Hostname: page-component-586b7cd67f-g8jcs Total loading time: 0 Render date: 2024-11-23T00:14:04.936Z Has data issue: false hasContentIssue false
  • English
  • Français

Applying ethical dilemmas to professional ethics training and education: Practical implications and future directions

Published online by Cambridge University Press:  22 September 2021

Chase A. Winterberg Open the ORCID record for Chase A. Winterberg [Opens in a new window] ,
Bradley J. Brummel ,
Thomas B. Ayres Open the ORCID record for Thomas B. Ayres [Opens in a new window]  and
Ali J. Kerr
Chase A. Winterberg*
Affiliation:
Hogan Assessment Systems, Data Science, The University of Tulsa, Department of Psychology
Bradley J. Brummel
Affiliation:
The University of Tulsa, Department of Psychology
Thomas B. Ayres
Affiliation:
The University of Tulsa, Department of Psychology
Ali J. Kerr
Affiliation:
University of Illinois at Urbana-Champaign, National Center for Professional and Research Ethics
*
*Corresponding author. Email: [email protected]
Get access Rights & Permissions [Opens in a new window]

Abstract

An abstract is not available for this content so a preview has been provided. Please use the Get access link above for information on how to access this content.
Image of the first page of this content. For PDF version, please use the ‘Save PDF’ preceeding this image.'
Type
Commentaries
Information
Industrial and Organizational Psychology , Volume 14 , Issue 3 , September 2021 , pp. 325 - 330
Copyright
© The Author(s), 2021. Published by Cambridge University Press on behalf of the Society for Industrial and Organizational Psychology

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Ashforth, B. E., Gioia, D. A., Robinson, S. L., & Treviño, L. K. (2008). Re-viewing organizational corruption. Academy of Management Review, 33, 670–684.CrossRefGoogle Scholar
Brock Baskin, M. E., Gruys, M. L., Winterberg, C. A., & Clinton, S. (2020). Monkey see, monkey do, monkey tell? Exploring the relationship between counterproductive work behavior engagement and the likelihood of reporting others. Ethics & Behavior. https://www.tandfonline.com/doi/full/10.1080/10508422.2020.1860767 CrossRefGoogle Scholar
Campbell, J. P., Kuncel, N. R., & Kostal, J. W. (2018). Training and learning in work roles. In Ones, D. S., Anderson, N., Viswesvaran, C., & Kepir Sinangil, H. (Eds.), The SAGE handbook of industrial, work, and organizational psychology: Personnel psychology and employee performance (2nd ed., pp. 533–610). SAGE Publications.Google Scholar
Colquitt, J. A., LePine, J. A., & Noe, R. A. (2000). Toward an integrative theory of training motivation: A meta-analytic path analysis of 20 years of research. Journal of Applied Psychology, 85, 678–707.CrossRefGoogle ScholarPubMed
Gamble, J. (2019, March). The most important problem in the world. Medium. https://medium.com/@jgg4553542/the-most-important-problem-in-the-world-ad22ade0ccfe Google Scholar
Haidt, J. (2001). The emotional dog and its rational tail: A social intuitionist approach to moral judgement. Psychological Review, 108, 814–834.CrossRefGoogle Scholar
Jackson, A. T., Simmons, M. J., Brummel, B. J., & Entringer, A. C. (2016). Appropriate training should turn ethical reasoning into ethical practice. Journal of Business Ethics Education, 13, 373–392.CrossRefGoogle Scholar
Kerr, A., Brummel, B. J., & Daily, J. S. (2017a, June 24–28). The development and evaluation of expert witness role play instruction for teaching engineering ethics [Paper presentation]. Proceedings of the American Society of Engineering Education Conference, Columbus, OH, United States. https://peer.asee.org/28954 Google Scholar
Kerr, A., Winterberg, C. A., Daily, J. S., & Brummel, B. J. (2017b, September). An ethical experience in three parts [Poster presentation]. The American Society for Engineering Education Midwest Section Conference, Stillwater, OK, United States.Google Scholar
Kish-Gephart, J. J., Harrison, D. A., & Treviño, L. K. (2010). Bad apples, bad cases, and bad barrels: Meta-analytic evidence about sources of unethical decisions at work. Journal of Applied Psychology, 95, 1–31.CrossRefGoogle ScholarPubMed
Kozlowski, S. W. J., & Klein, K. J. (2000). A multilevel approach to theory and research in organizations: Contextual, temporal, and emergent processes. In Klein, K. J. & Kozlowski, S. W. J. (Eds.), Multilevel theory, research, and methods in organizations: Foundations, extensions, and new directions (pp. 3–90). Jossey-Bass.Google Scholar
Lefkowitz, J. (2021). Forms of ethical dilemmas in industrial-organizational psychology. Industrial and Organizational Psychology: Perspectives on Science and Practice, 14(3), 297–319.Google Scholar
Mitchell, M. S., Reynolds, S. J., & Treviño, L. K. (2020). The study of behavioral ethics within organizations: A special issue introduction. Personnel Psychology, 73, 5–17.CrossRefGoogle Scholar
O’Boyle, E. H., Forsyth, D. R., & O’Boyle, A. S. (2011). Bad apples or bad barrels: An examination of group- and organizational-level effects in the study of counterproductive work behavior. Group & Organization Management, 36, 39–69.CrossRefGoogle Scholar
Pearsall, M. J., & Ellis, A. P. J. (2011). Thick as thieves: The effects of ethical orientation and psychological safety on unethical team behavior. Journal of Applied Psychology, 96, 401–411.CrossRefGoogle ScholarPubMed
Prentice, R. (2014). Teaching behavioral ethics. Journal of Legal Studies Education, 31, 325–365.CrossRefGoogle Scholar
Rest, J. R. (1986). Moral development: Advances in research and theory. Praeger.Google Scholar
Reynolds, S. J. (2006). A neurocognitive model of ethical decision-making processes: Implications for study and practice. Journal of Applied Psychology, 91, 737–748.CrossRefGoogle Scholar
Robin, D. (2006). Toward an applied meaning for ethics in business. Journal of Business Ethics, 89, 139–150.CrossRefGoogle Scholar
Salas, E., Tannenbaum, S. I., Kraiger, K., & Smith-Jentsch, K. A. (2012). The science of training and development in organizations: What matters in practice. Psychological Sciences in the Public Interest, 13, 74–101.CrossRefGoogle ScholarPubMed
Treviño, L. K., Weaver, G. R., & Reynolds, S. J. (2006). Behavioral ethics in organizations: A review. Journal of Management, 32, 951–990.CrossRefGoogle Scholar
Umphress, E. E., Bingham, J. B., & Mitchell, M. S. (2010). Unethical behavior in the name of the company: The moderating effect of organizational identification and positive reciprocity beliefs on unethical pro-organizational behavior. Journal of Applied Psychology, 95, 769–780.CrossRefGoogle ScholarPubMed
Waples, E. P., Antes, A. L., Murphy, S. T., Connelly, S., & Mumford, M. D. (2009). A meta-analytic investigation of business ethics instruction. Journal of Business Ethics, 87, 133–151.CrossRefGoogle Scholar
Watts, L. L, Medeiros, K. E., Mulhearn, T. J., Steele, L. M., Connelly, S., & Mumford, M. D. (2017). Are ethics training programs improving? A meta-analytic review of past and present ethics instruction in the sciences. Ethics & Behavior, 27, 351–384.CrossRefGoogle ScholarPubMed
Winterberg, C. A. (2020). Legal factors shaping workplace harassment training. Industrial and Organizational Psychology, 13, 159–162.CrossRefGoogle Scholar