Getting started with aof ethics in business and financial planning

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  • The process was highly collaborative, involving Ernst & Young employees, NAF Academy teachers, curriculum writers from the Pearson Charitable Foundation, and other professionals in the field.  We felt we had to tie in the daily ethical issues that teenagers confront and link them to the business world. The curriculum development team considered a wide range of ethical dilemmas that students could consider, debate and address. The result was a course where students focus on the significance of ethics in both their own environment and the business environment. They consider ethical issues that involve multiple stakeholders; examine who bears responsibility for monitoring ethics; and explore ethical situations common in organizations. Students examine how ethics affects various business disciplines and consider the impacts on organizational cultures. Students also debate ethics as social responsibility, the evolution of ethics in international business, and how the free market and ethics can coexist.
  • Pull screen shot of Denise? Or do we have a pic of her on file somewhere?
  • Introduction to the course; students fold a sheet of paper in half, the first half is labeled “What Matters To Me” and the second half is labeled “Why”. They are given a few minutes to put down people, places, things that are important to them. Then, they are asked to categorize them and examine what they’ve selected most frequently. Relate this to what matters most in business.
  • Fold a piece of paper lengthwise into three sections. Label the left column “What Matters Most to Me,” the middle column “Why,” and leave the third column blank. Under the “What Matters” column, create a list of things (possessions and other tangible items, people, ideas, beliefs, experiences, etc.) that are important to you. List one item per line, skipping one line between items. For each item you list, briefly explain its importance to you in the “Why” column. What types of things did you list most often? Were they material items or more intangible things, such as ideas or beliefs? Why do you think this might be? What do you think would matter the most to you if all of the tangible items, such as possessions and people, were eliminated from your lists? One of the purposes of this course will be to examine what matters in the business world. Write down one intangible thing ( excluding profits, earnings, capital, resources, etc.) you think might matter to a business, and explain why.
  • Every course has some basic course assumptions or prerequisites, which are usually listed in the course overview or in Lesson 1. For [course], students are not expected to have completed any other [theme] courses. For other courses it is very important to take into account the course prerequisites. This is important, because the course assumes students will understand some basic vocabulary and concepts that were introduced in the prerequisite course(s). As a teacher, I need to know if my students meet the course assumptions. If they do not, I may have to build in extra class time to get the students ready for the curriculum.
  • These are some of the topics covered. Each unit is broken down into individual lessons. Lessons come with already created PP presentations, handouts, grading rubrics etc. In addition, the course contains several video examples and sample files that are easy to download.
  • The course is built around a major project in which students select a corporation they may want to work for in the future. They work in groups to investigate and create a case study about the company.  As students take part in lessons on ethical working conditions, ethical vs. unethical industries, corporate social responsibility, community involvement, sustainability, and global business practices, they research and analyze the business practices of their case corporations in these areas. As students take part in lessons on ethical working conditions, ethical vs. unethical industries, corporate social responsibility, community involvement, sustainability, and global business practices, they research and analyze the business practices of their case corporation in these areas.
  • You can find this article on Andy’s blog, if you don’t subscribe, you should
  • This is a clip from student, Robert Lim, working on part of one of the minor projects, students explore motivations for compromising ethics in accounting and finance by discussing the concept of the “fraud triangle” and learning about a real-life example of fraud The students were given a type of financial mismanagement-money laundering, Ponzi schemes, check kiting, tax evasion, etc. They had to then create a flyer on each type of ethical dilemma and relate it to the fraud triangle. They did a gallery walk after completion of the project, explaining the different types of financial mismanagement.
  • Before class, hang four large pieces of paper labeled “Strongly Agree,” “Agree Somewhat,” “Disagree Somewhat,” and “Strongly Disagree,” respectively, in each corner of your classroom. (Alternately, you may have students participate in this activity with a show of hands from their seats.) Explain to students that you will be reading a series of statements to which they will respond, and that there are no right or wrong positions in this exercise. Have students move around the room to the positions that most accurately represent their opinions regarding the following statements, as you read them aloud. Ask one student to share his/her opinion. After activity, use next slide to hold brief discussion using questions on slide. Have students discuss the following questions with a neighbor as you read them aloud: How might you connect the statements from this activity to the consequences of unethical business practices you discussed in class? Were your responses to the two statements you had been asked before you did your research and presentations different the second time? Why or why not?
  • Very receptive to change; editors really heard me, implemented my suggestions, etc. Point out that you will also provide your contact info before the end of the presentation.
  • Explain what they’ll find in Andy’s blog Course discussion forums are actively monitored and all feedback that is shared here is passed on to the editors to assist with the constant reworking of courses. Highlight 1 or 2 useful Adobe Connect presentations from the Curriculum & Instruction section If your course has a Curriculum Spotlight video, direct participants to them (C & I  Online Curriculum Library  NAF-Pearson Curriculum Fellow)

Transcript

  • 1. Getting Started: Ethics In Business 2010 NAF Summer Institute
  • 2. About Me
    • Ethics in Business
    • Entrepreneurship
    • Intro to Business/Finance
    • Thirty years experience
    • Abraham Lincoln High School, San Francisco, Ca
    • Academy of Finance
    • Department Chairperson, Lead Teacher
    Denise Gregor
  • 3. Springboard
    • What Matters Most to Me
  • 4. Categorizing: What Matters Most to Me
    • Lesson 1: Course Introduction
    This activity encourages students to start thinking about what matters the most to them. They then speculate on how the notion of personal values might be connected with the Ethics in Business course. Make a list of things that are important to you. Consider: Possession and other tangible items, people, ideas, beliefs, experiences, etc.
  • 5. Ethics in Business: Assumptions & Prerequisites No prerequisite courses are necessary for students. Students have some basic computer skills (ability to keyboard, use word processing programs, do simple Internet research). Students have some basic understanding of business.
  • 6. Ethics in Business: Course Topics
    • Introduction to Ethics
    • Ethics and the Employee
    • Ethics and the Manager
    • Ethics and the Organization
    • Ethics by Discipline
    • Ethics and Society
    • Career Development in Ethics
  • 7. Ethics in Business: Culminating Project
    • Project Overview : Students select a corporation they might want to work for in the future, and work in groups to investigate and profile the business in a case study.
    • Driving Question : “Does Company X meet my ethical standards as a potential employer?”
  • 8. Ethics in Business: Culminating Project
    • Main skill & content objectives:
      • Identify ethical challenges of the free market system
      • Discuss corporate social responsibility, and sustainability
      • identify issues of doing business abroad
    • Final product: 5- to 8-minute oral presentation of their case study to an invited audience
  • 9. EducationNews.Com
    • “Assuring Meaningful School Work”
      • Andy Rothstein, June 2010
    “ Ethics was a course in which students had the chance to speak their mind about what they thought about the work environment. This course taught me how to act and maintain ethical thinking at work. We had debates, and in these debates we all had different opinions. Some people might think, “Those kids are in high school they just follow the crowd everyone thinks the same. Well, we all had voices in this class. There was a way for my classmates to acknowledge my perspective and now I know that I can make a difference in my Latino community by taking a chance to make a change. I have nothing to lose and everything to gain.” -Marianna Ramirez, Class of 2010
  • 10. Ethics in Business: Student Learning Artifacts Lesson 10: Ethics in Finance and Accounting
  • 11. Ethics in Business: Experience the Curriculum
    • Four Corners: Real-Life Consequences of Unethical Behavior in Business
      • Unit #1
      • Lesson #3: The Importance of Ethics in Business
    • Display understanding of the importance of ethical corporate practices.
    • Students will be able to synthesize some of the conclusions they reached in examining real life consequences of ethical behavior.
  • 12.
    • It is important to work for a company or organization with an ethical reputation.
    • It’s okay to work for a company whose ethics are questionable, as long as you don’t take part in any unethical practices yourself.
    • It’s okay to go to work for an unethical company as long as you try to change its business practices—after all, it’s easier to influence a company from within.
    • You should boycott (not buy products from) a company known for its unethical business practices.
    Four Corners
  • 13. Four Corners
    • Your company’s questionable ethics shouldn’t stop you from getting ahead in your career as long as you make a positive contribution to society in other ways, such as charitable donations or volunteer work.
    • Even if you are told to do something that goes against your better judgment, as long as you are not being asked to break the law, you should just keep quiet at work.
  • 14. Support from Curriculum Leaders Here to help – both with content and pedagogy. Ready to hear your ideas about how to revise and improve the course. Contact information is always available on the Course Overview page of the NAF Curriculum Library. [email_address]
  • 15. The Collaboration Network
    • Andy Rothstein’s Blog
    • Discussion Forums for all NAF courses
    • Multimedia presentations
    • Getting Started Guides
  • 16. Joanne Bartley
    • Ernst & Young
      • Educate young people who might eventually become part of their workforce or in companies they serve
      • NAF and Ernst & Young decided to create an Ethics in Business course together with the help of the Pearson Foundation
  • 17. Thank You!!