Desire to be ethical or ability to self‐control: Which is more crucial for ethical behavior?

Promoting ethical decisions and behaviors is challenging for any organization. Yet managers are still required to make ethical decisions under conditions which deplete their self‐control resources, such as high stress and long hours. This study examines the relationships among symbolic and internal moral identity, self‐control, and ethical behavior, and investigates whether self‐control acts as the mechanism through which moral identity leads to ethical behavior. Findings indicate that internal moral identity overrides symbolic moral identity in the relationship with self‐control and that self‐control fully mediates the relationship between internal moral identity and ethical behavior. The implications for organizations is that while rules, procedures, and ethics training are useful, managers with a strong moral compass will be more likely to practice self‐control leading to more ethical behaviors.     

The transfer of training: what really matters

Although organizations invest billions of dollars in training every year, many trained competencies reportedly fail to transfer to the workplace. Researchers have long examined the ‘transfer problem’, uncovering a wealth of information regarding the transfer of training. Inconsistencies remain, however, and organizations may find it difficult to pinpoint exactly which factors are most critical. Using Baldwin and Ford's model of transfer, we identify the factors relating to trainee characteristics (cognitive ability, self‐efficacy, motivation, perceived utility of training), training design (behavioral modeling, error management, realistic training environments) and the work environment (transfer climate, support, opportunity to perform, follow‐up) that have exhibited the strongest, most consistent relationships with the transfer of training. We describe our reasoning for extracting such variables from the literature and conclude by discussing potential implications for practice and future research.     

Unlocking the potential to influence government skills policy: a case study of the UK construction industry

Despite a series of national policy initiatives aimed at addressing skills shortages in a number of sectors, little evidence of longer‐term change is apparent. This paper examines concerns expressed by small businesses that their local views are not sought or considered when national training policies and initiatives are either being developed or being implemented, and that the investment in skills development does not appear to adequately represent their skills needs. The research was carried out on the UK construction industry, which is characterized by a small number of large contractors who employ mainly managerial and professional staff, and a large number of small, micro‐ and self‐employed firms that provide, on a subcontract basis, the majority of the industry's demand for a skilled manual workforce. The identification and delivery of vocational education and training at an industry level rests firmly on addressing the skills needs of the small and micro‐type organizations and not those of the large construction firms, although it is the voice of the larger firms that appears to dominate the skills and training development agenda. The public policy model that articulates the requirements for training and skills development in the UK is based on sector‐specific skills councils. This model is examined in relation to the construction sector by drawing upon the experiences of the South Wales region as a case study. Findings indicate that the current construction skills framework, upon which public policy is formulated and delivered, fails to adequately reflect the structure, skills and training priorities of the industry. The tensions that exist in this system are highlighted and the implications for reform of public policy articulation with regard to sector skills councils are discussed.     

Cross‐national assessment of the effects of income level,socialization process,and social conditions on employees’ ethics

Employees often experience ethical dilemmas throughout their service in an organization. This study utilized a multilevel standpoint to address employees’ differences in ethical reasoning. Hierarchical linear modeling was used to analyze responses from 40,485 full‐time employees across 54 countries. Drawing from Durkheim's concepts of the homo duplex, socialization process, and social conditions, this study found a positive relationship between employees’ income level and unethical reasoning. Furthermore, the results indicate that modern social regulation, technological advancement, economic development, and economic change moderate the relationship between income and ethical judgment. The study findings contribute to the Durkheimian model by validating the effects of individual‐ and country‐level factors on employees’ ethicality. Considering that the results contradict Durkheim's initial propositions, another concept and theory are proposed, which may complement Durkheim's arguments. Practical implications for organizations and society are further discussed to reinforce employees’ ethics.     

Fostering enterprise architecture education and training with the enterprise architecture competence framework

Enterprise architecture (EA) implementation refers to a set of activities ultimately aiming to align business objectives with information technology infrastructure in an organization. EA implementation is a multidisciplinary, complicated and endless process, hence, calls for adequate education and training programs that will build highly skilled personnel (called enterprise architects) with diverse competencies. This development of domain‐specific competencies is also supported by European policies on education and vocational training. To this end, the authors present training uses of the Enterprise Architecture Competence Framework (EA‐CF). EA‐CF is a proposed conceptual model that describes EA competencies in compliance to the European e‐Competence Framework (e‐CF). The authors argue that EA stakeholders can consult the framework regarding competencies they want to underpin and thus identify the corresponding skills, knowledge and attitudes that result as learning outcomes in EA courses and training programs.     

Leadership integrity and the role of human resource management in Greece: Gatekeeper or bystander?

With ethical misconduct commonplace in organizations and with the touting of competitive advantage associated with ethical organizational practices, considerable attention has turned to leadership integrity. Leaders are uniquely situated to influence the behavior of organizational members, and integrity has been shown to be instrumental in supporting ethical behavior and decision‐making. This article explores the role and influence of human resources management (HRM) in supporting leadership integrity among a group of large organizations operating in crisis‐stricken Greece. Although the institutional and cultural context of Greece appears to exacerbate role tensions confronted by human resources (HR) professionals, its forces are not deterministic; findings from in‐depth interviews with 12 HR directors indicate that the HR potential to secure ethical influence at the top level is primarily contingent on the nature of the organization's culture. Cultures of integrity enable HR executives to influence integrity and ethical behavior in top management teams (TMTs). In contrast, compliance‐based organizational cultures appear to breed a fickle HR presence: fostering integrity and ethical behavior for the middle and lower levels of an organization, while turning a blind eye to integrity violations at the top.     

Communication costs in the performance of unrelated tasks: Continuum models and finite models

We consider two two‐person organizations, called A and B. Each organization faces a changing environment; an environment has two components and each of them is privately observed by one of the organization's two members. Each organization's task is to respond to the current environment by taking a correct action; the correct action is a known function of the environment. However, the task of A is totally unrelated to the task of B: if A knew B's current environment and B's current correct action, that would tell A nothing at all about its own current correct action (and vice versa). Now suppose that each organization performs its task by a sequence of message announcements that stop when an “action‐taker”; has just enough information about the two members’ private observations so that he can take the correct action. Suppose we measure the effort this requires by the size of the set of possible message announcements. Then a compelling conjecture says that there can be no saving in total effort if we merge the two organizations into a single four‐person organization in which a single action‐taker takes both actions.

The conjecture turns out to be true when the possible messages form a continuum whose size is measured by its dimension, provided the message‐announcing procedure obeys suitable regularity conditions. When we turn to a model in which the number of possible messages is finite, the situation is different. While a certain general proposition about coverings and projections is the main tool in proving the “continuum”; conjecture, the finite analog of that proposition is (surprisingly) false. The finite version of the conjecture holds, on the other hand, when one adds a certain regularity requirement ("contiguity") to the message‐announcement procedure. The truth of the finite conjecture without such a requirement remains open.     

Why do firms train? Empirical evidence on the relationship between training and technological and organizational change

We explore the relationship between training and innovation using key insights from the resource‐based approach, organizational learning and labour studies. By using data from 304 large enterprises in Italy, the study highlights a twofold role of training in favouring technological and organizational changes. First, training plays a role in allowing the acquisition and the assimilation of new knowledge. Consequently, firms in which the provision of training is part of a bundle of high‐performance management practices are more likely to undertake technological and organizational changes and to develop new competencies internally. Second, training supports firms in the assimilation of technological and organizational changes. Consequently, firms that undertake these changes exhibit a superior participation rate for employees and greater time intensity of their training programmes. Firms' inclination to develop new competencies internally does not affect, however, the intensity of training, thereby suggesting that organizational learning processes do not start by a broad involvement of employees in formalized training programmes.     

Medical Error Disclosure Training: Evidence for Values-Based Ethical Environments

Disclosure of medical and errors to patients has been increasingly mandated in the U.S. and Canada. Thus, some health systems are developing formal disclosure policies. The present study examines how disclosure training may impact staff and the organization. We argue that organizations that support “disclose and apologize” activities, as opposed to “deny and defend,” are demonstrating values-based ethics. Specifically, we hypothesized that when health care clinicians are trained and supported in error disclosure, this may signal a values-based ethical environment, and staff may be more committed to the organization. We surveyed 325 clinical care providers employed by a large hospital that had recently begun implementing disclosure policies and training. Disclosure training explained significant variance in perceptions of the ethical environment, and the ethical environment mediated the relationship between disclosure training and organizational commitment. Although this study explored disclosure of medical errors, organizational support for error disclosure is a concept that could be relevant for many types of organizations.     

The Influence of Moral Philosophy on Retail Salespeople's Ethical Perceptions

The relatively minimal literature on ethics in a retail selling context indicates that retail sales personnel perceive that their job creates ethical dilemmas. However, what drives those beliefs is virtually unknown. Investigations in non‐retailing venues have found that employees’ moral philosophy (or ideology) influences whether they view a particular situation, action, or behavior as unacceptable (ethically inappropriate). The present study extends previous retail sales ethics research by examining the impact of retail salespersons’ moral philosophy on their perceptions of situations that are potentially ethically troublesome. Findings reveal some evidence that moral philosophy does indeed have an effect on retail salespeople's ethical beliefs. The impact of these results on the consumer is brought out through a discussion of the various implications from the vantage point of consumer welfare.     

Social Enterprise and the Capability Approach: Exploring How Social Enterprises Are Humanizing Business

ABSTRACT

This mixed-method empirical study applies the capability approach, a multidimensional framework for evaluating human development, to survey 115 social enterprises on their social activities. Findings reveal that social enterprises create services and programs that seek to meet an average of three types of human needs and are more likely to target some human needs more than others. Research implications include the creation of a model and a tool for applying the capability approach to examine social value creation in social businesses. Findings contribute to practice by introducing a tool that leaders of social organizations, consultants, or training institutions may use to design the social activities of social enterprises and other social businesses and organizations.     

Delivering training strategies: the balanced scorecard at work

Aligning the value of training to organizational goals is an emerging need in human resource management. This study, aiming at expanding the research on training evaluation from a strategic management perspective, examines whether the use of the Balanced Scorecard approach can enable an effective delivery of training strategies, thus strengthening the link between training and organizational goals. The research was based on action research methodology. Researchers worked for about 12 months with three healthcare organizations. The research findings indicate that the balanced scorecard: (1) allows visualization of a clearly focused and internally consistent map of cause‐and‐effect relationships, turning the functional training efforts into strategic results; (2) effectively supports the training function both in managing training processes and in delivering targeted organizational outcomes; (3) offers a specific set of critical measures for evaluating the training function's performance; and (4) permits the fostering of a sound alignment between training programme objectives and functional goals. Various theoretical and practical implications are discussed.     

A global market advantage framework: the role of global market knowledge competencies

The globalization forces engender companies to develop a new set of competencies that would enable the generation of abnormal returns in the global marketplace. This article reviews the extant literature regarding the effect of globalization on organizations and develops a conceptual framework that underlines the importance of knowledge management competencies in creating global market advantage. The knowledge management competencies consist of global customer, competitor and supplier knowledge development, inter-functional coordination and value chain coordination. The relationship between global market knowledge competencies and global market advantage is partially mediated by company's responsiveness. Global market advantage is positively associated with company's strategic and financial performance.     

Curriculum reform and teachers' training needs: the case of higher education in Ghana

Professional development is the key to curriculum‐based reform, yet there is little empirical evidence upon which to base decisions of design or implementation of training and development programmes. This study examined the training and development needs of Ghana's polytechnic teachers in an existing curriculum reform scenario as they became involved in curriculum design. Forty‐four teachers and four heads of mechanical engineering departments and representatives of the leadership of four polytechnics granted comprehensive interviews and responded to questionnaires. Findings revealed that updating subject knowledge through industrial attachments was a major training and development need for teachers. Teachers indicated that they were keen to get more involved in curriculum design and argued for their subject knowledge to be improved to give them the confidence to do so. The results of the study suggest higher education teachers have training and development needs in relation to effective curriculum design and implementation. It is proposed that polytechnic–industry links are strengthened and that teachers should draw on teamwork to plan and undertake industrial attachments.     

Ethical markets in the artisan economy: Portland DIY

This article reviews a study of Portland's artisan economy with a focus on the do‐it‐yourself craft sector. Portland is recognized nationally within the United States and internationally for its prominent craft sector. Through interviews, field observations and archival research, the study looks for indicators of ethical market practices and supports for these practices. Findings identify values that drive participation and enabling place‐based characteristics, yet global forces remain relevant. The study highlights locally based ethical markets as an alternative to the uneven North/South consumption/production relationships of neoliberal globalization.     

Organizational Ethical Culture: Real or Imagined?

Can companies be identified by how ethical they are? The concept of organizational culture suggests that organizations have identifiable cultures of which ethics are a part. By definition culture is the shared beliefs of an organization's members, hence the ethical culture of an organization would be reflected in the beliefs about the ethics of an organization which are shared by its members. Thus, it is logical to conceptualize the ethics of different organizations as existing on a continuum bounded at one end by unethical companies and at the other, highly ethical companies. This research assesses the efficacy of the existing measure of organizational ethical culture for identifying the ethical status of organizations on a this continuum. Results suggest that the Ethical Culture Questionnaire designed by Trevino, Butterfield and McCabe (1995) measures individual perceptions regarding organizational ethics but does not identify shared beliefs about an organizationÕs ethical culture.     

Unethical behavior in organizations: empirical findings that challenge CSR and egoism theory

In the egoism philosophical framework, it is contended that when organizations focus on their long‐term interests, they, without knowing it, advance the interests of society as a whole, which is perceived as ethical. In this research, this premise is challenged using data collected from the social media outlets of 29 randomly selected companies from the 2013 Fortune 500 list. Through qualitative comparative analysis, the exact opposite was found. In fact, the organizations that focused on striving for their long‐term success are perceived as unethical. It was also found that socially responsible organizations are perceived as ethical whereas those that misrepresent their positions and attempt to influence the decisions of others are perceived as unethical. Implications for managers are discussed, and future directions are suggested.     

Professionalising gender and development expertise: innovations in capacity‐building and credentialing

Gender training does not adequately prepare gender and development professionals (GDPs) to undertake robust gender integration of development and humanitarian assistance (D&H) policies and programmes and limits their ability to impact gender equity and equality and development overall. In particular, GDPs lack sector‐specific and applied technical skills in gender analysis and integration. These limitations undermine GDPs’ own performance and their credibility with employers and colleagues who rely on them for professional guidance in gender integration. To address these shortcomings and advance the field of gender and D&H, this note describes a new model of gender capacity‐building that introduces three innovations: (1) sector‐specific, job‐related and outcome‐based gender analysis and integration competencies, (2) a professional development capacity‐building short course based on the competencies and applications to D&H policies and programmes and (3) a professional credential that recognizes possession of these critical competencies.     

When are Consumers Motivated to Connect with Ethical Brands? The Roles of Guilt and Moral Identity Importance

This research adds to the growing literature on what draws consumers to ethical brands. Findings from three studies demonstrate that guilt motivates consumers to connect with ethical brands, especially those consumers with high levels of moral identity importance (MII). Specifically, Study 1 finds that consumers report stronger self‐brand connections (SBCs) with an ethical brand when they feel guilty (vs. control). Study 2 finds that guilt particularly motivates consumers with high MII to report stronger SBCs with an ethical (vs. unethical) brand. In turn, these strong connections lead to increased intentions to purchase the ethical brand. Finally, Study 3 finds evidence for the proposed motivation‐based process explanation by showing that high MII consumers’ propensity to connect with ethical brands when feeling guilty (vs. control) is attenuated when these consumers are first given the opportunity to donate to a charitable cause to alleviate their guilt. Overall, the findings suggest that ethical brands can foster strong connections with and elicit higher purchase intentions from consumers seeking ways to alleviate their guilt.     

Affective predictors of the effectiveness of training moderated by the cognitive complexity of expected competencies

Research in training, development and education (TD&E) in organizations has produced important results in the last two decades. Evaluation of TD&E has been a special focus of this research, which has resulted in the production of relevant predictive models. The present study has the aim of testing a model of effectiveness of training on work, with the trainee's motivation and satisfaction with training as the antecedent variables and the type of training as a moderator variable. Data collection with 600 participants in a Brazilian bank was conducted with measurement scales before training, at its end and three months later. The data were analyzed through structural equation modeling. The results indicate that the motivation of the trainee and satisfaction with training are predictors of its effectiveness on work and that the type of training affects this predictive relationship. The key feature of the type of training was the cognitive complexity of expected competencies.