Imagine your company Toyota does not currently have an ethics program and you believe an effective program is necessary. The Federal Sentencing Guidelines for Organizations encourages firm to set up ethics programs. Review this Website, located at http://www.ussc.gov/guidelines, prior to doing the assignment.
Write a 4-6 page paper in which you:
1. Briefly describe your company and then benchmark the codes of conduct used by similar companies in the industry. Critique the codes of conduct of at least three (3) similar companies in order to write codes for your company.
2. Analyze ways ethical challenges affect your business and create a code of conduct for your company. Provide a rationale on how these specific codes enhance your company?s ethics program.
3. After reviewing the Federal Sentencing Guidelines for Organizations, explain how these guidelines influence the ethics program you created.
4. Anticipate where the challenges or setbacks may be in the adoption and enforcement of the codes of conduct for your company. Explain how you will address these challenges and anticipated setbacks.
5. Given the influences of changing economic, political, social, cultural, and technological forces on business and society, explain how you can ensure that your codes of conduct will remain relevant in the years ahead.
Your assignment must follow these formatting requirements:
? Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; references must follow APA or school-specific format. Check with your professor for any additional instructions.
? Include a cover page containing the title of the assignment, the student?s name, the professor?s name, the course title, and the date. The cover page and the reference page are not included in the required page length.
The specific course learning outcomes associated with this assignment are:
? Analyze ways ethical challenges affect the multiple functions of business.
? Evaluate the influences of changing economic, political, social, cultural, and technological forces on business and society.
? Use technology and information resources to research issues in business and society.
? Write clearly and concisely about business and society using proper writing mechanics.

SUBDOMAIN 310.2 - ETHICS



Competency 310.2.3: Ethics Programs - The graduate can develop an appropriate and comprehensive ethics program for a given business venture.


Objective 310.2.3-08: Develop an ethics program for a company.

Introduction:
Because of the increased scrutiny on the actions of corporations and those who act on behalf of organizations, there has been increased attention placed on the ethical actions within organizations. Many organizations have responded to this increased scrutiny by establishing formal ethics programs to address what are appropriate actions for those working for the company.



Given:
You and two other individuals have decided to start a company that will provide management consulting services to nonprofit organizations. The company will have approximately 15??"20 total employees. Since many of your clients will be paying you from funds provided by government sources, you have decided that it would be appropriate to have an ethics program in place before you start offering services.



Task:
Develop an ethics program (suggested length of 5??"7 pages) for the given company in which you:

A. Develop an appropriate standards and procedures section, such as a code of ethics.
B. Develop a section that has a plan for an appropriate ethics training program.
C. Develop a section that discusses systems to monitor, audit, and report misconduct.
D. Develop a section that has a plan to review and improve the ethics program over time.
E. If you choose to use outside sources, include all in-text citations and references in APA format

Question 1

What usefulness does ethics training have on workers ethical behavior? What should be included in an ethics training program?

Question 2

In your estimation why is there a growing need for organizational ethics programs? What are the factors contributing to ethical problems in the global corporate world? What are possible solutions?

Individual Paper: at least two external sources minimum 5 pages this does not include the title and reference page, and use the APA format. Please use 12 point font and double spacing. The major focus of this paper is to institute an ethics program for a Drivers Training Company and it could be fictional or nonfictional. My program should include a code of ethics, a description of the company's moral and social philosophies and the impact the program will have on the organization. Also include how my program will be implemented, as well as strategy for training and auditing. The following guidelines I mentioned above must followed and each guideline can be written in sections i.e code of ethics, a description of the company's the moral and social
philosophies, and the impact the ethics program will have on the organization, as well as strategy for training and auditing. If you are able to write this please I will like to emphasis I'm an average speaking guy and not a Havard students. Also, I would like my paper back by 8 Nov 04 please.

This is a continuation of your first assignment. Imagine your company does not currently have an ethics
program and you believe an effective program is necessary. The Federal Sentencing Guidelines for
Organizations encourages firm to set up ethics programs. Review this Website, located at
http://www.ussc.gov/guidelines, prior to doing the assignment.
Write a 4-6 page paper in which you:
1. Briefly describe your company and then benchmark the codes of conduct used by similar
companies in the industry. Critique the codes of conduct of at least three (3) similar companies in
order to write codes for your company.
2. Analyze ways ethical challenges affect your business and create a code of conduct for your
company. Provide a rationale on how these specific codes enhance your company?s ethics
program.
3. After reviewing the Federal Sentencing Guidelines for Organizations, explain how these
guidelines influence the ethics program you created.
4. Anticipate where the challenges or setbacks may be in the adoption and enforcement of the
codes of conduct for your company. Explain how you will address these challenges and
anticipated setbacks.
5. Given the influences of changing economic, political, social, cultural, and technological forces on
business and society, explain how you can ensure that your codes of conduct will remain relevant
in the years ahead.


My first assignment was on a company called JEMC. It was described as one of the premier retailer franchises in the United States

Introduction:



Because of the increased scrutiny on the actions of corporations and those who act on behalf of organizations, there has been increased attention placed on the ethical actions within organizations. Many organizations have responded to this increased scrutiny by establishing formal ethics programs to address what are appropriate actions for those working for the company.



Given:



You and two other individuals have decided to start a company that will provide management consulting services to nonprofit organizations. The company will have approximately 15??"20 total employees. Since many of your clients will be paying you from funds provided by government sources, you have decided that it would be appropriate to have an ethics program in place before you start offering services.







Develop an ethics program (suggested length of 5 pages) for the given company in which you:



A. Develop an appropriate standards and procedures section, such as a code of ethics.



B. Develop a section that has a plan for an appropriate ethics training program.



C. Develop a section that discusses systems to monitor, audit, and report misconduct.



D. Develop a section that has a plan to review and improve the ethics program over time.



E. If you choose to use outside sources, include all in-text citations and references in APA format.


This is my second paper request...i have two more for the next three weeks. Who do i get ahold of for the discount for multiple papers?

Assignment 5: Ethics Exercise-See syllabus for due date .
Your assignment will be to answer the ethics questions provided below and then upload your responses using the information provided at the bottom of the page. SEE SYLLABUS FOR DUE DATE.
1. Imagine that it's your responsibility to select an ethics officer for your organization. What qualities, background, and experience would you look for? Why? Would you ever be interested in such a position? Why or why not?


"What sorts of ethical issues will an ethics officer in your organization have to decide or resolve?"


"Is there technical knowledge required? How could a non-technical person acquire the knowledge necessary to resolve issues?"


"Is a background in the law essential?"



"Could a young person -- under age 35 -- do the job, or would employees be more comfortable with an older person?"


"What kind of experience within your company would make the most well-rounded ethics officer?"


"How could an outsider gain credibility within your organization?"


"Is there anything which could bar an insider from the job of ethics officer?"



2. Should the Ethics Officer report to the company's chief executive officer, the legal department, human resources office or the audit department? What are the advantages and disadvantages of each?


"Think about the mission of all of the departments listed -- legal, audit, human resources, the CEO -- what are the risks associated with raising an issue with each of the departments?"



"What advice could each provide?"



"What protection could each provide?"


Assignment:



If you haven't yet held a job, interview your parents, family, or friends who do work. Ask them about questions 3 - 11.



3. Think about an organization where you've worked. What kinds of ethical dilemmas are unique to that organization? To that industry? What might be the best way to prepare employees to deal with those issues?


Some things to consider in answering the question:



"Is your/their industry regulated? By whom?"



"What do the regulators think are the biggest problems in your/their industry?"



"Is there something in your/their corporate culture that could put your/their company at increased risk for an ethical problem?"



"Is there any aspect of your/their company or industry that has been criticized by the media or the public?"






4. Which of the following exist in the organization? Mission or values statement, policy manual, code of conduct, ethics training (who conducts it), hotline? Are they consistent and credible? Discuss.


"Do all employees receive copies of the policy manual, values or mission statement, conduct code?"



"Does everyone receive ethics training?"



"Have you/they ever read the policy manual or conduct code or other materials relating to ethics?"



"Is your/their company saying one thing in its printed materials and doing another?"



"Who conducts ethics training in your/their organization? Are they -- to the best of your/their knowledge -- ethical?"



"Who answers the company hotline? Who resolves the issues raised on the hotline? Is the hotline confidential?"



5. Does senior management appear committed to ethics? How do you/they know? What could they do differently or better?



Some things to consider in answering the question:



"Do senior managers ever write articles on ethics for company communications (newsletters or magazines)?"



"Do they ever reference ethical behavior in speeches or orientations?"



"Is any senior executive "known" for his or her integrity?"



"Is there a senior executive who is especially trusted by employees?"


6. Are leaders at all levels of the organization held accountable for their ethical conduct? If so, how? If not, why not? What would you recommend?


"Can you think of any employees within your organization who have been fired or disciplined for their behavior or for unethical conduct? How did you find out about it?"



"How long after the problem occurred did it take for them to be disciplined? Who actually did the firing?



"How did other employees interpret the discipline -- what messages did it send?"



"Has anyone been commended for his or her high ethical conduct? What form did the praise or commendation take? How did other employees interpret it -- what messages did it send?"






7. What recommendations would you make for handling frivolous calls that come in to a hotline?


"How would you define a frivolous call?"



"Are problems relating to human resources issues -- arguments with supervisors, for example -- frivolous?"



"Could employees calling with frivolous complaints be penalized? Should they be? Should their managers be notified?"



8. Does the organization evaluate its ethics initiatives? How? If not, why not?



"Have you ever received an employee survey that has tried to assess your attitudes toward ethical issues?"



"Have you ever participated in employee focus groups that have involved ethics?"



"Have you ever read about any ethics evaluations efforts in your company newsletter or magazine?"



"Have your company's senior executives ever distributed reports on how the organization's ethics program is doing?"



9. How would you raise an ethical concern in this organization? List all of the resources available. Which ones would you/they likely use? Why or why not?



"How would the following people/departments react if you were to raise an ethics issue: your manager, your manager's manager, the legal department, the human resources department, the audit department, the ethics officer/department, the chief financial officer, the head of public relations/communications, the head of your division/department, the president of your organization, the CEO, the board of directors?"



"If you had to go outside of your chain of command, who would you approach and why?"



"Under what circumstances would you approach any of the above?"


10. Imagine that you're the CEO of a small manufacturing company. An employee has dumped toxic waste in a nearby stream. What would you do? Who would you call into your office and what would you want to know? Develop a short-term and long-term action plan for dealing with the crisis. Who would you communicate with and why?


"Who are the stakeholders in this situation?"



"Who on your staff (which kind of job) could you count on to handle each stakeholder group?



"Does your strategy for coping with the disaster address the needs of all stakeholders?



"Does your plan include being forthright, accepting responsibility, and making some sort of restitution to effected stakeholders?"



11. Evaluate the ethics program at your/their organization from the perspective of fit. Has the ethics program been designed to fit the organizations overall culture? If so, how? If not, what could be done to make the program a better fit?


What are the three most key values in your/their organization?



Are workers rewarded for exhibiting those values?



Is your/their organizations ethics program consistent with what your/their company rewards?


Questions are from:

MANAGING BUSINESS ETHICS

Straight Talk About How To Do It Right


Linda K. Trevino

Katherine A. Nelson

Fourth Edition

John Wiley & Sons, Inc.

Copyright 2007

ISBS 0-471-75525-7

P. 351

? Assignment 2: Social Performance, Part 2


This is a continuation of your first assignment. Imagine your company does not currently have an ethics program and you believe an effective program is necessary. The Federal Sentencing Guidelines for Organizations encourages firm to set up ethics programs. Review this Website, prior to doing the assignment. http://www.ussc.gov/Guidelines/Organizational_Guidelines/guidelines_chapter_8.htm

Write a 5 page paper in which you:
1. Briefly describe your company and then benchmark the codes of conduct used by similar companies in the industry. Critique the codes of conduct of at least three (3) similar companies in order to write codes for your company.
2. Analyze ways ethical challenges affect your business and create a code of conduct for your company. Provide a rationale on how these specific codes enhance your company?s ethics program.
3. After reviewing the Federal Sentencing Guidelines for Organizations, explain how these guidelines influence the ethics program you created.
4. Anticipate where the challenges or setbacks may be in the adoption and enforcement of the codes of conduct for your company. Explain how you will address these challenges and anticipated setbacks.
5. Given the influences of changing economic, political, social, cultural, and technological forces on business and society, explain how you can ensure that your codes of conduct will remain relevant in the years ahead.
Your assignment must follow these formatting requirements:
? Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; references must follow APA or school-specific format. Check with your professor for any additional instructions.
? Include a cover page containing the title of the assignment, the student?s name, the professor?s name, the course title, and the date. The cover page and the reference page are not included in the required page length.
The specific course learning outcomes associated with this assignment are:
? Analyze ways ethical challenges affect the multiple functions of business.
? Evaluate the influences of changing economic, political, social, cultural, and technological forces on business and society.
? Use technology and information resources to research issues in business and society.
? Write clearly and concisely about business and society using proper writing mechanics.

SUBDOMAIN 310.2 - ETHICS
Competency 310.2.3: Ethics Programs - The graduate can develop an appropriate and comprehensive ethics program for a given business venture.
Objective 310.2.3-08: Develop an ethics program for a company.
________________________________________
Introduction:
Because of the increased scrutiny on the actions of corporations and those who act on behalf of organizations, there has been increased attention placed on the ethical actions within organizations. Many organizations have responded to this increased scrutiny by establishing formal ethics programs to address what are appropriate actions for those working for the company.
Given:
You and two other individuals have decided to start a company that will provide management consulting services to nonprofit organizations. The company will have approximately 15?20 total employees. Since many of your clients will be paying you from funds provided by government sources, you have decided that it would be appropriate to have an ethics program in place before you start offering services.
Task:
Develop an ethics program (suggested length of 5?7 pages) for the given company in which you:
A. Develop an appropriate standards and procedures section, such as a code of ethics.
B. Develop a section that has a plan for an appropriate ethics training program.
C. Develop a section that discusses systems to monitor, audit, and report misconduct.
D. Develop a section that has a plan to review and improve the ethics program over time.
E. If you choose to use outside sources, include all in-text citations and references in APA format.
Note: Please save word-processing documents as *.rtf (Rich Text Format) or *.pdf (Portable Document Format) files.
Note: For definitions of terms commonly used in the rubric, see the attached Rubric Terms.
Note: When using outside sources to support ideas and elements in a paper or project, the submission MUST include APA formatted in-text citations with a corresponding reference list for any direct quotes or paraphrasing. It is not necessary to list sources that were consulted if they have not been quoted or paraphrased in the text of the paper or project.
Note: No more than a combined total of 30% of a submission can be directly quoted or closely paraphrased from outside sources, even if cited correctly. For tips on using APA style, please refer to the APA Handout Web link below.

NOTE: I am guessing as to the number of sources needed for this assignment. The assignment does not specify a min. requirement of sources so I am hoping that 15 is a realistic number? You all will know better than I would.

Please complete the following essay questions. Essay questions are worth a possible 10 points each.
Book is Business Ethics: Ethical Decision Making and Cases by O. C. Ferrell (Author), John Fraedrich (Author), Linda Ferrell (Author)
1. How does ethics contribute to employee commitment?
2. Why is reputation so important and what can companies such as Wal-Mart do to improve their reputation?
3. List three business problems, situations, or opportunities that you believe are ethical issues. Explain why.
4. If anyone is hurt by unfair competition among businesses, it would seem to be primarily other businesses. What ethical issues affecting consumers and society as a whole are created by unfair competition?

5. The ethical decision-making framework includes the concepts of ethical issue intensity, corporate culture, and individual factors. Discuss how these concepts influence the ethical decision-making process.
6. How does a person's individual moral philosophy influence his or her business decisions?

7. How can a person's status within an organization create an opportunity for unethical behavior?

8. How can organizations develop an effective ethics program?

9. How can companies secure stakeholder input during an ethics audit? Why is it important to do so?
10. Some American businesses argue that the U.S. Foreign Corrupt Practices Act, which prohibits U.S. corporations from employing bribes to secure business, places U.S. businesses at a disadvantage when the

Please read the following case, and answer the three (3) questions at the end.


The Healthcare Company: Learning from Mistakes?

In 1968 Dr. Thomas Frist, Sr., Jack C. Massey, and Dr. Thomas Frist, Jr., founded the Hospital Corporation of America (HCA) to manage Park View Hospital in Nashville, Tennessee. The firm grew rapidly over the next two decades by acquiring and building new hospitals and contracting to manage additional facilities for their owners. The firm merged with Columbia Hospital Corporation to become Columbia/HCA Healthcare Corporation in 1994, and Columbia founder Richard Scott became chairman and CEO of the combined companies. By 1997 Columbia/HCA Healthcare Corporation had grown to become one of the largest health-care services companies in the United States, operating 343 hospitals, 136 outpatient surgery centers, and approximately 550 home-health locations. It also provided extensive outpatient and ancillary services in thirty-seven states, as well as in the United Kingdom and Switzerland. The firm's comprehensive network included more than 285,000 employees and used economies of scale to increase profits.
Columbia/HCA's stated mission was "to work with our employees, affiliated physicians and volunteers to provide a continuum of quality healthcare, cost-effectively for the people in the communities we serve." Its vision was "to work with employees and physicians, to build a company that is focused on the well- being of people, that is patient-oriented, that offers the most advanced technology and information systems. That is financially sound, and that is synonymous with quality, cost-effective healthcare." Columbia/HCA's goals included measuring and improving clinical outcome and patient satisfaction as well as reducing costs and providing services with compassion. With these goals, the company built the nation's largest chain of hospitals based on cost effectiveness and financial performance. It competed by capitalizing on its size and creating economies of scale in the internal control of its costs and sales activities The focus was bottom-line performance and new business acquisitions.

However, a number of critics charged that health -care services and staffing at Columbia/HCA often took a back seat to the focus on profits. For example, the company employed shorter training periods than competing hospitals provided. One fanner administrator reported that training that typically should take six months was sometimes accomplished in as little as two weeks at a Columbia/HCA hospital. In addition, the company was accused of "patient dumping"---discharging emergency-room patients or transferring them to other hospitals when they are not yet in stable condition. In 1997 officials at the Department of Health and Human Services Inspector General's Office indicated that they were considering imposing fines on Columbia/HCA for an unspecified number of patient-dumping cases. Additionally, the corporate watchdog INFACT publicly challenged the company's practices, inducting Columbia/HCA into its "Hall of Shame" for corporations that manipulate public policy to the detriment of public health.


ETHICAL AND LEGAL PROBLEMS BEGIN

In late July 1997, Fawcett Memorial Hospital in Port Charlotte, Florida, a Columbia/HCA hospital, became the focal point of the biggest case of health-care fraud in the industry. A government investigation resulted in the indictment of three mid-level Columbia/HCA Healthcare Corporation executives for filing false cost reports for Fawcett, which resulted in losses of more than $4.4 million from government programs. The government alleged that Columbia/HCA had gained at least part of its profit by overcharging for Medicare and other federal health programs; that is, executives had billed the government for non reimbursable interest expenses. Other concerns were alleged illegal incentives to physicians and the possible overuse of home-health services. Federal investigators accused Columbia/HCA of engaging in a "systematic effort to defraud government health care programs." In a seventy-four-page document, federal investigators quoted confidential witnesses who stated that Columbia/HCA's former CEO, Richard Scott, and former president, David Vandewater, were briefed routinely on issues relating to Medicare reimbursement claims that the government charged were fraudulent. Samuel Greco, Columbia/HCA's former chief of operations, was also implicated in the scandal.
One of the issues was whether Columbia/HCA had fraudulently overstated homehealth care laboratory-test expenses and knowingly miscategorized other expenditures so as to int1ate the amounts for which it sought reimbursement. For example, Columbia/HCA's Southwest Florida Regional Medical Center in Fort Myers reportedly claimed $68,000 more in property taxes than it paid. Moreover, documents showed that the hospital had set aside money to return to the government in case auditors caught the int1ated figure. Technically, expenses claimed on cost reports must be related to patient care and fall within the realm of allowable Medicare reimbursements. However, medical billing can be confusing, chaotic, imprecise, and subject to interpretation. Hence, it is not unusual for hospitals to keep two sets of accounting books. One set is provided to Medicare, and the other set, which includes records for setaside money, is held in case auditors interpret the Medicare cost report dit1erently than the hospital does. Some believe it is appropriate for a hospital to set aside money to re-turn to the government if the hospital in good faith believes the Medicare cost claims are legitimate. However, if administrators believe strongly or know that certain claims are not allowable yet still file the claims and note them in the second set of books, charges of fraud may result.
Confidential witnesses said that Columbia/HCA had made an effort to hide from federal regulators internal documents that could have disclosed the alleged fraud. In addition, Columbia/HCA's top executive in charge of internal audits had instructed employees to soften the language used in internal financial audits that were critical of Columbia/HCA's practices. According to FBI agent Joseph Ford, "investigation by the [Federal Bureau of Investigation] and the [Defense Criminal Investigative Service] has uncovered a systematic corporate scheme perpetrated by corporate officers and managers of Columbia/HCA's hospitals, home health agencies, and other facilities in the states of Tennessee, Florida, Georgia, Texas, and elsewhere to defraud Medicare, Medicaid, and the [Civilian Health and Medical Program of the Uniformed Services]." ,Indicted Columbia/HCA officials pleaded not guilty, and defense lawyers for Columbia/HCA tried to diminish the importance of the allegations contained in the government's affidavits.

DEVELOPING A NEW ETHICAL CLIMATE AT COLUMBIA/HCA

Soon after the investigation was launched, Dr. Thomas Frist, Jr., was hired as chairman and CEO of Columbia/HCA. Frist, who had been president of HCA before it merged with Columbia, vowed to cooperate fully with the government and to develop a one hundred-day plan to change the troubled firm's corporate culture. Under the Federal Sentencing Guidelines for Organizations (FSGO), companies that have effective due diligence compliance programs can reduce their fines if they are convicted of fraud. For penalties to be reduced, however, an effective compliance program must be in place before misconduct occurs. Although the FSGO requires that a senior executive be in charge of the due diligence compliance program, Columbia/HCA's general counsel had been designated to take charge of the program.
After a hundred days as chairman and CEO of Columbia/HCA, Frist outlined changes that would reshape the company. His reforms included a new mission statement as well as plans to create a new senior executive position to oversee ethical compliance and quality issues. Columbia/ HCA's new mission statement emphasized a commitment to quality medical care and honesty in business prctices. It did not, however, mention financial performance. "We have to take the company in a new direction," Frist said. "The days when Columbia/HCA was seen as an adversarial or in your face, a behind-closed-doors kind of place, is a thing of the past." (It has been claimed that some managers viewed Columbia/HCA's corporate culture as so unethical that they resigned before the fraud investigation had even started.)
Columbia/HCA hired Alan Yuspeh as the senior executive to oversee ethical compliance and quality issues. Yuspeh, senior vice president of ethics, compliance, and corporate responsibility, was given a staff of twelve at the corporate headquarters and assigned to work with group, division, and facility presidents to create a "corporate culture where Columbia workers feel compelled to do what is right." Yuspeh's first initiatives were to refine monitoring techniques, boost workers' ethics and compliance training, develop a code of conduct for employees, and create an internal mechanism for workers to report any wrongdoing.
Because of the investigation, consumers, doctors, and the general public lost confidence in Columbia/HCA, and its stock price dropped more than 50 percent from its all-time high. The new management seemed more concerned about developing the corporation's ethical compliance program than about its growth and profits. For instance, at a conference in Phoenix, Arizona, twenty Columbia managers were asked to indicate by a show of hands how many of them had escaped taunts from friends that they were crooks. Not a single hand went up. The discussion that followed that question did not focus on surgery profit margins. It focused on resolving the investigation and on the importance of the corporation's intangible image and values


COLUMBINHCA LAUNCHES AN ETHICS, COMPLIANCE, AND CORPORATE RESPONSIBILITY PROGRAM

Columbia/HCA released a press statement indicating that it was taking a critical step in developing a company-wide ethics, compliance, and corporate responsibility program. To initiate the program, the company designated more than five hundred employees as facility ethics and compliance officers (ECOs). The new ECOs began their roles with a two-day training session in Nashville. The local leadership provided by these facility ECOs was thought to be the key link in ensuring that the company continued to develop a culture of ethical conduct and corporate responsibility.
As part of the program, Yuspeh made a thirteen-minute videotape that was sent to managers throughout the Columbia/HCA system. The tape announced the launching of the compliance-training program and the unveiling of a code of ethics that was designed to effectively communicate Columbia/HCA's new emphasis on compliance, integrity, and social responsibility. Frist stated that "we are making a substantial investment in our ethics and compliance program in order to ensure its success" and that "instituting a values-based culture throughout this company is something our employees have told us is critical to forming our future. The ethics and compliance initiative is a key part of that effort."
Training seminars for all employees, conducted by each facility's ECO, included introductions to the training program, the Columbia/HCA code of conduct, and the company's overall ethics and compliance program. The training seminars also included presentations by members of senior management and small-group discussions in which participants discussed how to apply the new Columbia/HCA code of conduct in ethics related scenarios.
Although the company wanted individuals to bring their highest sense of persona values to work each day, the purpose of the program was to help employees understand the company's strict definition of ethical behavior rather than to change their personal values. Columbia/HCA's ethical guidelines tackled basic issues such as whether nurses can accept $100 tips-they cannot-as well as complicated topics such as what constitutes Medicare fraud. In addition, the company developed certification tests for the employees who determine billing codes. In 1998 a forty-minute training video was shown to all the firm's employees; it featured three ethical scenarios for employees to examine. Columbia/HCA apparently recognized the importance of ethical conduct and quality service to all of its constituents.

RESOLVING THE CHARGES

In 1997-1998, Columbia/HCA Healthcare settled with the Internal Revenue Service (IRS) for $71 million over allegations that it had made excessive compensation and "golden parachute" payments to some one hundred executives. As a result of the settlement, the IRS, which had sought $276 million in taxes and interest, agreed to drop its charges that Columbia/HCA had awarded excessive compensation by allowing the executives to exercise stock options after a new public offering of Columbia/HCA stock. Frist had reportedly earned about $125 million by exercising stock options after that public offering, and seventeen other top executives each made millions on the deals.

In August 2000, Columbia/HCA became the first corporation ever to be removed from INFACT's Hall of Shame. The executive director of INFACT announced that Columbia/HCA had drastically reduced its political activity and influence. For example, the corporation has no active federal lobbyists and has a registered lobbying presence in only twelve states. According to INFACT's executive director, "This response to grassroots pressure constitutes a landmark development in business ethics overall and challenges prevailing practices among f(x-profit health care corporations."

In December 2000, Columbia/HCA announced that it would pay the federal government more than $840 million in criminal fines and civil penalties. The company agreed in June 2003 to pay $631 million to settle the last of the government's charges that it had filed false Medicare claims, paid kickbacks to doctors, and overcharged at wound-care centers. No senior executives of the company have ever been charged with a crime. However, the company has paid out a total of$1.7 billion in fines, refunds, and lawsuit settlements after admitting that it had, through two subsidiaries, offered financial incentives to doctors in violation of antikickback laws, falsified records to generate higher payments for minor treatments or treatments that never occurred, charged for laboratory tests that were never ordered, charged f()l" home-health care for patients who did not quality)r for it, and falsely labeled ads as "community education." KPMG, the firm's auditor, denied any wrongdoing on its part but agreed to pay $9 million to settle a whistle-blower lawsuit related to the charges. Columbia/HCA also signed a "Corporate Integrity Agreement" in 2000 that subjected the firm to intense scrutiny until 2009. In the same year, the company was officially renamed HCA The Healthcare Company.
In January 2001, Frist relinquished the title of CEO to focus on other interests but remained involved in corporate strategy as chairman of HCA's board of directors. Jack Bovender, Jr. (formerly CFO) replaced him. Of the fraud investigation, Bovender



HCNS COMPLIANCE PROGRAM AT WORK


Today, HCA spends $4 million a year on its ethics program, which includes an ethics and compliance committee of independent board directors, two separate corporate committees that draft: ethics policy and monitor its use, and a twenty-member department that implements the program. In all, twenty-six executives oversee ethics and compliance for a variety of issues, ranging from taxes to pollution to the Americans with Disabilities Act.
The ethics compliance program set up by Yuspeh includes seven components: (1) articulating ethics through a code of conduct and a series of company policies and procedures; (2) creating awareness of these standards of compliance and promoting ethical conduct among everyone in the company through ethics training, compliance training, and other ongoing communication efforts; (3) providing a twenty-four-hour, toll-free telephone hot ine to report possible misconduct; (4) monitoring and auditing employees' performance in areas of compliance risk to ensure that established policies and procedures are being followed and arc effective; (5) establishing organizational supports for the ethics compliance effort; (6) overseeing the company's implementation of and adherence to the Corporate Integrity Agreement; and (7) undertaking other efforts such as clinical ethics and pastoral services.
Training continues to playa major role in helping employees understand HCA's new focus on ethics and legal compliance. Every new employee is required to undergo two hours of "orientation" on the firm's code of conduct within thirty days of employment. At that time, new employees receive a copy of the code of conduct, participate in training using videotapes and games, and sign an acknowledgment card. All employees complete one hour of refresher training on the firm's code of conduct every year.
HCA's new ethics hot line helps the firm identity misconduct and take corrective action where necessary. For example, in the spring of2002, an anonymous caller to the toll-free line accused a hospital supply clerk of stealing medical gear and reselling it online through eBay. After investigators verified the complaint, the clerk was fired. Since its inception, the ethics program has fielded hundreds of such ethics-related complaints.
The effort to change HCA's corporate culture quickly and become the model corporate citizen in the health-care industry was a real challenge. This health-care provider learned the hard way that maintaining an organizational ethical climate is the responsibility of top management. As Bovender says, "Internal controls can always be corrupted. We've tried to come up with a system that would require a lot of people to conspire. It would be very hard for Tyco-type things to happen here." HCA seems to have recovered well from all of its problems, and at the time of writing, this case a number of companies were trying to acquire it, an indication that they view it as a great business opportunity.



Questions:

1.What were the organizational ethical leadership problems that resulted in Columbia/HCA's misconduct?

2.Discuss the strengths and weaknesses of HCA's current ethics program. Does this program appear to satisfy the provisions of the Federal Sentencing Guidelines for Organizations and the Sarbanes-Oxley Act?

3. What other suggestions could Columbia/ HCA have implemented to sensitize its employees to ethical issues?

Good evening,

I have attached the following documents to write a three page papers for HRM522
- Case Study (Nike: Managing Ethical Missteps ? From Sweatshop to Leadership in Employment Practices)
- Questions for Assign#5
- CH8: Developing an Effective Ethics Program
-CH9: Implementing and Auditing Ethics Programs

Please citations pages reference resources paper. I need at least three (3) references, and they need to be no more than three (3) years old, materials.

Thanks,

Earth Friendly Foods Ethics Case

Earth Friendly Foods packages and distributes organic foods to grocery stores, restaurants and hotels. You have been hired as a consultant to help Earth Friendly develop a corporate ethics program. There is currently no established ethics programs of any type; management relies on informal interactions between employees to communicate the companys ethics philosophy. Earth Friendly Foods is a privately held corporation that operates internationally, with employees from countries across North America, Europe and most recently, South America.

The foodservice industry, particularly for organic food, is extremely competitive and is currently receiving a great deal of government scrutiny and media attention because of recent outbreaks of E. coli and salmonella that resulted in the hospitalization of hundreds of consumers. These outbreaks were caused by improper handling of produce, which can happen even if the food is organically grown. Further, the investigation of these outbreaks was slowed down by executives who hid important records from outbreak investigators. Earth Friendly was not involved in these outbreaks; however, the CEO of Earth Friendly, Celeste Olson, is concerned that Earth Friendly managers may be tempted to cut corners in the manufacturing process to meet heavy demand for Earth Friendly products which could possibly endanger employees and ultimately harm the health of consumers. She is aware of the pressure to keep organic food affordable yet safe for consumers as well as maximize revenues for the company. She also knows that food safety standards and ethical standards may differ from country to country but she wants to ensure that her company adheres to the highest possible ethical standards. She knows something must be done but shes not sure how to move forward. Your recommendations must be cost-effective, creative and have measurable impact.

(Please note that this is a fictional organization, any similarity to an actual organization is purely coincidental).

Your paper must include the following sections:
I. Introduction:

Address your understanding of the situation and note any assumptions you have made as you conceived your recommendations.
Describe how managing the ethical behavior of employees can be a competitive advantage specifically for Earth Friendly Foods situation.

II. Recommendations:

Describe two (2) distinct; well thought-out recommendations that are supported by the provided list of articles and the course material to help Earth Friendly Foods improve the ethical behavior of organizational employees (do not address issues regarding corporate social responsibility).
This is a tactical plan that contains actionable recommendations and as such, should clearly state what actions the organization should take. Your recommendations are intended for Earth Friendly Foods Board of Directors and must include in-text citations and a list of references so that these executives know your recommendations are grounded in research.
Describe each recommendation in detail and explain why each recommendation is useful to Earth Friendly Foods. You must be able to provide evidence that your recommendations are supported by the literature. Recommendations should reflect a true understanding of these articles; superficial use of these references will not be acceptable. Each recommendation must be supported by at least two references from the list below. You may use your book and lecture notes as supporting sources, but, again, at least two (2) of your references per recommendation must come from the list below. This means you must have a minimum of four citations, two for each recommendation. These articles may be obtained through e-reserves.
Be sure to integrate your sources with your suggestions. Integration involves more than just a quote from a relevant source so you MAY NOT use any direct quotes in this assignment. You should discuss and paraphrase key points from the supporting articles and then discuss how those points relate to and support your recommendations.
Every recommendation will have some limitations. You must indicate the limitations of your recommendations and state how the benefits of your recommendation outweigh its limitations.
Recommendations should be realistic and reasonable. You must provide a short sub-heading for each recommendation.

V. Evaluation:

In this section you will explain how Earth Friendly Foods should measure the impact and effectiveness of the recommendations you have made. For each recommendation you must:
1. Indicate specific employee behaviors that you would expect to change because of your recommendation.
2. Describe exactly how you would measure changes in those behaviors.

VI. References:

You must include a reference page listing all the works you have cited in your report, including our text book and class notes, if you use them. Remember each suggestion must be supported by at least two of the articles listed below.
This list should be in alphabetical order.
You may use either MLA or APA reference style but you must use it consistently throughout the paper and in the reference section.
If you use a chapter from the text book, the following is the acceptable format:

Kinicki, A. & Kreitner, R. (2009). Ethics learning module from Organizational Behavior: Key Concepts, Skills and Best Practices, 4th Edition. In MGMT 301: People and Organizations (pp. 56-67), McGraw-Hill Primis.

Formatting and Tone:
Remember, executives at this level are busy people. The tone you use in your report should be professional and appropriate to the executive level; a casual tone should be avoided. The people to whom you are writing are your clients and should be treated with respect.
Use complete, grammatically correct sentences. Avoid the use of I and you, do not use slang, or text messaging/IM abbreviations. Bullet points are NOT acceptable. Proofread carefully for spelling, noun-verb agreement, syntax and other elements of good writing.
The entire report (excluding the references section and title page, if you include one) may NOT exceed four (4) pages double-spaced, times new Roman 12 point font, 1 inch margins.

Task 2: The Business of Ethics Checklist

Structure: Memo (Section A) & Report (section B) or Report only?use your discretion.

Introduction:
In light of recent corporate scandals, the question has been raised whether an effective, enforced ethics program could have impacted the outcome of such massive instances of unethical corporate behavior. Because of the increased scrutiny of the actions of corporations and those who act on behalf of organizations, there has been additional attention placed on the ethical actions within organizations. Many organizations have responded to this increased scrutiny by establishing formal ethics programs to foster ethical decision making for business directors, officers, and employees. Effective ethics programs provide the opportunity for management to establish a culture that establishes ethical behavior, both inside and outside of the organization, as the business strives to eliminate unethical conduct.
Scenario:
Two weeks after you are hired as the elementary division manager by a toy company, you receive a memo from the manager of the quality assurance department. During routine testing, the quality assurance department identified a problem with one of the toys included in the elementary toy collection. The primary market for the elementary toy collection is elementary schools. A metal whistle that is included in the toy collection did not pass testing due to small traces of lead. The amount of lead included in the whistles was slightly above the U.S. legally acceptable limits for children ages 7 and younger. A large shipment of the elementary toy collection is scheduled to be shipped to schools in South America at the end of the week, just in time for the beginning of the school year. The approximate cost to reproduce the product and repackage the toy collections is $100,000.

*Task should provide the following in detail:

Prepare a report for the CEO and the executive team in which you do the following:
A. Present three ways to address the situation, by doing the following:
1. Identify three possible alternatives to address the whistle problem.
2. Explain the decision-making process or method that you used for selecting the alternatives.
3. Evaluate the three alternatives by discussing the advantages, disadvantages, financial considerations, legal considerations, and ethical considerations for each alternative.
Note: All 5 elements must be addressed for each of the alternatives.

B. Recommend one of the three possible decision alternatives.
1. Justify your recommendation.
2. Analyze how your recommendation could affect customer relationships.
3. Discuss the role of social responsibility in your decision-making process.

C. Discuss two actions that the company could implement to ensure that ethical decision making occurs at all levels of the organization.
1. Explain how the company could benefit from a code of ethics.
2. Evaluate a code of ethics for an existing company of your choice.

Note: Sources are required to successfully complete part C2. As noted in part D, all sources should be cited in APA format.

a. Recommend at least three components from that code of ethics that are important to include in the development of a code of ethics for the toy company.

Note: You may conduct a search online to find another company?s code of ethics to analyze. It is not necessary for the company to be another toy company.

D. When you use sources, include all in-text citations and references in APA format.

Task 2:

? Select and explain the decision-making process / model that will be implemented to develop each alternative (i.e. potential solution)
? Develop three possible alternatives to address the whistle problem
? Discuss advantages and disadvantages of EACH alternative
? Discuss financial, legal, and ethical considerations of EACH alternative

? Recommend one alternative to solve whistle problem (i.e. best potential solution)
? Justify recommendation?..How?
o Explain thought processes leading to selected recommendation
o Reason this alternative is preferred over the two
o What benefits can be anticipated from choosing this alternative?
? Analyze decision ripple effects on customer relationships
o Internal and external stakeholders
o Multiple levels
o Thoughts, feelings, and behaviors
? Discuss influence of social responsibility in final decision
o Definition
o Description of organizational social responsibility
o Considerations (i.e. company reputation, media response, customer perception)

? Discuss two actions designed to promote ethical decision-making
Considerations: deep or broad implementations; experiential examples applicable?
? Company benefits of a code of ethics
Considerations: internal and external advantages; clear positive consequences; experiential examples applicable?
? Code of ethics analysis (i.e. positives and negatives)
Most desirable components to imitate
Justify selections?..HOW?
? Explain thought processes leading to selected recommendation
? Reasons this alternative is preferred over two
? What benefits can be anticipated from choosing this alternative?

create a fictional organizational that exemplifies business ethics and explain the organization ethics programs an overall environment, and address the following
-Training
a. Is ethics emphasized to recruits and new employees?
b. How are employees and managers oriented to the values of the organization?
c. Are managers trained in ethical decision-making?
d. What ethics training exists for existing employees?
-Monitoring
a. How are ethics and integrity measured or tracked throughout the organization?
b. Are whistle-blowers encouraged and, if so, how?
c. Does a language exist that allows employees and managers to openly discuss ethical situations?
d. What ethical considerations are incorporated into the planning and policy making at the organization.

TOPIC A: Evaluation of a corporate responsibility program

Question :

An evaluation of the ethics program of an organisation (1800 words)

Choose any one organization below for your report
a) Starbucks
b) Google
c) Johnson & Johnson

Format
For option a, the assignment should be presented in a Report format, with an introduction, numberedb sections, and conclusion. It does not require a table of contents, nor an executive summary.

The first step is to identify an organisation or industry group which has an ethics program (sometimes called a social responsibility program or a corporate responsibility program) which you can evaluate. It can be a single organisation; or an industry group, such as a real estate institute; or a professional organisation, such as an association of supply managers. It should be an enterprise of which you have some personal experience, or where you can gain access to conduct an evaluation. You cannot do this assignment solely from literature or from the web. Your experience of the organisation may be as an employee, as a customer, or in some other way.

The evaluation should:
briefly describe the industry or organisation, including size, geographic spread, business sector, and any special features it has; clearly establish a standard against which the performance of the organisation will be judged. This could be the triple bottom line or the GRI, other standards described in Study Guide Topic 7, or some
other standard;
explain why the standard is relevant;
list the main elements of the program and show how the achievements of the organisation have been reported. This is where the results of your investigation will be reported. Try to provide evidence of what is actually done, not just the published information;
compare the program or the reporting to the standard;
come to some conclusion. This may include a comparison of the performance with that of other (similar) organisations;
reflect on the evaluation. This could include discussion of aspects such as: are there inadequacies in the standard, why might the organisation have performed as well (or as poorly) as it did, did the evaluation prompt you to re-consider the theoretical approaches to ethical decision making, or the
relationship between individual and corporate responses.

References in Assignment 3a
Students are expected to make use of and properly reference material outside the set text.
Information about the organisation and its program may be supported by internal publications and webbased
material. These should be referenced in an appropriate way, for example: (Annual Report 2006 p.
17), and (internal memo 2007) in the text and in the reference list:
Organisation name. 2006. Annual report, Location
Organisation name. 2007. Memo from General manager to all staff, 22 Oct 2007
The source for the standard, and additional material from credible sources used to support the relevance
of the standard, the comparison with other organisations or the reflection should be cited using the
Harvard system, sometimes called the author-date system. The citation in the text should be of the form
(French 1995, p. 79). Reference to at least two articles from academic journals or authoritative texts is
required. It will be insufficient to rely on the study guide and textbook as the sole source for material.
Assessment criteria for assignment 3a
The quality of the argument and the depth of reflection will be important factors in evaluation of
assignment 3. The feedback sheet included in this booklet sets out the basis for the assessment.
The evaluation requires study of background material concerning principles or approaches and study of
the actual dynamics of a live situation. The report will be inadequate if the student fails to engage with
both of these and if evidence of that engagement is absent from the written work.
The mark scheme includes marks for clear expression and organisation. Where there is a major struggle to understand the meaning then zero may be awarded for this component of the assessment.

Assignment 2: Social Performance, Part 2
This is a continuation of your first assignment. Imagine your company does not currently have an ethics program and you believe an effective program is necessary. The Federal Sentencing Guidelines for Organizations encourages firm to set up ethics programs. Review this Website, located at http://www.ussc.gov/guidelines, prior to doing the assignment.
Write a 4-6 page paper in which you:
1.Briefly describe your company and then benchmark the codes of conduct used by similar companies in the industry. Critique the codes of conduct of at least three (3) similar companies in order to write codes for your company.
2.Analyze ways ethical challenges affect your business and create a code of conduct for your company. Provide a rationale on how these specific codes enhance your company?s ethics program.
3.After reviewing the Federal Sentencing Guidelines for Organizations, explain how these guidelines influence the ethics program you created.
4.Anticipate where the challenges or setbacks may be in the adoption and enforcement of the codes of conduct for your company. Explain how you will address these challenges and anticipated setbacks.
5.Given the influences of changing economic, political, social, cultural, and technological forces on business and society, explain how you can ensure that your codes of conduct will remain relevant in the years ahead.
Your assignment must follow these formatting requirements:
?Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; references must follow APA or school-specific format. Check with your professor for any additional instructions.
?Include a cover page containing the title of the assignment, the student?s name, the professor?s name, the course title, and the date. The cover page and the reference page are not included in the required page length.
The specific course learning outcomes associated with this assignment are:
?Analyze ways ethical challenges affect the multiple functions of business.
?Evaluate the influences of changing economic, political, social, cultural, and technological forces on business and society.
?Use technology and information resources to research issues in business and society.
?Write clearly and concisely about business and society using proper writing mechanics.
Grading for this assignment will be based on answer quality, logic/organization of the paper, and language and writing skills, using the following rubric.


**** The first assignment is attached to use as a reference

Managerial economics and strategic analysis
This week?s paper is required to be 4 -6 pages in length, not including the title page and the reference page. Each page should be approximately 350 words, so no paper should be less than 1400 words. Double space your work, cite your work, limit quotes, and edit your work well for spelling, grammar, and punctuation errors.
After reading chapters 9 & 10 from week 5 and reading chapters 11 & 12 from week 6 you should have an understanding of the types of strategic control, the need for balance between rewards, culture, and boundaries, the pros and cons of different organizational structures, the elements of effective leadership, ethics programs, the types of risk a company may take. After reading the linked articles below, you then can incorporate all of these strategies with the managerial economic impact certain decisions will have on a company.
Read these two articles about managerial economics
Managerial Economicsfile:///C:/Users/Marlene/Documents/APUS/Management%20School/MGMT410/Managerial%20Economics.pdf

Updating Managerial Economicsfile:///C:/Users/Marlene/Documents/APUS/Management%20School/MGMT410/Updating%20Managerial%20Economics.pdf

Your essay will address these items:
A. Select a company that we are all familiar with. DO NOT select Walmart, the Police, or the Military. Your choice must be a company (other than Walmart), not a government entity. Research this company using at least (3) outside scholarly articles. Do not use a website as a reference. Your reference source must have an author. Discuss six selected topics from our studies throughout weeks five and six (chapters 9 ? 12). Discuss these six topics in relation to your company and also incorporate the issue of managerial economics within your company and how the economic situation of today influences the strategic decisions your company is making. For example, one topic you may choose may be how your company attains balance between culture, rewards, and boundaries. Another topic may be your company?s organizational structure and why they have the structure they have.
Give examples using the terms and concepts in your textbook and your research articles.
B. What is the importance of each of the six topics within your company?
C. What is the usefulness of understanding this topic in today's corporate structure?
D. How does managerial economics fit into your topic?
Paper Format:
Title Page
Introductory Paragraph - Include an introductory paragraph that states your company and your six topics and why you selected them.
Font and Spacing - Use Times New Roman 12 pitch font with double-spaced lines.
Length - Write a 4 to 6 page essay not including the title page and citation page.
Reference Page - Include all sources including your textbook on a separate reference page. Use references with authors, not websites.
Utilize the APA Style for documenting sources. You will need to include at least 3 sources in additional to your textbooks. Finally, remember Wikipedia is NOT a scholarly source.

Chapter 3
ETHICS AND SOCIAL RESPONSIBILITY

The purpose of this chapter is to familiarize the student with key issues in ethics and social responsibility. To accomplish this purpose we describe topics such as the philosophical principles behind business ethics and a guide to ethical decision making. The chapter explains social responsibility from such perspectives as the stakeholder viewpoint and social responsibility initiatives. Finally, we look at the payout from being ethical and socially responsible.

Learning Objectives
______________________________________________________________________________

1. Identify the philosophical principles behind business ethics.
2. Explain how values relate to ethics.
3. Identify factors contributing to lax ethics, and common ethical temptations and violations.
4. Apply a guide to ethical decision making.
5. Describe the stakeholder viewpoint of social responsibility, and corporate social performance.
6. Present an overview of social-responsibility initiatives.
7. Summarize the benefits of ethical and socially responsible behavior, and how managers can create an environment that fosters such behavior.

Chapter Outline and Lecture Notes
______________________________________________________________________________

Knowing about business ethics and social responsibility should help the student achieve good performance in these two important aspects of business life.

I. BUSINESS ETHICS
Ethics is the study of moral obligation, or separating right from wrong. Also, ethics can be regarded as the vehicle that converts values into action. Unethical acts can be legal or illegal. Customers and suppliers prefer to deal with ethical companies. Moral intensity is the magnitude of an unethical act. People are often unethical about small matters, such a making a photocopy for personal use.

A. Philosophical Principles Underlying Business Ethics
When attempting to decide what is right and wrong, managerial workers can focus on (1) consequences, (2) duties, obligations, and principles, or (3) integrity.
1. Focus on Consequences and Pragmatism. According to utilitarianism, if nobody
gets hurt, the decision is ethical. Closely related is pragmatism, the belief that there
are no absolute principles or standards, no objective truth, and no objective reality.
"Truth" is whatever works, or helps you attain the goals you want.
2. Focus on the Rights of Individuals (Deontology). According to deontological theory, people must examine their duties when making a decision. The deontological approach is based on universal principles such as honesty, fairness, justice, and respect for persons and property. Rights, such as the rights to privacy and safety, are also important.
3. Focus on Integrity (Virtue Ethics). If the person in question has good character, and genuine motivation and intentions, he or she is behaving ethically. The decision maker's environment helps define integrity. The virtue ethics of managers and professionals who belong to professional societies can be readily judged. All three philosophical approaches might be necessary when facing a complex ethical decision.

B. Values and Ethics
Values are clear statements of what is critically important. Ethics become the vehicle for converting values into action, or doing the right thing. A firm's moral standards and values help guide ethics in decision making. A person's values also influence which kind of behaviors he or she believes are ethical. Ethically centered management emphasizes that the high quality of an end product takes precedence over its scheduled completion. A product or service would therefore not be delivered until its bugs were eliminated. The concept of ethically-centered management is helpful in understanding what when wrong in the many serious accidents involving the Ford Explorer equipped with two different models of Firestone Tires. (Good material for class discussion.)

C. Contributing Factors to Ethical Problems
The results presented in Exhibit 3-2 illustrate that ethical problems remain a major concern in the workplace, such as 21% of employees having witnessed abusive or intimidating behavior toward employees. Major contributors to unethical behavior are an individual's greed and gluttony, or the desire to maximize self-gain at the expense of others. Sometimes an organizational atmosphere condones unethical behavior. In contrast, a management climate strongly opposed to theft leads to stronger anti-theft attitudes by employees.

A third cause of unethical behavior is moral laxity, a slippage in moral behavior because other issues seem more important at the time. Although corporate training programs in ethics gain in frequency, illegal and unethical behavior on the job continues to be a major problem. Self-interest continues to be a factor that influences ethics. The strength of relationships among people is a major factor in how ethically they behave toward each other. Another contributor to unethical behavior is unconscious biases that lead us to behave in unjust ways toward others, such as believing that members of a particular ethnic group have below-average intelligence Perhaps the most pervasive reason for unethical behavior is rationalization, or making up a good excuse for poor ethics.

D. Ethical Temptations and Violations
A list of commonly found ethical temptations and violations, including criminal acts, follows:
1. Stealing from employers and customers.
2. Illegally copying software.
3. Treating people unfairly (discrimination and prejudice).
4. Sexual harassment.
5. Conflict of interest. A conflict of interest occurs when judgment or objectivity is compromised.
6. Accepting kickbacks and bribes for doing business with another company.
7. Divulging confidential information (not violating trust).
8. Misuse of corporate resources.
9. Corporate espionage.
10. Poor cyberethics.

E. Business Scandals as Ethical Violations
The best-known scandals are associated with infamous executives, yet scandals are also
perpetuated by hundreds of players including Internet fraud such as work-at-home scams. Examples of well-publicized scandals include click fraud, Enron Corporation, Tyco International, and the spying on board members and others at Hewlett-Packard, and backdating of stock options at Silicon Valley companies. Click fraud occurs when people click on Internet advertising solely to generate illegitimate revenue for the Web site carrying those ads.

F. A Guide to Ethical Decision Making
Ethical decision making can be improved by running the contemplated decision through
an ethics test, such as that used at the Center for Business Ethics:
1. Is it right?
2. Is it fair?
3. Who gets hurt?
4. Would you be comfortable if your decision were exposed publicly?
5. Would you tell your child (or young relative) to do it?
6. How does it smell?

Another type of decision that often requires an ethical test is choosing between two rights (rather than right versus wrong). An example would be laying off a poorly-performing worker who is blind. Students might be challenged to find good examples of choosing between two rights.

II. SOCIAL RESPONSIBILITY
Many people argue that organizations have an obligation to respond to the needs of groups in society other than owners and stockholders. Corporate social responsibility is the idea that firms have an obligation to society beyond their economic obligations to owners or stockholder and beyond those prescribed by law or contract. Many socially responsible actions are the by-products of sensible business decisions. For instance, it is both socially responsible and profitable for a company to improve the language and math skills of entry-level workers, and invest in local schooling. A practical problem in practicing corporate social responsibility is that not all interested parties agree on what constitutes responsible behavior.

A. Stockholder versus Stakeholder Viewpoints
The traditional perspective is the stockholder viewpoint-that business organizations are responsible only to their owners and stockholders. The stakeholder viewpoint of social responsibility contends that organizations must hold themselves responsible for the quality of life of the many groups affected by the organization's actions. According to an iron law, in the long run those parties who do not use power in a manner that society considers acceptable will lose that power. Stakeholders differ in their power, legitimacy, and urgency (such as stakeholders chaining themselves to a factory fence).

B. Corporate Social Performance
Corporate social performance is the extent to which a firm responds to the demands of its stakeholders for behaving in a socially responsible manner. One way to measure social performance is to analyze the company's annual report in search of relevant statistical information. Another consequence of social performance is that a group of mutual funds purchase stocks of only of companies the fund manager believes to have good social performance. Industries excluded from the list of acceptable stocks are alcohol, tobacco, weapons, gambling, and nuclear power. Another approach to measuring corporate social performance is to observe how a company responds to social issues by examining programs in more detail.

C. Social Responsibility Initiatives
Some organizations are being socially responsible by creating more opportunities for diverse groups, as described in Chapter 2. Here we describe other social responsibility initiatives.
1. Environmental Protection. Many companies take the initiative to preserve the
natural environment in a way that pleases environmental groups. For example, the computer industry is making a giant initiative to slow down energy consumption when using computers.
2. Work-Life Programs A major social responsibility initiative is for organizations to establish programs that facilitate employees balancing the demands of work and personal life. The intent is to help employees lead a more balanced life, and be more satisfied and productive on the job.
3. Community-Redevelopment Projects Some business firms invest resources in
helping rebuild distressed communities. Investment can also mean offering job training for residents of the distressed community.
4. Acceptance of Whistle Blowers A whistle blower is an employee who discloses organizational wrongdoing to parties who can take action. More than half the time, whistle blowers are ignored.
5. Compassionate Downsizing. Downsizing is the slimming down of operations to
focus resources and boost profits or decrease expenses. An example of the ill effects of downsizing has been the substantial collateral damage from the cutbacks in the Michigan area automotive industry. Even charitable organizations suffer. Compassion includes pondering whether to downsize at all, and re-deploying workers. Providing financial and emotional support to the downsized worker is also important.

III. BENEFITS DERIVED FROM ETHICS AND SOCIAL RESPONSIBILITY
Despite potential costs from being ethical and socially responsible, socially responsible behavior appears to be cost-effective. Edwin A. Locke argues that virtuous behavior can be successfully applied by a business, citing the example of the banking company, BB&T. Research shows that more profitable firms can better afford to invest in social responsibility initiatives, and these initiatives in turn lead to more profits (the virtuous cycle). Being ethical also helps avoid the costs of paying huge fines for being unethical. Socially responsible acts can often attract and retain socially responsible employees.

A. Creating an Ethical and Socially Responsible Workplace
Managers can develop strategies and programs to enhance ethical and socially responsible attitudes.

1. Formal Mechanisms for Monitoring Ethic. The majority of companies with 500 or more employees have ethics programs of various types. Large organizations
frequently set up ethics committees to help ensure ethical and socially responsible behavior. The Lockheed Martin Corporation's ethics and compliance program has received much favorable publicity. It includes multiple channels for raising questions and voicing concerns, such as an ethics hotline.
2. Written Organizational Codes of Conduct. About 75 percent of large organizations use written codes of conduct to serve as guidelines for ethical and socially responsible behavior. Some aspects of these codes are general, such as requiring people to conduct themselves with integrity and candor. Other aspects are specific, such as rules on accepting gifts from vendors.
3. Widespread Communication about Ethics and Social Responsibility
Extensive communication about the topic reinforces ethical and socially responsible behavior. Discussing ethics and social responsibility in small groups is helpful.
4. Leadership by Example and Ethical Role Models. A high-powered approach to enhancing ethics and social responsibility is for members of top management to behave in such a manner themselves. Leading by example is particularly useful in encouraging ethical behavior because it provides useful role models. Employees are influenced by the people they work with every day. In contrast, top executives are distant figures who the worker rarely observes directly.
5. Encourage Confrontation about Ethical Deviations Unethical behavior may be minimized if every employee confronts anybody seen behaving unethically.
6. Training Programs in Ethics and Social Responsibility Forms of training include
messages about ethics from executives, classes on ethics at colleges, and exercises in ethics. For ethics training to work, top management must take it seriously.

1)Describe socially responsible initiatives organizations can take.

2)Describe how managers can create an environment that encourages ethical and socially responsible behavior.

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I am gonna attache the assigninment , it is a review of an article that i am gonna post :
The assignment:
Journal Article Review
ADA 305 Group Counseling I

The journal review provides a brief, critical synopsis of a literary piece. In our case we will be reviewing specific journal articles for scope, content, and accuracy. The following format is to be used in preparing an annotated bibliography.

Instructions
1. Select an article from a refereed journal that addresses one of the more general aspects of the counseling profession. Such articles might focus on the role(s) of professional counselors in the delivery of behavioral health care services, counseling ethics, counseling advocacy, political or financial factors that influence the counseling profession, or other financial factors that influence the counseling profession, or other similar topics.
2. Have the article approved by the instructor.
3. Prepare a journal review paper no less than four (4) pages in length, double-spaced addressing the following issues:
a. Article reference following APA Publication Manual (5th edition) format. Reference the Alvernia Franco Library for consultation regarding APA format.
b. A general overview of the article
i. Purpose of the article
ii. Main themes
iii. Describe research component if one exists
iv. List conclusions or inferences that were drawn by the author(s)
c. Discuss the strengths of the article
d. Discuss the weaknesses of the article
i. Writing style
ii. Ease of reading
iii. Comprehensive nature
iv. Timeliness of references
v. Are the conclusions or inference supported?
e. How does this article promote the counseling profession?
f. Your overall evaluation of the article
4. Attach a copy of the article to your review.


Grading

Journal reviews will be graded using the following criteria:
1. 1 point Following directions
2. 2 points spelling and punctuation
3. 5 points Content
4. 2 points Organization
5. All passages taken directly from the text of paper must be cited. Sentences that are slightly altered by changing a few words must also be cited.
6. Plagiarism will result in no points being awarded for this activity.

And th article to be reviewed is below




















Article 4 of 4


Mark Simulation & Gaming, March 1997 v28 n1 p107(7)
You're in the hot seat; an ethical decision-making simulation for counseling students. Marsha Wiggins Frame; Christian D. Flanagan; Janet Frederick; Roberta Gold; Sherrie Harris.
Author's Abstract: COPYRIGHT 1997 Sage Publications, Inc.

In the counseling field students in counseling ethics courses often have difficulty making appropriate chokes in case study situations. Using Hypercard 2.2, a counseling ethics computer simulation tool was designed to address this need The simulation enables students to consider their actions in realistic ethical counseling dilemmas and then to reflect on their decision-making processes. Classroom debriefing activities assist students in improving their ethical decision making. The simulation provides ethical decision-making practice and motivates students to take seriously the ethical dimensions of their future roles as professional counselors.

Full Text: COPYRIGHT 1997 Sage Publications, Inc.

KEYWORDS: computer-based training; counseling; ethics; Hypercard; simulation.

Imagine you are a marriage and family counselor. One day a woman you have been counseling asks if she can see you privately for a few minutes, without her husband. Because it is your policy not to see one partner without the other, you opt not to see the client privately. A month later, you learn that the client wanted to discuss with you her HIV-positive status resulting from an affair. Her husband's health has been jeopardized, and the marital relationship is spiraling toward its final demise.

In light of this information, did you make the right decision to stick to your policy? If you had elected to see the woman privately and had she disclosed her HIV status, would you have been held liable for failing to warn her partner of a potential life-threatening situation?

In a world with multiple perspectives (Amatea & Sherrard, 1994; Anderson & Goolishian, 1988; Bateson, 1972; Gergen, 1985; Keeney, 1983) on what is the right thing to do, ethical decision making is not only complex, but it is also a potential mine field. Poor choices could harm clients or damage counselors' careers through malpractice suits. Helping professionals need more than acute guidance and empathy skills. They need the ability to analyze counseling situations and understand the possible consequences of their choices.

In response to this need, we developed a computer-based simulation tool based on Rest's (1986) four-component model of the moral decision-making process. Rest (1986) posited that to behave morally a person first must have interpreted the situation in terms of possible actions, the effects of such actions, and "how the interested parties would regard such effects on their welfare" (p. 3). Second, the person must be able to "make a judgment about which course of action is morally right (fair, just or good)" (Rest, 1986, p. 3). Third, a person must give priority to moral values above other personal values and must intend to do what is morally right. Fourth, a person must actually behave morally. By using the simulation, graduate-level counseling students used Rest's four-component model to make ethical decisions and witness their consequences in a controlled environment.

The purpose of the simulation is fourfold. First, students practiced ethical decision making with realistic counseling dilemmas in a nonimpact environment. Second, students learned to make the leap from merely knowing the ethical codes to being able to apply them to real-world situations. Third, students were encouraged to be metacognitive (Auerswald, 1985; Hoffman, 1990)--that is, to think about their thinking and to explain their thought process to others who may be judging the appropriateness of their actions. Finally, they developed the professional skill of appropriate documentation, which will serve them well if they make a questionable decision and end up in court.

A major difficulty encountered in ethical decision making is that there is often more than one viable course of action. Also, the guiding principles of one ethical code may conflict with another. For example, in the scenario described in the beginning of this article, many factors come into play. What harm could come from deciding to see the client for a few minutes without the spouse present? If the counselor chooses to see the client, he or she learns of the client's HIV status and the extramarital affair. In addition, the client may tell the counselor she will commit suicide if her husband finds out. The counselor is bound by confidentiality on the one hand, a duty to warn on the other hand, and may have to assess and handle a suicide threat. Clearly, sometimes counselors must decide which is the lesser of all evils.

Design Strategy

Research results identified many benefits of computer-assisted instruction (Guthrie, 1992; Hmelo, 1989-1990; Vogler, O'Quin, & Paterson, 1990-1991; Wang & Sleeman, 1993) such as (a) decreased learning time, (b) a higher level of achievement when used as a supplement to traditional lecture teaching methods, (c) improved attitude, and (d) increased motivation. In addition, computer-assisted instruction provides individualized practice in preparing for classes and the state exams that-follow course work. Computer-assisted instruction has been shown to be "an effective tool for presenting didactic material to counseling students" (Folger, 1990, p. 367) and thus could be applied in counseling ethics courses.

Recent developments in interactive progrms have reduced some of the disadvantages of computer-assisted instruction courses (Cook, 1989-1990) and provide for branching pathways as opposed to linear and sequential text. These branching pathways allow learners greater control over the instructional experience. This approach has been shown to influence positively retention of information and student interest (Pridemore & Klein, 1991).

Hypercard (Apple Computer, 1992) was selected as the programming tool because of its ability to provide branching pathways (Wedge, 1994) and because of the predominance of Macintosh computers in many educational environments.

Instructional Design

A generic instructional design model was used to create the Hypercard ethics program. The steps followed were (a) needs analysis, (b) design, (c) development, (d) implementation, and (e) evaluation.

Analysis

We interviewed a counseling ethics expert to determine learner characteristics and outlined the learning objectives for the computer-assisted instruction course. The dominant need was to improve the students' ability to successfully apply the counseling profession's ethical codes to a variety of situations. To achieve this goal, we selected simulations requiring learners to apply constructs to real-world situations to resolve problems and make decisions (Lassan, 1989; Sampson & Krumboltz, 1991).

Design

In each simulation, students role-played a counselor. The flow and branching of the text was constructed in a way similar to that described by Hmelo (1989-1990). The simulation contained multiple scenarios. Each scenario was placed into a menu, allowing learners to select the scenario they wished. This method provided learners control over the experience. The scenarios were intentionally ordered from simple to more complex based on the number of ethical issues involved in each dilemma. Each scenario related to various sections of several ethical codes for the counseling profession (American Association for Marriage and Family Therapy, 1991; American Counseling Association, 1995; American Psychological Association, 1992).

In real-world situations, all relevant information is not presented to the counselor at the beginning of every new counseling situation. Similarly, new information was presented to the learners throughout the simulation.

The simulation appeared in a dialogue format to convey the immediacy, spontaneity, and ambiguity of a real conversation. Just as literature has the power to transport readers into the emotional sense of a story, the simulation's counselor/client/narrator approach put students into the situation with the client. The narrator role showed cause and effect stemming from the counseling process over time yet without sacrificing the sense of immediacy. Figures and 2 illustrate a single decision branch of the simulation dialogue.

[Figure 1-2 ILLUSTRATION OMITTED]

The simulation provided several branching and interdependent decision pathways. Each simulation began by presenting the pertinent background information. Subsequent screens presented at least three decision choices. Based on the selection, a new screen presented the client's response. This process continued until students reached the end of a decision pathway. True counseling situations obviously may not always have right answers. In fact, counselors may be faced with several ambiguous choices. To capture this reality, the simulation did not provide definitive "correct" answers. Most often, several realistic choices were offered to encourage students to engage in critical thinking.

When students choose a decision pathway, the responses were true to life. Counseling situations and dialogue were drawn from the counseling ethics expert's knowledge and experience. In addition, situations were intentionally designed so that more than one ethical code (American Association for Marriage and Family Therapy, American Counseling Association, American Psychological Association) would apply to each situation.

Decisions were final. Students could not retract decisions but had to continue forward in the pathway and experience typical consequences of their decisions. Students had to determine the relevant sections of the various ethical codes and prioritize those standards to make ethical decisions.

Several additional design techniques were employed to achieve the greatest possible benefit from the program (Jeiven, 1994; Milheim & Lavix, 1992). For example, when accessing the program, on-line help was available to coach students in using the program.

Also, because of multiple perspectives and our decision not to provide a definitive correct answer, feedback was not provided directly by the program. Instead, each time students made a decision, a notepad popped up and automatically recorded the chosen text for their review. The notepad also provided an open-text area for students to document additional actions, explain thought processes, and justify decisions. On completing the simulation, students printed the contents in the notepad and took the printed simulation to class for an instructor-conducted review. This approach was used because "short-but-frequent instructor-initiated interactions can increase achievement in computer-based training" (Stephenson, 1992, p. 26). In this manner, students received individualized and customized feedback regarding their cognitive decision-making processes.

Other features included screen layouts with a design that followed Macintosh Human Interface Guidelines (Apple Computer, 1992); a Consult button that provided general ethical code categories, relevant lawsuits, or textbook references; and a Quit button to exit the simulation at any time. A help manual was provided that gave step-by-step instructions regarding access and use of the ethics simulation.

Debriefing

On completion of each scenario, students broke into small groups for 1 to 2 hours to review their individual decision-making processes and to compare the advantages, disadvantages, and consequences of their choices. The instructor facilitated this collaborative exchange by emphasizing the value of multiple perspectives and by demonstrating the ways in which the counseling profession's ethical standards could be interpreted and applied. The instructor also provided feedback to students regarding the logic of their ethical decisions and the clarity with which they articulated in the notepad the rationale underlying their ethical positions.

Evaluation

A formative evaluation was conducted to assess the simulation's strengths and weaknesses. This evaluation involved both the participants reacting to the program while using it and one-on-one interviews. The participants included an expert in computer-based training program design, a subject matter expert who was also a counseling ethics instructor, and 10 students.

The computer-based training expert concluded that the simulation effectively challenged users' critical thinking skills. He indicated that the notepad was an especially effective tool for reflection. He also praised the "clean, classic" screen design. His main concern, however, was that some students may have needed additional instruction and feedback to use the program successfully. The computer-based training expert recommended that standalone capabilities be added in future versions.

The subject matter expert indicated that the cases were "well done." He also stated, "It was valuable to be able to go through the selections again and view other alternatives to gain additional knowledge and points of view." The subject matter expert also advised adding stand-alone capabilities.

Ten former counseling ethics students participated in the formative evaluation. Nine students (90%) reported that the program was easy to use, enjoyable, and that it would have been helpful to them in class preparation in studying for the final examination and in their roles as professional counselors. All 10 endorsed expanding the program to include several complex scenarios. Three students (30%) recommended enhancing the help manual to facilitate program use by students unfamiliar with the Macintosh system.

Conclusion

In a world where the line of demarcation between right and wrong has become blurred and where multiple perspectives thrive, this interactive ethical decision-making simulation for counselors provides a hands-on means for students to develop the skill of ethical thinking. The program aids students' ability to cope with ambiguity and to develop a clear rationale for professional and ethical behavior. It has great versatility in that it could be adapted easily to other disciplines such as business, legal, or medical ethics.

References

Amatea, E. S., & Sherrard, P. (1994). The ecosystemic view: A choice of lenses. Journal of Mental Health Counseling, 15, 6-21.

American Association for Marriage and Family Therapy. (1991). AAMFT code of ethics. Washington, DC: Author.

American Counseling Association. (1995). Ethical standards. Alexandria, VA: Author.

American Psychological Association. (1992). Ethical principles of psychologists and code of conduct. Washington, DO Author.

Anderson, H., & Goolishian, H. (1988). Human systems as linguistic systems: Preliminary and evolving ideas about the implications for clinical theory. Family Process, 27, 371-393.

Apple Computer. (1992). Macintosh human interface guidelines. New York: Addison-Wesley.

Auerswald, E. H. (1985). Thinking about think-in in family therapy. Family Process, 24, 1-12.

Bateson, G. (1972). Steps to an ecology of the mind. New York: Ballentine.

Cook, E. K. (1989-1990). The use of Macintosh authoring languages in effective computer-assisted instruction. Journal of Educational Technology System, 18(2), 109-122.

Folger, W. (1990). Using computer assisted instruction with counseling students. Journal of Research on Computing in Education, 22(3), 364-368.

Gergen, K. (1985). The social constructionist movement in modern psychology. American Psychologist, 40, 266-275.

Guthrie, B. M. (1992). The efficacy of a customized approach to computer assisted instruction. Journal of Computer-Based Instruction, 19(3), 100-104.

Hmelo, C. E. (1989-1990). Computer-assisted instruction in health professions education: A review of the published literature. Journal of Educational Technology Systems, 18(2), 83-101.

Hoffman, L. (1990). Constructing realities: An art of tenses. Family Process, 29, 1-12.

Jeiven, H. (1994). A common-sense checklist for CBT Training & Development, 48(7), 47-49.

Keeney, B. (1983). Aesthetics of change. New York: Guilford.

Lassan, R. (1989). Use of computer-assisted instruction in the health sciences. Nursing Forum, 24(2), 1317.

Milheim, W. D., & Lavix, C. (1992). Screen design for computer-based training and interactive video: Practical suggestions and overall guidelines. Performance & Instruction, 31(5), 13-21.

Pridemore, D. R., & Klein, J. D. (1991). Control of feedback in computer-assisted instruction. Educational Technology, Research and Development, 39(4), 27-32.

Rest, J. R. (1986). Moral development: Advances in research and theory. New York: Praeger.

Sampson, J. P., Jr., & Krumboltz, J. D. (1991). Computer-assisted instruction: A missing link in counseling. Journal of Counseling & Development, 69(5), 395-397.

Stephenson, S. D. (1992). The role of the instructor in computer-based training. Performance & Instruction, 31(7), 23-26.

Vogler, C., O'Quin, K., & Paterson, W. (1990-1991). Grade and knowledge improvement as a result of computer-assisted instruction. Journal of Educational Technology Systems, 19(3), 201-213.

Wang, S., & Sleeman, P. J. (1993). Computer-assisted instruction effectiveness: A brief review of the research. International Journal of Instructional Media, 20(4), 333-347.

Wedge, K. S. (1994). Hyperdesigning: An instructional design model applied to the development of a Hypercard computer assisted instruction on intramuscular injection sites. Computers in Nursing, 12(1), 17-22.

Marsha Wiggins Frame, PhD, is an assistant professor of and counselor of counseling psychology counselor education at the University of Colorado at Denver

Christian D. Flanagan is an instructional designer and Master's student in interactive technical design at the University of Colorado at Denver

Janet Frederick MA, is a database administrator for Unipac Services Inc., Denver CO.

Roberta Gold is an instructional designer and a Master's student in instructional design at the University of Colorado at Denver

Sherrie Harris is a certified diabetes nurse educator and a Master's student in instructional design at the University of Colorado at Denver





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Article 4 of 4



Copyright and Terms of Use

There are three questions listed that I need to get started with how to answer them. I think one page for each question will work well. I have copied off the references that the teacher has given me including our text. I will add to this is you can get me started on an outline. I have to work on another assignment and I am just overwhelmed with everything> thank you.

W1 Materials Required Contents of your shopping basket of things for the course each week are required for various perspectives on ethics; they are not supposed to be directly related as if they were together in only one essay.
*W1 R3 DQs v-3
--Thread W1 DQ1 Phil Perspective Exercise (due D3 Thur)
*W1 L1 E&B PerformanceLoverde
*Phil 323 W1 NOTES on Trevino
*W1 R3 LL personal values paper guidelines rev 4
*W1 6 Stages of Moral Reasoning cc of W4 material
*W1 Research and Plagiarism Guidelines
*W1 FacNucleurFalloutExercise (Same as in UOP rEsources materials)


The following DQs are for class discussion. They appear in this Materials file because it is easier to find the DQs grouped here than separated out among lots of discussion in the main Class Forum.

All rights reserved
*W1 R3 DQs v-3

First Question I must do a page write up on:
Thread W1 DQ1 Phil Perspective Exercise (due D3 Thur)
Philosophical Perspective Exercise
Lorin Loverde

All rights reserved
If you have never studied philosophy before, it is a strange subject.
First of all, philosophy is probably the only subject that doubts its own existence (and yours!). So immediately you know it is strange.

Philosophical Perspective
Second, there is a philosophical level of thinking that is unusual. To achieve this level, you should try the following exercise. You can volunteer and send it in to the Main Newsgroup for us to discuss (there is a Thread there and my first response to the exercise), or you can send it to me privately in the Assignments Newsgroup.
1. Action: Describe an important decision, which could be either in your professional life or personal life, but it is best if it is a life-turning decision which confirms or changes the direction in which your life was going at the time.

2. Risk: Describe what is at risk based on your decision and its outcome

3. Justification: Give some good reasons for your decision

4. Defense or Foundational Knowledge: Describe where your "good reasons" come from, on what foundation their adequacy is based, or in what system they function

5. Context: Say what in that foundation is part of your national culture many times our justifications or rationales for our choices are already established in our country, sometimes by tradition, religion, and/or law.

6. Horizon:
6a. First, say what in that foundation (#5) is part of your historical culture throughout Western Civilization
The question asks about culture in general in Western Civilization. (For example, the famous movie, Not Without My Daughter, showed how a mother (played by Sally Fields) from the US valued her daughter when they were sequestered in Iran by her husband. It showed cultural values in the West versus in the Middle East where the family basically obeyed the husband. Americans, Europeans, and other Westerners probably all cheered when the mom escaped with her daughter. People in the Arab countries might have viewed it as a travesty of family values there and viewed it as kidnapping.) Note: your response here does not require that you find a movie that applies to your decision; I only used a movie as an example because many people can understand that example.

6b. Second, make a comparison to another culture (as best you can) by saying how a people from that other culture might look at the whole thing differently.

7. Universalization: Say what, if anything, in that foundation is universal or true beyond any cultural value system

8. Tacit, Hidden or Unconscious Knowledge: Say what your foundations presuppose and/or has become embodied in the activities based on your knowledge
As you go though this kind of an exercise, you may find yourself struggling to formulate your ideas at the higher stages. Studying philosophy helps you develop this skill. Feel free to copy the above eight steps into a Post and insert your responses (maybe color code them). Give a response for all eight steps. Note: these steps can help you organize your paper on personal values.

Third. Given that there is this unusual kind of rarified thinking in philosophy, I suggest that you practice it at odd hours or any opportunity, rather than only when you sit down to do your philosophy assignment. When your mind is relaxed, you may be open to sudden insights that you yourself would block when concentrating hard to get the "right answer" for homework. Carry a small notebook with a few key phrases about the philosophical problems of the day. Write down your sudden thoughts. Also, when you think too long about a philosophical problem, it has a tendency to seem absurdwhich is sometimes discouraging to beginners. Later, your mind will be so weird that a little absurdity won't bother you much!

DQ1


SAMPLE ANSWER JUST TO REFERENCE CONCEPTUALLY


1. Action: Devastating divorce and agonizing pain left me bankrupt spiritual, mentally and monetarily as fighting desperately to protect my kid. At the end of a challenging breakup and loss of job the lure of economic recovery and circumstance placed an emotional turmoil on me to settled the divorce and accept a job from X Communications that involved relocation from Texas to their corporate office in PA. Another prestigious position and 8,000.00 dollar sign on bonus tempted me to give up the fight for another day as resource from my last IRA were exhausted. After only one day of employment I immediately moved back to Texas haven learn I made a terrible mistake.

2. Risk: In consideration of the expenditures made by X Communications Corporation for the relocation and possible pay back scenario. I charged the relocation fee on my credit card and never accepted the sign on bonus. The risk of charging the moving fee added to my additional economic burden at the time.

I felt obligated after signing the offer letter. The risk was loss of pride, job and defiantly a huge help with cash. My visitation rights and sons relationship were at risk.

3. Justification: The sound of a child voice and emotional appeal is justification enough. However, the corporate housing was a poorly built building. The town was strange and my intuition was screaming to get out of there right away. My justification was to forgive myself under the circumstances. I was not at my best. I fooled myself into thinking I could tough it out and accept the limited visitation with my son.

4. Defense or Foundational Knowledge: A voice was running through my head, forget about the money. The foundation for this knowledge was developed in my youth to build a close relationship with my son. To provide a life I never had. I defended my decision based on ethics and just intuition of knowing I was in the wrong place.

5. Context: The context was based on intuition and a strong moral compass and bond with my son. However, from an ethical point of view my intuition of one day on the job compelled me to take immediate action. The final straw was the sound of my sons voice.

6. Horizon: I believe our circumstances place us in a position to be of service to a higher power that is greater than ourselves. That victory of them bear witness to those we can help of the power and grace of a loving God as I understand today.

7. Universalization: One thing that connects this story with others is the bond of family. Few will argue that money, prestigious and ambition come second to family. Most parents feel the internal instinct to fight when it comes to their children. This fact makes divorce tough for the child. Divorce is not the time for narcissistic way of thinking. It is a time to truly place the best interested of the cild above even your own grief. It requires sacrifice even if it means letting them go.

8. Tacit, Hidden or Unconscious Knowledge: This road I trudge was only part of the learning experience. The unconscious instinct and moment of clarity was divine strength and hidden faith. At this time in my life I was strip of more than just this event. I soon discover a medical problem shortly thereafter. But the good news to this philosophical perspective exercise is better described as the King James Bible verse: He maketh my feet like hinds' feet, and setteth me upon my high places.


Second Question I must do a page write up on:
Thread W1 DQ2.) Values and Stages (200 words, due D5 Sat)

Discuss the idea of your own personal values, giving at least one example, and how they might be saved from the critique of relativism (everything is relative to personal subjectivity or biased culture)
a. Consider what defends your personal values from the philosophical point of view of ethics (in other words, describe how one or another ethical concept, such as deontology, utilitarianism, virtue ethics, etc., defends your personal values)
b. Consider what justifies your personal values from the developmental point of view of Kohlbergs stages of moral reasoning (in other words, how do your values look when viewed from the enlarged perspective of one or another stage of Kohlberg when you can consider what stages came earlier and what higher stages you could still develop in the future)


Third Question I must do a page write up on:
Thread W1 DQ3 Nuclear Fallout (Answers due D6 Sun.)
Write your initial answer to the Fallout Shelter exercise given in the UOP material in rEsources, and post them in this Thread. Say briefly why you choose to keep or exclude.


The following material will also be found in the UOP rEsources webpage. It is a DQ exercise directly relevant to DQ3, which you can deduce by the fact that both the DQ and the material below have the same theme. I put in here in your shopping cart to make it easier for you to find and read. You do not have to read it here if it confuses you. You can go to the rEsources webpage and read the same thing there.
*W1 FacNucleurFalloutExercise
NUCLEAR FALLOUT SHELTER EXERCISE
You are trapped in a fallout shelter with the members of your Ethics in Management group. The instruments in the shelter indicate that it will not be safe for the class to leave the shelter for six months. Luckily, there is enough food, water, and other facilities to permit the class to remain in the shelter for the required six months.
There is a telephone in your shelter that is linked to a fallout shelter in another city. One member of your group just spoke with a person who is trapped in the other shelter and reports the following information:
"There are nine people in the other shelter. After surveying their provisions, it has become apparent that there is only enough water to keep four members of that group alive the six months before it is safe to leave the shelter."
The other group realizes that five of its members will have to be put out of the shelter so that those remaining will have a chance to live. However, they have been unable to make the necessary decision as to who will be put out of their shelter.
The other group has asked your Ethics in Management group to make a decision on its behalf. It has agreed to implement your decision immediately and without question.
The group in the other shelter consists of the following people:

1. A male carpenter, 25 years old.
2. A male biologist, 50 years old.
3. A female attorney, 40 years old.
4. A male minister, 40 years old.
5. A pregnant college student, 28 years old.
6. A female college student, 18 years old.
7. A male mental patient, 48 years old.
8. A female child, 6 years old.
9. A male physician, 72 years old.
Your task, as a group, is to develop a list of four people who will remain in the other shelter.


Appendix UOP Material same as in rEsources website

UOP Material
W1 FacNucleurFalloutExercise
NUCLEAR FALLOUT SHELTER EXERCISE
You are trapped in a fallout shelter with the members of your Ethics in Management group. The instruments in the shelter indicate that it will not be safe for the class to leave the shelter for six months. Luckily, there is enough food, water, and other facilities to permit the class to remain in the shelter for the required six months.
There is a telephone in your shelter that is linked to a fallout shelter in another city. One member of your group just spoke with a person who is trapped in the other shelter and reports the following information:
"There are nine people in the other shelter. After surveying their provisions, it has become apparent that there is only enough water to keep four members of that group alive the six months before it is safe to leave the shelter."
The other group realizes that five of its members will have to be put out of the shelter so that those remaining will have a chance to live. However, they have been unable to make the necessary decision as to who will be put out of their shelter.
The other group has asked your Ethics in Management group to make a decision on its behalf. It has agreed to implement your decision immediately and without question.
The group in the other shelter consists of the following people:

1. A male carpenter, 25 years old.
2. A male biologist, 50 years old.
3. A female attorney, 40 years old.
4. A male minister, 40 years old.
5. A pregnant college student, 28 years old.
6. A female college student, 18 years old.
7. A male mental patient, 48 years old.
8. A female child, 6 years old.
9. A male physician, 72 years old.
Your task, as a group, is to develop a list of four people who will remain in the other shelter.




The following is a lecture about how ethics has an important relationship to increasing business performance. This lecture has little to do with the DQs, This lecture is telling you to pay attention to ethics because your organization can perform better if you do. The DQs for W1 do not ask about that.


* W1 L1 E&B PerformanceLoverde
Ethics and Business: Organizational Performance
Lorin Loverde
All rights reserved
What do classical theories imply for business? Primary responsibilities:
Obligations of the business to safeguard external impacts: product reliability (e.g., Tylenol poisoning), investment legitimacy (e.g., Enron financial manipulations), ecological sustainability (e.g. rainforest destruction).
Obligations of the organization regarding internal impacts, such as the mistakes of forcing people to become expedient, to cut corners, to win at all costs, and to be expendable in downsizing, etc.
The bottom line for business is that ethics are necessary. Without some ethical standards you get in trouble and go to jail. Many business people stop there. If this minimalist theory of ethics were a car, what would it look like? A Model-T Ford? Henry was reputed to have said that you can buy any color Model-T that you want, as long as it is black. The Model-T got us around, so why did we go beyond the minimum?
In the Introduction of my Syllabus, I said that good ethics are the foundation for sustained competitive advantage and the measure of excellence necessary in world-class competition. Why do I make such large claims for ethics? In the first Lecture I noted that we can look for an evolution in consciousness. What would that entail? To further answer this question, subsequently we will look at a hierarchy of structures of consciousness based on the types of ethical positions people hold (Kohlberg's theory). We have already noted that an ethic based on animal fear (millions of years old) does not seem to be as well evolved as an ethic based on religious law (some three or four thousand years old). Yet the structure of consciousness is similar: Do this or else! And a legal system seems, on the face of it, o be a higher, more complex system than simple back-scratching ethics (you help me and I'll help you, which is hundreds of thousands of years old). A social contract (which is only a few hundred years old) involves an even more complex structure of consciousness than the acceptance of inherited, traditional or revealed laws. Therefore, the theory of evolution of consciousness in ethics simply posits that we can change further in our structures of consciousness.
Evolution in structures of consciousness is something Aristotle could not conceptualize. All "naturalists" like Aristotle fall into the trap of limits to change. They promote excellence and virtue, but only of certain types. In addition to courage, Robert Solomon adds the need for Aristotelian virtues of community, excellence, role identity, holism, integrity, and judgment. All of them are important both for ethical decisions and the sheer motivation to achieve high productivity. However, they are not as Solomon implies, needed as counterbalance to Kantian abstract universals (Solomon, 1999, p. 83). Rather, these virtues need to be promoted in education and developed in life precisely because they lead to universalism (Kant and Kohlberg's sixth level, to be discussed later). The error is not only a failure to recognize that Aristotelian virtues help us grow to the higher levels of universalization; the error is also the failure to recognize how even higher transformations are possible. Actually, that latter point was how Christianity overcame Aristotelian ethics with models of sainthood, which were its versions of high structures of consciousness. Then, Nietzsche in turn criticized the Christian "higher" virtues as not being high enough either. Thus, it is a mistake to dismiss Aristotelian virtue ethics as much as it is to rely on it exclusively. Virtue in a given era can change, but it is a necessary step towards the transformation of consciousness beyond what Kohlberg and Kant called universal or categorical positions.
I cannot defend this position based on a scientific proof of a higher structure of consciousness because the changes involve things that science cannot yet explain. However, I can offer a pragmatic challenge. What if some companies become world-class competitors and also promote certain unusual human characteristics? Would not it then be wise to benchmark and promote those in your company as well? The following list of performance options was previously published:
Performance Options: All of the business functions as well as the new social responsibilities of companies can be performed with at least two options as shown in Table I.

Table I. Options for functions and responsibilities to be performed in business
Option One, High Performance Option Two, Minimum Performance
Promote the higher purpose of spiritual evolution Ignore higher purposes and concentrate on business goals
Encourage a sense of service to others Demand that each merely "look out for number one" and strive for self-interest in centralized authority
Enhance creativity through education and empowerment individually and the learning organization collectively Ignore creativity by imposing rules, regulations, encrusted laws, traditions, and restrictions
Infuse life with meaning through challenges to improve, grow, and transform Concentrate on the rote, routine, and repetitive mechanical procedures
Empower people to change and grow, providing the necessary preparation and support, including an environment of trust and responsibility Constrain people to continue to perform the same tasks even if they become crystallized in routine, predictable, functionary work
Promote teamwork and cooperation through horizontal integration Isolate people in specialized and vertically segmented functions and departments
Expand information, distributing it through better knowledge management systems and communicating with authentic dialogue, increasing the basis for trust and open exchange Hide information, reduce communication to a need-to-know basis, leaving people isolated, decreasing the basis for trust but preventing people from exploiting any company secrets
Contribute philanthropically with time, money, and expertise to the common good for a sustainable environment and harmonious planetary community Retain profits for self-interested purposes or narrowly conceived profit making, such as only shareholder interests
Strengthen integrity and quality, listen to criticism, use fair processes to involve all concerned in tough decisions--not necessarily democratically but with a good process Strengthen mass and economies of scale, view quality as a difficult expense, look for shortcuts, suppress criticism, make the tough decisions and impose them


All of the option-one items in the pairs described above are promoted by the new paradigm in business, what Belasen identified as leadership in the learning organization, and TQM; and they also serve the path of spiritual evolution. Belasen has also given us an extremely important insight into the balancing required since an organization sometimes requires flexibility and other times more control, equally sometimes it requires internal improvements and other times external market focus. All of Option Two, Minimum Performance, retard spiritual evolution even though they may temporarily promote individual welfare and impose organizational control. Option One, High Performance, can serve the common good, but an exclusive emphasis on economic growth in Option One might doom humanity to destruction of society, destruction of the life-sustaining environment, and destruction of the human spirit.
That is, we are already moving in a certain direction where organizations are more nimble, flexible, and with fewer hierarchies of top/down control. The kinds of "organizational men" needed in Option Two are well described as the bureaucratic ethic by Jackall (2002). The kinds of people needed in Option-One organizations are knowledge workers with a passion for meeting or exceeding customer expectations through greater self-management, flexibility, internal drive towards excellence, cooperativeness for teamwork, and creativity. The result of that kind of person having a good fit in that kind of organization is sustained competitive advantage because it can innovate and change to keep up with dynamic markets and world-class competitors.
We have discussed one problem of morality as the moral gap. The organizational performance version of this involves gaps among types of workers, types of organizations, and types of environmental conditions. When there is not a good fit between people and the traditional organization, then the evolved knowledge workers are likely to feel frustrated in an organization that emphasizes performance Option Two. And companies will be frustrated if they want high performance Option One but have employees still trapped in more traditional structures of consciousness, static market conditions, or an environment that can no longer tolerate what they produce so well.
As a result, companies that value the minimal-performance Option Two need to hire people who take direction and perform as specialists with a narrow scope of efficiency. Companies that value the high-performance Option One, need to hire creative knowledge workers, develop the capacities of those associates after they are in the company, and continue to advance through transformational leadership. Both performance options have to be sensitive to what constitutes sustainable growth in their industries. The point for our course is that those options are value dimensions with moral implications: the companies are making ethical choices about what kind of people they want to support and promote, as well as what kind of environment they want to result from their success. It is true that business people at all levels can find the right contexts that fit alternative ethical frameworks such as "warrior toughness, Aristotelian gentility and Christian righteousness" (Solomon, 2002, in Donaldson, p. 80) as well as even higher-order transformations of onsciousness involved in high performance.

Reference

Jackell, Robert. (2002). Moral Mazes: Bureaucracy and managerial work. Donaldson, T. and Werhane, P. eds. Ethical Issues in Business, Seventh Edition. Boston: Pearson Custom Publishing, and Prentice Hall.

--



The following are explanatory notes about the book that the UOP selected for our course. The authors of the book approach business ethics from one standpoint, which is not necessarily adequate, so my lectures, such as the first one above about ethics and high performance, are a way to see ethics through another perspective in addition to what you get in the Trevino book. It is common for a university course to have a somewhat standard text for basic information about the subject and then specialized information provided by the professor to give you a better perspective than you could get from the textbook alone.

*Phil 323 W1 NOTES on Trevino
Lorin Loverde

I am providing some notes and commentaries on some of the chapters in the Trevino text.
All rights reserved

Trevino, Linda, and Nelson, Kate. (2004) Managing Business Ethics: Straight Talk about How to Do It Right (Third Edition). New York: Wiley.


UOP W1 Part 1
Week 1
Ch 1 Introduction

Managers frustrations
This is hopeless; theres nothing we can do about the behavior of the people who report to us. Give us some guidancewhat to do when something goes wrong, and how to prevent that from happening.
What is going on in a textbook? From a students point of view the textbook is a given, a brute fact of requirement, and so a student has a tendency to accept the framework of the textbook authors. The professor of the course has a different view, which includes the fact that the decision to use the textbook as a compromise includes some benefits but inevitably leaves out much. This is not merely the fault of the authors of the textbookany given professor who authors a textbook cannot produce one that includes everything simply because a book is only a few hundred pages. So the real questions for writing a textbook and selecting one for use in a course are questions concerning how well the book gets the student started. A professor may supplement the limits of a particular textbook by adding other secondary sources that comment with a different point of view. Also, a professor may add primary sources that generate new material. The student needs some diversity in order to get the lay of the land in the subject matter.
Trevino and Nelson take the view of making business ethics more useful to managers. This is an admirable goal, but it needs to be supplemented.


Research on what works and what doesnt in ethics management. (I, p 3) What does it mean to investigate as a social science what works in ethics? There is an inherent problem in using workability as a criteria in ethics. It is as if God wrote the Ten Commandments and then decided to scrap them because they did not work.

Business students before entering the business world have one kind of perspective, described in Chapter 1 as cynicism promoted by television, movies, and news stories about misconduct, symbolized by the Enron collapse. The textbook rightly offers counter instances to the misconduct stories emphasized in the media. Research studies of employees showed one in eight feeling pressured to compromise ethics in favor of results. (I, p. 4). People with experience, out of school, have a perspective against which to measure media hype.
Many people agree with the approach emphasized for corporate social responsibility, who are sometimes called enlightened capitalists. (p. 6)
Is ethics simply a matter of being raised with the right values? (p. 8) Or do organizational problems also cause employees to act unethically? How much are people other-directed in looking outside of themselves for cues about how to think and behave? (p. 10) Do corporate cultures (Ch. 9) shape unethical behavior? Is good character or the willingness to do the right thing sufficient? Or do we need context-specific training to identify the issues and make informed decisions? (p. 11) It is one thing to add specialized training to an ethical person, but it is quite another thing to believe that specialized training in an industry is sufficient to establish an ethical position. Applied specialties presuppose general, theoretical models. Kent Druyvesteyn is quoted as saying, I am not a philosopher and I am not here to talk about philosophy. Ethics is about conduct. (p. 14) The authors begin:
First, were defining ethical behavior in business as behavior that is consistent with the principles, norms, and standards of business practice that have been agreed upon by societywe believe there is more agreement than disagreement. (p. 15)
The most important thing for a student of ethics to learn is why the above statement is inadequate.
The reason for the error is surprisingly simple; it is sometimes called the Happy Nazi fallacy or the inadequacy of functionalism for providing ethical principles. Functionalism is an area of sociological theory that explains actions in terms of how well they fit into the function needed to be performed in the society. Functionalism does a good job of explaining activities like child rearing, education, law enforcement, government, etc. In the absence of those basic functions, the society would disappear and perhaps our species as well. The problem is that type of reasoning back from assumed ends to accepted means has a limit when the ends are not good. The Nazis can explain racial genocide as necessary to the functioning of the German State. The Nazis are in general agreement about that point. If functionalism is an ethical defense, then the Nazis have a right to be happy. If we balk at the Happy Nazi defense of what is ethical, then we have the same problem with the Happy American or the Happy Iranian theory of ethics. In a word, the principles, norms, and standards of business or any other practice that have been agreed upon by society are not sufficient for an ethical standard. The Happy Nazi defense leads directly to relativism: there are no standards, so In Rome, do as the Romans do. This does not mean the Happy Americans or the Happy Chinese are wrong; it only means that functionalism is relative to the society, so it lacks independent criteria for what is ethical. Chapter 4 gives some decision-making standards.
It is true that organizations shape their members with cultural and coercive forces. Therefore, the principles by which individuals decide what is good must also be used to by organizations to decide what is good. (p. 15) Finally, people need the courage to make the decisions one knows to be good. Sometimes this is called virtue ethics or an emphasis on acquiring good character.



Ch 2.

There are many reasons to implement an effective business ethics program.

Social Investment Forum www.socialinvest.org
Socially responsible investing grew from $40 billion in 1984 to over $2 trillion in 2001, website information:


Introduction to Socially Responsible Investing

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Or, for more information about how your personal financial decisions can build strong communities and a healthy environment, visit Co-op America's site.

What is Socially Responsible Investing?
Integrating personal values and societal concerns with investment decisions is called Socially Responsible Investing (SRI). SRI considers both the investor's financial needs and an investments ipact on society. With SRI, you can put your money to work to build a better tomorrow while earning competitive returns today.


Social investors include individuals and institutions such as corporations, universities, hospitals, foundations, insurance companies, pension funds, nonprofit organizations, churches and synagogues.

How does it work?

Three key SRI strategies have evolved over the years: Screening, Shareholder Advocacy, Community Investment and Social Venture Capital. This guide contains information on each of these strategies and practical ways for all types of investors to get involved.
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ph (202)872-5319, fax (202)822-8471





U.S. Sentencing Guidelines

Fines can be raised or lowered. An effective program to prevent and detect violations, which is a business ethics program, can reduce fines. Self-reporting of violations and cooperating in the investigations can also reduce fines.

















The following is an explanation of how to approach your first paper, which topic was selected by the UOP course committee, not your professor. If you want to know how the readings of the textbook tell you how to write your paper, they do not. There is a textbook in your basket of materials and there is a values paper assignment in your basket of materials. That does not mean the paper and the textbook are unconnected to ethics in management; it only means that the textbook was not written to explain the values paper or the DQs, and the Values Paper as well as the DQs were assigned to you precisely because your textbook did not cover the aspect of ethics that they begin to reveal.

There are faxes for this order.

1. Written Assignment :

Barriers to Ethical Judgment and Moral Leadership. Condense your paper into a brief (5 minute) presentation of the highlights of your paper, including the ethical analysis.


2. Notes on the case study found in Bondy, K. (2008).

The paradox of power in CSR: A case study on implementation. Journal of Business Ethics, 82(2), 307-323. (Document ID: 1571267681).

Give a briefing of your findings and analysis in 5 minutes presentation. Give a discussion of the similarities and differences in the analysis.

3. Notes on the article (includes a case analysis) found in Valentine, S., & Godkin, L. (2009, November).

Ethics, social responsibility, and ethical reasoning in an education-based health science center: When doing good results in good employees.

Journal of Leadership, 7(3), 1. (Document ID: 2078903431)

Give a briefing on your findings and analysis in 5 minutes presentation and provide a discussion of the similarities and differences in the analysis.

4. Developed response to the discussion question on Corporate Culture and Social Responsibility.

Should social responsibility be a corporate culture value?

Incorporate an ethical theory studied in previous weeks to support your analysis, as well as evidence from the texts and relevant required articles.

The required articles by Calabrese (2003) and Frederiksen (2010) may be interesting.

The recommended articles by Ardichvili (2009), Ludescher (2010) and Kaptein (2010) may be useful. You are also encouraged to add your own research.

5. Notes on your selection (Enron) of a specific larger corporation that has a ?very good? or ?very poor? performance in selected aspects of corporate culture as green light or barrier to programs in corporate social responsibility.

There are several companies discussed in the recommended articles as well as in the required readings. Also do your own research.

6. Two (or three) questions you want to ask in an open forum.

Readings

1. Textbooks

Hartman, L. P., DesJardins, J. R., & MacDonald, C. (2013). Business ethics: Decision-making for personal integrity & social responsibility (3rd ed.). New York, NY: McGraw-Hill Companies, Inc Preface: Why a Decision Model?

Chapter 4: The Corporate Culture

Chapter 5: Corporate Social Responsibility

Rhode, D. L. (Ed.). (2006). Moral leadership: The theory and practice of power, judgment, and policy. San Francisco, CA: John Wiley & Sons, Inc. ISBN: 0787982822

Chapter 5: The Psychology of Power

Chapter 6: Taming Power

Chapter 7: Power and Moral Leadership

2. Articles

Bondy, K. (2008). The paradox of power in CSR: A case study on implementation. Journal of Business Ethics, 82(2), 307-323. (Document ID: 1571267681).

Calabrese, R.L. (2003). The ethical imperative to lead change: Overcoming the resistance to change. The International Journal of Educational Management, 17(1), 7-13. (ProQuest Document ID: 291989991).

Frederiksen, C. (2010). The relation between policies concerning corporate social responsibility (CSR) and philosophical moral theories - An empirical investigation. Journal of Business Ethics, 93(3), 357-371. (Document ID: 2014950101).

Valentine, S., & Godkin, L. (2009, November). Ethics, social responsibility, and ethical reasoning in an education-based health science center: When doing good results in good employees. Journal of Leadership, 7(3), 1. (Document ID: 2078903431)

Sharp, Z., & Zaidman, N. (2010). Strategization of CSR. Journal of Business Ethics, 93(1), 51-71. (Document ID: 1995125841).

Windsor, D. (2006). Corporate social responsibility: Three key approaches. Journal of Management Studies, 43(1), 93?114. (Document ID: 983456621).
Recommended Readings

1. Articles

Ardichvili, A., Mitchell, J., & Jondle, D. (2009). Characteristics of ethical business cultures. Journal of Business Ethics, 85(4), 445-451. (Document ID: 1666886121).

Ghalib, A., Hossain, F., & Arun, T. (2009). Social responsibility, business strategy and development: The case of Grameen-Danone Foods Limited. Australasian Accounting Business & Finance Journal, 3(4), 1-14. (Document ID: 1961866261).

Kaptein. (2009). Ethics programs and ethical culture: A next step in unraveling their multi- faceted relationship. Journal of Business Ethics, 89(2), 261-281. (Document ID: 1881471671).

Ludescher, J., & Mahsud, R. (2010). Opening pandora's box: Corporate social responsibility exposed. The Independent Review, 15(1), 123-131. (Document ID: 2061425381).

Singer, A. (2010). Integrating ethics and strategy: A pragmatic approach. Journal of Business Ethics, 92(4), 479-491. (Document ID: 1987322771).

General Questions. Request writer: Gail Perry
A short paragraph for each question


Discussion Questions:

Week 6 DQ 4- Should organizations create formal mentoring or coaching programs for aspiring managers? Why or why not?

Week 6 DQ 3-What advice would you give to an entry-level professional in your organization in order to him or her to achieve success? Explain.

Week 6 DQ 2-What skills does a manager need in order to manage change and uncertainty? Explain why these skills are important, and discuss methods for developing these skills.

Week 6 DQ 1 -What can a manager do to improve his or her communication skills? Which of these do you believe are the most effective? Why?

Out of Control -Can you see how the lack of controls or wrong types of controls can cause irreparable damage to an organization? How have any of you been affected by these items, if at all?

Misguided manager: How can the way we approach a manager affect the outcome?

Change Agents: How do you think a manager can be an effective "change agent"? What does that term mean to you?

Reflective Skepticism: How does everyone else practice reflective skepticism in their organizations on a daily basis? Any thoughts?

Diversity
How many of you work in an organization that offers ethics training and/or ongoing ethics programs to emphasize the importance of diversity and ethics in the workplace?

Are such courses voluntary and what value do they add, if any, to your job?How does this relate to the political and social environment?

Ethical & Legal Implications Thread : How many of you think companies that "get away" with being unethical are wrong? For instance, is our idea of morals and ethics slowly deteriorating in the business world? Or, are we just hearing about the bad cases, and not focuses on the good instances of morally sound companies? Think about the Marthas, Enrons, and other instances in which ethics and morality was at stake. Your views?

Slackers: IMHO, part of being able to work in a team is realizing that your work not only affects your grade, but the grade of others on your team. What would you do in a situation in which one team member was a "slacker"? How would you handle it? What would you do?

Whistleblowing: What is your view of "whistleblowers"? Can you imagine the risk involved in being a whistleblower?



Diversity: How is working in an organization that offers ethics training and/or ongoing ethics programs to emphasize the importance of diversity and ethics in the workplace? Are such courses voluntary and what value do they add, if any, to your job? How does this relate to the political and social environment?

Interview Report ( Company - Please use Verizon Business (Formerly MCI) as the hypothetical company

Conduct an interview with a senior manager or supervisor in an organization of your choice. In the written interview report, be sure to show in the heading or the first paragraph the full name and title of the person you interviewed, the name, address, and telephone number of the company, and the date of the interview.
The following are some suggested questions. Other questions or topic areas can and should be developed independently.
Following the interview, submit a 3-4-page report outlining your findings and some of the interviewee's more notable comments. What did you learn most from the interview? What were some of the positive and/or negative aspects discussed about ethics in organizations and business?
Some possible questions to ask your Interviewee:
1) How important is ethics to your organization? Has this changed in recent years? Why or why not?
2) How has behaving ethically benefited your organization? How has it hurt or negatively affected your organization?
3) What are some current ethical issues you and/or your organization have dealt with in the last 1-3 years?
4) Describe your organization's degree of social responsibility. Are you a good "corporate citizen"? How could you improve?
5) What does the organization do that might be considered philanthropic?
6) Describe the organization's corporate culture and ethical climate at present.

7) What moral philosophy does the organization adhere to? For example,
> teleology - egoism & utilitarianism; deontology; relativist perspective;
> virtue ethics; or justice. (You may need to define these philosophies for
> the Interviewee.)
> 8) Does the organization have an effective Ethics Program? What about
> Codes of Conduct or a Statement of Values? Describe.
> 9) Is ethical training provided to employees? How? Are there systems in
> place to monitor and enforce ethical standards?
> 10) Is there buy-in by senior management to take ownership of the ethics
> program? Does the organization employ "Ethics Officers"?
> 11) Has the organization completed an Ethics Audit? If yes, how did it
> go? If no, are there are plans to do so in the future?
> 12) For organizations involved in international business: How are the
> organization's ethical systems adapted globally when doing business with
> other's around the world? What ethical issues exist when doing business
> outside of the organization's respective country
> ------------------------------------------------

MGT 407 Module 5 - SLP
Nurturing an Ethical and Diverse Workplace

Continue on with the same reference organization chosen in Module 1(Wegmans).
[Reminder--we are not looking for factual information specific to your chosen SLP employer. We are looking at current, HRM-specific information that might be applicable to the employer you have chosen.]
For the Module 5 SLP paper please address the following questions using background materials and library research:
Discuss what you have learned about diversity management and nurturing activities in your chosen SLP organization. Do you think this SLP organization has a diverse and inclusive workplace? Why?
Research diversity-related management and nurturing activities in other real-life, private-sector organizations. Give some specific examples (naming employers by name.) Discuss how those activities might be useful in your SLP organization.
Please write 2 to 3 pages (not counting the cover and reference pages) and send your paper to CourseNet by the module due date.
Assignment Expectations:
As you research the organization you selected, if you cannot find the information you need on the specific organization, instead discuss information from other private-sector organizations. Apply HRM terminology, HRM background readings, research, and business examples of HRM policies, practices, and procedures as they might compare or contrast to your chosen organization. Bring in other private-sector employers' HRM activities, systems, practices and procedures as examples that fit into your assignment dicussion.
Prepare a paper that is professionally presented (including a cover page, a "List of References," headings/subheadings and a strong introduction and conclusion). Proofread your paper carefully for grammar, spelling and word-usage errors.
Address all aspects of the assignment as stated above.
Complement your Internet searching with library searches and be sure to bring in information from the background readings. Evaluate resources and select only library/web-based resources that provide reliable, substantiated information.
Give authors credit for their work. Cite sources of borrowed information in the body of your text as footnotes, numbered end notes or APA style of referencing.


background materials

Module 5?Nurturing an Ethical and Diverse Workplace
Note: Some of these readings date back several years, but still provide excellent information for our use in 2011.
Required Materials
2010 Deloitte LLP Ethics & Workplace Survey. Retrieved August 19, 2011, http://www.deloitte.com/view/en_US/us/About/Ethics-Independence/8aa3cb51ed812210VgnVCM100000ba42f00aRCRD.htm
Hirschman, C. (2008, Aug). Giving voice to employee concerns. HRMagazine, 53(8), 51-53.
How to help reinvigorate your organization's ethics program. (2003, June). HR Focus, 80(6), 7.
Krell, E. (2010, April). How to Conduct an Ethics Audit. HRMagazine, 55(4), 48-51.
Lockwood, N. (2010, October). Measuring ROI for diversity management - Case histories from a report from the Society of Human Resource Management (SHRM). Diversity Factor (Online), 18(3), 1-6.
What role should HR play in corporate ethics? (2004, Jan). HR Focus, 81(1), 3-5.
Optional Materials
HRM Guide Network. (n.d.). Managing diversity. Retrieved August 19, 2011, from http://www.hrmguide.net/hrm/chap9/ch9-links.html
Leonard, B. (2011, January). When HR Goes BAD. HRMagazine, 56(1), 30-32.
U. S. Census Bureau: an older and more diverse nation by midcentury. (2008, Aug. 30). Pediatrics Week, p. 68.
Wells, S. J. (1999, December). Turn employees into saints? HRMagazine, 44(13), 48-58.
Zeidner, R. (2009, Jan). One workforce--many languages. HRMagazine, 54(1), 33-38.