Just as people can develop skills and abilities over time, they can learn to be more or less ethical. Yet many organizations limit ethics training to the onboarding process. If they do address it thereafter, it may be only by establishing codes of conduct or whistleblower hotlines. Such steps may curb specific infractions, but they don't necessarily help employees develop as ethical people. Drawing on evidence from hundreds of research studies, the authors offer a framework for helping workers build moral character. Managers can provide experiential training in ethical dilemmas. They can foster psychological safety when minor lapses occur, conduct pre- and postmortems for initiatives with ethical components, and create a culture of service by encouraging volunteer work and mentoring in ethics.

Unfortunately, it is not uncommon for leaders to ask their employees to cross ethical lines. Though they may do so in an effort to enhance short-term results, for instance, or to gain personal benefits, they also run the risk of negatively affecting their employees' motivation and task performance over the long term.

Most of us think of ourselves as good people. We set out to be ethical at work, and we hope that in pivotal moments we will rise to the occasion. But when it comes to building an ethical career, good intentions are insufficient. Decades' worth of research has identified psychological processes and biases that cloud people's moral judgment, leading them to violate their own values, and often to create contorted, post hoc justifications for their behavior. How can we ensure that we will consistently do the right thing in our professional lives? The authors argue for a mindset shift to what they term "moral humility"--the recognition that we all have the capacity for ethical transgressions if we aren't vigilant. They suggest a three-stage approach for staying on the straight and narrow: Prepare in advance for moral challenges, including instituting proper safeguards; make good decisions in the moment; and reflect on and learn from moral successes and failures.

Managing meetings effectively is vital in the fast-paced, complex environment of the modern workplace. However, direct scholarly attention to work meetings is still limited, making an understanding of what makes meetings successful elusive. In this article, we examine the particulars of successful and unsuccessful meetings from a participant's perspective. Employing a conceptual mapping approach, we analyze open-ended statements collected from meeting participants to identify three broad themes associated with meeting success: (1) participant learning and development; (2) the coordination of performance, including the creation of links between meeting episodes; (3) and the development of common understanding and alignment among attendees. By more fully taking these themes into account, managers can be better equipped to design, organize, and manage their work meetings successfully.