Thesis

97 Defining and measuring moral craftsmanship Part 2: Identifying the conceptual elements of MCS As no literature addresses the total of all conceptual elements of MCS, we included studies about relevant other topics. For example, we used literature on moral competence or ethical decision-making as an inspiration for some MCS elements. For the final categorization of the levels of those elements, we were inspired by existing literature that already contains categories (e.g., Bosch & Wortel, 2009; Rest & Narváez, 1994; Rossouw, 2002) to develop our model on conceptual elements of MCS. Most of the involved studies address the moral competence of individuals. For example, a moral competence model used by the Dutch Military presents six domains for moral competences: ‘awareness, recognition, judgment, discussing options, taking action and responsibility’ (Oprins et al., 2011). Our explorative literature search resulted in the following levels of conceptual elements: 1) individual (subdivided into cognitive, attitude, and action), 2) team, and 3) moral leadership. The latter only addresses the moral craftsmanship of supervisors or managers, since we expect more from them than their employees, e.g., being a role model (DCIA Educational Institute, 2014). In Figure 1 the overview can be seen of the three levels and conceptual elements we determined to be part of MCS. These are all characteristics that, to a greater or lesser extent, can play a role in exhibiting and strengthening moral craftsmanship. Understanding and further developing these characteristics can help professionals deal with moral situations and to develop the competence to ‘do the right thing’ in morally challenging situations. Figure 1. Overview of the conceptual elements of moral craftsmanship 4

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