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Flow The Psychology Of Optimal Experience

In this paper, we question the simplicity of the common prescription that more thinking leads to better 26 moral choices In three studies, we discover that the relationship between how complexly one reasons 27 before making a decision with moral consequences is related to the outcome of that decision in a curvi

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Organizational Behavior and Human Decision Processes

The Seasons of a Man’s Life

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Occupational Outlook Handbook

Change driven by nature: A meta-analytic review of the proactive personality literature

We examine the influence of individuals’ propensity to morally disengage on a broad range of unethical organizational behaviors. First, we develop a parsimonious, adult-oriented, valid and reliable measure of an individual’s propensity to morally disengage, and demonstrate the relationship between it and a number of theoretically relevant constructs in its nomological network. Then, in four additional studies spanning laboratory and field settings, we demonstrate the power of the propensity to moral disengage to predict multiple types of unethical organizational behavior. In these studies we demonstrate that the propensity to morally disengage predicts several outcomes (self-reported unethical behavior, a decision to commit fraud, a self-serving decision in the workplace, and co-worker- and supervisor-reported unethical work behaviors) beyond other established individual difference antecedents of unethical organizational behavior, as well as the most closely related extant measure of the construct. We conclude that scholars and practitioners seeking to understand a broad range of undesirable workplace behaviors can benefit from taking an individual’s propensity to morally disengage into account. Implications for theory, research, and practice are discussed.

/pdf/why-employees-do-bad-things-moral-disengagement-and-3etzwgztt0.pdf

Why employees do bad things: moral disengagement and unethical organizational behavior

The authors draw on two families of theories – developmental networks and sociocultural perspectives on learning – to develop an interdisciplinary approach to the study of doctoral education as a path to the professoriate. This approach seeks to elucidate the connection between doctoral students’ developmental networks, what they learn during their graduate experience (including their learning about the faculty role) and how they develop a professional identity. The authors first discuss the key tenets of the developmental networks and sociocultural perspectives, before exploring their alignments and explaining how the combination might remedy the limitations inherent in each approach. Finally, they offer some research propositions and directions for further study of the preparation of doctoral students for academic careers.

Developmental networks and learning: toward an interdisciplinary perspective on identity development during doctoral study

Little research and practice has focused specifically on Stage 2 of the doctoral student experience – the critical transition from ‘dependence to independence’. In the United States, a student completes coursework, passes candidacy exams, and begins the dissertation proposal process during Stage 2. Given the distinct experiences associated with this stage, it is important for researchers, faculty and administrators to understand each stage fully. Our goal is to shed light on how students begin to enact the academic career during this critical transition by specifically exploring the role of relationships in the identity development process. We rely on a theoretical framework that brings together sociocultural perspectives of learning and developmental networks to reveal a connection between relationships and learning. This study highlights the effects of relationships and interactions on particular strategies and experiences associated with Stage 2 of doctoral education, and therefore students' identity d...

The role of relationships in the transition from doctoral student to independent scholar

Self-interest has long been recognized as a powerful human motive. Yet, much remains to be understood about the thinking behind self-interested pursuits. Drawing from multiple literatures, we propose that situations high in opportunity for self-interested gain trigger a type of moral cognition called moral disengagement that allows the individual to more easily disengage internalized moral standards. We also theorize two countervailing forces—situational harm to others and dispositional conscientiousness—that may weaken the effects of personal gain on morally disengaged reasoning. We test our hypotheses in two studies using qualitative and quantitative data and complementary research methods and design. We demonstrate that when personal gain incentives are relatively moderate, reminders of harm to others can reduce the likelihood that employees will morally disengage. Furthermore, when strong personal gain incentives are present in a situation, highly conscientious individuals are less apt than their counterparts to engage in morally disengaged reasoning.

Situational Moral Disengagement: Can the Effects of Self-Interest be Mitigated?

It is old news that interactions between students and faculty enhance student learning. In this article, Vicki Baker and Kimberly Griffin offer another role for faculty in their relationships with students—that of developer.

Vicki L. Baker

Papers

Why employees do bad things: moral disengagement and unethical organizational behavior

Developmental networks and learning: toward an interdisciplinary perspective on identity development during doctoral study

The role of relationships in the transition from doctoral student to independent scholar

Situational Moral Disengagement: Can the Effects of Self-Interest be Mitigated?

Beyond mentoring and advising: Toward understanding the role of faculty “developers” in student success