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50. In an ethical decision-making workshop, the facilitator should divide attendees into
teams by grouping together those who ______.
a. gave very different responses to questions
b. gave similar responses to questions
c. are similar in age and life experience
d. have roughly the same amount of tenure at the company
51. How many people should be on each team in an ethical decision-making workshop?
a. eight to ten
b. one to two
c. six to seven
d. three to five
52. In an ethical decision-making workshop, once each small group has a list of
prioritized solutions and an implementation plan, how should the facilitator change the
dynamics of the group?
a. Each group member should become a form of devil’s advocate and argue a different
reason why the implementation plan should not succeed.
b. The group should be divided in half, with one side supporting the highest priority
option and half supporting the second-highest priority option.
c. All but one member should support the implementation plan, and one member should
be chosen to argue against it.
d. The group should continue to function as a unit but shift its focus to opposing the
plans of rival groups.
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53. Why should a facilitator have the team with the minority viewpoint speak first in an
ethical decision-making workshop?
a. If the minority viewpoint group were to speak later, they may be too intimidated to
support a contrarian position.
b. The minority viewpoint-holders are likely to be higher-level organizational members
and should be accorded a chance to speak first.
c. The minority viewpoint is most likely to be the wrong ethical choice, and it is better to
discuss it early so the group can understand why it would not work.
d. Having the minority viewpoint group speak first allows the workshop to begin with an
easier task.
54. In an ethical decision-making workshop, what is each team’s task after all the teams
have first shared their decisions and had a discussion with the full workshop?
a. Separate into individual actors and write assessments of the overall discussion.
b. Return to their same teams and develop a new answer that addresses all concerns.
c. Return to their same teams, consider all the addressed concerns, and develop a “win–
win” solution.
d. Return to their same teams and have the devil’s advocate come up with a solution
that incorporates aspects of their own decision and other team’s decisions.
55. What is the ideal form of a vignette (scenario) to be used for an ethical decision–
making workshop?
a. Proper vignettes should offer both a detailed scenario and possible solutions that are
ranked according to ideal preference.
b. A vignette should be simple, often a single sentence, that poses a difficult ethical
dilemma.
c. Many kinds of vignettes are appropriate, from single-sentence questions to those with
a scenario and multiple ranked solutions.
d. A vignette should be tailored to the specific line of work or type of industry in which
the members of the workshop are involved.
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56. Cisco Systems has developed a system to encourage discussion in ethical decision–
making workshops that involves what inventive element?
a. a monetary incentive for superior team answers
b. a panel of judges
c. vignettes taken from the real experiences of workshop participants
d. live role-playing of fictional vignettes before the workshop participants
57. When having workshop attendees write out descriptions of real-life ethical
dilemmas, what it is most important to emphasize?
a. fealty to actual events
b. anonymity
c. impartiality
d. the punishment suffered by the perpetrator
58. Which of the following is an important guideline for the writing of real-life ethical
dilemmas by workshop participants?
a. Limit dilemmas to those occurred at the current company.
b. The scenario should be first-person.
c. There should be no more than five possible solutions/responses.
d. They should total one page or less in length.
59. A narrative about a real-life ethical dilemma is being written by a salesperson for
presentation during an ethical decision-making workshop at a software sales company.
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The other workshop participants are most likely to remember which of the following
narratives?
a. A narrative about a division head at a rival company refusing to promote the most
qualified subordinates for fear of being upstaged.
b. A narrative about an accounting firm that was paying employees under-the-table
bonuses for every new client they brought to the firm.
c. A narrative about company board member who used personal influence to obtain
company products for free.
d. A narrative about a peer in the sales force who sold software at a discount to a
relative’s company.
60. In an ethical decision-making workshop, what benefit would writing narratives based
on the seven classical virtues have over writing narratives based on real-life ethical
scenarios that occurred to employees?
a. promoting faster consensus building
b. allowing for more creative thinking
c. preventing name-calling and contention
d. highlighting a greater sense of common mission
61. The text poses “When have we been our best at encouraging life–work balance?” as
a possible ethics question based on one of the seven classical virtues On which virtue is
this question based?
a. trust
b. justice
c. wisdom
d. temperance
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62. Research has linked an expedient ethical ideology to which of the following
behaviors or philosophies among employees?
a. antisocial behaviors
b. prosocial behaviors
c. a social dominance orientation
d. an idealistic philosophy
63. Which of the following is correlated with higher ethical behavior in employees?
a. internal locus of control
b. low self-efficacy
c. relativist orientation
d. external locus of control
64. “I am the type of person who is unfailing when it comes to doing the right thing at
work” is an example of which ethical trait?
a. moral agency
b. moral courage
c. moral identity
d. moral goals
65. Which of the following best exemplifies how one should ask a question to assess
someone’s ethical self-efficacy?
a. If a client were to accidentally write a check to your name instead of the company,
how confident are you that you would correct the mistake immediately?
b. When you assess your ethical job performance over the years, do you find value
there?
c. Do you believe that ethical values are malleable from one situation to the next?
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d. Do you think that you have moral or ethical principles built into the very core of your
personality?
66. A person who measures strongly in the characteristic of ______ would likely believe
that it’s ok to slightly mislead potential new clients if it earns the company more
business and makes it more successful overall.
a. empathy
b. life regard
c. Machiavellianism
d. altruism
67. A person who has a high score on the life regard measures will likely hold which of
the following beliefs?
a. One must hold in high regard the lives and well-being of others.
b. Their own life is more important than the lives of other people and that they must
seek to take care of themself first.
c. The happiness of every person is equally important as the happiness of every other
person.
d. This person is living in a way that keeps them fulfilled and that their life has meaning.
68. Of the tests to measure moral development, the advantage that the Defining Issues
Test (DIT) has over the Moral Judgment Interview (MJI) is that it ______.
a. is more feasible for a human resources department to administer
b. allows responders to explain how their own moral reasoning works best for them
c. uses company resources to develop questions
d. uses personalized or department-specific ethical dilemmas
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69. How do the ethical dilemmas used by the Moral Reasoning Inventory (MRI) differ
from those of Kohlberg’s testing, the Defining Issues Test (DIT), or the Moral Content
Test (MCT)?
a. more broadly focused on issues ranging across many professions
b. more narrowly focused on issues involving unethical management
c. more narrowly focused to measure only moral reasoning
d. more narrowly focused to concentrate only on business-related scenarios
70. How does William Boyce and Larry Jensen’s Moral Content Test (MCT) differ from
the other moral development tests described in the chapter?
a. It does not use ethical dilemmas to test decision-making.
b. It must be administered individually over a number of days instead of in a workshop
setting.
c. It concentrates on the ethical theories of egoism, utilitarianism, and deontology.
d. It is not based on Kohlberg’s ethical dilemmas.
71. Which of the following remains the most elusive dimension of ethics to measure?
a. altruism
b. locus of control
c. level of moral development
d. moral identity
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72. When benchmarking an ideal employee, which of the following is recommended
once managers in a workshop have a composite profile of an ideal employee?
a. Have each manager compare the composite to their own past behaviors before they
became management.
b. Have the facilitator explain that while such a composite may be ideal, it is unrealistic
in its expectations of human behavior.
c. Break down the composite into component parts and identify which parts are ones
actually witnessed in the real operation of the company.
d. Present the composite to subordinates for self-assessment feedback.
73. How does the text suggest implementing an ideal employee profile developed in a
workshop?
a. It could serve as a measure in annual performance appraisal analyses.
b. It should be used in the workshop as an example of unrealistic standards.
c. It could become the basis for a new commercial measure of moral development.
d. It should be used as a baseline for when to take disciplinary action against an
employee.
74. Which of the following is an example of how a calling is determined?
a. Kalil is working in the HR department when a member of upper management notices
great results and promotes Kalil to a sales job.
b. Kalil has an aptitude and a love of sales, gets a degree in business, pursues a job as
a salesperson, and excels.
c. After moving around multiple times within a company, Kalil discovers that more
money can be made as a salesperson, providing for a better family life.
d. Kalil may not love being a salesperson, but has a high regard for the sales team and
commits to helping the department exceed.
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75. How does the text define “assessment” with respect to the assessment of ethics
training workshops?
a. A systemic review of the collective improvement in moral identity of a group of people
as a result of an ethics training workshop.
b. A systemic collection, review, and use of information to determine workshop
effectiveness.
c. A systemic collection of measurements to determine the ethical makeup of a group of
people.
d. The establishment of a benchmark of ethics knowledge and value in a workforce
undergoing training.
76. Which of the following is a primary purpose of assessment?
a. Comparing workshop outcomes to the outcomes of training in rival organizations or in
similar companies.
b. Determining if the company’s internal operations improve based on the influence of
the workshop.
c. Determining better future instruction by building on what worked and what didn’t work.
d. Measuring the degree of convergence between each trained individual and the ideal
employee.
77. Which of the following is most difficult to determine at the end of a workshop?
a. whether participants feel like they are better equipped to make ethical decisions
b. participants’ evaluation of the facilitator’s skill
c. participants’ workshop knowledge retention
d. improvement in participants’ ethical skill level
78. Musan just finished presenting an ethics training workshop to the employees of a
department. Quite a bit of very important content was imparted, and some of the
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managers want to know how much the participants will retain. What is likely to be the
best and most agreeable way for Musan to test this retention?
a. Give a follow-up web-based exam several weeks after the workshop.
b. Request written evaluations of the course by participants a month after the workshop.
c. Administer in-person, individual tests that involve a lengthy new bank of fictional
ethics scenarios with participants a few weeks after the workshop.
d. Hold a group follow-up session with participants a few weeks after the workshop.
79. A measurable “return–on–investment calculation” one year after an ethics workshop
would be the level of ______.
a. employee ethical skill
b. employee theft
c. employee retention (for workshop participants)
d. customer satisfaction
80. Which of the following is an example of a workshop specific assessment question?
a. Were participants shown how to address, report, or correct ethical problems?
b. Were questions raised by participants?
c. Were specific, real-life situations addressed?
d. Were participants able to utilize technology effectively?
True/False
1. A person’s intuition is most closely linked to the emotional dimension of trust.
2. One strength of web-based ethics training systems is its ability to address all the
nuances and contextual issues associated with ethical dilemmas.
3. In ethics assessments, an employee’s choice of action to a fictional scenario is the
most revealing aspect of the assessment.
4. The team with the most coherent and well-thought-out response should speak first in
an ethical decision-making workshop.
5. The most effective ethics scenario narratives are ones to which employees can
personally relate.
6. “Hope” is one of the seven classical virtues that ethics training can use to design
organizational scenarios and narratives for training.
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7. Most ethics personality surveys and measures are assessed with a Likert scale.
8. The “moral identity” measure assesses whether or not a person exercises moral
principles.
9. A survey question that asks if a person has given time to charity in the past is
measuring “ethical self–efficacy.”
10. The 45-minute semistructured interview designed by Lawrence Kohlberg is meant to
measure an individual’s moral development.
Short Answer
1. What is the difference between the “Ethical Culture” survey and the “Ethical Climate”
survey?
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2. Describe the nature of the tool designed by the Institute for Local Government and
the International City/County Management Association (ICMA) to assess the ethics of
municipal and county government employees.
3. Explain what measuring “locus of control” will tell an ethics trainer and why the trainer
might want to explore that dimension in employees.
4. Contrast the Defining Issues Test (DIT) with the Moral Judgment Interview (MJI) and
explain why an ethics training facilitator might prefer it.
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5. How would an HR director seek to make a return-on-investment calculation for an
ethics training workshop?
Essay
1. Describe how trust can create economic benefits for an organization, and the impact
on performance when organizational trust is violated.
2. Explain why certain types of employees typically receive ethics training more often
than others, what those types are, and why the pressures of their jobs might lead to
such a need.
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3. Conducting an ethics workshop based on a company’s code of conduct offers
different opportunities than conducting an ethical decision-making workshop. Describe
the differences and unique opportunities offered by each.
4. Explain how fraud is different from theft and embezzlement and detail the three
factors that are present every time a fraud is committed. Additionally, explain the special
role of management in a fraud situation even if the managers themselves are not
consciously participating in the fraud.
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5. In addition to training employees in ethics, one of the more challenging aspects of
ethics training workshops is assessing the success of the workshop itself. Briefly
describe how a facilitator or HR department might go about assessing the success of a
workshop both immediately after it is finished and again six months or a year later.