cause of the problem; in Nietzschean terms, they have not yet come to grips with the prevailing nihilism.…”

Section: Organisations and Ethics Scholars As Passive Nihilistsmentioning

confidence: 99%

A Nietzschean re‐evaluation of values as a way of re‐imagining business ethics

Tajalli

Segal

2018

Business Ethics: A Eur Rev

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Whereas a range of business and management scholars have argued that business is in an ethical crisis, Nietzsche makes it possible to see that it is ethics itself that is in crisis, and that only as the crisis in ethics is dealt with can ethics in specific areas such as business be addressed. Nihilism is the name that Nietzsche gives to the crisis in ethics. The failure to fully appreciate nihilism and its pervasiveness as the root cause of the problem, as evident in the perpetual quest to obliterate nihilism through the creation of ethical frameworks and foundations, has plunged business and ethics scholarship in the field, ever deeper in the quagmire of nihilism. In response to nihilism, Nietzsche offers a re-evaluation of all values. To re-evaluate all values means to accept nihilism and see it as a basis for questioning taken for granted assumptions that have supported the notion of ethics or values in order to re-imagine an ethics which is responsive to the crisis of nihilism. The paper thus proposes that rather than trying to invent new ethics or ethical foundations, or figuring out "how" to be ethical, we need to turn our attention on the "why to be" of ethics.

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“…A final direction for future research would be to consider not simply additional contexts in which crisis management can effectively be taught but also specific teaching strategies that are useful (Cirka and Corrigall, 2010;McQueeny, 2006;Reilly, 2006;Simola, 2010). It would also be helpful to explicitly compare two or more theoretically based teaching approaches within the same content area to investigate whether certain models are associated with greater learning and more positive perceptions of learning crisis/management knowledge and skills.…”

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confidence: 99%

Teaching corporate crisis management through business ethics education

Simola

2014

European Journal of Training and Development

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Purpose – The purpose of this research was threefold, including to provide a four-point rationale for teaching corporate crisis management as a module within a course on ethical decision-making in business and organizations; to provide evaluative data supporting this approach; and to highlight the implications of this approach for human resource development and training. Design/methodology/approach – Thirty-four undergraduates in a required course on ethical decision-making in business and organizations completed pre- and post-course assignments assessing their knowledge about crisis/management, as well as their skills in crisis recognition, evaluation and action planning. Participants also completed a survey on their perceptions of the crisis management module and its placement within the ethics course. Findings – Statistical analyses demonstrated significant knowledge acquisition on crisis/management; significant skill development on crisis recognition, evaluation and action planning; and significantly greater “true positives” and significantly fewer “false negatives” in post-course identification of crisis warning signs. Perceptions of the crisis management module and its placement within the course on ethical decision-making were positive. Research limitations/implications – Although the sample size was relatively small, small samples are associated with a greater risk of failing to detect an effect that is present, rather than the greater predicament of erroneously concluding that an absent effect is actually present. This information, coupled with the fact that the results demonstrated not only statistical significance but also large effect sizes using Cohen’s d, inspires confidence. Nonetheless, additional assessment with larger samples would allow for the possibility of convergent evidence. Similarly, additional assessment within different organizational contexts, including applications in human resource training and development is warranted. Future research should also include assessment of specific underlying teaching strategies and evaluation of whether certain models are associated with greater learning on a broader range of crisis management skills. Practical implications – Programs in business ethics education and training comprise one useful context in which to teach corporate crisis management. The program specified here addresses two training needs previously specified in the human resource development (HRD) literature on crisis management, including identifying specific methods of enhancing recognition or detection of crisis warning signs and also of providing tools and enhancing skills for assessing and containing crisis. Originality/value – Despite the centrality of both ethics and HRD to crisis management, there has been a dearth of research on whether ethics education is a useful context through which to teach this topic. This research addresses this dearth and suggests new avenues for HRD in this respect.

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Use of a “Coping-Modeling, Problem-Solving” Program in Business Ethics Education

Abstract: business ethics education, “coping-modeling, problem-solving”, ethical decision-making, program evaluation,

Cited by 13 publications

References 51 publications

Moral Sensitivity Training – A Systematic Review

Moral Sensitivity Training – A Systematic Review

A Nietzschean re‐evaluation of values as a way of re‐imagining business ethics

Teaching corporate crisis management through business ethics education

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