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xi | |
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xii | |
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xv | |
About the Authors |
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xvii | |
Preface |
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xix | |
The Issue |
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xxiii | |
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Chapter 1 Introduction to Part I - The Anatomy |
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3 | (4) |
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Definitions of Fraud and Corruption |
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4 | (3) |
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Chapter 2 Six Cases of Fraud and Corruption |
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7 | (18) |
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8 | (2) |
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10 | (2) |
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12 | (2) |
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14 | (3) |
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17 | (2) |
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19 | (6) |
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Chapter 3 Is Fraud and Corruption Natural? |
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25 | (6) |
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25 | (1) |
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26 | (3) |
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29 | (2) |
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Chapter 4 The Social Construction of Fraud and Corruption |
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31 | (14) |
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31 | (3) |
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Can Fraud and Corruption be Anything? |
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34 | (1) |
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35 | (3) |
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38 | (2) |
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Failing to Define Fraud as Real |
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40 | (3) |
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43 | (2) |
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Chapter 5 The Social Deconstruction of Fraud and Corruption |
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45 | (34) |
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Not Knowing Norms and Values |
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46 | (2) |
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48 | (5) |
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53 | (3) |
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56 | (4) |
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The Myth of Amoral Business |
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60 | (4) |
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64 | (1) |
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Common Sense is Dangerous |
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65 | (4) |
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69 | (4) |
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73 | (4) |
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77 | (2) |
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Chapter 6 Working With a Corporate Psychopath |
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79 | (12) |
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The Thin Line between Excellence and Fraud |
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80 | (4) |
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84 | (2) |
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The Silent Suffering of Others |
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86 | (3) |
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89 | (2) |
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Chapter 7 Trust in Organizations |
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91 | (6) |
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Common Values -- a Double-Edged Sword |
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91 | (1) |
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92 | (2) |
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94 | (1) |
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94 | (3) |
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Chapter 8 The Closing of Mindsets |
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97 | (2) |
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Chapter 9 The Social Reconstruction of Fraud and Corruption |
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99 | (24) |
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Establish Normality as the Norm! |
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100 | (3) |
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103 | (1) |
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104 | (7) |
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111 | (3) |
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114 | (1) |
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115 | (3) |
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118 | (5) |
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PART II EXPLORING THE REMEDIES |
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Chapter 10 Introduction to Part II -- Exploring the Remedies |
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123 | (4) |
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Chapter 11 The Case for Experiential Learning |
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127 | (12) |
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127 | (1) |
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128 | (4) |
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The Expected Learning Cycle (or Typology of Fraud from a Pedagogical Perspective) |
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132 | (5) |
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137 | (2) |
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Chapter 12 Using the Drama Metaphor as a Training Tool |
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139 | (10) |
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139 | (5) |
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144 | (2) |
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146 | (1) |
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147 | (2) |
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Chapter 13 Establishing the Norm |
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149 | (14) |
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149 | (1) |
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150 | (2) |
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152 | (1) |
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153 | (4) |
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Communicating Integrity Policies and the Code of Conduct |
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157 | (2) |
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Writing the Code of Conduct |
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159 | (1) |
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Objectives and Benefits of Awareness Training |
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160 | (1) |
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161 | (2) |
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Chapter 14 Who Gets What Training? |
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163 | (16) |
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163 | (1) |
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Different Groups, Different Needs |
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164 | (10) |
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174 | (3) |
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177 | (2) |
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Chapter 15 Cultural Factors in Training |
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179 | (12) |
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179 | (1) |
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180 | (1) |
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181 | (2) |
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The Value of a Strong Internal Culture |
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183 | (1) |
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The Local Company in an International Group |
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183 | (1) |
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184 | (1) |
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Ethically Challenged Industries |
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185 | (1) |
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186 | (1) |
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186 | (1) |
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Communication Difficulties due to Cultural Differences |
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187 | (2) |
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189 | (2) |
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Chapter 16 The Design Process |
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191 | (14) |
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191 | (4) |
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Ten Steps for Designing a Successful Fraud Awareness Training |
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195 | (7) |
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202 | (3) |
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Chapter 17 Workshop Techniques |
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205 | (14) |
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The Business Case for Workshop Training |
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205 | (1) |
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206 | (1) |
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See the Fraudster in your Heart |
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207 | (1) |
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207 | (2) |
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209 | (1) |
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210 | (2) |
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Case Studies and Group Work |
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212 | (1) |
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213 | (2) |
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Dealing with Workshop Saboteurs |
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215 | (3) |
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218 | (1) |
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Chapter 18 Multimedia Interactive Techniques |
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219 | (14) |
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220 | (1) |
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From e-Learning to Multimedia |
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221 | (1) |
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Multimedia Fraud Awareness Training |
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222 | (1) |
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223 | (1) |
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Participants' Involvement |
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223 | (2) |
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Interaction, Customization and Branding |
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225 | (1) |
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Learning Cycle Applied to Multimedia |
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226 | (2) |
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The Value of Employees' Feedback |
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228 | (2) |
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Workshop and Self-training: an Integrated Approach |
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230 | (1) |
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230 | (3) |
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Chapter 19 The Theatre Experience |
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233 | (10) |
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Drama in Education and Theatre in Education |
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233 | (1) |
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Planning a Theatre Performance |
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234 | (2) |
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236 | (5) |
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241 | (2) |
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Chapter 20 Organizational Resilience to Fraud |
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243 | (14) |
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243 | (1) |
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What is Organizational Resilience to Fraud? |
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244 | (1) |
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245 | (2) |
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247 | (2) |
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249 | (1) |
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250 | (2) |
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252 | (1) |
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253 | (4) |
Bibliography |
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257 | (6) |
Index |
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263 | |