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Millstein and Simpson assigned three teams to prepare scripts and action plans for each case and present them in class. As the presentations went on, students became increas- ingly sophisticated and more forward-thinking. Instead of simply scripting the most persuasive arguments for the values-driven position, they began to anticipate the second and third round of counter-arguments from the people they wanted to persuade, and they developed the next layers of argument and strategy. Some students even envisioned that they might not be able to prevail; at that point, they pre- sented their conclusion that the position was still important to take because they needed to differentiate themselves from the actions of the board. Adapting for the Future Currently there are more than 175 pages of material avail- able in the Giving Voice to Values curriculum. The Aspen Institute and the Yale School of Management are developing more materials, sometimes in partnership with faculty who have expertise in or a desire to teach about particular topics. Aspen and Yale also are disseminating the basic pedagogy of the approach so that faculty can use it independently in their classes. In addition, Aspen and Yale are in discussion with several faculty about designing research to examine what kind of impact this curricular approach has on students once they return to work. At the same time, Aspen and Yale are finding opportunities to develop materials across cultures. For example, faculty from the Goa Institute of Management and the Indian School of Business are developing GVV cases and teaching plans based on India-specific situations. Aspen also recently conducted a Student Attitude Survey in China and is considering ways to use that data to develop similar methods there. Although the GVV interviews suggest many similarities across cultures, the concept of "voice" may be culturally determined, and coun- try-specific realities may influence which approach will work best for an individual who wishes to speak up. The Giving Voice to Values curriculum recognizes the fact that all managers encounter value conflicts in the workplace— instances when their own values conflict with what they are asked to do. It can be extremely difficult for individuals to take a stand if they feel they are in the minority, if they don't have the time to come up with a workable alternative, or if they don't want to risk presenting an incomplete response to a senior member of the organization. The GVV approach equips individuals with tested responses to the most common ethical challenges they will face in their careers. It helps students develop the self-con- fidence and clarity of thought to voice their values in the workplace—and perhaps change the way business is done. n z Mary C. Gentile is research director for Giving Voice to Values, and senior advisor to The Aspen Institute Business & Society Program in New York City. For more information on the program, visit www.aspencbe.org. BizEd JULY/AUGUST 2008 45