Join us! Get involved!
Join us! Get involved!
Join us! Get involved!
Longtime readers of The Ethicist blog will remember the substantive writings contributed by the founders and inaugural blog hosts, Lorraine Eden, Kathy Lund Dean, and Paul Vaaler. This experienced team has now collected, updated, and edited their work into a new book, The Ethical Professor: A Practical Guide to Research, Teaching and Professional Life. Could it come at a more timely moment?
Luckily for AOM 2018 attendees, the writers will offer a lively PDW about contemporary ethical issues for professors– in research, teaching and professional life. Upcoming, new and experienced professors will benefit from this opportunity!
Sunday, Aug 12 2018 4:00PM – 5:30PM
at Hyatt Regency Chicago in Columbus AB
Come join us for an interactive and practical conversation about ethical issues in academic life. The PDW, and the book on which it is based, are the direct result of “The Ethicist” blog, an Ethics Education Committee (EEC) and AOM leadership “Strategic Doing” initiative begun in 2011. Lorraine, Kathy and Paul served as The Ethicist’s inaugural authors, writing about ethical issues in research, teaching and professional life.
The Ethical Professor: A Practical Guide to Research, Teaching and Professional Life (2018, Routledge) began to take form in 2015, when we stepped down from writing posts. We realized that our years of working and writing blog posts together had created a synergy when read together, providing a conceptual flow that we believed could move to book form. We also believed that a book on ethics in academia would fill a hole in the available resources to doctoral students and young faculty members on how to navigate the tricky waters of a successful academic career. So we selected the best and most useful of our blog posts, rewrote, and updated them as book chapters to reflect the most recent thinking (as of October 2017) on each topic. We also added new chapters to the book to fill missing holes on key topic areas.
The key theme in the book – and in this PDW – is that academic career paths appear to be quite standard and transparent. However, we argue that there are many ethical pitfalls along the academic life cycle in all three of the metrics by which we are judged: research, teaching and service. The ethical dilemmas that can plague each of the steps along the academic career path are often not visible, are generally not discussed with or by the thousands of faculty in the Academy, and are generally not addressed with training on how to spot and handle these ethical issues.
Our All-Academy PDW will create a space for conversation about ethical issues in academe, bringing some of the content from the book to the AOM membership in an interactive format.
We hope that the PDW will bring together individuals within AOM who are passionate about ethics, to talk about how together we might lessen the ethical pitfalls that face all members of the Academy.
This post is part of an invited series, in an effort to share ethics-related opportunities, news, and projects lead by AOM Divisions, Committees, and members.
Session #313, Title: “Behavioral Ethics Research: A Third Annual Pecha Kucha Springboard and Networking Session.” Saturday, August 11, 2018 10:45 AM – 2:45 PM. Location: Sheraton Grand Chicago, Sheraton Ballroom II & III.
Niki den Nieuwenboer (U of Kansas)
Marie Mitchell (U of Georgia)
Linda K. Treviño (Penn State)
The field of behavioral ethics examines the causes and consequences of ethical and unethical behavior within organizations. Buoyed by the organizational scandals that continue to come to light, the field is attracting ever more research interest and is starting to diversify in its theoretical foundations and methodologies. Thus, the behavioral ethics community attracts individuals from a broad range of backgrounds and divisions within the Academy of Management.
To enable the behavioral ethics research community to continue to grow and prosper, for the third consecutive time, we are organizing a PDW that offers a platform for all those interested in (un-)ethical behavior within organizations to congregate, mingle, and exchange research ideas. The first half of the PDW features eight timed 5-minute Pecha Kucha style presentations by established and more upcoming scholars in the field. These presentations highlight a broad range of ideas that the presenters believe will push the field forward. The presentations will be followed by a stimulating plenary discussion.
The second half of the PDW will feature nine roundtable topical discussions, hosted by two to three behavioral ethics experts per table.
While all are welcome to attend the first part of the PDW, we ask those who are interested in also attending the round table discussions to register ahead of time, as we only have limited space per table. There are still a few spots left; so if you are interested please email us at firstname.lastname@example.org.
Presenters and experts:
Bruce Avolio (U of Washington)
Max Bazerman (Harvard)
Jon Bundy (Arizona State U)
Katy DeCelles (U Toronto)
Rellie Derfler-Rozin (U of Maryland)
Ryan Fehr (U of Washington)
Rob Folger (U of Central Florida)
Michelle Gelfand (U of Maryland)
Maryam Kouchaki (Northwestern)
Celia Moore (Bocconi)
Tyler Okimoto (U of Queensland)
Mike Pfarrer (U of Georgia)
Lamar Pierce (U of Washington St. Louis)
Ann Tenbrunsel (Notre Dame)
Elizabeth E. Umphress (U of Washington)
Abhijeet Vadera (Singapore Management U
Marius Van Dijke (RSM Erasmus U).
by Leslie E. Sekerka, Ph.D.
Menlo College, Atherton, CA
Communities of Practice (CoP) are an important means of sharing information and fostering development among business ethicists. An exemplary model of a particularly effective CoP is the Business Ethics Partnership at Santa Clara University’s Markkula Center for Applied Ethics in the Silicon Valley. The design of this CoP is specifically geared toward the promotion of collaborative discourse between executives and scholars. Meeting throughout the year, members and visiting guests increase their knowledge about how to effectively manage ethics in their own organizations. Founded in 2003, the group includes business leaders, academics, and practitioners who share a common goal of honing ethics and compliance practices and processes. Together, partners work to advance the state of business ethics by sharing common solutions and ideas, as they explore innovative ways of achieving ethical strength in the workplace. Partners have the advantage of efficiency and effectiveness, exchanging knowledge, keeping up with ethics education and policy news, and collaboratively working to address new and emerging ethical challenges.
Recently the CoP focused on how to cultivate productive discourse toward addressing discrimination and microagression in a proactive manner. Offering insights, Leslie Sekerka, Professor of Management and Ethics in Action Center Director at Menlo College (Atherton, CA), presented a workshop entitled “Fortifying Workplace Respect through Balanced Experiential Inquiry (BEI).” Partners and guests engaged in an adult learning process (BEI) to better understand and address Islamophobia and anti-Muslimism and other forms of discrimination. Dr. Sekerka underscored the critical nature of diverse work environments that encourage respect for all. Although a thoughtful regard for others is often assumed, this requires work to become an realized and sustained. Without respect, friction among coworkers can lead to ethical issues of discrimination, contributing to inequality and a lack of civility. The professor led the BEI session while also providing insights about how to conduct the process itself. Robert Shanklin, a philosophy lecturer at SCU (Santa Clara, CA), helped participants understand how seemingly little things —a string of offhand remarks or common assumptions— can lead to unhealthy cultures and even lawsuits. Participants in this session worked together to better understand how micro-aggressions can contribute to corporate culture problems and to consider how responses to such negativity can be more effective and ethically appropriate.
In all, the gathering helped members practice the use of tools that will help them lead and foster mindful awareness and respect toward others in their respective workplace environments. Participants left the session with a sense of how to respond to ethical challenges with moral courage through the use of specific moral competencies, skills that enable people to address
ethical issues like anti-Muslimism, with compassion and care.
https://www.scu.edu/ethics/focus-areas/business ethics/programs/business-ethics- partnership/
Guest Post from Kristine D. Jones-Pasley, Ph.D.
From the AOM Code of Ethics: AOM members are aware of and respect cultural, individual, and role
differences, including those based on age, gender identity, race, ethnicity, culture, national origin, religion, sexual
orientation, disability, language, and socioeconomic status, and they consider these factors when working with all
people. AOM members try to eliminate the effect on their work of biases based on these factors, and they do not
knowingly participate in or condone activities of others based upon such prejudices.
We know that a hot topic for many organizations is the creation of a diverse and inclusive work environment. Organizations tend to focus on gender and race when it comes to the topic of diversity; however, diversity is much more. Let’s focus on diversity as it relates to people with disabilities (PWD).
According to the Bureau of Labor Statistics (BLS) (2017), the unemployment rate in 2016 for PWD was 10.5% vs 4.6% for people without disabilities (para. 1). BLS (2017) stated that the unemployment rate for PWD “was little changed from the previous year” (para. 1).
We need to look at these numbers in context, the BLS report information comes from the Current Population Survey, which surveys 60,000 households on employment statuses in the United States. The information is voluntary and from their data BLS determined that the majority of those surveyed with a disability were over the age of 65. This information leads to several questions:
I want to touch on the last question. How many in the workforce are hiding their disability? This one question leads to a host of several questions regarding leadership and organizational culture. When we think of disability we tend to think of visible disabilities; however, there are a number of individuals who have non-visible disabilities.
Think about your team, how many do you know suffer from chronic depression? Diabetes? Heart disease? Migraine headaches? These are just some of the impairments that are covered under the Americans with Disabilities Act (ADA). Can you also see why some individuals do not self-identify as having a disability?
Continue to think about your team. Do you have someone on your team that has used a lot of leave in large blocks due to a mysterious illness. Do you have someone on your team that takes several breaks throughout the day to walk around, in the restroom, in their car, etc.?
Have you as a leader and your organization in general, created an environment where team members feel comfortable reporting that they are facing challenges? Are you currently “watching” a member of your team for one more strike so that you can release them from the company? If you knew that they had a disability would you change your mind about releasing them from the company? If you knew that your top employee had two heart attacks, would this change your opinion of the person and their value to the organization?
Legally, you could release the person from the organization if they are missing large amounts of time or taking a lot of breaks. Ethically, should you do it if mitigating circumstances are presented?
Conduct an audit on your organizational diversity and inclusion initiatives. What is in place regarding reasonable accommodations for PWD? How many leaders/managers/supervisors/team leads have self-identified as having a disability? Although organizations state that they are open to diversity and inclusion, many do not have the initiatives in place to support these statements.
If you are unsure of how to start a diversity and inclusion initiative, join me for the webinar: Defining Diversity and Inclusion for Your Organization.
LIVE!! Diversity and Inclusion Webinar
Title: Defining Diversity and Inclusion for Your Organization
This webinar provides actionable first steps in creating a diversity and inclusion initiative for your organization.
Date: Wednesday, November 15, 2017
Time: 2 PM ET/1 PM CT/12 PM MT/11 AM PT
Audience: Leaders, managers, supervisors, change makers, and human resources professionals.
Register at: https://www.crowdcast.io/e/definingdi
This webinar is limited to 50 people, register now and save your seat. Those who attend will have access to the recording for two weeks.
Bureau of Labor Statistics. (2017, June 21). Economic news release: Persons with a disability: Labor force characteristics summary. Retrieved from https://www.bls.gov/news.release/disabl.nr0.htm
by Diane L. Swanson, PhD Kansas State University
Why this blog?
I am sharing my experience in team teaching ethics with a corporate executive because I want to hear from others who have done something similar. It is difficult to find such experiences documented anywhere; therefore, it would be ideal if Academy of Management members would share their thoughts on this subject here.
How my team teaching with an executive started:
Approximately four years ago, I started team teaching my graduate professional ethics elective in our college of business with a recently retired senior executive. This came about because the then dean of our college stopped me in the hall one day and asked if I wanted to team teach with our newly arrived executive in residence.
I usually pause for at least a few minutes before making any decision, not to mention one that affects my classes. However in this case, I quickly said “yes.” Although I hadn’t yet met this gentleman, the dean told me of his stellar career with a Fortune 500 company and of his sincere interest in business ethics education. I also knew that he was still serving on three boards of directors.
That was enough for me.
To make a long story short, this executive and I soon met to plan our experiment in team teaching. This coming fall will be our fourth semester team teaching this graduate course.
In due time, the dean put me in touch with yet another executive who helped me create an ethics teaching module for my MBA triple bottom line class. Soon afterwards, a law partner of a large global firm started flying to campus twice a year to give lectures on ethics in my undergraduate and graduate classes and to our college’s professional advantage students.
I can attest to the advantages of these arrangements, especially the benefits from the team teaching arrangement.
Benefits of the team teaching:
Our method in brief:
My teaching partner is active in our classroom. (I now think of it as our classroom!) He attends classes, meets with students in groups, and gives them thoughtful feedback on their presentations. The method that works best for us is that I teach the models and then ask for his comments and observations. Examples of the questions I pose to him include: How is this model relevant to practice in your view? How is it not? Could the model be altered to address practice better?
The most interesting conversations begin. Essentially, we engage in looking at the models and material more critically. Since this elective is just as much a course in critical thinking as it is a course in professional ethics, these conversations are a real plus.
Let’s compare notes!
Again, please feel free to use this blog site to weigh in on this topic. It would be nice to create some notes on best practices!
Diane L. Swanson, PhD
Professor of Management and Edgerly Family Endowed Chair of Business Administration
Founding Chair, Business Ethics Education Initiative
Kansas State University http://cba.k-state.edu/departments-initiatives/business-ethics/index.html
Co-editor: Advancing Business Ethics Education (2008) and Toward Assessing Business Ethics Education (2011)
What does it mean to act ethically?
Is it basically to “do the right thing”? We only have to peer out of our office windows to see that what one thinks is the right thing, the appropriate attitude, justifiable behavior, is utterly, perhaps terrifyingly wrong to someone else. What is the right thing, and who is the arbiter?
As academics, scholar practitioners, or students, much of our work is done privately. No one can see what we’re doing when we’re crafting a paper, analyzing data, or conducting a peer review on someone else’s work. If we cut corners or cheat the risk may not be obvious, or it may take time before those closed-door deeds become public. Other activities are public, and may have an immediate impact on other’s well-being, or careers. Even so, the right action, the ethical behavior, may not be entirely clear.
Members of the Academy need to be on the same page about what is right, and we can readily find that page– it’s called our Code of Ethics. The code spells out expectations for all of us in General and Professional Principles. Ethical Standards spell out “enforceable rules” for activities within the context of the AOM.
All members are expected to uphold the Code, but it is clear that many have not reviewed it to see what they have endorsed by joining the AOM, or perhaps wait until a problem arises before consulting it.
Like any document of this kind, it is useless unless we bring it to life in the ways that we think and act. The Ethics Education Committee (EEC) is responsible for bringing the Code of Ethics to the attention of our members– and the Ombuds Committee is responsible for providing guidance when dilemmas arise. EEC members are available to assist your Division Consortia, or other sessions you offer at the annual conference. We offer a flexible menu of options, and encourage you to contact us to discuss the best way we can work together in Atlanta.
We can offer the following types of sessions for your meeting, Division Consortium or Committee:
Please contact EEC Chair Janet Salmons (jsalmons[at]vision2lead.com or with the contact form below) to discuss ways the EEC can help ensure that new and returning members your area of the Academy are familiar with the principles and standards they agreed to uphold.
by Don Dunn, PhD
We have researched ethical leadership for nearly 100 years, but not as extensively and with as complicated methodology as during the new millennium. Due to the ethical failure or dark leadership of so many corporations during the early years of the 21st Century, the study of company ethics has hit a feverish pitch in looking at best practices and organizational behavioral results.
Much of the literature on ethical leadership, specifically in the area of how we lead and manage ethics at the organizational or corporate level, offers a wide variety of components or processes needed to assure that a company operates ethically. The literature offers components such as codes, rewards, discipline, ethical training and communication, decision-making tools, accountability processes, and/or the new kid on the block – ethical audits. In reviewing the literature, I noticed that there was not a consensus on one model of consistent components to lead and manage ethics. Would it not be advantageous to know that there was some sort of model or framework by which any organization in any industry of any size could create, improve, or enhance its ethical culture? Would it not be beneficial to busy executives to have a framework that could easily be implemented in their organizations that would guide company ethics?
That was the problem and purpose of my research using a qualitative, multiple case study approach sampling three organizations of global, regional, and local reach that had demonstrated strong ethical processes. In researching these organizations, collecting data from three different sources, I was able to determine that a model of consistent components emerged from the single- and cross-case analysis.
The model is called the Moldable Model© (MM) because it has a fixed framework of three components that all organizations can use, but then can adapt or mold those fixed components to fit company-specific needs. The MM includes the fixed framework of these components: role modeling, context, and accountability or as delivered in the three R’s of corporate ethics: (1) Role modeling, (2) research Reasons or outcomes for being ethical, and (3) Responsibility or holding employees accountable for company values. Role modeling based on social learning and social exchange theories can be implemented in different ways in the organization; it is a leadership function (influence relationship). Reasons to be ethical are numerous, and specific reasons can be selected by the company to share with and to motivate employees toward ethical conduct. Responsibility or holding all employees responsible for company values is a management function (authority relationship) and includes a choice of several activities such as hiring protocols, consistent ethics training, communication of company ethics, rewards and discipline, ethical audits, and/or employee evaluations that include adherence to company values.
Specific explanations and implementation processes of the MM are available in my recently published book by Business Expert Press: Designing Ethical Workplaces: The Moldable Model©. The book was written for use in executive MBA programs and for PDWs, while based on solid research.