不论组织的性质如何，管理人员都将面对某些类型或情况，在这种情况下，将会提出一些充满道德争议的问题。考虑到结构模型(如Trevino和Nelson(2011))的强度，理论确实为管理者提供了一个“易于遵循”的指南，帮助他们解决实际的道德dillemas问题。在最传统的伦理学观点中考虑的核心伦理含义也可以在更关注管理的模型中找到，比如Osland等人(2007)提出的模型。然而，如果这些理论和模型仅仅被看作是课堂上的培训概念，它们可能还不足以让管理者学会如何处理他们的担忧。有必要有意识地将这些经验转化为组织日常环境的一部分或一部分，在这样的环境中，管理者可以有真实的行为暴露，不仅可以得到反馈，还可以得到与这种实际道德困境相关的指导。这样,社会学习前面提到的概念后,深入“知道”将最有可能保证,让他们轻松导航通过Trevino和尼尔森的伦理决策理论(2011):个人认知过程中影响在某种程度上,但考虑到所有的因素不断发展。因此，确保更全面的培训方法将是一种有趣的研究方法。进一步深化调查这种训练会影响感知的对与错,个人变量影响的一般定义,和决策的质量将会建议为了深化reccomendations ‘如何’我们教道德而不是专注于“是什么”。
澳洲社会学作业代写:道德争议
Regardless of the nature of the organization, managerial figures will be exposed to certain types or situations where hard ethical-dillema-filled issues will be set on the table. Taking into consideration the strength of the structure models such as Trevino and Nelson (2011), theories do provide an ‘easy to follow’ guide for managers to be able to resolve practical ethical dillemas. The core ethical implications taken into consideration in the most traditional perspectives of ethics can also be found in more managerial-focused models such as the one describred by Osland et al. (2007). Nonetheless, if such theories and models are to be seen only as an in-class training concept, they might as well not be sufficient for managers to learn how to handle their concerns. It is imperative that an effort is made to intentionally transport the lessons into situations as a part or the organization’s daily environment, where managers can have real-life behavioral exposure and can receive not only feedback but a mentorship related to this practical ethical dilemas. This way, following the concepts of social learning previously mentioned, an in-depth ‘know how’ would be most likely ensured, allowing them to navigate with ease through the Ethical Decision Making Theory of Trevino and Nelson (2011): individual perceptions influencing somehow in the process but taking into account all the factors evolving around. Therefore, ensuring a more holistic approach for training would be an interesting approach of research. Furtherly deepening the investigation into the impact this kind of training would have on the perception of right vs. wrong, the individual variables influencing the general definition, and the quality of decision making would be suggested in order to deepen the reccomendations on ‘how’ we teach ethics rather than just focusing on the ‘what’.