The article deals with the influence of organizational ethics program (EP) components on managerial ethical behavior. The main aim was to establish which EP components are perceived as valuable and useful to foster the ethical behavior of managers. Moreover, we also aimed to investigate the role of ethics training in this context and to explore whether it can potentially increase managers’ trust in EP components as effective tools for the promotion of ethical behavior. The article advances the EP theory in several ways. It offers novel insights into both business ethics and EP development in the specific cultural and social circumstances of a former socialist country in the Central and Eastern European region, Slovakia. It shows that codes of ethics and related reporting and control mechanisms are perceived as the most effective EP components to shape managerial ethical behavior. Furthermore, based on empirical evidence, and to some extent contrary to prior theory, the article unveils three EP functions, namely the ‘compliance with group norms,’ the ‘ethics education through collective discussion,’ and the ‘counselling and resolving of ethical issues’ at workplace. In addition, the article shows that ethics trainings can help to boost the trust of managers toward EP components and might be conceptualized as a precursor for an effectively functioning EP.

Influence of Formal Ethics Program Components on Managerial Ethical Behavior

It is reported that the generic skills of Malaysian university graduates do not meet the employers‘ expectation and worse, the issue has led to increase in unemployment rate. Undergoing industrial training is a good platform to improve generic skills. Thus, the objective of this study is to examine students‘ generic skills (communication, teamwork, critical thinking and problem solving, and moral and professional ethics) improvement after undergoing industrial training. It also seeks to examine the differences in students‘ generic skills based on the demographic of students, supervisors and organisation. This study also investigates the relationship between students‘ motivation, supervisors‘ leadership styles, job scope and organisational culture on students‘ generic skills. The study further examines the influence of individual (students‘ demographic and motivation) and organisational (supervisors‘ demographic, organisational demographic, supervisors‘ leadership styles, job scope and organisational culture) factors on students‘ generic skills. It engages pre- and post training surveys by distributing questionnaires to social science, science and engineering students at six public universities in Malaysia. A series of interviews with nine employers and twelve students were also conducted. Statistical Package for the Social Sciences (SPSS) software was used to analyze the data using paired sample t-test, independent sample t-test, analysis of variance (ANOVA), correlation and multiple regressions analyses. Results indicate that all four generic skills were improved significantly after students have undergone the industrial training. There are differences between all demographic factors with regards to students‘ teamwork, critical thinking and problem solving, and moral and professional ethics skills. There are also relationships between students‘ motivation, supervisors‘ leadership styles, job scope and organisational culture on students‘ communication and teamwork skills. The results show that both individual and organisational factors have influenced students‘ communication, teamwork, and moral and professional ethics skills. Results from qualitative data demonstrate that employers and students agreed that there is an improvement in communication and critical thinking and problem solving skills after completing the industrial training. Interview responses highlight that factors such as motivation, supervisors and job scope have influenced students‘ generic skills. This study contributes to the industrial training programmes mainly to public universities in Malaysia by examining generic skills improvement using two phases of data collection and identifying factors that influence skill improvement. The results recommend that the industrial training should be made compulsory in private higher learning institutions. Among recommendations to improve the programme is through inclusion of experiential components during learning process at university and emphasis on mutual understanding between higher learning institutions and host organisations. The results also implicate industrial training stakeholders as they are able to identify individual and organisational factors that influence students‘ generic skills. Thus, among recommendations are the stakeholders need to consider both factors in selecting training placement and achieving the training effectiveness by increasing students‘ motivation, knowing appropriate leadership styles, giving the relevant job and implementing suitable work culture in the organisation as these factors are proven to improve students‘ generic skills.

The influence of individual and organisational factors on university students’ generic skills

Part I. Values and the Evaluation of Acts in Engineering: Introduction to Ethical Reasoning and Engineering Ethics: 1. Professional practice in engineering 2. Two examples of professional behavior: Roger Boisjoly and William Lemessurier Part II. Engineering Responsibility: 3. Ethics as design - doing justice to moral problems 4. Central professional responsibilities of engineers 5. Computers, software, and digital information 6. Rights and responsibilities regarding intellectual property 7. Workplace rights and responsibilities Part III. Responsible Research Conduct: 8. Ethics in the changing domain of research 9. Responsible authorship and credit in engineering and scientific research Part IV. The Future of Engineering: 10. Responsibility for the environment 11. End use and 'macro' issues.

Ethics in engineering practice and research

Introducing a new hobby for other people may inspire them to join with you. Reading, as one of mutual hobby, is considered as the very easy hobby to do. But, many people are not interested in this hobby. Why? Boring is the reason of why. However, this feel actually can deal with the book and time of you reading. Yeah, one that we will refer to break the boredom in reading is choosing the professions and their prospects as the reading material.

The Professions And Their Prospects

The department has a well-organized placement service. Each year a faculty member functions as the placement officer. He or she is assisted by the placement assistant who coordinates the sending of resumes and letters of recommendation, makes available job vacancy information, and offers general guidance. Each job market candidate gives a regular faculty research seminar on his or her primary research paper; these seminars are typically widely attended by faculty and students and provide a rigorous "test run" for the job market paper. To prepare for the job market interviews mostly conducted at the winter meetings of the American Economic Association, all students are given mock "job market interviews" by faculty members. Students also receive extensive help from their primary advisor, who in addition to providing general counsel during the process of job search, typically is instrumental in contacting colleagues at other universities, or in bringing the student to the attention of the extensive network of former Wisconsin Ph.D.'s employed in universities, colleges, government, and the private sector. Students also benefit from the fact that many government agencies, including the Board of Governors, the World Bank, the International Monetary Fund, and several Federal Reserve banks often actively recruit on campus. Finally, Wisconsin students typically self-organize additional presentations of job market papers, providing one another with additional opportunities for practice.

전문직의 수행(Professional Conduct)

In the attempt to reshape the future landscape of the construction industry in Malaysia, there is a need to address the increasing concern of ethical issues prevailing in the industry. The way forward is to improve ethics in the industry and it should start from the way we educate the construction professionals. This paper discusses the research on the significance of ethics education and training for construction professionals. It underlines construction professionals’ perceptions on ethics education and training as a way to improve ethics in the Malaysian construction industry. A questionnaire survey was conducted with construction professionals made up of architects, quantity surveyors and engineers from Malaysian main construction industry players that are the clients, contractors and consultants involved with the design, project management and construction of projects in Malaysia. Results from the survey show that ethics and moral education at elementary school; ethics education for undergraduate levels of construction and engineering programs at colleges/universities; and, professional institutions’ responsibility to endorse the ethics substance by conducting Continuing Professional Development (CPD) ethics training for their members, are significant to form the nucleus of the construction professionals’ ethical setting to improve ethics in industry. Further research may focus on ethics education specifically in designing appropriate ethics curricula for undergraduate construction and engineering programs in Malaysia.

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H. Abdul Rahman

Papers

Ethics Education and Training for Construction Professionals in Malaysia