Applying the four-way test in education
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Conflict seems to be increasing around the world. Using examples of everyday Rotarian life, this session will demonstrate how to identify and solve ethical dilemmas using The Four- Way Test. Explore how to foster friendly communication and interaction in and between Rotary clubs.
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Applying the four-way test in education
- 1. The four-way test applied in education
- 2. Ladies and gentlemen, We have developed a totally useless product. It’s very expensive and it’s a menace to public health! So all we have to do now, is create a market for it.
- 4. • CSR – Corporate Social Responsibility • Integrity • Corporate governance • Sustainability • GDPR legislation … New concepts as counterweight
- 7. Purpose • Ethics incorporated in educational programs Project corporate responsibility
- 8. Purpose • Ethics incorporated in educational programs Method • Systematic and process-wise shaping of youngsters Project corporate responsibility
- 9. Four Way Test – Herbert Taylor, 1932 • The truth? • All concerned? • Better friendships? • Beneficial to all? : Ed Freeman, 1984 The Stakeholder Roadmap: Herman Siebens, 1994 The facts, the situation Stakeholders Project corporate responsibility
- 10. Employees Environment Future generations Customers Citizens Shareholders Neighbours Unions Competitors Families of employees Governmentsituation decision action Stakeholder approach
- 11. Solidary stakeholders react Countervailing power Active stakeholders situation decision action initiate, participate Power undergo Powerlessness Passive stakeholders Stakeholder approach : positions
- 12. government environment investors employees customers media suppliers unions shareholders competitors Stakeholder approach: balance ?
- 13. The stakeholder roadmap: practical educational aspects
- 14. • Didactic concept + teaching material • Based both on theoretical and hands-on experience of Herman Siebens • The model targets adolescents • Team based approach to solve ethical dilemmas • Train students in differential thinking Goal • Development of attitudes The stakeholder roadmap
- 15. 1. Describe the situation 2. Analyse the situation 3. Formulate ethical criteria 4. Apply to the situation The stakeholder roadmap
- 16. 1. Describe the situation • What’s the matter? • Do we know everything that matters? • What is our ethical intuition? The stakeholder roadmap
- 17. 1. Describe the situation 2. Analyse the situation • Define the stakeholders • What about power/powerless/countervailing power? • What is their narrative? • How to assess different and opposing concerns? interests rights duty values concerns needs The stakeholder roadmap
- 18. 1. Describe the situation 2. Analyse the situation 3. Formulate ethical criteria The stakeholder roadmap
- 19. 1. Describe the situation 2. Analyse the situation 3. Formulate ethical criteria 4. Apply to the situation The stakeholder roadmap
- 20. A dedicated teaching tool based on: • The four-way test • Stakeholder thinking (Ed Freeman) • An analytical case method • The book “Responsible Professionalism. A Primer” The stakeholder roadmap : bottom line
- 21. The added values are: • Case-oriented analysis vs the application of principles and norms • Rational evaluation vs individual intuition • Role playing and empathy • Individual judgement vs interdisciplinary work and collective judgement The stakeholder roadmap : bottom line
- 22. Introduction and guidance material are available to both teachers and students The stakeholder roadmap : bottom line
- 23. The proof of the pudding The Belgian Rc Aalst-Noord and Rc Aalst developed a Rotary-pilot project during 3 years in 10 schools – 1200 pupils in last grade using the Stakeholder roadmap.
- 24. The proof of the pudding The Belgian Rc Aalst-Noord and Rc Aalst developed a Rotary-pilot project during 3 years in 10 schools – 1200 pupils in last grade using the Stakeholder roadmap. At the German Highschool Rhein-Waal Kleve, the roadmap was already successfully applied in a lectureship by PDG Joachim Reuter.
- 25. project corporate responsibility 4-way test True? Fair? Goodwill & friendship? Beneficial for all? training adolescents in ethical sensitivity viable society ethics education
- 26. Backup International: PP Karel M. Darley RC. Aalst Noord – D2170 +32 54 32 06 04 mob +32 475 42 62 66 karel@darley.be Scientific and pedagogical foundation: Herman Siebens, PhD +32 477 94 16 85 siebens-marckx@skynet.be Backup Germany: PDG Joachim F. Reuter RC. Kamp Lintfort/Grafschaft Moers - D 1870 +49 2841 62967 joachimreuter@arcor.de Backup This presentation is available through the convention mobile app, and also on SlideShare: www.SlideShare.net/Rotary_International
- 28. Thank you!
Editor's Notes
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- Dear attendees I put my today's theme on the map with a cynical review of some scandals in recent history. There was Cambridge Analytica in 2018 and the abused algorithms of Facebook to manipulate the American elections of 2016 and the Brexit referendum. Dieselgate in 2015 caused mega-claims. 2015 also saw the Panama papers and large-scale tax evasion. The bankruptcy of Leman Brothers in the U.S. and the grazing culture among hedge fund managers led to the financial crisis of 2008. I also recall the Union Carbide deadly chemical disaster in Bhopal, India in 1984, with cancer effects unto today, and the Estonia shipwreck in 1994 with nearly 1000 deaths caused by a lack of security policy and adequate maintenance. #
- The traditional transmission of ethical sensitivity to younger generations through family and religion is threatened: individualism and individualization of opinions, decline in interpersonal respect, the loss and absence of great philosophical narratives, but also fundamentalist and ideological thinking such as narrow nationalism, and the loss of formal authority and power, the secularization of society ... The information boom, the internet and social media has led to a complete mistrust in politics and the press, because fake news, alternative facts and facts-free opinions. Short-term economic success seems to be central, which has led to a social structure in which individual, structural and collective responsibility hardly have a chance anymore. But also there is an increase of need of personal integrity and authority! #
- As a kind of counter-movement, new concepts and models have emerged: CSR - Corporate Social Responsibility, Corporate Governance, Sustainability, Ethical Enterprising, Triple Bottom Line, Doughnut Economy, GDPR legislation etc... They express a fundamental need for more responsible action in society and the workplace, and for a more ethical approach of organization and society. #
- Rotary is an organization of professionals, which is why “civil, professional and business ethics“, or responsible behavior in general, is particularly important. This is a big challenge. #
- Rotary clubs can invest in a livable society by becoming a strong advocate for the ethical education of younger generations. # Through actions in this field, they can create concrete content for one of Rotary International's four objectives: "to encourage high ethical standards in business and professions" (Manual of Procedure 2016). # This theme is also one of the five service areas of our organization, namely the “professional action or vocational service". #
- Achieving this objective requires a great deal of commitment from all of us, because it requires us to lobby schools and their principals, school boards and teachers, as well as educational institutions such as ministries of education, universities and entrepreneurs, all bodies that can influence the final outcome. #
- We have a tried and tested a teaching roadmap, which has already earned its spurs in classroom practice during many years and which we can offer to the world of education, so that the intended objective is also substantiated pedagogically and in terms of content. #
- With this image I show you that the step model we provide is directly rooted in Rotary DNA. In 1932 Herbert Taylor formulated the "4 way test" as a kind of ethical credo for our organization. He spoke about # "All Concerned". # Building Goodwill' and # 'Beneficial to all’, being the parties involved. The concerns, needs and interests of these parties are "at stake". # In 1984 Ed Freeman introduced the concept of "stakeholder" and "stakeholder management". # Since then, these concepts have clearly found their way into universities and business schools, and civil society and the press. # During my didactic classroom practice, I developed the "Stakeholder Step-by-step Plan", an educational tool for the formation of adolescents in this specific field. #
- For the sake of clarity, the stakeholder model, # presented here in the form of a star, includes all persons and groups who are closely or remotely involved in a given situation, a decision, a choice or an action. #
- This slide shows you the different types of stakeholders and their role or position in relation to a given situation, decision or action. # Active stakeholders (e.g. employees, shareholders, managers, suppliers, ...): these actors have a clear impact on the situation. # Passive stakeholders (e.g. environment, future generations, neighbors, families or employees, ...): they undergo the situation. # Solidary stakeholders, such as action groups, committees, communities, ... show commitment and stand up for the weakest parties. #
- Ultimately, responsible behavior is about a process of weighing up the many concerns, needs and interests of the various stakeholders. # A multi-arm balance seemed the right metaphor for this. The question mark symbolizes the challenge in it: how to achieve the best possible balance between all the concerns, needs and interests of all parties involved? #
- #
- The didactic model, which I developed in the mid 90’s, is based on the stakeholder thinking by Ed Freeman. The core objective is: to teach students to think in a differentiated way, to teach them to take into account a complexity of concerns, needs and interests. The aim is to support the students in developing a balanced, coherent and thoughtful set of personal values and norms. This is largely a matter of empathy, a feeling for responsibility and attitude. Developmental pedagogy has accepted that these are characteristics that are mainly taught during adolescence. #
- This roadmap can be called a step-by-step plan because with a chosen ethical problem, the group of students go through a process step-by-step. The teacher mainly plays a facilitating role in this process. #
- Facts and figures are the basis and the starting point of the whole process. It must be ensured that the knowledge of the facts is both correct and complete. Afterwards, all participants ventilate their intuition in front of the situation. Only from the second step the analysis take place. #
- The analysis includes detecting all # active, passive and solidary stakeholders and their respective narratives. # These narratives identify and describe the stakeholders’ concerns # being their needs, their interests, the applicable laws, their obligations, their values and their rights, their expectations and wishes. # This approach often spontaneously creates a "role-play" in which the group participants take the role of stakeholders. # This greatly enriches the content of the debate. #
- The accompanying course does not take precedence over predefined standards. (We think of the golden rule and of "the categorical imperatives" of Emmanuel Kant.) The existing meta-norms are treated, but are not the exclusive thread of the step-by-step plan. Attention is paid to thinking about the Other by the French philosopher Emmanuel Lévinas and the needs pyramid of Maslow. Together with Freeman’s stakeholder approach, they are the real thread of the roadmap. #
- In a final step, the formulated criteria must be applied. Normally, the result of the group work leads to common conclusions by the students about the ethical acceptability of the situation, decision or action at hand. #
- We offer you a didactic tool with an analytical case step-by-step plan based on # Ed Freeman's stakeholder approach and linked to Rotary's 4-way test. All this is described in the booklet "Responsible professionalism. A Primer". #
- The Stakeholder Step-by-step Plan approach has several advantages. # During the analysis of concrete situations, intuition and rational reflection are linked, empathy is practiced and sharpened, and students are encouraged to cooperate and consult. # .
- A guide and manual for analyzing and discussing concrete situations in the field of ethical responsibility is available for teachers and lecturers and the necessary didactic material for teachers and students was also developed for this purpose. #
- Two Belgian Rotary clubs already realized similarities between The 4-way Test and the step-by-step method and the sub- sequential great potential this might have on the vocational service activities of Rotary clubs. Hence they initiated a pilot project in order to develop hands on experience with educational an pedagogical processes in society and to obtain that Business ethics become a part of the curriculum in the secondary schools in Flanders#. The highlight was an ethics project contest between the participating schools and an academic session during which the winning schools could present their project. The Flemish Minister of Education, who clearly recognized the value of the project, presented the awards. #
- Through Rc Geldern, the contact club of Rc Aalst Noord, the German Rotary world also became interested. #
- This project logo is the red wire of my plea. I have provided you with tools for your "vocational service" activities. A short summary in English and German is available. At your request we will also be happy to send you the powerpoint presentation with speaker notes. My latest publication in English "Responsible professionalism - A primer" with a separate note for Rotary related to the 4-way test is also available. The challenge is yours. #