Data Organization Techniques

Data coding consisted of participants’ information from the study data. Data

management involved deciding the most efficient data organization technique to use.

Preserving participants’ data electronically, and non-electronic increased the effectiveness

of the data analysis (Cliggett, 2013). Data organization techniques included creating an

electronic journal, placing responses in the order of interviews, and electronically storing

data in a folder called Participants’ Information (Watkins, 2012). To ensure privacy, each

participant received identifiers of P1, P2, P3, and so on (Damianakis & Woodford, 2012).

I transcribed the data into a Word document and pasted the transcribed information into

Ethnograph v6 software. Protecting the privacy and confidentiality of the research data

will remain for 5-years.

Data Analysis Technique

Transcribing research data is beneficial in member checking (Harvey, 2015).

When member checking was complete, and clarifications made, I began data analysis.

Qualitative data analysis techniques involve reducing data into themes or categories (Yin,

2011). The Ethnograph v6 computer software package used in data analysis proved

beneficial to helping with analyzing raw data collected from the semistructured

interviews by marking the data with specific identifiers assigned to interview participants

(Gullion & Ellis, 2014). Qualitative researchers use data analysis to consider data

concerning particular phenomena (Collingridge, 2013; Oliver, 2011).

A qualitative, case study research was preferred to obtain new information from

government contracting employees and to provide management with a better

understanding of what causes unethical behaviors. Understanding factors associated with

government contract managers lacking knowledge required to stop contracting

employees’ unethical behaviors when administering contracts provided additional

discussion questions.

Interview Questions

The interview questions I used to address the research question were:

1. What are the issues that you face as the manager of government contracting

employees regarding unethical behaviors?

2. What are the fundamentals that you as a manager use to assist government

contracting employees in understanding how to perform their duties ethically?

3. What are the elements of the organization’s philosophy that you as a manager

use to address government contracting employees’ unethical behaviors when

administering contracts?

4. What are the challenges confronting you as a manager in determining ethical

implementation of the organization’s philosophy?

5. What training and development methods do you use better guide employees to

act ethically?

6. How can training and development methods be improved and incorporated as

an integral part of government contract administration?

7. What benefits can result from employees’ ethical administration of

government contracts?

8. What further questions, comments, or information do you have that may be

beneficial to this study?

The recommendations of qualitative methodology provided the basis for this study

because this study did not require hypothesis testing or statistical interpretations. I

focused on obtaining meaningful characterization of real-world events (Yin, 2011). To

start the data analysis process, I asked each participant eight open-ended questions. After

copying the research data into Microsoft Word, Nayelof et al. (2012) assessed that the

researcher may use software in data analysis. Upon loading the data in the Ethnograph v6

software, the search for common themes ensued. This process provided a systematic

manner for coding data into key themes (Housley & Smith, 2011; Kisely & Kendall,

2011; Paulus et al., 2013). Crede and Borrego (2013) used inductive coding to gather

information related to graduate engineering student retention. Mitra, Serriere, and

Stoicovy (2012) used inductive coding to explore the correlation among leaders and

student participation. Likewise, Siwale and Ritchie (2012) used inductive coding to look

at the loan officer’s multifaceted role in developing countries. Key themes emerged when

I used inductive coding in the data analysis process (Crede & Borrego, 2013).

Reliability and Validity

Addressing reliability and validity helped in achieving verification of this research

study. To ensure the reliability and validity of the research, I searched for logical

conclusions based on the analyzed data (Dolnicar, 2013). In this study, I assessed the

validity in relation to the purpose of the research study and participants’ perspectives.

Reliability

Reliability of the qualitative research addresses the ability of other researchers to

replicate the study. Reliability in qualitative research emphasizes the nonexistence of

careless errors and presents the research in raw data(Zachariadis, Scott, & Barrett, 2013).

This process allows other researchers to replicate the research findings with the same

results (Zachariadis et al., 2013). Protecting the integrity, quality, and reliability of the

research data was a key focus of the study (Koro-Ljungberg & Bussing, 2013).

Documentation of all aspects of assessment established reliability and credibility of the

data (Yilmaz, 2013). Reliability of this study was an essential objective. Jorgensen (2012)

maintained that reliability in qualitative research depends on an accurate representation of

research participants’ perspectives and the link to the research question. Campbell,

Quincy, Osserman, and Pedersen (2013) posited that a necessary step in validating a

coding scheme in qualitative research entails the use of intercoders. Intercoder reliability

can be a key component of the qualitative data analysis process (Campbell et al., 2013).

Using a source familiar with the Ethnograph v.6 software did not offer value in this

process.

Validity

Researchers use validity in qualitative research to verify the authenticity of the

study (Koch et al., 2014). The qualitative researcher uses validity to outline the

association with the research design and the data interpretations (Koro-Ljungberg, 2013;

Sirriyeh, Lawton, Gardner, & Armitage, 2012; Wallace, 2011). To understand the role that

validity plays in qualitative research, Newman et al. (2013) conducted a study to assess

the methods for estimating content validity. Validity strengthens the trustworthiness of the

research tools. In this case study, validity occurred through techniques such as member

checking, triangulation, and data saturation (Newman et al., 2013).

As in reliability, using member checking provided grounds for data validation.

Employing member checking to ensure that each participant reviewed a copy of their

interview transcript for accuracy served to validate the data. Harper and Cole (2012)

posited that member checking or respondent validation improves the accuracy and

validation of the study. Using member checking allowed participants to verify findings,

provide feedback, and provide further insights beneficial to this study (Harper & Cole,

2012). Summarizing the data and obtaining participants’ feedbacks, corrections, and

additional insights provided clarity in the final data analysis. Allowing each participant to

review a copy of their transcript offered further validity to this study by promoting

affirmation, feedback, critique, and cooperation (Tracy, 2013).

Embracing triangulation throughout the validation phase of the research process

helped in mitigating bias (Suri, 2011). Methodological triangulation from interviews and

documentation strengthened the validity of this study (Bekhet & Zauszniewski, 2012).

Yin (2013) posited that data triangulation supports the validity of a case study.

Methodological triangulation from interviews and exploration of documents related to the

research subject identified similarities and differences in current responses and past

observances (Bekhet & Zauszniewski, 2012). My objective of this study was to use data

triangulation to promote the completeness of the data collection and classify emerging

findings (Boblin, Ireland, Kirkpatrick, & Robertson, 2013).

Data saturation occurred when no new themes emerged, and coding became

routine (O’Reilly, Paper, & Marx, 2012). Although I reached the saturation point after 16

interviews, I continued to interview participants until I conducted 21 semistructured

interviews. Cliggett (2013) posited that qualitative studies contain limitations. Although I

found themes to support the research question, this study may be limited and presents

opportunities for future research. The inability to study all managers in government

contracting presents further limits on this study. However, information gathered through

the interview process, document inquiry, and data analysis should be transferability to

members of the contracting community.

Transition and Summary

The objective in Section 2 of this research was to assess the purpose of the

research, examine the role of the researcher and analyze the selection of individuals

participating in the research study. I looked at the data collection process and provided an

explanation of reliability and validity methods. I detailed the findings of the research and

explained applications of professional practices, implications for social change, and

recommendations for future research study in Section 3.

Section 3: Application to Professional Practice and Implications for Change

This section contains the results of an analysis of the knowledge required by

government contracting managers to mitigate unethical behaviors of employees when

administering contracts. In addition, Section 3 contains an overview of the study, the

findings of the study, and applications for professional practice. I review (a) implications

for social change, (b) recommendations for action, including dissemination of results, (c)

recommendation for further study on government contracting managers’ perceived level

of understanding of government contracting ethical regulations, (d) reflections of my

experience conducting this research study, as well as (e) the study summary and

conclusions.

Overview of Study

The purpose of this qualitative case study was to provide a clear understanding of

the knowledge required by government contracting managers to mitigate unethical

behaviors of government contracting employees when administering contracts. To

comprehend the government contracting managers’ understanding, I established one

research question and eight supporting interview questions. The research and interview

questions are instrumental to the presentation of the findings presented in this chapter.

Data collection included 21 semistructured interviews and company documents

pertaining to ethical requirements of doing government contracting. Company documents

as well as the interviews provided methodological triangulation of the data. After

transcribing, I uploaded the data to Ethnograph v6 software for coding. I analyzed the

data and discovered four emerging themes. The themes related to organizational strategic

guidelines as described in the company documents. The four themes comprised (a) ethics

requires continued training, (b) trust is vital, (c) adequacy of training, and (d) benefits of

ethical government contracting. The findings from the data analysis revealed evidence

that supported the conclusion that training and communication are central to managing

government contracting employees’ unethical behaviors.

Presentation of the Findings

The findings from data analysis presented pertain to the central research question:

what knowledge do government contracting managers need to mitigate unethical

behaviors of government contracting employees when administering contracts? Framed

by the stakeholder theory, a qualitative case study was designed and purposeful sampling

used which resulted in 21 government contracting managers answering eight open-ended

questions (Appendix A) regarding contracting managers’ understanding of the knowledge

required to diminish unethical behaviors of government contracting employees when

administering contracts. I analyzed participants’ responses from face-to-face interviews

and company documents using Ethnograph v6 software to assist in establishing the

findings.

The sample came from a group of government contracting managers at the

Defense Logistics Agency in the mid-Atlantic area of the United States. Twenty-one

participants responded to the research question. To protect participants’ privacy, I

replaced participants’ names with codes such as P1, P2, P3, through P 21. Based on the

interview questions, participants presented responses that varied in scope, depth, and

consideration. The response rate of individuals willing to participate in the study

represented 100% of participants approached. Based on Dibley’s (2011) assessment of

McCormack’s Lens, I drew on each participant’s experience to develop and present the

research findings in an unbiased manner. Although I used the questions in (see Appendix

A) to direct each interview, an open-ended interview approach guided the interview

process.

The conceptual framework for this research study was stakeholder theory. The

concept of stakeholder theory which encourages business managers to consider the

principles of organizational and public ethics when determining business compliance

(Freeman, 1984) was supported by much of the interview responses and reiterated by the

company documents. Four themes emerged which demonstrated similarities and

differences amongst participants. Gioia, Corley, and Hamilton (2013) posited that themes

in qualitative research emerge from patterns not predetermined. Qualitative researchers

focus on new patterns, themes, or information that provides new insight into a specific

subject (Gioia, et al., 2013). The four emerging themes reflected vital results of this study

and represented more than 80% of the responses in each category.

Emergent Theme 1: Ethics Requires Continued Training.

In regards to training or development methods managers used to guide

government contracting employees to administer contracts ethically, 38% of participants

relied on established policies and guidance while 52% assessed that regular training was

key (see Table 2). As noted by 11 participants, annual training plays a vital role in

ensuring that any changes in organizational policies are clearly outlined. Findings from

this study enforces Witesman and Fernandez’s (2013) assessment that incorporating

government contracting requirements, compliance with the law, and customer satisfaction

related to administering government contracts encourages ethical behaviors.

Participants posited that training government contracting employees on the

fundamentals of the FAR, DFARS, and local ethical guidance presented further

opportunities for employees to understand the requirements of doing their jobs ethically.

Warren, Gasper, and Laufer (2014) posited that formal ethics training encourages ethical

organizational development; therefore, may decrease instances of unethical behaviors. In

addition, five percent of participants stated that open communication presents further

opportunities for presenting ethical training and development to government contracting

employees. Another 5% of participants posited that managers must lead by example.

Table 2

Nodes Related to Theme 1: Frequency of Themes for Ethics Requires Continued Training

% of frequency

Theme n occurrence

Clarity is needed in regard to organizational standards 14 66%

FAR, DFARS, local policies

Training/development methods used - regular/continued

13 62%

training 11 52%

No problems with implementing organizational standards 10 48%

Training/development methods used - established policies 8 38%

Improvement in ethical policies 6 29%

Communicating organizational policies proved challenging 5 24%

Problems balancing urgency of need with quality 3 14%

Note: n = frequency

Different managers have different styles, views, and ideas. In fact, participants

noted various fundamentals to address government contracting employees’ understanding

of the ethical requirements needed to administer government contracts. However, the

majority of participants, 62%, relied on policies and guidance such as the FAR, DFARS,

and local policies to guide employees to do their jobs ethically. Participants posited that

communication is vital to clearly presenting fundamentals needed by employees (see

table 2).

Forty-eight percent of participants indicated no problems in implementing the

organization leaders’ policies. These participants maintained that leading by example and

clearly communicating the organization’s philosophies appeared important to employees

understanding and implementation of those policies. However, 24% of participants stated

that communicating the organization’s policies seemed challenging because the policies

were at times unclear (see Table 2). Findings from this study discount Rotter, Airlike, and

Mark-Herbert’s (2014) findings that managers willingly manipulate regulatory policies to

ensure that cases of unethical behaviors dissipate. Waldman and Balven (2014) posited

that responsible leaders can influence their employees ethically. Notwithstanding, P17

posited that the organizational policies are subject to individual interpretation. P8

assessed that the policies constantly changes and that the guidelines offered appear

contradictory or confusing to the employees.

When asked how the participants could overcome the challenges presented, 66%

(see Table 2) posited that being able to understand the organization’s policies and not

offering personal interpretations could be helpful in clearly communicating the

philosophies to their government contracting employees. The managers maintained that

the policies written in legal language makes it challenging to interpret and present to the

government contracting employee. Another issue that 14% of participants presented was

that helping government contracting employees to balance urgency of need with attaining

quality of service made implementing the organization leaders’ policies and philosophies

challenging. Organizations in the public arena are expected to retain desirable traits of

public trust resource administration and good governance (Pomeranz et al., 2014).

The theme associated with ethics requires continued training included the answers

related to understanding the requirements needed to mitigate the government contracting

employees’ unethical behaviors. The patterns found in participants’ responses included

words that referred to (a) maintaining required training, (b) providing relevant training,

guidelines to government contracting employees.

Emergent Theme 2: Trust is Vital.

Participants’ views varied based on their experience and beliefs. Fifty-two percent

of participants indicated that they had not faced unethical behaviors with their employees

administering government contracts. Some managers addressed issues encountered. For

example, 14% assessed that unethical vendors caused employees to behave unethically

(see Table 3). The participants maintained that if unethical vendors do not approach

employees and offer money for contracts, employees might not have a reason to

administer contracts unethically.

Table 3

Nodes Related to Theme 2: Frequency of Themes for Trust is Vital

Theme n

% of

frequency of

occurrence

Honesty, integrity is representative of organizational

philosophy 8 38%

Communication 5 24%

Unethical vendors 3 14%

Individual Beliefs 2 10%

Training used in employees' development 2 10%

D1: DLA Director's Guidance - Engage with employees,

customers, and stakeholders 3 100%

Note: n = frequency

Ten percent of participants posited that individual beliefs drive ethical/unethical

behaviors. These managers affirmed Elcock’s (2012) assessment that public servants must

depict accountability, legality, responsiveness, and integrity when doing their jobs. The

managers posited that if an individual has high ethical standards, they would not

cooperate with unethical vendors presenting money for favors. The employees will

administer contracts based on the ethical standards set forth in government contracting

guidance. Twenty-four percent of participants confirmed DLA Director’s guidance (see

Table 3) that communication is vital to ensuring that government contracting employees

understand the ethical guidelines and the ramifications of going outside the scope of the

established policies. Participants’ responses varied based on the type of employees they

managed.

A small minority, 10%, maintained that more than any other factors, using training

to develop government contracting employees might affect employees’ ethical

understanding of government contracting administration. The bulk of participants looked

at the organization’s philosophies and combined them with their personal beliefs when

addressing unethical behaviors in government contracting employees. Tomescu and

Popescu (2013) posited that moral judgments pose substantial challenges to individual

and organizational integrity. Thirty-eight percent of participants posited that honesty and

integrity represented DLA’s primary philosophy.

DLA’s mission is to support the warfighter by offering value-added supplies and

services at a fair and reasonable price while keeping in mind the philosophy of honesty

and integrity, above all else (DLA, 2013). Participants posited that open communications

allowed employees to document and report unethical behaviors encountered. Participants

stated that leading by example was a primary factor for mitigating government

contracting ethical behaviors. If the employee understood the organization’s philosophy

and the manager’s willingness to enforce the policies, the employee might be willing to

follow the required ethical guidelines.

Themes included those questions related to participants’ perceptions of issues

managers may face regarding the knowledge needed to mitigate unethical behaviors of

government contracting employees when administering contracts. The answers belonging

to the theme trust is vital contained patterns based on participants’ responses such as

honesty, integrity, and ethics. The categories of significance in the responses included:

integrity with six responses, honesty with four responses, and ethics with three responses,

thus demonstrating the relevance that the category had on participants. The category

related to trust is vital included participants’ responses reflecting that values, trust, and

morals must guide ethical behaviors.

Emergent Theme 3: Adequacy of Training.

Thirty-eight percent of participants assessed that training offered provided

government contracting employees with adequate discipline needed to do their jobs

ethically (see Table 4). While those managers determined no improvements were needed,

29% of participants posited that training offered must be relevant to the work employees

do. Participants confirmed Warren et al.’s (2014) assessment that formal ethics training

encourages ethical organizational development and decreases instances of unethical

behaviors. P4 assessed that training must be tailored to each government contracting

activity. The managers suggested that sometimes training offered by the organization

differed from the scope of work employees do therefore making the training appear

irrelevant.

Table 4

Nodes Related to Theme 4 - Frequency of Themes for Adequacy of Training

% of frequency of

Theme n occurrence

Current training is sufficient 8 38%

Training must be relevant 6 29%

Note: n=frequency

Ensuring that adequacy of training is presented to government contracting

employees is vital to sustaining an ethical workforce. With only 38% of managers

agreeing that training offer is sufficient, I recommend that relevant, reoccurring training is

offered to current and future government contracting employees. Relevant training can

provide the government contracting workforce with the ability to conduct selfassessments

related to government contracting ethical requirements. Managers also confirmed

Verschoor’s (2014) belief that organizational ethics training is critical to effectively

presenting an ethical culture within the organization. P2 and P4 posited that training must

be relevant and comply with established regulations.

Emergent Theme 4: Benefits of Ethical Government Contracting.

Participants stressed benefits for mitigating government contracting employees’

unethical behaviors. Benefits included (a) improvements to customer service, (b) cost

savings, (c) boosting consumer confidence in government contracting organizations, (d)

self-satisfaction, and (e) improvement in workforce performance. The managers agreed

that it was beneficial for government contracting employees to do their jobs ethically.

Overwhelmingly, as noted in Table 5, 76% of participants assessed cost savings as a

major benefit. P5 noted an effective use of taxpayer dollars, while P11 posited that

knowing that taxpayer’s money is spent ethically may benefit society. Whether cost

savings to the government, customer or the public, participants affirmed DLA Director’s

guidance (see Table 5) that saving money benefits all stakeholders.

Results from this study confirm Ayuso et al. (2012) findings that focusing on the

broader area of stakeholder management and social responsibility enhancements ethical

compliance within government contracting. Thirty-five percent of participants noted other

potential benefits (see table 5) including improvements in customer service, boosting

consumer confidence, improvement to the workforce, and 19% noted selfsatisfaction. As

noted within the conceptual framework of this study, changes to the government

contracting policies can benefit all stakeholders. Freeman (1984) posited that

incorporating ethics with organizational strategies benefits not only the organization but

also all stakeholders. Benefiting stakeholders embraces good customer service.

Table 5 Benefits of Ethical Government Contracting

Theme n

% of frequency

occurrence

Current training is sufficient 8 38%

Training must be relevant 6 29%

D2: DLA Director's Guidance -

Achieve price reductions

across DLA’s 1 100%

Note: n=frequency

Participants confirmed SBA (2014) assessment that customer service and

customer satisfaction encompass the administration of government contracts. Lorne and

Dilling (2012) posited that matching organization and customer values can produce a

customer-centric environment. Lorne and Dillings’ assessment confirms DLA’s (2013)

customer service mission.

Particular Situations

The category related to trust is vital addressed ideas regulated by principles or

values that apply to situations requiring contextual judgments. The patterns found in

participants’ responses included words such as (a) document and reported, (b)

communicate, (c) zero tolerance, and (d) encourage positive behaviors, addressing how

particular situations could influence ethical behaviors and decisions. Participants noted

integrity as a behavior that comprises the individuals’ responsibility for his/her actions or

a thought as a whole is part of an ethical behavior. The category related to ethics requires

continued training addressed ideas related to regulations, guidance, or law. Participants’

responses included phrases such as FAR/DFARS is a must, regular training must be

conducted, relevant training is needed, maintain current training, and clarify policies.

Participants posited that making guidelines and regulations clear could assist government

contracting managers to clearly relate ethical guidelines to government contracting

employees.

Application to Professional Practice

The findings from this study indicated a vital need for additional government

contracting managers’ training and guidance in mitigating unethical behaviors by

employees administering government contracts. The threat of increased unethical

behaviors by government contracting employees coupled with the stated need for

simplification and clarification of government contracting regulations support Demessie’s

(2012) conclusion that vagueness in procurement policies can affect all stakeholders. The

findings relate to stakeholder theory because as identified by D1 in the second theme,

government contracting organizations can establish trust through engagement with all

stakeholders.

Freeman (1984) posited that moral principles must drive stakeholder relations.

Government contracting managers must guide their employees in understanding how

unethical behaviors affect not only the organization but also all stakeholders. The ethical

principles of government contracting business as defined in the FAR as well as outlined

in D1 can provide government contracting organizations with better performance

approaches if managers know how to ethically manage employees. The ability of

government contracting managers to mitigate employees’ unethical behaviors will benefit

not only this organization but also all stakeholders.

To some extent, the findings of this study suggested that unethical behaviors by

government contracting employees may be consistent with lack of information provided

by government contracting managers. Lorne and Dilling (2012) posited that managers

require purposeful decision making tools to facilitate dissemination of information. If

government contracting managers do not have clear guidance and training in

understanding government contracting ethical requirements, the managers cannot provide

that information to employees. On the other hand, if policies, regulations, and guidance

are unclear, managers will provide personal interpretations to individual employees.

There must be clarity and consistency through the government contracting arena.

Implementing the views assessed in this study have important implications for

government contracting because, as suggested by P1, P5, P6, P13, P14 and P16, all

stakeholders can benefit from ethical government contracting through improved customer

service and increased cost savings. Improving customer service can show stakeholders

and society improvement in the ethical culture of government contracting. P2 suggested

that mitigating government contracting employees’ unethical behaviors might mitigate

scandals currently plaguing government contracting organizations (Schick, 2011). When

government contracting managers understand the requirements of ethical government

contracting and how to disseminate the information to their employees, employees might

consider the consequences of their actions before making a decision to be unethical. As

government contracting managers understand ethical needs of government contracting,

the result of this study may assist organization leaders in developing strategies for

improved implementation of ethical requirements.

Implications for Social Change

Positive social change is possible within government contracting. Society, policy

administrators, government contracting professionals, and acquisition workforces must

make an effort to clarify and simplify the ethical requirements of the government

contracting process. From the data analysis, I concluded that a dominant association

exists among understanding government contracting regulations, organizational

philosophies, corporate best practices, and government contracting fraud. Furthermore, I

concluded that this association that exists among these entities is vital to the government

contracting community because of insights provided by the training attitudes,

expectations, and transparency needed with government contracting.

Government contracting professionals may benefit from this study by

understanding the potential effect of unethical behaviors on all stakeholders.

Understanding the role that each stakeholder plays in the government contracting process,

and how the potential effects of unethical behaviors can affect each member may assist

stakeholders in mitigating financial losses occurring yearly due to fraud, briberies, and

abuse. In addition, benefits of this study may encourage socially accountable and

transparent federal contracting processes that could reduce fraud that in turn may renew

society’s trust in government contracting organizations.

Findings and conclusions from this study are expected to expand the scholarly

literature that demonstrates the benefits of socially acceptable government contracting

processes. Any reduction in government contracting employees’ unethical behaviors can

benefit society because individual taxpayers represent society. Government contracting

organizations may also benefit from increased ethical behaviors by employees because

the organizations’ stakeholders may see cost savings in reduction of prosecutions and lost

production time. Businesses’ leaders may benefit because the money saved by

government contracting organizations can finance technology and innovations.

Stakeholders can use money saved by government contracting organizations to

incentivize human development thereby benefiting society. Findings and

recommendations from this study may contribute to positive social change by improving

training and ethical standards, which could lead to enhancing society’s trust in

government contracting organizations.

Recommendations for Action

The findings indicated that some government contracting managers had the

knowledge needed to mitigate unethical behaviors by government contracting employees;

however, government contracting organizations still require changes. Findings from this

study revealed dominant perceptions that there is a connection among (a) government

contracting regulations, (b) government contracting manager and employee training, (c)

trust, and (d) best business practices to mitigate the government contracting employees’

unethical behaviors. Because of the findings, I propose three recommendations to both

the government contracting officials/regulators and industry leaders.

First, I recommend that the government contracting officials/regulators seek to

improve dissemination of ethical guidelines on a regular basis, thereby improving

government contracting managers and employees’ understanding of the ethical

guidelines. Stakeholders doing government contracting business require clarity. If the

guidelines and regulations are unclear, government contracting employees may not fully

comprehend the ramifications of continued unethical behaviors. Government contracting

managers must drive ethical and value integration. Leaders have the power to motivate

employees by being role models (Leroy, Palanski, & Simons, 2012).

My second recommendation is that government contracting officials conduct a

more comprehensive review of instances of unethical behaviors by government

contracting employees. Conducting random checks to ensure that employees are doing

the job ethically may benefit all stakeholders. Managers must have the tools needed to

assist their employees. Conducting quarterly management training on the FAR

requirements in relation to ethical conduct can help managers to understand the

requirements for their employees better. Along with FAR training, I recommend that

managers receive quarterly ethical training. The training can include the requirements for

ethical contracting, ethics in business, and the effect of unethical behaviors on the

stakeholders. Government contracting managers must offer and maintain relevant training

that provides government contracting employees with the tools needed to do the job

ethically.

My third and final recommendation is that government contracting officials

impose penalties that will reduce misconduct. The FAR lists penalties for government

contracting employees’ unethical behaviors (Acquisition Central, 2014). However, unless

the individual takes the time to read FAR Part 3 inclusively, understanding the possible

ramifications of their unethical behaviors may not be clear. Mitigating depends on

government contracting employees believing that stakeholders might discover the acts of

unethical behaviors and that the cost of the action is greater than the potential profit. I

recommend that the government contracting administrators enable and empower

managers to publish statistics of employees caught in unethical situations and the

punishments for the employees’ actions. Implementing these findings would support

Sadler-Smith’s (2012) finding that corporate ethics programs educate and inform.

The research findings will benefit government contracting leaders who have a

goal of positive social change within the government contracting system. I will

disseminate the results of this study through correspondence to G.A.O., conferences,

scholarly journals, seminars, and organizational training. After applying suggested

changes, government contracting leaders can meet with government contracting managers

to review both successes and failures regarding implementation. Government contracting

managers must meet with employees to disseminate updated information and review

lessons learned. There must be checks and balances to determine if applied changes made

a difference.

Recommendations for Further Research

Findings from this study determined that government contracting managers have

the desire to manage their employees ethically and assist employees in mitigating

unethical behaviors; however, managers need clear policies, processes, and tools to

accomplish those tasks. I recommend three studies to further the understanding of the

government contracting managers’ need to mitigate unethical employee behavior. First, I

recommend a comparative study to discover if changes to FAR Part 3 have reduced the

number of reported instances of government contracting employees’ unethical behaviors.

The results of such a study might further the understanding of mitigating unethical

behaviors in government contracting.

Next, I recommend further study of a broader base of government contracting

managers to determine the perceived level of understanding of government contracting

ethical regulations. Within this study, researchers could address three issues: (a)

government contracting managers’ knowledge of the FAR, (b) the likelihood of

government contracting managers detecting unethical behaviors in their employees, and

Zhengchuan, Tamara, and Hong’s (2011) assessment that punishment for violations will

surpass reward.

Finally, I recommend further assessment of government contracting managers’

understanding of the knowledge needed to mitigate government contracting employees’

unethical behaviors using a qualitative descriptive design. Researchers may expand on the

current study by perusing a broader spectrum of government contracting managers based

on multiple organizations and employees managed. Findings from the envisioned

research studies may enhance the understanding of both academia and government

contracting stakeholders on the association of (a) government contracting managers’

understanding, (b) government contracting employees’ ethical conduct, and (c) society’s

need for clarity in government contracting. The expectation is that findings from this

study may lead to enhanced future research focused on clarifications of government

contracting regulations, enhanced training for government contracting employees and

managers, and reductions in unethical behaviors within government contracting arenas.

Reflections

Interviewing participants to gain an understanding of the requirements that the

government contracting managers needed to mitigate unethical behaviors by government

contracting employees was both fascinating and informative. Learning the history of

government contracting, discovering various instances of unethical behaviors by

government contracting employees, and the government contracting leaders’ efforts to

combat unethical behaviors heightened my understanding of the subject. With more than

25 years of experience in government contracting, I had preconceived ideas of what to

expect prior to conducting this study. I initiated this study with the preconceived notion

that all government contracting personnel understood the ethical requirements of

government contracting and that managers had all the tools needed to mitigate the

employees’ unethical behaviors. Over time, I learned to bracket my biases and maintain

an objective, scholarly, and unbiased approach to my research as described by Snelgrove

(2014). The change in attitude proved invaluable in the research process and more

importantly in gaining an understanding of the difficulties that each government

contracting manager faces.

Completing the dissertation process taught me the value of applying structured

and unbiased approaches to problems and challenges. The frustrations experienced during

the dissertation process from re-writes to waiting for approvals taught me that anything

worth doing is worth the time, hard work, and patience that I experienced. I became open

to exploring various literature on topics not previously considered, I learned to master

patience and listen instead of thinking that I knew what the answer would be, and learned

to analyze data objectively. My focus changed from an attitude of knowing, to listening

and understanding. My lived experiences informed my point of view that government

contracting managers are individuals who need the same guidance as their employees.

Overall, completing this study significantly expanded my knowledge concerning

government contracting regulations, ethical requirements, and most importantly, my

awareness of government contracting managers’ needs regarding the need for an ethical

contracting knowledge-base. The knowledge gained, and ideas expressed by government

contracting managers significantly contributed to this study.

Summary and Study Conclusions

Completing this study provided me with an overview of government contracting

managers’ understanding of the requirements needed to mitigate the government

contracting employees’ unethical behaviors. The research methodology followed a

qualitative case study that included a purposeful sampling of 21 government contracting

managers. The data collection process included semistructured interviews and

documentation as research techniques to demonstrate methodological triangulation

(Bekhet & Zauszniewski, 2012). My findings showed that most government contracting

managers had not experienced employee unethical behaviors; however, those managers

who offered an opinion provided specific examples of issues that the government

Data Analysis Technique

Transcribing research data is beneficial in member checking (Harvey, 2015).

When member checking was complete, and clarifications made, I began data analysis.