Bloemfontein
tải về 463.97 Kb. Chế độ xem pdf
|
| The relationship between locus of control & ethical behaviour … in the financial sector
288
certain established rules and laws, the society’s rules and laws are accepted, as the individual views it as morally compulsory to abide by society’s rules and laws. During the final stage of moral deve- lopment (stage 6) the individual judges behaviour not only according to existing norms, but personal conscience and self-chosen inter- nalised, abstract ethical principles too. According to Weiss (1998:21) research indicated that the majority of adults reach the fourth or fifth stage of moral reasoning, and only a small percentage the sixth stage. Kohlberg (1969:376-379; Trevino & Nelson, 2007:125) states furthermore that the higher the indi- vidual’s level of reasoning, the more ethical the decision made by them.
2.2.2 The sociological approach From the cognitive approach, the important role played by the social environment in the forming of behaviour, comes clearly to the fore. Neubeck and Glasberg (1996:139) state furthermore that the in- dividual’s social identity is formed during socialisation. Individuals learn, accept, reject and change the norms, values, assumptions and expectations of the community which they form part of. The community in turn is often influenced by institutions such as religion. According to O’Donnel and Garrod (1990:11), Neubeck and Glas- berg (1996:146-148), and Malan and Smit (2001:75-78) the follow- ing role players can be differentiated during the socialisation pro- cess: the family, community, school, church, media, work and the peer group which the individual forms part of. The child adopts his first convictions and values from his parents. Children accept these convictions and values as parents require it of them, though they may not yet understand it. Parents learn the values and norms from the culture and religion which they form part of. Culture refers pri- marily to the shared lifestyle between members of a community. Culture also refers to agreements between members of a commu- nity regarding appropriate behaviour, values, norms, rituals and ori- gin. Malan and Smit (2001:75) indicate that, although parents establish the basis for the child’s knowledge, beliefs and assumptions, the child’s exposure to other influences within the family (such as electronic media for instance) exert an additional influence on the formation of beliefs and a frame of reference. According to Malan and Smit (2001:75, 78) the quality of children’s development within the family influences their future development. Children will interpret information passed on to them by the school or other individuals
E. Boshoff & E.S. van Zyl Koers 76(2) 2011:283-303
289 within their frame of reference which they formed in the family. Should information concur with what the child learned in the family, it will be reinforced. However, should the information differ, children may begin to question what they learnt at home, and identify them- selves with external definitions of what is right and wrong, as well as external moral guidelines. Therefore, comprehensive teaching by competent teachers is important in the education and development of the child, as is a sound foundation for Christians in Christian principles. From all these influences the child must make a choice between what to accept and reject. Parents and religion have the advantage that the first five years are critical in the child’s deve- lopment. Should the parents be supported by the church and school, these role players can contribute to the internalisation of sustainable values and a high level of morality in the child. Morals, beliefs and principles stemming primarily from socialisation are thus inexplicably linked to a chief socialisation agent – religion. Religion plays a vital role in the establishment of a system of values in the individual. According to Kennedy and Lawton (1998:163) a negative relationship exists between religiosity and individuals’ will- ingness to become involved in unethical practices. Religion offers norms which decrease conflict within communities and between indi- viduals, and places sanctions on antisocial behaviour. Therefore, re- ligion serves as an important regulator of behaviour, including ethi- cal behaviour. Religion, however, does not merely regulate beha- viour in our everyday interaction with one another. It also has a cen- tral position in terms of all aspects of the individual’s life, including the individual’s role as an employee within the organisational con- text.
2.3 Theoretical model of ethical behaviour A pivotal question arising is which approaches may be followed du- ring ethical decision-making, as well as which factors may exert an influence during ethical decision-making. The following model – Stead, Worrel and Stead’s theoretical model of ethical behaviour – will be elucidated in answer to the aforementioned concerns. 2.3.1 Stead, Worrel and Stead’s theoretical model of ethical behaviour According to Stead et al. (1994:58) research supports a person- situation explanation of ethical behaviour, wherein individual and situational (organisational) factors influence the decisions made by individuals. According to Stead et al. (1994:64) the theoretical model The relationship between locus of control & ethical behaviour … in the financial sector 290
consists of two phases, which can be presented schematically as follows: tải về 463.97 Kb. Chia sẻ với bạn bè của bạn:
|