The Emotional Competency Inventory framework of Daniel Goleman and Richard Boyatzis has gained significant impact in business leadership and management development. This paper considers the composition of the various versions of the ECI and its successor the Emotional and Social Competency Inventory to determine the nature of any appeal to ethics or moral competence within these frameworks. A series of concerns regarding the ethical limitations of the frameworks are presented with arguments supported by the relevant literature across the Emotional Intelligence (...) , competency theory and ethics fields. Based on a review of the ECI competencies in terms of their definitional constructs, it appears possible for an unethical manager or leader to demonstrate EI competence. Several cases involving high-profile business leaders, who were once lauded but later found to have acted unethically, are analysed. The authors consider the capacity of unethical leaders and managers to fulfil EI competence an issue of concern. The inclusion of an ethical management cluster and a number of competencies based on virtue ethics is proposed to meet this concern. Such an inclusion would address the critical issue of the purpose to which an EI competence is applied. Argument supporting the value of a virtue ethics approach as opposed to utilitarian or duty-based ethics approaches is also presented. Finally, a proposed exemplar of an ethically informed ECI framework is included for consideration. (shrink)

Ethical cultures, corporate social responsibility (CSR), and sustainability strategies are increasingly being addressed through formal organisational policies and structures. This is evidenced by codes of ethics, conduct, whistle-blowing reporting lines, anti-bribery and corruption policies, and broader stakeholder and environmental engagement strategies. In the United States, corporate ethics managers are responsible for these functions, supported by specific professional and university-level qualifications. However, this is not the case in Australia and Asia where the role appears delegated to human resource personnel in organisations. (...) Human resource management (HRM) is increasingly advanced as a formal profession, yet whether corporate ethics content features as a significant component of the HRM profession is unclear. Expert knowledge is a foundation of a profession along with the duty to act within the limits of that knowledge and expertise. This paper scopes what constitutes professional expert knowledge. It examines corporate ethics expertise and HRM within this context. Major Australian and Asian organisations are examined to verify that HRM Departments, and thus HRM practitioners, are responsible for managing corporate ethics. Given the seniority and strategic importance of this function, the content of selected Masters in HRM and related fields are examined to identify the extent of ethics content. This is considered in the light of the expertise required to manage corporate ethics, and conclusions are drawn whether the HRM discipline is appropriately qualified to manage this function. Finally, recommendations and further research towards advancing the role and function of corporate ethics managers in general are proposed. (shrink)

There have long been debates about the teaching of business ethics. Should business ethics be taught like functional business courses like marketing, law and strategy using behaviourist or teacher centred models in business courses? Or should adult learning methodologies adopt Socratic method with reflective practice as a means of promoting ethical self-awareness and enhancing personal development in meta-cognition and learning? This paper canvases literature pertaining to how business ethics and fields such as CSR should be taught. It outlines the methodological (...) differences between pedagogical versus andragogic approaches and focuses on Socratic and reflective practice approaches. Extracts from student assessments including comments, feedback, and insights, from a number of MBA ethics and management subjects in different universities are presented. This provides evidence of the effectiveness of these approaches in enhancing participants’ abilities to engage in ethical reflection and decisions, validating the process as an appropriate and effective educational method. (shrink)