Ethics Awareness/Training Needs Assessment

Hanna Maeng, Kari Schlemmer, Christina Van Wingerden

Western Washington University

October 2012

Division of Enrollment and Student Services

WWU Continuing and College Education (CCE) 571 Master’s Program

Needs Assessment Ethics/ESS Division of WWU

CCE 571, Maeng, Schlemmer, Van Wingerden 2

“Ethics is at the core of student affairs putting the practitioner center stage to serve both as role

model and moral conscience for the campus” (Kitchener, 1985, Kuk and Donovan 2002, Talley

1997; Thompson, 2002; Winston, Creamer and Miller, 2001; Young 2001).

Enrollment and Student Services (ESS) Program Description

ESS Mission Statement: The Division of Enrollment and Student Services engages and

challenges students in their pursuit of academic and personal excellence through outreach,

support services, and co-curricular learning opportunities.

The division is comprised of the following departments: Academic and Career Development

Services (Academic Advising Center, Tutoring Center, Career Services Center), Admissions,

Athletics, Bookstore, Campus Recreation Center, Counseling Center, Dean of Students

Administrative Unit (Dean of Students, Office of Student Life, Viking Union, Student Activities,

Associated Students, Child Development Center, Ethnic Student Center, AS Board of Directors,

Recycle Center, Lakewood, KUGS, KVIK TV, Student Outreach Services, and Western

Leadership Advantage-LEADS), disability Resources for Students, Financial Aid, New Student

Services and Family Outreach, Prevention and Wellness Services, Registrar’s Office, Student

Health Services Center and University Residences and Dining Services. There are approximately

250 employees, including15 directors.

Participants

Participants of this study were Sara Wilson, Assistant to the Vice President for Enrollment and

Student Services (formerly student affairs), Daniel Easton, Resident Director/Fairhaven, Dr.

Joanne DeMark, Leadership Development Specialist, Theodore W. Pratt Jr., Dean of Students/

ESS Ethics Officer, and a small sample of employees; largely from the Dean of Students

Administrative Unit. The participants division wide were limited due to the time of the quarter

and perception of what is being required of staff and “asking more” (Pratt, 2012).

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CCE 571, Maeng, Schlemmer, Van Wingerden 3

Stakeholders

The stakeholders of this study are the university’s ESS Vice President of Enrollment Student

Services, the university’s Dean of Students who is the ESS Division Ethics Officer, College and

Continuing Education (CCE) 571 Investigators, ESS Division employees, and the public.

Purpose and Need

The Dean of Students, Theodore W. Pratt Jr., Ethics Officer for the ESS Division at Western

Washington University (WWU) has confirmed interest and support for an instructional design 3

hour Ethics Training/Awareness curriculum pilot project designed for ESS Division Employees.

The small sample needs assessment of ESS employees related to ethics, specifically in student

affairs work, was conducted in order to determine the awareness, attitudes and knowledge of

state ethics, professional standards of student affairs professionals, ethical decision making

processes and need and desire of employees around ethical awareness/education training and

learner preferences.

The composite of ESS employees are a mix of classified and exempt-professional staff.

Longevity of employee experience, at this institution, range from 1 to 35 years. Educational

levels range from high school education to doctorate degrees. The instructional design

curriculum pilot project would be usable for all ESS employees.

CCE 571 Graduate Students

ESS Assessment

(Fall 2012)

CCE 571 ESS Division Ethics /Training Module Pilot Presentation to Dean of Students

Administrative Unit Employees

(December 2012)

CCE 501 ESS Assessment of Division Directors

(Winter Quarter 2013)

CCE 501 ESS Research Plan

Ethical Climate Questionnaire

(Spring 2013)

ESS Division Ethics Awareness and

Training Plan

Western Washington University

Needs Assessment Ethics/ESS Division of WWU

CCE 571, Maeng, Schlemmer, Van Wingerden 4

Background

Reybold, Halx, & Jimenez, (2008, p. 110) state, “Institutions of higher education as

„custodians of knowledge‟ (“Wilcox & Ebbs 1992, piii), have a responsibility to promote

ethicality.

In the state of Washington, all state employees, including University employees, are subject to

observance of the Ethics and Public Service Act. In addition various student affairs professionals

have their own standards of ethics outlined from their professions. Understanding professional

codes/standards and the university’s mission and values, is essential for educators to make

ethical decisions (Hornack, 2009). From a meeting with the university Internal Auditor, the

researcher discovered that the Human Resources Director is the university ethics contact. Human

Resources have put together a module for supervisors which address the topic of ethics. This

university’s Internal Auditor’s office has added a power point for all new employees on ethics,

part of the New Employee Orientation required by all new employees to the university.

Additionally, the university’s Human Resources department has made available an online Ethics

101 Course which can be completed by all employees. These are indicators that point to

heightened ethics awareness; the public eye, scrutiny, and accountability have grown in

significance in recent months. Questions for the assessment team relate to employee awareness

of institutional and state ethical resources, employee utilization of resources, and are they

required training tools for university employees.

Importance of Ethics in Student Affairs

Reybold, Halix, & Jimenez (2008, p.110) suggest there is an “idealized” image of higher

education, that of being “an ivory tower of intellectualism and freedom”. Higher education is

actually more complex and is “shaped by hierarchical relationships, competition for resources,

and shifting policies (Keith-Spiegel, Whitley, Balogh, Perkins, & Wittig, 2002, p. xv) and is a

climate affected by “political systems bound to funding”, accreditation, and “vulnerable to

ethical missteps or even outright violations”. Reybold focused on student affairs, an area that has

more “potential for ethical problems” as ethics in choices and decision making are key, and

considered at the “very core of student affairs professionals work” (Reybold, et. al., 2008.

p.110).

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Generally speaking, student affairs professionals have the same ethical concerns as professionals

in other industries (Winston & Creamer, 1998). They (1998) go on to state that a major student

affairs goal is that practice and professionalism are “linked with the highest form of principled

conduct”. Additionally, awareness of factors influencing reactions to ethical dilemmas, the moral

framework used when facing ethical dilemmas, and looking at ethical deliberation through

models of ethical decision making and moral theories, may indicate that ethical decision making

is a process that is ongoing, which can be framed within guidelines and systematic approaches

(Johnson, C. 2012, p. 263).

According to Hornak (2009), “Presenting the developmental issues of ethical and moral

development is important because training for student affairs professionals is not consistent

across a given discipline. Moreover, many professionals who work in student affairs have not

completed a master’s degree program, where much of this knowledge is usually acquired.

Leadership development, particularly with a focus on being a good leader and an ethical leader

and mentor, is needed for those in Student Affairs.” (Starratt, 2004)

Research on ethics is an important component of student affairs in higher education to continue

to pursue. Several studies have shown that “ethical behavior is seen often through the eyes of

student affairs professionals in their day to day work experience. Ethics is at the core of student

affairs, putting the practitioner center stage to serve both as role model and moral conscience for

the campus” (Kitchener, 1985, Kuk and Donovan 2002, Talley 1997; Thompson, 2002; Winston,

Creamer and Miller, 2001; Young 2001).

Assessment Theory The discrepancy model best fits our inquiry of ethical standards/ training related to higher

education student affairs professionals. There are currently some educational components

around ethics happening in the student affairs division for students. This model will aid in

determining if there are learning goals for staff, what learning goals are currently in place, and

what gaps exist for the division that would warrant a need for a curriculum model for ethics and

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student affairs staff. This needs assessment comes at a time where there is no significant threat

being posed, nor a significant change in environmental conditions to this population and

division. Rather, members of the institution desire to evaluate its learning and training program

goals, to determine if the current goals are congruent with the current actions or policies in place.

If not, further actions will be implemented to close the gap and make sure the

institutional/divisional goals are being accomplished. According to Smith and Ragan, the authors

of Instructional Design, this is the purpose of this assessment model, they state, “under a

discrepancy model, the designer determines whether there is a gap between what ought to be and

what actually is. Then they determine which of these gaps should be addressed with instruction”

(2005, p. 67). Our study includes an evaluation of the institution’s ethical policies and training

programs, it is our assumption the discrepancy model will be the best model to identify any areas

of deficiency here, and determine if there is a need for instruction.

Assessment Tool

For assessing our learner characteristics, we used intentional questions in our online survey and

we used the following from Smith & Ragan (2005, p. 70).

1) Interview teachers, trainers, and other educators who conduct some kind of ethics

training/education currently in the ESS Division;

2) Interview ESS Division Ethics Officer;

3) Produce and disseminate an online survey to a small population of ESS division

employees to obtain information about cognitive strategies, processing styles, and

preferred instructional delivery modes.

Key Informant Interview (s)

ESS Expert Group

October 9th

, 2012, we conducted an interview with our pre-determined ESS Ethics Expert Group.

These individuals were selected based on ethics education/awareness they were already

providing in the ESS division. The experts present were, Sara Wilson, Assistant to the VP for

Enrollment and Student Services. Ms. Wilson oversees assessment activities for the division and

has a pulse of current trends and educational models within the ESS division. Daniel Easton is a

Resident Director (RD’s) for Fairhaven under the umbrella department of Residence Life and is

amongst other RD’s who are teaching Ethical Decision Making to Resident Assistants (RA’s).

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Dr. Joanne DeMark, Leadership Development Specialist who is teaching an Ethics Course for

Western Leadership Scholars currently in Fall 2012.

Dean of Students and Ethics Officer for the ESS Division, Theodore W. Pratt, Jr. On October 11

th, 2012, we conducted an interview with Dean Theodore W. Pratt, Jr. Dean Pratt

is the Dean of Students for Western Washington University as well as the Ethics Officer for the

ESS Division. This interview was to gather more information about this particular context and

the learners involved. He was a great choice for the interview because he oversees ethics for the

division and the course it will take within the institution.

Online Survey Instrument/SurveyMonkey With the input from our key informant interviews, we then developed a questionnaire for a small

sampling of ESS employees mainly from the Dean of Students Administrative Unit, with

additional staff from the Associated Students Bookstore, Financial Aid and Housing and Dining,

to determine if there are any unmet needs in this area. The Dean of Students Administrative Unit,

approximately 40 employees, was sent the online survey, 2 employees from the Associated

Students Bookstore, and 3 employees from the areas of Financial Aid and Housing and Dining.

Pilot tests of the survey instrument were conducted by all three assessment team members. The

pilot test was used to check the amount of time it took to complete the survey, eliminate errors,

redundancies, and/or confusion and to include the most prominent and valuable information.

This survey was administered via web access to SurveyMonkey (through email), where

participants could fill out the survey at their leisure in an uninterrupted area. Our survey was

open from October 15th

, 2012 through October 19th

, 2012. Our goal was originally 6

participants, but we expanded that to include participants from the business areas of student

affairs (Housing and Dining and Bookstore); we had a total of 12 respondents.

Our rational for choosing an online survey as our assessment tool was:

1) lack of availability of the assessment team to conduct face to face interviews

2) desire to for increased survey participants

3) providing participants the ability to decline based on topic

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4) to increase confidentiality of participants answers and

5) the ability to ask more questions.

The statement of purpose was provided along with the survey so that participants were aware of

the general reasoning for conducting this survey. In addition, we piloted the original survey on a

small population to eliminate any errors, redundancies, and/or confusion and only include the

most prominent and valuable information. Appendix A is a link to the audio clips of the expert

interviews, Appendix B is the list of the questions used for the expert interviews, and the

summary of the questions used for the SurveyMonkey questionnaire and the survey results are

Appendix C.

Findings and Recommendations We completed two interviews and were able to extract some workshop ideas and derive some

conclusions around the need for ethics training in the Enrollment and Student Services Division

at WWU. The individuals that participated in the first interview have a very different participant

base; therefore some of their goals were different from the goals of this group. One

recommendation was to think about ethics in relation to being a responsible leader and what that

means for participants in their given setting. This idea influenced the ethical training for the

Western Leadership Scholars who are largely freshman, and was inspired by conversations

between Dr. Joanne DeMark and some of the deans of the academic colleges. For Residence

Life, in Resident Adviser training, facilitators gave the participants a case study that prompted

them to discuss their own values and how to apply that towards ethical dilemma(s). Students in

this ethics training arena, were given an external resource/information and asked to internally

interpret the facts/information and then to produce a solution to the dilemma. This type of

experiential learning was found to be very beneficial for the participants to gain and retain the

information. Additional support for this suggestion was to twist the word ethical into

“responsible leadership” as this is a defined goal for the division. So, if an entity like WWU

wants their students to be responsible leaders, we must live and breathe this behavior. This

means that we must come up with a way to train the staff how to demonstrate this appropriate

behavior. Additionally, it is important to understand ethical models for decision making. In the

Western Leadership Scholars ethical decision making course, professors and deans who deal

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CCE 571, Maeng, Schlemmer, Van Wingerden 9

with ethics, come in as guest speakers to give a framework of ethical decision making models.

The purpose is to show participants that decisions can be made in a variety of ways.

Those teaching ethics to students in the ESS division vary from PhD level to Masters’ level to

upper class undergraduate students. Dr. DeMark expressed that though she didn’t have direct

experience with ethics and training, the emphasis from Dr. Eileen Coughlin (Vice President for

Enrollment and Student Services) and the institution that ethics awareness/training is important,

has been interesting and rewarding for her to acquire and update pertinent ethical knowledge to

teach and train students.

There were several comments during this interview that online trainings can be dry. The

participants were excited to hear that there was a group of graduate students who were going to

be adding some energy to a dry topic like ethics! The keen interest from this group is that CCE

graduate students are taking the time to create something that is not just a responsibility for staff,

but will create meaning for learners and include experiential components.

The interview with Dean Pratt was informative. He was very supportive and provided some

realistic ideas for the pending workshop. He believes in the “Golden Rule” and that we should

“practice what we preach”. He reminded us that people need to be aware of the professional

standards that are required for their position. He also indicated that the academic affairs

department is working on new tools regarding ethics training, so it only seems fitting that student

affairs would be updating their training tools as well (therefore an ethics workshop should be

well received). Dean Pratt has recently required all his staff in the Dean of Students

Administrative Unit to take the Ethics 101 class by December 7th

, 2012.

Another important piece of the interview with Dean Pratt was that he suggested that individuals

need training regarding professional ethical codes and how they vary from their own moral code.

For example, a lawyer may be morally opposed to the crime that his client committed, but as a

part of his ethical code and the agreement to defend him, he must uphold that professional ethical

standard.

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Over 90% of the survey participants indicated that they let ethical guidelines and principles

influence their work, but only 66% said that they knew that WWU had an Ethics 101 course and

only 41% had taken the course. This was a clear indicator that there is a need for training on the

topic of workplace ethics. In written comments, there was an interest expressed in having ethics

training especially for staff who don’t “have degrees and may not know” about ethics and

professional standards. We extracted some great data from our survey that helped to solidify our

decisions related to a planned future workshop. In addition, the participants shared that they

prefer videos, discussion, case studies, small groups, and experiential learning. We will be sure

to provide a variety of training activities to reach all preferred modes of learning

(SurveyMonkey, 2012. ESS).

Qualitative comments imbedded in the survey results revealed that there is some interest in

learning what ethics are and how they apply to the job and working with students. Additionally

there is some confusion about ethics versus values. Another response indicated the “challenges

and situations” in student affairs work is ever changing and its “important to be able to apply

general ethical principles across the multiplicity of situations” (SurveyMonkey, 2012. ESS).

Based on the discovery that the survey group was split 50/50 on the delivery mode for training,

we will make two recommendations. For those that do not want to take a face to face session, we

encourage those participants to take the online WWU Ethics 101 training. All individuals would

be welcome to take the online training and/or the in-person training. For those that prefer a face

to face session, the workshop will be 2-3 hours in length and will include:

1. Generic information on professional ethics verses one’s internal moral code.

2. Information specific to Washington State Code and Western Washington University

policies.

3. Information specific to Council for the Advancement of Standards in Higher Education,

relevant to all student affairs professionals; in addition have an interchangeable piece in

the presentation of ethics tailored around the professional standards of a given area in the

ESS Division. For example in the Viking Union (student union) group professional

standards from the Association of College Unions International may be part of that

training, while for the Academic Advising group, professional standards from National

Association of colleges and Employers may be incorporated for added information on

standards of a profession and interest.

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4. Activity: Provide examples of real situations:

a. Show a video

b. Allow for opportunities to collaborate/discuss the ethical dilemma

5. Break participants into small groups to come up with their own ethical dilemma,

collaborate and solve the dilemma.

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References

Easton, D., DeMark, J., Wilson, S. (2012). Personal communication: Interview October 9th

,

2012.

Herrenkohl, K. (2012). Personal communication: Interview July 2, 2012.

Hornak, A. M. (2009). Ethical Issues for Community College Student Affairs Professionals. New

Directions for Community Colleges, Winter 2009 (148), 53-62.

Johnson, C. E. (2012). Meeting the ethical challenges of leadership: Casting light or shadow

(4th Ed.). Thousand Oaks, CA: Sage.

Keith-Speigel, P., Whitley, Jr., B. E., Balogh, D. W., Perkins, D. V., & Wittig, A. F. (2002). The

ethics of teaching: A casebook (2nd ed.). Mahwah, NJ: Erlbaum Associates.

Kitchener, K.S. (1985). Ethical decisions and ethical principles in student affairs. In H.D. Canon

and R.D. Brown (Eds.), Applied ethics in student services (pp. 17-29). New directions for

student services (no. 30). San Francisco: Jossey-Bass.

Kuk, L. and Donovan, J. (2002, December 9). Character: A missing link in student affairs

preparation. NASPA NetResults. Retrieved on July 28, 2012:

http://www.naspa.org/NetResultsarticle.cfm?ID=883.

Pratt, Theodore W. Jr., Personal Communication Interview: October 11th

, 2012.

Reybold, L. E., Halx, M.D., & Jimenez, A.L. (2008). Professional Integrity in Higher Education:

A Study of Administrative Staff Ethics in Student Affairs. Journal of College Student

Development, 49 (2), 110-124.

Starratt, R. J. Ethical Leadership. San Francisco: Jossey-Bass, 2004.

SurveyMonkey (1999-2012). http://www.surveymonkey.com

Smith, P.L. & Ragan, T.J. (2004) 3rd

edition. Instructional design. San Francisco, CA: John

Wiley & Sons

Talley, E.J. (1997). Ethics in management. In J. Fried (Ed.). Ethics for today‟s campus: New

perspectives on education, student development and institutional management. (pp. 45-

66). New directions for student services (no. 77). San-Francisco – Jossey – Bass.

Retrieved from Full Text Educational Database.

Thompson, W. (2002). The moral domain of student affairs leadership. In J.C. Dalton and M.

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McClinton (Eds.), The art and practical and practical wisdom of student affairs

leadership. (pp. 61-70). New directions for student services. Retrieved from Wiley

Interscience Database.

Wilcox, J.R., & Ebbs, S.L. (1992). The leadership compass values and ethics in higher

education. Washington D.C.: the George Washington University.

Winston, R.B. Jr., Creamer, D.G. & Miller, T.K. (2001). The student affairs professional

administrator: Educator, leader, and manager (pp. 153-178). New York: Brunner-

Routledge.

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Appendix A Interview with: Sara Wilson Assistant to the VP for Enrollment and Student Services (formerly

student affairs), Daniel Easton (Resident Director, Fairhaven), and Dr. Joanne DeMark

(Leadership Development Specialist).

Part 1: http://www.youtube.com/watch?v=fkGD6SNb3tw

Part 2: http://www.youtube.com/watch?v=Sgk0qwuwI7g

Part 3: http://www.youtube.com/watch?v=KFsKptLm-AI

Interview with Dean Ted Pratt Jr.:

Part 1: http://www.youtube.com/watch?v=j5Gr23jxIi4

Part 2: http://www.youtube.com/watch?v=ZrtmmmU0c1k

Part 3: http://www.youtube.com/watch?v=1Y-24zh2X_A

Appendix B Needs Assessment Questions

Final for Meeting with ESS Division Ethics Educators & Trainers:

Expert group: Sara Wilson Assistant to the VP for Enrollment and Student Services (formerly

student affairs), Daniel Easton (Resident Director, Fairhaven), Dr. Joanne DeMark (Leadership

Development Specialist)

Introduction:

Education Needs Assessment and Curriculum Design for 3 Hour Workshop on Ethics in

Student Affairs

Utilizing the WWU Dean of Students Unit, I am proposing that a CCE 571 team of 3, select 6

employees from the Dean of Students Unit, to conduct a small sample needs assessment of

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employee knowledge, skills, and attitudes related to ethics, specifically in student affairs work.

I have already conducted a literature review and have a baseline understanding of student

affairs ethics requirements because of my job and previous work in CCE (Research Plan on

Ethical Climate for Enrollment and Student Services employees, August 2012, and an

Assessment Proposal of Enrollment and Student Services Directors' submitted September

2012). The Dean of Students supports this project. Utilizing the needs assessment from the 6

employees our student team would design the 3 hour workshop on Ethics to be delivered to as

a pilot to the Dean of Students Administrative Unit (approximately 40 employees) and then

ultimately this may be piloted and adopted to employees in the Enrollment and Student

Services Division (previously Student Affairs).

Questions for Experts: (some were from our team and some were adapted from Smith & Ragan

pp. 48-51- using our text as a resource! )

1. What are you teaching about ethics? How did you decide to teach about ethics? Why did

you choose the curriculum you are using and how are you delivering your

teaching/training?

2. Are there things that you are teaching that you think would be useful/relevant/necessary

for staff/employees to know? What are those?

3. Are there ESS division learning goals currently being met through the RD ethics training

of RA’s, the Ethics 101 course offered through HR and the LDST 197A Leading

Responsibly academic course?

4. Is existing instruction delivered efficiently? Are you seeing an impact from the training

you are doing and if so, how it that showing up?

5. Is there instruction currently being offered to ESS division staff aside from the Ethics 101

HR course or would a 3 hour instructional design module on ethics be a new learning

goal?

6. What is the level of experience of the teachers/trainers currently with the content, learners

and teaching in general?

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7. Would you be willing to share your syllabus and/or training/educational materials with

us?

8. Are there existing curricula into which an ethics module for the division must fit? If so,

what is the philosophy, strategy or theory used in these materials?

System Questions:

1. What are the goals of the instructional system regarding ethics?

2. How well are the identified goals being achieved currently? What needs improvement or

what goals are not being achieved?

3. What gaps to you see regarding ethical awareness, education and training as it relates to

staff? How would we prioritize these?

4. Which gaps are instructional needs and which are most appropriate for design and

development of instruction.

Dean Ted Pratt, Jr. (Dean of Students and ESS Ethics Officer)

1. Has there been a significant change in the tools, policies or the organization around

ethics?

2. Has there been a significant change in the educational/training philosophy of the

organization?

3. How will the innovation of an ethics educational/training module affect the mission of

the organization?

4. How will the innovation or change affect what is expected in learners’ achievement or

employees’ performance?

5. Does this effect significantly change what learners or employees must understand, know,

or do?

6. Do these goals conflict with existing goals?

7. How will these goals be interpreted by affected groups (e.g. staff, administration)

8. Are there groups that may object to these new goals?

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Appendix C

Online SurveyMonkey: Ethics – What do we know, want to know, need to know…as assessment

of ESS Staff. Cut and paste the link:

http://www.surveymonkey.com/sr.aspx?sm=6LBZgReiDmUzunCB2RCPLE7d1PfNuAS0NfCI2

a8AUKU_3d

This link has survey results. There is an Excel spreadsheet with all data compiled available upon

request.

Password: CCE

Questions

This is part of a CCE Graduate student project for the Dean of Students, the Ethics Officer of the

Division of Enrollment and Student Services. Your participation is confidential. Your input,

thoughts, and responses are much appreciated. Thank you for taking the time to participate in our

survey!

1. Have you heard of the WWU Ethics 101 class?

2. Have you taken the Ethics 101 class?

3. In your work, profession or field in student affairs, have you been required to take a

webinar, workshop, class, etc. on ethics and/or professional standards?

4. If you have had education/training, please describe the training you received?

5. How long ago did you receive the training?

6. How important would you say, ethical values, skills, and attitudes are to your work in

student affairs?

7. Are you familiar with the Ethics in Public Service Act for Washington State?

8. Are you familiar with the Washington State WAC, use of resources?

9. Are you familiar with Western’s Using University Resources Policy?

10. Are you familiar with Western’s Using University Resources Policy?

11. How often would you say you let your ethical guidelines/principles influence your work?

12. How comfortable are you in making tough ethical decisions in your student affairs work?

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13. What are the sources for ethical standards that you utilize in making ethical decisions

(drop down list; mark all that apply)

14. How would you define ethics as it relates to student affairs work?

15. Describe a typical set of steps you take when faced with an ethical dilemma or decision.

16. Who are the typical people you check in with when facing an ethical dilemma or decision

(drop down list; mark all that apply)

17. Is the ethical training something you would like to see offered to staff in the division?

18. What types of education/training would you like offered?

19. How do you learn best? (drop down list of options; mark all that apply)

20. How willing would you be to take an online course?

21. How willing would you be to attend a 3 hour face to face training?

22. How willing would you be to attend both?

23. How much training have you previously had on workplace ethics?

24. Do you have any questions related to work place ethics?

25. Do you have current ethical issues that you would like assistance with?

26. Do you know your department/division/WWU’s ethical policies?

27. Additional comments.