Teaching corporate crisis management through business ethics education
Notice bibliographique
Résumé
Purpose – The purpose of this research was threefold, including to provide a four-point rationale for teaching corporate crisis management as a module within a course on ethical decision-making in business and organizations; to provide evaluative data supporting this approach; and to highlight the implications of this approach for human resource development and training. Design/methodology/approach – Thirty-four undergraduates in a required course on ethical decision-making in business and organizations completed pre- and post-course assignments assessing their knowledge about crisis/management, as well as their skills in crisis recognition, evaluation and action planning. Participants also completed a survey on their perceptions of the crisis management module and its placement within the ethics course. Findings – Statistical analyses demonstrated significant knowledge acquisition on crisis/management; significant skill development on crisis recognition, evaluation and action planning; and significantly greater “true positives” and significantly fewer “false negatives” in post-course identification of crisis warning signs. Perceptions of the crisis management module and its placement within the course on ethical decision-making were positive. Research limitations/implications – Although the sample size was relatively small, small samples are associated with a greater risk of failing to detect an effect that is present, rather than the greater predicament of erroneously concluding that an absent effect is actually present. This information, coupled with the fact that the results demonstrated not only statistical significance but also large effect sizes using Cohen’s d, inspires confidence. Nonetheless, additional assessment with larger samples would allow for the possibility of convergent evidence. Similarly, additional assessment within different organizational contexts, including applications in human resource training and development is warranted. Future research should also include assessment of specific underlying teaching strategies and evaluation of whether certain models are associated with greater learning on a broader range of crisis management skills. Practical implications – Programs in business ethics education and training comprise one useful context in which to teach corporate crisis management. The program specified here addresses two training needs previously specified in the human resource development (HRD) literature on crisis management, including identifying specific methods of enhancing recognition or detection of crisis warning signs and also of providing tools and enhancing skills for assessing and containing crisis. Originality/value – Despite the centrality of both ethics and HRD to crisis management, there has been a dearth of research on whether ethics education is a useful context through which to teach this topic. This research addresses this dearth and suggests new avenues for HRD in this respect.
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction machine sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Le volet Gemma est une étiquette directe du modèle pour chaque travail de la base, lue sur la notice réduite au titre. Le volet Codex est un classifieur appris des 10 348 étiquettes directes de Codex et calibré sur les taux pondérés de l'échantillon; les champs sans appui suffisant ne portent aucun appel Codex. Le mode candidate est l'union des deux volets; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont pas des étiquettes humaines.
Scores du classifieur distillé par catégorie (deux têtes)
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,004 | 0,006 |
| Méta-épidémiologie (sens strict) | 0,001 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,001 | 0,000 |
| Études des sciences et des technologies | 0,002 | 0,002 |
| Communication savante | 0,002 | 0,002 |
| Science ouverte | 0,001 | 0,006 |
| Intégrité de la recherche | 0,001 | 0,003 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,009 | 0,002 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule source (Gemma direct ou Codex distillé), pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».