Developing Efficacy Beliefs for Ethics and Diversity Management.

Diversity as Polyphony: Reconceptualizing Diversity Management from a Communication-Centered Perspective

“…Other scholars recommend that organizations should create environments in which 'diverse' employees (e.g., in terms of ethnic background) feel safe and are encouraged to speak their mind, because this will induce them to contribute subsequently to the organization's success by doing more than their role prescriptions require (Singh et al, 2013). Further empirical studies imply that a favorable organizational culture, or 'climate' (Cox Edmondson et al, 2009), in which the value of diversity is addressed, increases employee satisfaction and commitment and leads to desirable outcomes for the organization (e.g., Cox Edmondson et al, 2009;Groggins and Ryan, 2013;Nelson and Wolf, 2012). Thus, creating favorable communicative situations is viewed here as key to unleash the productive effects of diversity in organizational settings (e.g., Grimes and Richard, 2003;Naff and Kellough, 2003).…”

A Model of Management Academics' Intentions to Influence Values

“…The requirements that companies establish for new employees also likely affect the processes and contents of management education (Trank & Rynes, 2003 (Bandura, 1997(Bandura, , 2000, perceived external support for valueinfluencing behavior might help transform individual values into intentions and behaviors. In this context, Nelson, Poms, and Wolf (2012) discuss the particular importance of efficacy beliefs for the effectiveness of value-related education. Furthermore, Verplanken and Holland (2002) demonstrate experimentally that the transformation of central values into adequate behaviors improves when values have been activated by external cognitive stimuli.…”

“…The exposure of corporate bankruptcies (e.g., Enron, WorldCom), which were at least partly rooted in managerial ethical misbehavior, has confronted business schools with increased demand to educate managers to perceive their profession as an ethically based one (Khurana & Nohria, 2008;Nelson, Poms, & Wolf, 2012;Trank & Rynes, 2003). Despite some discussion of business schools' impact on students' values (Luthar & Karri, 2005;Pascarella & Terenzini, 2005), management education seemingly equips students with all kinds of shortterm profit maximization tools but few moral perspectives (Ghoshal, 2005;Kashyap, Mir, & Iyer, 2006;McPhail, 2001;Wang, Malhotra, & Murnighan, 2011).…”

What the humanities are for – a semiotic perspective

“…All of these arguments, however, are functionalist: they see the humanities as social tools, rather than necessary extensions of humans' cognitive bearing as a species. Thus, the obvious example of 'intercultural communication', a laudable area of investigation in communication sciences, was swiftly co-opted as a management tool, in much the same way as 'ethics' and 'diversity' are now (Nelson, Poms and Wolf 2012). It is difficult to escape the conclusion that "The humanities is an often overindulged and oversold commodity, especially in the hands of liberal arts college presidents and some recent secretaries of education" (Solomon 1994: 48).…”