Researching and Improving The Effectiveness of Ethics Training

Maesschalck, Jeroen; Schrijver, Annelies De

doi:10.4324/9781315856865-12

Cited by 3 publications

(3 citation statements)

References 51 publications

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“…However, no claim is made that the ethical quotient is an accurate or distinguishing measure between individuals or organizations on their level of ethical competence. Furthermore, based on another ethical competence framework from previous studies, Table 3 shows the description of AI and EI elements consisting in the framework [22]- [24]. Therefore, the previous study and Table 3 showed a lack of an ethical competence model or framework that blends AI and EI skills.…”

Section: Development Of Ethical Competence Modelmentioning

confidence: 96%

A proposal of ethical competence model for cyber security organization

Ariffin

Maskat

2021

IJEECS

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A proactive cyber security plan to safeguard confidential information and privacy still lacks initiatives to avoid frequent harmful attacks. Cybersecurity professionals must possess ethical competence and prove worthy of overseeing valuable information for efficient decision‐making since ethical competence is fundamental for daily practice. There is a need to define what it means to be ethically competent in the era of IR4.0. The previous competence models still lack consideration of both artificial intelligence (AI) and emotional intelligence (EI) skills. AI brings new opportunities to cyber security organizations that focus on AI skills related to cognitive Intelligence or intelligent quotient (IQ). EI, which refers to emotional quotient (EQ), is a good predictor of ethical competence as it can perceive and express emotions precisely to facilitate thought to understand and manage emotions. However, practically, most cyber security organizations focused on AI skills and disregarded EI skills' roles. This research proposes a cyber artemotional model that blends AI skills and EI skills for cyber security employees. This research would benefit cyber security organizations with cyber artemotional model as employees ethical competence assessment, and it is in line with the demand of IR4.0.

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Section: Development Of Ethical Competence Modelmentioning

confidence: 96%

A proposal of ethical competence model for cyber security organization

Ariffin

Maskat

2021

IJEECS

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“…Our approach is innovative insofar as we stipulate that approaches that support the achievement of one type of learning outcome of RCR may not be as helpful in achieving other learning outcomes and vice versa. Drawing on a recent taxonomy of learning outcomes in the moral/ethical domain (Maesschalck and De Schrijver, 2015), a synthesis of the abilities underlying moral agency (Tanner and Christen, 2014), and a taxonomy of learning objectives for RCR (Antes and DuBois, 2014), we distinguish five types of learning outcomes: & Knowledge: Ability to understand, remember, and recall concepts, facts, and procedures related to RCR. & Attitude: Endorsement and expression of beliefs, motivations, and attitudes that reflect research integrity and a willingness to exercise research in a responsible manner, including the endorsement of specific norms and standards.…”

Section: Introductionmentioning

confidence: 99%

Effective Strategies for Research Integrity Training—a Meta-analysis

et al. 2021

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This article reviews educational efforts to promote a responsible conduct of research (RCR) that were reported in scientific publications between 1990 and early 2020. Unlike previous reviews that were exploratory in nature, this review aimed to test eleven hypotheses on effective training strategies. The achievement of different learning outcomes was analyzed independently using moderator analysis and meta-regression, whereby 75 effect sizes from 30 studies were considered. The analysis shows that the achievement of different learning outcomes ought to be investigated separately. The attainment of knowledge strongly benefited from individualized learning, as well as from the discussion and practical application of ethical standards. Contrarily, not covering ethical standards tended to be a feature of successful courses, when looking at other learning outcomes. Overall, experiential learning approaches where learners were emotionally involved in thinking about how to deal with problems were most effective. Primarily intellectual deliberation about ethical problems, often considered the “gold standard” of ethics education, was significantly less effective. Several findings from previous reviews, e.g., the preferability of mono-disciplinary groups, could not be replicated with multivariate analysis. Several avenues for future research efforts are suggested to advance knowledge on the effectiveness of research integrity training.

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“…Integrity training is one of the most popular instruments as well as a common method for many organisations to promote integrity among their employees (Maesschalck & De Schrijver, 2015). As with ISAI, state auditing standards require that auditors maintain their competence through continuous training of at least 80 hours spread over every two years.…”

Section: Training In Ethics Is It Worth Doing?mentioning

confidence: 99%

Integrity Management in the Indonesian Supreme Audit Institution

Eryanto

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This study investigates the quality and the adequacy of the Integrity Management System (IMS) of the Indonesian Supreme Audit Institution (ISAI). The ISAI has a key role in promoting the value and benefits citizens in Indonesia obtain from the public sector. Integrity management is seen as a key element in minimising the agency costs in the principal agent relationship between citizens and the public sector, in particular the ISAI. This study uses the OECD IMS, as ‘an ideal system and western model’ of integrity management to assess the quality and the adequacy of the ISAI IMS both as documented (the ‘nominal’ system) and as implemented (the ‘real’ system). Three questions guide this study: 1. How does the nominal ISAI IMS compare with the ideal OECD IMS and what does this comparison show about the quality of the nominal ISAI IMS? 2. How does the real ISAI IMS compare with both the nominal ISAI IMS and the ideal OECD IMS, that is, what is the implementation deficit? 3. What are the barriers and challenges that result in the implementation deficit? Collection of the data for the study proceeded in three stages. The first two stages aimed to document the nominal and real ISAI IMS from the perspective of internal agents. The first stage was document analysis at the ISAI Head Office in Jakarta and semi-structured interviews with Head Office personnel to address any gaps in information left by the document analysis. The second stage took place at the branches of the ISAI located in Daerah Khusus Ibukota (DKI, Special Capital Region) of Jakarta and East Java. In each branch, document analysis was carried out and semi-structured interviews were conducted with management and auditors. The third stage involved semi-structured interviews with external experts and critical commentators on the operation of the ISAI in order to achieve balance between internal and external views. The three stages provided the data required to address the three research questions. The findings indicate that the nominal ISAI IMS incorporates most of the significant features of the ideal OECD IMS. However, this study also found that having a high-quality and adequate nominal system is not enough to ensure a high- quality real system. Three factors were identified as posing serious barriers and challenges to achieving the implementation of the nominal system as a high-quality and adequate real system. Firstly, strong political influence, especially in the selection process for ISAI strategic leaders, has a negative impact on the ISAI’s institutional integrity and credibility. Many of the interviewees questioned the commitment of politicians to support integrity programmes in the public sector including in the ISAI. Secondly, the selection process for leaders in the ISAI, operating through the political process, fails to produce strategic leaders with robust organisational ethical leadership. As a result, ISAI personnel, especially auditors, perceive a lack of exemplary leadership behaviours and tone at the top. This situation makes it more difficult to implement principles of integrity within the organisation and may also impact the degree of public trust in the ISAI. Thirdly, local traditions create challenge for compliance with integrity standards developed from a mature western perspective. The OECD’s integrity system applies Weber’s ideal bureaucracy theory to developing organisational integrity, which has a limited fit with Indonesian culture and reality. Indonesian values, such as respect, gratitude and loyalty, are positive qualities, but the challenge within an organisational context, including the ISAI, is to ensure that they are applied to the promotion of integrity rather than being capitalised on by unethical persons in the pursuit of personal gain through integrity violations. This study contributes to the literature on integrity management in at least four fundamental ways. Firstly, it places the value of an integrity management system in the context of minimisation of agency costs. Secondly, it introduces a quantitative assessment technique for comparison of different integrity management systems. Thirdly, the study identifies the negative impact of political influence and the importance of leaders providing ethical leadership in maintaining integrity. Finally, by focussing on Indonesia, a developing country, the study extends the scope of the empirical literature on integrity management which is presently dominated by western perspectives.The study identifies three significant factors that are barriers and challenges to implementing an integrity management system in the Indonesian context, namely: political influence, ethical leadership, and culture.

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Researching and Improving The Effectiveness of Ethics Training

Cited by 3 publications

References 51 publications

A proposal of ethical competence model for cyber security organization

A proposal of ethical competence model for cyber security organization

Effective Strategies for Research Integrity Training—a Meta-analysis

Integrity Management in the Indonesian Supreme Audit Institution

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