The phenomenon exists that organisations do not do much to ensure the institutionalisation of business ethics in general, and more specifically, the ethical behaviour of their employees. The possibility that mentoring may act as a vehicle to institutionalise corporate ethical practices was proposed as a possible solution to the aforementioned problem. This possibility was formulated in the form of a research question. A literature study on mentoring and ethics was applied as theoretical foundation to this research. The aim of this part of the study was to answe r the first six research sub-questions related to mentoring and ethics. A qualitative study followed to answer the remaining sub-questions , namely whether organisations do make use of mentoring as a tool to institutionalise ethical behaviour; to establish how organisations make use of mentoring to institutionalise ethical behaviour; and whether mentoring is a suitable vehicle to institutionalise corporate ethical practices. From this study, it became evident that organisations do implement mentoring to a certain extent, but do not formally use mentoring as a tool to convey ethical messages. This study revealed that mentors transfer ethical messages on an informal basis, although the organisation does not expect them to do so. Further, no previous research could be found on the role of mentoring in the institutionalisation of business ethics. All participants of this study agreed that mentoring would be suitable as vehicle to institutionalise corporate ethical principles. This process needs to be formalised and integrated. An integrated model of mentoring in the institutionalisation of business ethics was generated which highlights the compatibility of these two processes. This model could be a handy tool firstly for designers of mentoring programmes, secondly for organisations implementing mentoring programmes and finally for tertiary institutions that train managers. / Prof. LJ Van Vuuren

Ernst and Young have been identifying regulation and compliance as business’ top three risks for the last three years. Given the increasing ethical challenges in business, most organisations have tried to curb the situation by code of ethics, values, creating new ethics positions, offering compulsory ethics training and creating whistle blowing channels. The key problem identified was the fact that employees don’t always make appropriate decisions on ethical matters in spite of company policies and legislations. In this study, the impact of ethics training on moral judgement has been investigated. Hence the title is ‘evaluating the effectiveness of ethical decision making training in a South African organisation.’ Moral judgement was used in the context of Rest (1984) model. Additionally the size of the improvement was benchmarked with other studies. A quasi experiment was conducted to check if there were differences between managers that were trained and those that were not. Data was collected using a self-administered proprietary Defining Issues Test (DIT-2). The test tool has been validated by many scholars. Results showed that there was no difference between trained managers and the control group. Secondly, the offered training did not improve manager’s moral reasoning higher than the benchmark. Recommendations for training review and future research suggestions were made. / Dissertation (MBA)--University of Pretoria, 2010. / Gordon Institute of Business Science (GIBS) / unrestricted

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With the growth of business education in collegiate institutions, their assumption of responsibilities in connection with the preparation of young people for business careers, and the expectancy of the public relative to the ideals as well as the abilities of their graduates, it becomes more and more incumbent upon colleges and universities to devote attention to the social and ethical implications of business. The realization of this responsibility by the Stockton Junior College and the scheduling by it of a course of study in the The Social Function of Business has impelled the writer to make this survey and the following preparation for a course of study under the above title.

Thesis (Ph. D.)--Open University. BLDSC no. DX220984.

Thesis (M. Psych. Org.)--University of Queensland, 2002. / Includes bibliographical references.

Thesis (M.P.A.)--University of Hong Kong, 1995. / Includes bibliographical references.

Thesis (M.P.A.)--University of Hong Kong, 1995. / Includes bibliographical references. Also available in print.

No description available.

No description available.