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This study explored the relationships of the stages of moral development [pre‐conventional (i.e., low stage), conventionals (ie., middle stage), and post‐conventionals (i.e., high stage)] to the styles of handling interpersonal conflict [integrating (i.e., problem solving), obliging (i.e., accommodating), dominating (i.e., competing), avoiding, and compromising] in organizations. A field study with a collegiate sample of employed business students (N = 443) shows that the post‐conventionals used more integrating and less dominating and avoiding styles than conventionals. The conventionals used more integrating and less dominating and avoiding styles than pre‐conventionals. The conventionals used more compromising style than post‐conventionals, but post‐conventionals used more compromising style than pre‐conventionals. There were no differences in obliging style across the three stages of moral development. Implications of the study for management, directions for future research, and limitations were discussed.

The purpose of this research is to identify and articulate the practical implications of the teacher's role in implementing a program related to developing moral literacy in students as well as identifying what is necessary for professional development opportunities intended to educate teachers in the realm of moral literacy.

A broad range of recent literature on the subject of moral education and moral literacy are utilized to identify best practices and potential pitfalls related to moral literacy program implementation in schools as well as the particular impact of teacher behaviors on program success.

The paper identifies a pervasive need for professional development opportunities for teachers expected by their districts to implement programs related to moral literacy in their classrooms. Additionally, the authors identify the need for teachers to address the need for community involvement, the development of their own moral literacy, synergy between program ideals and teacher behavior, and developmentally appropriate implementation.

This paper serves as a condensed research base necessary for the development and implementation of a workshop intended to develop moral literacy in teachers and to showcase effective methods of integrating moral literacy across existing curricula.

This paper offers guidance for the development of an often overlooked form of professional development for teachers aimed at equipping them with the tools and knowledge necessary for effectively integrating character development programs in their curricula.

This chapter reviews the evidence of the development of ethical decision-making competencies of medical professionals. Selected studies are reviewed that use a theoretical framework that has shown the most promise for providing evidence of character formation. The evidence suggests that entering professionals lack full capacity for functional processes that give rise to morality (sensitivity, reasoning, motivation and commitment, character and competence). Further, following professional education, considerable variations in these abilities persist. Whereas many perceive that role modeling is the most effective way to teach professionalism, there is no empirical evidence to support the role of modeling in professional development. The chapter concludes with suggestions for facilitating character development resistant to influence by negative role models or adverse moral milieu.

Lawrence Kohlberg's (1969) concept of cognitive moral development (CMD) has been one of the most investigated constructs in the field of social psychology, with over one thousand studies reported investigating this construct in only two decades of research. However, what is the relationship of this theoretical construct to actual decision making and behavior? Blasi (1980, p. 4) opined for the criticality of moral judgement research to both ethical decision making and ethical inquiry, stating that “without judgement, an action, no matter how beneficial, would not be moral.” Relating Kohlberg's model to business decision making and behavior has been central to the building of theoretical frameworks of the ethical decision making process engaged in by individuals. The models of this process proposed by Trevino and Youngblood (1990), Trevino (1986), Bommer, Gratto, Gravender, and Tuttle (1987), Ferrell and Gresham (1985), Ferrell, Gresham, and Fraedrich (1989), Swinyard, DeLong, and Cheng (1989), and Jones (1991) all contained cognitive moral development as a factor in their respective models of ethical decision making.

The purpose of this paper is to examine the effects of length of service and ethical ideologies on cognitive moral development (CMD) and ethical behavioral intentions among public sector tax auditors in Brazil.

The research data were collected via survey questionnaires from a sample of 625 auditors who work for the Brazilian tax authority. Participants voluntarily complete an online instrument which included three scenarios with context-specific moral dilemmas, questions about the specific scenarios and an ethics position questionnaire. Multinomial logistic and ordinary least squares regressions were used to analyze the data.

The findings reveal that public sector tax auditors with shorter length of service are more likely to be at higher stages of moral development; relativistic ideology among public sector auditors is positively associated with more lenient ethical behavioral intention; idealistic ideology among public sector auditors is positively associated with stricter ethical behavioral intention; public sector auditors classified as absolutists are stricter in their ethical behavioral intentions; and public sector auditors classified as absolutists with length of service between 5 and 15 years are more likely to be at higher stages of moral development when compared to public sector tax auditors with longer length of service.

To the best of the authors’ knowledge, the study is one of the first studies that attempt to understand the effects of length of service and ethical ideology on CMD and ethical behavioral intention among public sector auditors. Additionally, it examines these issues in the context of Latin America.

Our paper discusses the need for continued focus on ethical leadership and the importance and benefits of ethical leadership development. We propose integrating ethical leadership development, that uses cognitive development theory, into the Center for Creative Leadership’s Assess, Challenge, and Support (ACS) leader development model to help address the continued failures of ethical leader development. Our extended framework includes values and morals as a component of the model, and ethical organizational culture as its backdrop, thereby incorporating an examination of ethical leadership into each component of the ACS model. We conclude with practical implications and suggestions for future research.

Identifies four conceptual models and four practical steps to enhance responsible management of organizations. The conceptual models discussed include: a modified process model of parallel strategic planning; a model of contractual/strategic development; a model of organizational theories and their relative moral emphases; and a model of organizational moral development. The four practical steps which managers can take include: developing the technical skills of environmental scanning, issue monitoring, and scenario building; the organizational design skills of moral climate assessment, codes of conduct, and moral audits; the value‐conflict resolution skills of stage‐challenging dialogue and structured rational processing of dilemmas; and the feedback and control network skills of providing channels for multi‐level input and protection for whistleblowers. Argues that the awareness of, as well as the routine use of these conceptual models and practical steps will allow managers to be more responsible strategic planners.

This paper describes a study which investigated the relationship between stage of moral development and conflict handling styles in Chinese societies. A total of 996 undergraduate business students and 294 MBA students in Hong Kong and China participated in the study. The defining issue test was used to assess stage of moral development. Conflict handling styles were identified by Rahim’s organizational conflict inventory. Results showed a significant association between stage of moral development and the use of integrating conflict‐handling approach. The extent to which the Chinese culture and psychology influenced moral reasoning and conflict handling styles is discussed.

The development and socialization of morals is a complex concept for students studying ethics. To help students understand the role social learning theory plays in the development of morality, an activity was created focusing on cultural artifacts and their introduction, perpetuation, and/or reinforcement of morality. The aim of this assignment is for students to see “the dialogue between cognitive structure and the complexity presented by the environment” (Kohlberg & Hersh, 1977, p. 57). Results for this assignment not only showed improved conceptualization of moral development by students, but also engaged their higher-order thinking skills.

Given system‐wide lapses in moral decision making in large US corporations and the inherited corruption from formerly planned economies, the development of moral reasoning is an important issue for business educators in the USA and Latvia. The purpose of this paper is to present a comparison of Latvian and US business persons.

Kohlberg's et al., theory of cognitive moral development (CMD), as operationalized by Rest as framework to study the antecedents of moral judgment in both lands. Survey data from 340 employed MBA students as a proxy for current and future business leaders are used. A total of 18 scenarios are reduced to four unique components, which are regressed on measures of CMD, Country of Respondent, and Moral Philosophy to test three hypotheses. Gender and age are added as controls.

CMD and Country of Respondent are strongly associated with increased moral judgment, while Moral Philosophy is less influential. In addition, the positive functional relationship between CMD and moral judgment exists in both countries but at lesser absolute values in Latvia. Findings also suggest that the efficacy of the independent variables varies with the issues at hand. Interestingly, moral dilemmas concerned with marketing strategies appear to be immune from moral reasoning. This indirectly gives support to Jones' concept of moral intensity and future research may wish to continue this line of inquiry as well as expand the comparison to other European Union countries.

The paper is the first to use the defining issues test to study levels of CMD in the Latvian business community.