Linda Klebe Trevino

BAD APPLES IN BAD BARRELS: A CAUSAL ANALYSIS OF ETHICAL DECISION-MAKING BEHAVIOR

Les auteurs proposent et testent dans cet article un modele dans lequel lapprentissage social, le stade du developpement moral cognitif et le locus of control sont supposes influencer la prise de decision ethique

The dimensionality and correlates of flow in human-computer interactions

Abstract Past research on playfulness in human—computer interactions has demonstrated that computers can encourage playfulness and that playfulness can have positive and negative work-related consequences. Thus, playfulness in human—computer interactions represents a potentially important topic for information systems research. This article first defines playfulness in human-computer interactions in terms of Csikszentmihalyis (1975) flow theory and explores the dimensionality of the flow construct. Second, it reports the results of two studies conducted to investigate the factor structure and correlates of flow in human-computer interactions. Finally, implications are discussed.

Moral Person and Moral Manager: How Executives Develop a Reputation for Ethical Leadership

Executives should not take a reputation for ethical leadership for granted. Based on interviews with senior executives and corporate ethics officers, this article reveals that a reputation for executive ethical leadership rests on two essential pillars: the executives visibility as a moral person (based upon perceived traits, behaviors, and decision-making processes) and visibility as a moral manager (based upon role modeling, use of the reward system, and communication). Developing a reputation for ethical leadership pays dividends in reduced legal problems and increased employee commitment, satisfaction, and employee ethical conduct. The alternatives are the unethical leader, the hypocritical leader (who talks the talk, but doesnt walk the walk), and the ethically neutral leader (who may be an ethical person, but employees dont know it because the leader has not made ethics and values an explicit part of the leadership agenda). The article also offers guidelines for cultivating a reputation for ethical leadership.

A Qualitative Investigation of Perceived Executive Ethical Leadership: Perceptions from Inside and Outside the Executive Suite:

Senior executives are thought to provide the organization’s ethical ‘tone at the top’. We conducted an inductive interview-based study aimed at defining the perceived content domain of executive ethical leadership. We interviewed two types of key informants - corporate ethics officers and senior executives - about executive ethical leadership and then a contrasting category we labeled ‘ethically neutral’ leadership. Systematic analysis of the data identified multiple dimensions of ethical and ethically neutral leadership. The findings suggest that ethical leadership is more than traits such as integrity and more than values-based inspirational leadership. It includes an overlooked transactional component that involves using communication and the reward system to guide ethical behavior. Similarities and differences between ethics officers’ and senior executives’ perceptions also led to insights about the importance of vantage point and social salience in perceptions of executive ethical leadership. In order to be perceived as an ethical leader by those outside the executive suite, the executive must engage in socially salient behaviors that make the executive stand out as an ethical figure against an ethically neutral ground.

Individual and Contextual Influences on Academic Dishonesty: A Multicampus Investigation.

Students at nine medium to large state universities were surveyed in this comprehensive investigation of the influences of individual and contextual factors on self-reported academic dishonesty. Results suggested that cheating was influenced by a number of characteristics of individuals including age, gender, and grade-point average, as well as a number of contextual factors including the level of cheating among peers, peer disapproval of cheating, fraternity/sorority membership, and the perceived severity of penalties for cheating. Peer disapproval was the strongest influential factor.

The role of human resources in ethics/compliance management: a fairness perspective

Abstract Many large corporations now have formal programs for managing ethical behavior and legal compliance. But the often minor role of human resources (HR) in companies ethics management efforts is problematic. This is because ethics management efforts are likely to raise questions of fairness, and trigger a fairness heuristic among employees that can generate important outcomes for the ethics program specifically and the organization generally. Relying on research on fairness in organizations and corporate ethics practices, we explain why the extensive involvement of HR in corporate ethics programs is important to the perceived fairness, and thus the likely outcomes (e.g., employee commitment), of those programs.

The Social Implications of Punishing Unethical Behavior: Observers' Cognitive and Affective Reactions

This experiment investigated how punishment of varying severity (no punishment, appropriate punishment, and harsh punishment) in response to unethical organizational behavior influenced observers outcome expectancies, justice evaluations, and emotional responses. Results suggested that only the harshest disciplinary response influenced outcome expectancies. In addition, observers justice evaluations and emotional responses were generally most positive in the harshest vicarious punishment condition. Implications for future research and management practice are discussed.

Meta-learning about business ethics: Building honorable business school communities

We propose extending business ethics education beyond the formal curriculum to the “hidden curriculum” where messages about ethics and values are implicitly sent and received. In this meta-learning approach, students learn by becoming active participants in an “honorable” business school community where real ethical issues are openly discussed and acted upon. When combined with formal ethics instruction, this meta-learning approach provides a framework for a proposed comprehensive program of business ethics education.

Reactions to unjust dismissal and third-party dispute resolution: A justice framework

Little previous research has examined why dismissed workers view their discharge as unjust and how they respond to third-party dispute resolution interventions. This exploratory field study relied upon a justice framework to understand complainant motivations for filing unjust dismissal disputes and their reactions to a voluntary conciliation program. Analysis of archival and interview data suggested that procedural justice principles dominated both motivations for filing claims and reactions to third-party intervention. These findings were consistent with previous justice and labor relations research. Implications for future research, management practice, and third-party dispute resolution are discussed.