Making the case for ongoing and interactive organizational ethics training

The Rationalization of Political Corruption

“…This would target specific rationalizations to which public officials would be more susceptible, such as the denial of individual responsibility, rather than rationalizations to which they would not, such as the metaphor of the ledger. Anti-corruption efforts implemented in business settings have been applied to the public sector, but the results have been mixed at best (Craft, 2010;Rosenson, 2009;van Montfort, Beck, & Twijnstra, 2013). One study found that mandated ethics programs are ineffective when the values they embody do not match the local moral culture (Fording, Miller, & Patton, 2003).…”

Organizational Attitudes as Precursors to Training Performance

“…The second type of training is designed to directly address social expectations, norms, and pressures, as well as the increasingly competitive business environment, which require collective responses from employees. This type of training involves a variety of topics, such as core organizational values (e.g., Williams, ), business ethics (e.g., Craft, ), CSR (Knudsen et al, ), and diversity (e.g., Holladay et al, ), and the training content is directly linked to the wellness and sustainability of the organization as a whole. Employees may recognize such training as a helpful stepping‐stone for their long‐term well‐being in the organization, but they may not perceive this type of training as directly beneficial and advantageous to their jobs and careers.…”

“…These interventions promote organizational wellness and sustainability, which require collective exertion from employees. Such training topics include core organizational values (e.g., Williams, ), business ethics (e.g., Craft, ), diversity and antidiscrimination (e.g., Holladay, Knight, Paige, & Quiñones, ; Wiethoff, ), information security awareness (e.g., Shaw, Chen, Harris, & Huang, ), environmental management (e.g., Perron, Côté, & Duffy, ), and corporate social responsibility (CSR; Knudsen, Geisler, & Ege, ). Because of the importance of training and its potential effects on organizations (Berardinelli, Burrow, & Jones, ), both researchers and practitioners need a better understanding of the characteristics of trainees that contribute to enhancing the effectiveness of training.…”

The same but different: HRD master’s programmes in the United States

“…HRD curriculum has been called 'simplistic' (Kuchinke 2007, 122) and has been criticized for ignoring ethics (Craft 2010), diversity (Bierema 2010) and the needs of practitioners (Ardichvili and Oh 2013), and for lacking a critical perspective (Fenwick 2005). Nineteen per cent of programmes in our sample required a course on ethics, and 21% required a course on diversity and culture.…”