Title
Structuring Case-Based Ethics Training: How Comparing Cases and Structured Prompts Influence Training Effectiveness
Document Type
Article
Department or Administrative Unit
Management
Publication Date
3-2013
Abstract
This study examined how structuring case-based ethics training, either through (a) case presentation or (b) prompt questions, influences training outcomes. Results revealed an interaction between case presentation and prompt questions such that some form of structure improved effectiveness. Specifically, comparing cases led to greater sensemaking strategy use and decision-ethicality when trainees considered unstructured rather than structured prompts. When cases were presented sequentially, structuring prompts improved training effectiveness. Too much structure, however, decreased future ethical decision making, suggesting that there can be too much of a good thing when structuring case-based ethics education. Implications for designing ethics training programs are discussed.
Recommended Citation
Harkrider, L. N., MacDougall, A. E., Bagdasarov, Z., Johnson, J. F., Thiel, C. E., Mumford, M. D., Connelly, S., & Devenport, L. D. (2013). Structuring Case-Based Ethics Training: How Comparing Cases and Structured Prompts Influence Training Effectiveness. Ethics & Behavior, 23(3), 179–198. https://doi.org/10.1080/10508422.2012.728470
Journal
Ethics & Behavior
Rights
Copyright © 2013 Taylor & Francis Group, LLC
Comments
This article was originally published in Ethics & Behavior. The full-text article from the publisher can be found here.
Due to copyright restrictions, this article is not available for free download from ScholarWorks @ CWU.