, Contents
Part 1 Introduction to Giving Voice to Values
Chapter 1 Educating for Values-Driven Leadership: Giving Voice to Values Across
the Curriculum
Mary C. Gentile
Part 2 GVV Across the Curriculum
Chapter 2 Giving Voice to Values in the Economics Classroom
Daniel G. Arce
Chapter 3 Teaching Change Leadership for Sustainable Business: Strategies from the
“Giving Voice to Values” Curriculum
Christopher P. Adkins
Chapter 4 Giving Voice to Values in Accounting Education
Steven M. Mintz and Roselyn E. Morris
Chapter 5 Giving Voice to Values in Human Resource Management Practice and
Education
Charmine E. J. Härtel and Amanda Roan
Chapter 6 Giving Voice to Values for the Public Sector: An Exploratory Approach
Kenneth Wiltshire and Stephen Jones
Chapter 7 Developing Negotiation Skills Through the Giving Voice to Values
Scripting Approach
Melissa Manwaring
Chapter 8 The Ethics of Voicing One’s Values
Leigh Hafrey
Chapter 9 Voicing Values in Pursuit of a Social Mission: The Role of Giving Voice
to Values in Social Entrepreneurship Teaching
Denise Crossan
, Chapter 10 Applying the Giving Voice to Values Framework to Address Leadership
Dilemmas: Experiences in an Indian Executive MBA Program
Ranjini Swamy
Chapter 11 Giving Voice to Values in Operations Management
Kathleen E. McKone-Sweet
Chapter 12 Voicing Values in Marketing Education: Indian Perspectives
Subhasis Ray
Chapter 13 Giving Voice to Values and Ethics Across the Curriculum at the United
States Air Force Academy
Claudia J. Ferrante, Patrick E. Heflin, and David A. Levy
Notes
References
Index
PART 1
Introduction to Giving Voice to Values
CHAPTER 1
Educating for Values-Driven Leadership
Giving Voice to Values Across the Curriculum
Mary C. Gentile
Abstract
Traditional approaches to education for values-driven leadership in management education have
lacked an emphasis on actual rehearsal— the preparation for action that builds confidence as well
as competence. Giving Voice to Values is an innovative pedagogy and curriculum that addresses
this gap. Its focus is on literal prescripting and action planning, and it was developed to directly
address the challenges faced by educators in the core business functions when they consider ways
to integrate discussions of values into their curriculum. Its rapid adoption, across business
, functions and around the world and in businesses as well as educational settings, demonstrates its
usefulness.
Keywords
leadership, values, ethics, business ethics, Giving Voice to Values, pedagogy, curriculum,
management education, business education.
Author Biography
Mary C. Gentile, PhD, is director of Giving Voice to Values [www.GivingVoicetoValues.org],
launched with The Aspen Institute and Yale School of Management, now based at and funded by
Babson College. This pioneering curriculum for values-driven leadership has hundreds of pilot
sites globally and has been featured in Financial Times, Harvard Business Review, Stanford Social
Innovation Review, McKinsey Quarterly, etc. Gentile, Senior Research Scholar at Babson College
and educational consultant, was previously faculty and administrator at Harvard Business School
for 10 years. She holds a BA from The College of William and Mary and PhD from State
University of New York-Buffalo. Gentile’s publications include: Giving Voice to Values: How to
Speak Your Mind When You Know What’s Right (Yale University Press, Summer
2010, www.MaryGentile.com); Can Ethics Be Taught? Perspectives, Challenges, and Approaches
at Harvard Business School (with Thomas Piper & Sharon Parks); Differences That Work:
Organizational Excellence through Diversity; Managerial Excellence Through Diversity: Text
and Cases, as well as cases and articles in Academy of Management Learning and Education,
Harvard Business Review, Risk Management, CFO, BizEd, Strategy+Business, etc. Gentile was
content expert for the award-winning CD-ROM, Managing Across Differences.
Origins and Rationale Behind the Giving Voice to Values Approach
Increasingly “Values-Driven Leadership”—the aspiration, the competency and the commitment—
has become an explicit objective for business educators and business practitioners alike. The
prevailing wisdom is that organizations that want to insure ethical decision making and behavior
in the workplace will do better by appealing to employee values and by affirming positive
organizational goals, than by focusing exclusively or even primarily on a rules and compliance
orientation. Business and educational thoughts leaders from Jim Collins to Lynn Sharp Paine have
made this point, and the emphasis on leadership curriculum in management education is a
reflection of this shift.
Ethics education in business schools, however, although also receiving an increasing amount
of attention—often not so positive—from the management education accrediting bodies, from the
business press and, accordingly, from business school deans, has not always reflected the power
of this aspiration and competency-based orientation. In fact, business ethics education has too often
remained the realm of “thou shalt not” rather than appealing to a sense of purpose and building a
skillbased confidence and moral competence. For business students and practitioners, ethics
education’s emphasis on action constraints is not very appealing. These are the sorts of people who
are motivated by the desire for achievement and accomplishment; they want to build enterprises,
to create new products and services, to reach new markets and, of course, to make money.
Part 1 Introduction to Giving Voice to Values
Chapter 1 Educating for Values-Driven Leadership: Giving Voice to Values Across
the Curriculum
Mary C. Gentile
Part 2 GVV Across the Curriculum
Chapter 2 Giving Voice to Values in the Economics Classroom
Daniel G. Arce
Chapter 3 Teaching Change Leadership for Sustainable Business: Strategies from the
“Giving Voice to Values” Curriculum
Christopher P. Adkins
Chapter 4 Giving Voice to Values in Accounting Education
Steven M. Mintz and Roselyn E. Morris
Chapter 5 Giving Voice to Values in Human Resource Management Practice and
Education
Charmine E. J. Härtel and Amanda Roan
Chapter 6 Giving Voice to Values for the Public Sector: An Exploratory Approach
Kenneth Wiltshire and Stephen Jones
Chapter 7 Developing Negotiation Skills Through the Giving Voice to Values
Scripting Approach
Melissa Manwaring
Chapter 8 The Ethics of Voicing One’s Values
Leigh Hafrey
Chapter 9 Voicing Values in Pursuit of a Social Mission: The Role of Giving Voice
to Values in Social Entrepreneurship Teaching
Denise Crossan
, Chapter 10 Applying the Giving Voice to Values Framework to Address Leadership
Dilemmas: Experiences in an Indian Executive MBA Program
Ranjini Swamy
Chapter 11 Giving Voice to Values in Operations Management
Kathleen E. McKone-Sweet
Chapter 12 Voicing Values in Marketing Education: Indian Perspectives
Subhasis Ray
Chapter 13 Giving Voice to Values and Ethics Across the Curriculum at the United
States Air Force Academy
Claudia J. Ferrante, Patrick E. Heflin, and David A. Levy
Notes
References
Index
PART 1
Introduction to Giving Voice to Values
CHAPTER 1
Educating for Values-Driven Leadership
Giving Voice to Values Across the Curriculum
Mary C. Gentile
Abstract
Traditional approaches to education for values-driven leadership in management education have
lacked an emphasis on actual rehearsal— the preparation for action that builds confidence as well
as competence. Giving Voice to Values is an innovative pedagogy and curriculum that addresses
this gap. Its focus is on literal prescripting and action planning, and it was developed to directly
address the challenges faced by educators in the core business functions when they consider ways
to integrate discussions of values into their curriculum. Its rapid adoption, across business
, functions and around the world and in businesses as well as educational settings, demonstrates its
usefulness.
Keywords
leadership, values, ethics, business ethics, Giving Voice to Values, pedagogy, curriculum,
management education, business education.
Author Biography
Mary C. Gentile, PhD, is director of Giving Voice to Values [www.GivingVoicetoValues.org],
launched with The Aspen Institute and Yale School of Management, now based at and funded by
Babson College. This pioneering curriculum for values-driven leadership has hundreds of pilot
sites globally and has been featured in Financial Times, Harvard Business Review, Stanford Social
Innovation Review, McKinsey Quarterly, etc. Gentile, Senior Research Scholar at Babson College
and educational consultant, was previously faculty and administrator at Harvard Business School
for 10 years. She holds a BA from The College of William and Mary and PhD from State
University of New York-Buffalo. Gentile’s publications include: Giving Voice to Values: How to
Speak Your Mind When You Know What’s Right (Yale University Press, Summer
2010, www.MaryGentile.com); Can Ethics Be Taught? Perspectives, Challenges, and Approaches
at Harvard Business School (with Thomas Piper & Sharon Parks); Differences That Work:
Organizational Excellence through Diversity; Managerial Excellence Through Diversity: Text
and Cases, as well as cases and articles in Academy of Management Learning and Education,
Harvard Business Review, Risk Management, CFO, BizEd, Strategy+Business, etc. Gentile was
content expert for the award-winning CD-ROM, Managing Across Differences.
Origins and Rationale Behind the Giving Voice to Values Approach
Increasingly “Values-Driven Leadership”—the aspiration, the competency and the commitment—
has become an explicit objective for business educators and business practitioners alike. The
prevailing wisdom is that organizations that want to insure ethical decision making and behavior
in the workplace will do better by appealing to employee values and by affirming positive
organizational goals, than by focusing exclusively or even primarily on a rules and compliance
orientation. Business and educational thoughts leaders from Jim Collins to Lynn Sharp Paine have
made this point, and the emphasis on leadership curriculum in management education is a
reflection of this shift.
Ethics education in business schools, however, although also receiving an increasing amount
of attention—often not so positive—from the management education accrediting bodies, from the
business press and, accordingly, from business school deans, has not always reflected the power
of this aspiration and competency-based orientation. In fact, business ethics education has too often
remained the realm of “thou shalt not” rather than appealing to a sense of purpose and building a
skillbased confidence and moral competence. For business students and practitioners, ethics
education’s emphasis on action constraints is not very appealing. These are the sorts of people who
are motivated by the desire for achievement and accomplishment; they want to build enterprises,
to create new products and services, to reach new markets and, of course, to make money.
