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Assessment Brief – Level Six Undergraduate
Business and Management modules
Module Code: SM0381
Module Title: Applied Business Ethics
Distributed on: Start of Term Hand in Date: TBC
Instructions on Assessment:
“Tomorrow’s business leaders need to be nimble and to incorporate all aspects of good decision
making in an increasingly global and complex business environment. Ethical leadership is vital to the
future of ....business. Our world is rapidly changing – and the changes affect every business, every
industry and every country. The future growth and competitiveness of business is at stake. The
business world eagerly awaits tomorrow’s strong and ethical leaders.”
Harold McGraw III
Chairman, Business Roundtable
During this module you have explored the ethical challenges facing businesses. As you prepare to
take your place in the management and leadership of the future you are asked to evidence and reflect
upon the development of your ethical awareness and reasoning and to consider the challenges that
may face you in your workplace.
Requirements
Present the development of your ethical awareness and reasoning through an annotated portfolio of
evidence supported by a 1500 word essay in which you first will identify an ethical dilemma in a
business situation, and then suggest ethical solutions to this dilemma (see specific marking sheets
at end).
Portfolio Weighting
Ethical Dilemma Essay (Part A) (1500 words) (50%)
Portfolio of Evidence (Part B) (1500 words) (50%)
Part A: Ethical Dilemma Essay (1,500 words)
Students are to identify and discuss an business-related ethical dilemma. Ideally, this choice should
be relevant to your intended area of future employment. You must demonstrate both an awareness of
the key issues surrounding why it is an ethical dilemma, and then propose solutions to that dilemma.
A suggested format for the essay is:
 Ethical Dilemma Description (270-330 words)
 Justify why it is an ethical dilemma in a business situation (540-660 words)
 Ethical solutions proposed by the student to this dilemma (540-660 words)
Part of the learning experience of this essay is for you as the student picking and developing the
dilemma yourself from either a relevant recent news event, personal professional practice experience
(particularly for students who have been on placement) or similar.
 Students are strongly advised to read the marking criteria sheets (at the end of this document)
very carefully to gain an understanding of exactly what the examiner will be looking for, and
marking against.
You should not use an ethical dilemma that we have discussed in detail during a class
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or has been
analysed in a textbook or website; this is your ethical dilemma, which you have developed, which
ideally relates to your career aspirations.
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The “Ethics in the News” items shown at the start of seminars are not deemed to have been discussed in detail.
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Part B: Portfolio of Evidence Contents
The portfolio contents should provide evidence of your diligent engagement with the module activities
including the directed learning opportunities. Your portfolio should be divided into clear sections, with
the appendices clearly marked A, B, and C so that your examiner can easily find and mark your
evidence. A summary of our expectations is provided below:
Appendix A The Ethical Leadership Debate (in Seminar 4) (20% of marks)
A reflective statement of 600 words which describes and critically evaluates the arguments presented
in the debate on Ethical Leadership. Your argument must culminate in your opinion regarding the
debate motion. We expect you to analyse the arguments (for and against) made by the teams on
behalf of their characters in your seminar. We are not asking you to write an essay purely based
upon the character biographies that we supplied for debate preparation.
Appendix B The Seminar Case (in Seminars 1 and 5) (20% of marks)
A reflective statement of 600 words concerning the seminar ethical dilemma case which was
discussed in the Seminars One and Five. Briefly identify the ethical dilemmas in the case, and then
select one for analysis using the normative ethical theories and descriptive frameworks taught on this
module.
Appendix C Interpersonal and Team-working skills (10% of marks)
A reflective statement of 300 words showing how your interpersonal and team-working skills were
used in this module.
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Important note about ARNA regulations
The regulations specify that students must complete every assessment component contributing to the
modules on their programme. This applies to all forms of assessment as defined in the module
descriptor. Please note that:
 if any assessment component is not completed, students will be failed in the module even if the
module pass mark has been achieved;
 if the requirements for referral specified in section 5 of ARNA
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are met, a resit opportunity will
be given;
 if unable to complete an assessment component because of extenuating circumstances,
students should follow the procedure described in the Student Guide to Extenuating
Circumstances
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.
This change was approved by Academic Board on 12 October 2009 in consultation with the Students’
Union. Students should consult their Programme Leader or Guidance Tutor if they have any queries.
Independent advice and support is also available from the Students’ Union Advice & Representation
Centre (su.advice@northumbria.ac.uk) or from a student adviser in Student Services.
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ARNA and the Student Guide to Extenuating Circumstances Affecting Assessed Work are available
from http://www.northumbria.ac.uk/sd/central/ar/lts/assess/assproc/assdocstud/
Word Count
The word count is to be declared on the front page of your assignment. The word count does not
include title page, contents page, glossary, tables, figures, illustrations, reference list, bibliography and
appendices.
Summarising and compressing the information in your assignment into the word limit is one of the
skills that students are expected to acquire, and demonstrate as part of the assignment process.
Word limits and penalties for assignments
If the assignment is within +10% of the stated word limit no penalty will apply. However, if the word
limit exceeds the +10% limit, 10% of the mark provisionally awarded to the assignment will be
deducted. For example: if the assignment is worth 70% but is above the word limit by more than 10%,
a penalty of 7% will be imposed, giving a final mark of 63%.
Time limits and penalties for presentations
The time allocated for the presentation must be adhered to. At the end of this time, the presentation
will be stopped and will be marked based on what has been delivered within the time limit.
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Submission of Assessment:
All assignments must be submitted via the Undergraduate Programme Office. Each assignment must
be accompanied by an Assessed Work Form which must be completed in full. The assignment will not
be accepted by the Undergraduate Programme Office unless the form is completed correctly.
Marked assignments will be returned to students. It is advisable to retain a copy of your assignment
for you own records. Your mark will be returned on the Assessed Work Form via the Undergraduate
Programme Office.
Referencing your work
The APA method of referencing uses the author's name and the date of the publication. In-text
citations give brief details of the work you are referring to in your text. References are listed at the end
of the text in alphabetical order by the author's name. The general format of an electronic journal
reference in the APA style is shown below:
Coutu, D. (2009). Why Teams Don't Work. Harvard Business Review, 87(5), 98-105. Retrieved
29
th
April 2012 from EBSCO http://searchebscohost.com
Author/s name and initials are listed first, followed by year of publication in brackets. Then there is the
title of article and the journal where the article appears, which is in italics. Then state the volume and
issue number (in brackets) along with the pages where article can be located. Finally add the date the
article was retrieved and then the name of the database, followed by the web address. Wherever
possible use the homepage URL rather than the full and extended web address.
For further information on why it is important to reference accurately go to the Referencing and
Plagiarism topic in Skills Plus available from the Library website:
www.northumbria.ac.uk/skillsplus
You will find other useful help guides on Skills Plus to help you with the skills involved in writing your
assessments and preparing for exams.
For further information on the APA style of referencing see the Concise Rules of APA style and the
APA website http://www.apastyle.org/learn
Plagiarism and Cheating
Your attention is drawn to the University’s stated position on plagiarism. THE WORK OF OTHERS,
WHICH IS INCLUDED IN THE ASSIGNMENT MUST BE ATTRIBUTED TO ITS SOURCE (a full
bibliography and/or a list of references must be submitted as prescribed in the assessment brief).
Please note that this is intended to be an individual piece of work. Action will be taken where a student
is suspected of having cheated or engaged in any dishonest practice. Students are referred to the
University regulations on plagiarism and other forms of academic irregularity. Students must not copy
or collude with one another or present any information that they themselves have not generated.
For further information on Plagiarism, see the Referencing and Plagiarism topic on Skills
Plus. www.northumbria.ac.uk/skillsplus
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Mapping to Programme Goals and Objectives:
This assessment will contribute directly to the following Undergraduate programme goals and
objectives.
1. Knowledgeable about the theory and practice of international business and
management Objectives:
Students will be able to:
1. Acquire knowledge of functional areas of business and management.
2. Acquire knowledge of specialist areas of business.
X 3. Apply their knowledge to business and management contexts.
4. Conduct contemporary research into business and management.
2. Skilful in the use of professional and managerial techniques and
processes Objectives:
1. Provide evidence of self reflection as a means of informing personal development planning.
2. Demonstrate effective interpersonal communication skills and the ability to work in a team.
X 3. Demonstrate critical thinking skills.
X 4. Demonstrate problem solving skills.
3. Aware of ethical issues impacting on business and professional
practice Objectives:
X 1. Identify an ethical dilemma in a business situation
X 2. Suggest ethical solutions to this dilemma
4. Employable as graduates
Objectives:
1. In the context of securing graduate employment demonstrate the skills of self presentation.
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Assessment Criteria (NBS)
General Assessment Criteria (1 of 1)
Trait 0 - 29 30 - 39 40 - 49 50 - 59 60 - 69 70 - 79 80 - 100
Knowledge Poor grasp of topic Minimal awareness Knowledge is Sound comprehension Knowledge base is Knowledge and Exceptional
and concepts or of of subject area. adequate but limited of topic. up-to-date and understanding is scholarship for
Understanding awareness of what and/or superficial. relevant, but also comprehensive subject.
concepts are. may be broad or both as to breadth
deep. and depth.
Structure Failure to apply Communication of In the most part, Reasoning and Higher order A mature ability to Outstanding ability
and Alignment relevant skills. Work is knowledge description/ argument are generally critical critically appreciate to apply, in the
inarticulate and/or frequently assertion rather relevant but not appreciation skills concepts and their right measure, the
incomprehensible. inarticulate and/or than argument or necessarily extensive. are displayed. A inter-relationship is skills necessary to
irrelevant. logical reasoning is Awareness of concepts significant ability to demonstrated. achieve highly
used. Insufficient and critical appreciation apply theory, Clear evidence of sophisticated and
focus is evident in are apparent, but the concepts, ideas independent fluent challenges to
work presented. ability to conceptualise, and their inter- thought. received wisdom.
and/or to apply theory relationship is Presentation of
is slightly limited. illustrated. work is fluent,
focused and
accurate.
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Assessment Brief – Level Six Undergraduate Business and Management modules SM0381 Marking Sheet 1 of 3
Please enter student ID on every sheet
SM0381 - Applied Business Ethics - Part A - Essay Student ID:
3.1 Programme Goal 3: Aware of ethical issues impacting on business and professional practice Objective 1: Identify an ethical dilemma in a business situation
Performance Area Exceeds Standards (7-10) Meets Standards (6) Meets Standards (4-5) Not Met (0-3) Scores
(A) An excellent understanding of the A good understanding of the relationship Shows an awareness of the Shows a limited understanding of decision
Student demonstrates an relationship between the ethical dilemma between the ethical dilemma and decision connection between the dilemmas making or ethics. Is unable to make a
understanding of the relationship and appropriate decisions. Outstanding making. A good level of criticality is and appropriate decision making. coherent connection between the two
/10between how the dilemma is criticality is displayed in the selection and displayed in the selection and application of Outcomes are based upon concepts. Application is weak or non-
understood and the options application of decisions. decisions. assumptions. existent.
available for decision-making
(B) An excellent understanding of how A good understanding of how the relevant Is aware of how relevant contextual There is a limited if not absent
Student demonstrates an relevant contextual factors impact the contextual factors impact the dilemma factors impact the dilemma options. understanding of the relationship
understanding of the impact of dilemma options. Factors are critically options. Factors have a good justification for However these tend to be between contextual factors and ethical
/10relevant contextual factors (e.g. evaluated in order to justify their impact. their impact. generalised and omit core dilemmas.
competitive conditions, codes of relationships.
ethics.)
(C) An excellent understanding of how A good understanding of how stakeholders Displays an awareness of There is a limited understanding of the
Student demonstrates an stakeholders are potentially impacted. are potentially impacted. Evidence of the stakeholders and their potential link between stakeholders and their
understanding of the stakeholders There is an explicit, concise and informed ability to use various dimensions in order to impact. However the link between potential impact. Weak or no
that are potentially impacted, and understanding of how ethical dilemmas make a link between ethical dilemmas and ethical dilemmas and the moral comprehension of ethical dilemmas and /10
the moral intensity experienced by and the moral intensity experienced by the moral intensity experienced by decision- intensity experienced by decision- moral intensity experienced by decision-
the decision-maker(s) dealing with decision-makers are linked. makers. makers is somewhat vague. makers.
the business ethical dilemma.
3.2 Programme Goal 3: Aware of ethical issues impacting on business and professional practice Objective 2: Suggest ethical solutions to this dilemma
Performance Area Exceeds Standards (7-10) Meets Standards (6) Meets Standards (4-5) Not Met (0-3) Scores
(A) Provides a systematic and analytically Provides a well-argued solution to the Provides a solution to the dilemma. Limited or no solution is provided. If one
Student demonstrates the ability to rigorous account of the solution to the dilemma. This is supported by a good range Although supporting evidence is is provided it is not supported by
make a recommendation supported dilemma. This is supported by of evidence and an understanding of the adequately constructed, there is a evidence. There is no understanding
by appropriate reasoning. outstandingly convincing evidence, relationship between resolution, and lack of understanding between the between solutions and normative /10
showing an excellent understanding of normative standards. solution and normative standards. standards.
the relationship between resolution, and
normative standards.
(B) An excellent range of frameworks and A good range of frameworks and theories Awareness of some frameworks and Shows limited or no understanding of the
Student demonstrates an theories are considered in addressing the used in addressing the dilemma. A good theories. However the link to a role of normative ethical theories and
understanding of the normative dilemma. Outstanding appreciation of the understanding of the way in which theories dilemma is vague in places. A descriptive ethical frameworks in decision
/10ethical theories used to address the way in which theories and frameworks and frameworks impact on the decision. judgement can be made but lacks making.
dilemma, and can apply descriptive impact on the decision. sophistication.
ethical frameworks in their analysis.
* E = Exceeds standards; M = Meets standards; NI = Needs substantial Improvement to meet standards
3.2 overall (‘E’, ‘M’ or ‘NM’) * Part A Total Score /50
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Assessment Brief – Level Six Undergraduate Business and Management modules SM0381 Marking Sheet 2 of 3
SM0381 – Applied Business Ethics - Part B - Portfolio
Appendix A
Student ID:
Marking Criteria: Ethical Debate Exceeds Standards (7-10) Meets Standards (6) Meets Standards (4-5) Not Met (0-3) Scores
Identifies and isolates arguments An excellent ability to Identify and isolate A good ability to Identify and isolate Displays an awareness of arguments Shows a limited understanding of
and evidence used in the seminar arguments and evidence used in the arguments and evidence used in the and evidence used in the seminar to arguments and evidence used in the
both to support and to oppose the seminar both to support and to oppose seminar both to support and to oppose the support and to oppose the view that seminar to support and to oppose the
/10view that ethical leadership can be the view that ethical leadership can be view that ethical leadership can be ethical leadership can be view that ethical leadership can be
demonstrated in shareholder owned demonstrated in shareholder owned demonstrated in shareholder owned demonstrated in shareholder owned demonstrated in shareholder owned
companies. companies. companies. companies. companies.
Critically evaluates the arguments An excellent ability to critically evaluate A good ability to critically evaluate the
Displays an awareness of arguments Displays a limited understanding of
and evidence required to reach arguments and evidence required to
and evidence to reach a conclusion the arguments and evidence to reach a arguments and evidence to reach a /10conclusions drawing on a range of reach conclusions drawing on a range of
drawing on a range of sources. conclusion drawing on a range of sources. conclusion drawing on a range of sources.
sources. sources.
Appendix B
Marking Criteria: Ethical
Exceeds Standards (7-10) Meets Standards Meets Standards Not Met Scores
Dilemma
Identifies ethical dilemmas in the
An excellent ability to identify ethical A good ability to identify ethical dilemmas in Displays and awareness of ethical
Displays limited ability to identify ethical
dilemmas in the case. Whose dilemmas the case. Whose dilemmas were these and dilemmas in the case. Whose
case. Whose dilemmas were these dilemmas in the case. Whose dilemmas /10were these and what were their options? what were their options? dilemmas were these and what were
and what were their options? were these and what were their options?
their options?
Uses normative ethical theories (e.g. An excellent ability to apply normative
A good ability to apply normative ethical
Displays an awareness of normative
Displays limited ability to apply normative
Deontology) and descriptive ethical ethical theories (e.g. Deontology) and ethical theories (e.g. Deontology) and
theories (e.g. Deontology) and descriptive ethical theories (e.g. Deontology) and
frameworks (e.g. Stages of Moral descriptive ethical frameworks (e.g. descriptive ethical frameworks (e.g.
ethical frameworks (e.g. Stages of Moral descriptive ethical frameworks (e.g.
Development, Stakeholder Salience, Stages of Moral Development, Stages of Moral Development, /10Development, Stakeholder Salience, Moral Stages of Moral Development,
Moral Intensity) to analyse one of Stakeholder Salience, Moral Intensity) to Stakeholder Salience, Moral Intensity)
Intensity) to analyse one of the identified Stakeholder Salience, Moral Intensity) to
the identified dilemmas in depth. analyse one of the identified dilemmas in to analyse one of the identified
dilemmas in depth. analyse one of the identified dilemmas.
depth. dilemmas.
Appendix C
Programme Goal 2: Skillful in the use of professional and managerial techniques and processes Objective 2: Demonstrate effective interpersonal communication and the ability to work in a team
Performance Area Exceeds Standards (7-10) Meets Standards (6) Meets Standards (4-5) Not Met (0-3) Score
(A) An excellent reflection which considers A good reflection on the student’s use of Identifies interpersonal Limited reflection which does not assess
whether the need to use interpersonal interpersonal communication and team- communication and team working examples of the student’s use ofStudent shows the ability to reflect
communication and to work as a team has working skills in the module which illustrates skills used in support of module tasks interpersonal communication and team-on their use of interpersonal /10
influenced their understanding of ethical the ways in which the use of these skills has and assesses personal effectiveness working skills though examples may becommunication and team-working
issues. impacted on outcomes. using examples. identified.skills in the module.
Total of Appendices A to C /50
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Assessment Brief – Level Six Undergraduate SM0381 Marking Sheet 3 of 3
SM0381 – Applied Business Ethics - Additional Marker Comments Student ID:
SM0381 - Assessment Totals:
Sections Sub-totals
Part A Essay /50
Part B Portfolio Appendices A, B, and C /50
Total Mark /100
Date
Please print marker’s name Please sign here
Marker’s Marker’s
Name Signature
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Part A: Ethical dilemma
After graduating from the University, I will build my future career regarding the marketing field
of a multinational corporation in the garment industry to utilize my knowledge about marketing
and international business. For me, a main ethical dilemma in the garment industry of developing
nations is issue of sweatshop. Sweatshop term often reflects garment plants where staffers must
conduct their jobs in extremely difficult work environment to gain extremely low incomes that
are smaller than minimum salaries required by each nation (Paharia et al., 2013). According to
Powell and Skarbek (2006), sweatshop is regarded as a work place that workers must work over
12 hours per day and their health and safety are not ensured by their employers. The sweatshops
can employ child labors and require the child labors to conduct difficult job tasks. The sweatshop
is criticized by consumers, investors and other stakeholders of organizations because the
sweatshop has negative treatment to workers and harms the welfare and well-being of the
workers. Although the sweatshop is criticized by the public, it has been used in the flexible forms
by global and local employers to gain business benefits (Smestad, 2009).
One of the main rationales for considering sweatshop phenomenon as the ethical dilemma is that
sweatshop can bring many benefits for organizations but it harms benefits for workers. Indeed, if
conducting the sweatshop, organizations will gain the high benefits for them in terms of low
salary levels, long working time, etc. However, if conducting the sweatshop, organizations will
face business ethics and will harm the health and welfare of workers (Firoz and Ammaturo,
2002). Indeed, as leaders/ managers, it is difficult for them to choose whether they should gain
the benefits for their organizations through sweatshop approach. In particular, they will face an
ethical dilemma because they will not know to choose to gain the benefits for their organizations
through sweatshop approach or choose to protect the benefits of workers to retain good business
ethics through elimination of sweatshop approach (Rudell and College, 2006).
According to Snyder (2010), to gain high supports from consumers and high supports from other
stakeholders like governments, investors, financial institutions, etc., multinational corporations
have a trend to offer reports about their positive corporate social responsibilities to media
channels. However, they deliberately conceal the unethical business actions such as sweatshop,
tax avoidance, etc. (Rudell and College, 2006). According to Argersinger (2004), big
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organizations with the global operation scope try to manipulate the organizational reports
regarding corporate social responsibilities to persuade consumers and other stakeholders to
believe their good business ethics and such situation is regarded as green washing approach. The
strategy of public relations will help these big organizations to gain the good business reputation
but they focus much on using forms of sweatshop to save business expenses, to increase business
productivity and to enhance high profits (Boris, 2006).
Although consumers, staffers, organizations and countries have the high perceptions about
sweatshop, workers in sweatshops are still determined as the ethical dilemma to lead to the most
comfortable solutions. The rationale for this issue is that there is a difficulty in choice of each
party. For example, developing nations with the problems of sweatshops can use legal tools to
limit multinational organizations from conducting the sweatshop approach. However, these
developing nations will have to face issues regarding national economy benefit, unemployment
of local individuals and international credibility. Then, governments ignore sweatshops of
multinational corporations so that these nations can reduce the unemployment rate, can improve
their economic situations, and can improve their national weaknesses (Cheek and Moore, 2003).
When governments of developing nations do not accept sweatshops of multinational
corporations, they must face a problem, that is, decreased GDP because of reduction in tax
revenues and export revenues (Mencl and May, 2009). On the other hand, when governments of
developing nations select to allow sweatshop plants of multinational corporations, they will gain
economic benefits in terms of high tax revenues from the multinational corporations and reduced
unemployment rate. Indeed, the multinational corporations can pay a large amount of tax money
to governments of developing nations and can offer a large number of jobs for unemployed
people who have low skills and low knowledge (Meyers, 2007). However, there are potential
risks for the governments such as losing the trust of citizens in the leadership of the
governments, reduced financial supports from international economic organizations, and losing
the trust of foreign nations (Rudell and College, 2006).
Wage levels that multinational corporations pay for workers in sweatshops are very low but the
workers still accept the very low wage levels because they cannot find better work selections
provided by other organizations. Indeed, workers who are working at sweatshops of
multinational corporations are child labors, and people with the low knowledge and low skills
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and they cannot find good jobs to ensure their welfare and well-being (Raadin and Martin, 2006).
According to Shorr (2010), sweatshops are even assessed as optimal selection for child labors of
poor families in developing nations. The child labors must earn the money for their poor
families. Ruwanpura (2011) indicates that multinational corporations do not understand the
difficulties of the child labors in their lives and they continue exploiting the child labors. The
multinational corporations do not pay good wage levels as well as do not offer good work
conditions for the child labors. According to Paharia et al. (2013), the situation of sweatshop
often occur in developing nations such as China, Cambodia, Bangladesh, Vietnam, India,
Malaysia, etc. Workers working at sweatshops of multinational corporations can earn from USD
1 to USD 2 per day.
Sweatshop situation is regarded as the ethical dilemma and then, it is important to improve the
sweatshop situation so that legal regulations regarding the protection of the benefits and rights of
workers (Smestad, 2009). Multinational corporations will be attracted by nations that can offer
advantages to them like low taxes, low minimum wage levels for staffers, etc. If there are not
immediate solutions, the sweatshop situation will be forecasted to occur continuously and the
results of the sweatshops cause significant consequences for health and safety of workers. Then,
I would like to give main ethical solutions to handle the situation of sweatshop of organizations
in the future.
Selecting an egoistic method, I can stay out of benefits of the organization to give an
encouragement to students to give their voice to the situation of sweatshop. Indeed, the voice of
students plays a crucial role in business and social environments because they are both activists
and consumers. Student committees need to launch programs/ campaigns which require local
authorities to limit selling of products created from sweatshops and encourage consumers to
avoid purchasing products created from sweatshops. The actions will create legal pressures for
organizations because they fear the boycott of consumers. Regarding utilitarianism method, there
are many international organizations participating in operations of preventing sweatshops and
these international organizations are Oxfam and Co-op America. These international
organizations have conducted valid and meaningful operations to prevent issues regarding
sweatshops. Hence, I will act to protect common benefits of people, especially workers at
sweatshops. My solution is that I will donate my little money and will participate in operations as
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a volunteer to share information regarding anti-sweatshop to my friends and other people to
enhance their perceptions about the negative impacts of sweatshops. In addition, Maryanov
(2010) advise consumers to buy fair-trade products because the system of fair trade can protect
good work environment for workers and can have positive treatment to the workers. The more
fair-trade products are bought by consumers, the greater living standards and work conditions of
farmers and poor staffers/ workers can be improved. The fair-trade products need to be regarded
as the prioritized products in retailing stores such as convenience stores, supermarkets,
hypermarkets, etc.
As a staffer of the organization in the garment industry, what I need to conduct to accomplish my
responsibility can be the maxim one belonging to ethics of deontology. The sweatshop-related
ethical dilemma has caused many controversial issues and conduction of sweatshops seems to
not violate legal regulations in some nations. Then, it is more suitable for me to conduct my
responsibilities at the organization and I will find the approaches to improve work conditions of
sweatshop. Currently, the process of globalization and the social media networks can allow
individuals across the globe to share real stories in the fast ways and thus, enhancement of work
conditions for staffers at sweatshop can help the organization to increase positive perceptions of
consumers. Then, brand image of the organization will become reputed.
In general, analysis of the ethical dilemma regarding issues of sweatshops that I can face in my
organization in the garment industry will help me to find out better solutions for handling the
ethical dilemma. There are many different methods of ethics such as deontology, egoism, etc.
However, the crucial values for me are that I need to accomplish the responsibility to help me to
conduct the changes of issues regarding sweatshop causing many arguments.
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References
Argersinger, Jo A. E. (2004). Sweatshop USA: The American sweatshop in historical and global
perspective. Business History Review, Vol. 78, No. 2, pp. 326-328.
Boris, E. (2006). Monitoring sweatshops: Workers, consumers, and the global apparel industry.
NWSA Journal, Vol. 18, No. 1, pp. 222-224.
Cheek, W. K, and Moore, C. E. (2003). Apparel sweatshops at home and abroad: Global and
ethical issues. Journal of Family and Consumer Sciences, Vol. 95, No. 1, pp. 9-19.
Firoz, N. M. and Ammaturo, C. R. (2002). Sweatshop labour practices: The bottom line to bring
change to the new millennium case of the apparel industry. Humanomics, Vol. 18, No. 1, pp. 29-
45.
Maryanov, D. C. (2010). Sweatshop liability: corporate codes of conduct and the governance of
labor standards in the international supply chain. Lewis & Clark Law Review, Vol. 14, No. 1, pp.
397-450.
Mencl, J. and May, D. (2009). The effects of proximity and empathy on ethical decision-making:
An exploratory investigation. Journal of Business Ethics, Vol. 85, No. 2, pp. 201-226.
Meyers, C. D. (2007). Moral duty, individual responsibility, and sweatshop exploitation. Journal
of Social Philosophy, Vol. 38, No. 4, pp. 620-626.
Paharia, N., Vohs, K. D. and Deshpande, R. (2013). Sweatshop labor is wrong unless the shoes
are cute: Cognition can both help and hurt moral motivated reasoning. Organizational Behavior
and Human Decision Processes, Vol. 121, pp. 81-88.
Powell, B. and Skarbek, D. (2006). Sweatshops and third world living standards: Are the jobs
worth the sweat? Journal of Labor Research, Vol. 27, No. 2, pp. 263-274.
Radin, Tara J., and Martin, C. (2006). The struggle against sweatshops: moving toward
responsible global business. Journal of Business Ethics, Vol. 66, No. 2, pp. 261-272.
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Rudell, F. and College, I. (2006). Shopping with a social conscience: Consumer attitude toward
sweatshop labor. International Textile & Apparel Association, Vol. 24, No. 4, pp. 282-296.
Ruwanpura, K. (2011). Clean clothes: A global movement to end sweatshops - By Liesbeth
Sluiter. Geographical Journal, Vol. 177, No. 1, pp. 99-100.
Shorr, M. (2010). No sweat: What's behind the label of your T-shirt? Library Journal, Vol. 135,
No. 19, pp. 41-51.
Smestad, L. (2009). The sweatshop, child labor, and exploitation issues in the garment industry.
The Journal of Design, Creative Process & the Fashion Industry, Vol. 1, No. 2, pp. 147-162.
Snyder, J. (2010). Exploitation and sweatshop labor: Perspectives and issues. Business Ethics
Quarterly, Vol. 20, No. 2, pp. 187-213.
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Part B – Portfolio of evidence contents
Appendix A – Ethical leadership debate
An issue regarding management and leadership in the current operation context consisted of four
people, namely, (1) Mike, (2) Deshi, (3) Jan and (4) Mei-Hua. For me, I will not support for
arguments of Mike’s group because Mike needs to be evaluated in the stage 5 of ethical
orientation of Kohlberg. A rationale is as follows: believes of Mike for moral behaviors result in
non-respect of moral action of his daughter after his daughter changes the focus from
environment and society aspects to money bonuses. Participation of Mike in the prevention starts
from ethical issue of deontology with the maxims 1 and 2. Regarding the group of stakeholders,
Mike can belong to a type that tries to utilize the powers to have the effect on other people.
Team of Deshi demonstrates to agree with the ethical leadership impossibility because Deshi
regards ethics of business as a time waste. Based on the little experience about job of summer, he
evaluates that ethical leadership will restrict market share and profits of the organization. Deshi
is a person belonging to ethics of egoism when he accuses that ethical behaviors restrict him
from gaining high-salary jobs. He is appropriate to the stage 2 with naive egoism that evaluates
actions based on interests.
In the Jan case, the viewpoints of Jan’s team are that operations of charities are important for
corporate culture and making staffers become connected with organization’s successes are
important. Jan forces newly graduated managers to join her charity programs and this can
demonstrate that Jan belongs to ethics of egoistic method. She is in the stage three that has
concentration about role orientation and society expectations. However, the new managers seek
method of utilitarianism. For me, actions of Jan are to try to satisfy other persons, indicating
fairness and developing communities. Hence, she can be considered in the stage 6, which aims to
refer to the type of individual who is willing to act to protect the fairness, and human rights
despite facing the protest and disappointment of society.
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In the case of Mei-Hua, she is working for accounting department that has actions to help her
organization to conduct avoidance of taxes and her ethical actions seem suitable since she try to
accomplish her responsibilities according to expectations of the organization. Hence, the maxim
1 of ethics of deontology demonstrates the suitability of Mei-Hua. She also belongs to the stage 4
and the concentration for law. Mei-Hua belongs to ethics of egoism and I have an agreement for
the team presenting case of Mei-Hua. In fact, her organization is indicating ethics in business
through conducting operations of charity in developing countries and her organization avoids
fraudulence issues.
Appendix B – The seminar case
An ethical dilemma is determined through various aspects of 4 persons, namely, (1) Borris, (2)
SweeLan – girlfriend of Borris, (3) manager of Borris, and (4) Marcus – co-worker of Borris.
Borris’s team realized that Borris was an individual who respected utilitarian method because
Borris tried to conduct good decisions which could gain the highest benefits for stakeholders like
owners, clients, managers, and co-workers. Borris had a plan for the holiday with SweeLan –
girlfriend of Borris so that they could enjoy the vacation and could visit mother and father of
SweeLand. However, the manager of Borris requests Borris to conduct responsibilities regarding
helping operations of creating products for client since Borris because he played a crucial role in
conducting management of accounts for the client. Choe and Min (2011) indicate that people
belonging to utilitarian method always have a great emphasis on maximizing the well-being and
welfare for other individuals. However, the manager of Borris is determined to belong to method
of egoism with the maxim 2, stage 4 of ethical growth and definitive stakeholders because the
manager of Borris tried to utilize the powers to accomplish the responsibilities for the
organization’s benefit and his benefit.
The ethical dilemma for Borris’s manager is identified through ethical egoism because the
manager demonstrated to act for the organization’s benefits and his benefits. As indicated by
May (2011), the behavior of the manager of Borris can be considered as egoistic ethics which
people need to conduct decision to meet the individual interests. Then, the manager of Borris
required Borris to conduct job tasks rather than allowing Borris to spend the holiday at the home
town of his girlfriend because the manager of Borris wanted to gain the high benefit. However,
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the manager of Borris’s team confirmed that the manager of Borris followed the utilitarian
method with the maxim 3, stage 5 and definitive stakeholder since he utilized the legitimacy and
power to handle the urgent task of the organization rather than his personal benefits.
Moreover, behavior of Marcus was regarded as the good individual that could belong to virtue
ethical method because Marcus tried to help Borris that does not have any benefit considerations.
According to Garofalo et al. (2001), virtue ethical method entirely differs from the deontological
ethics because virtue ethical person is human-centered person. However, Marcus’s team
evaluated that Marcus can belong to ethical method of egoism with the maxim three, and
demanding stakeholders because Marcus only had the claims in the urgent cases that do not have
any powers.
Team of SweeLan identified that method of egoism of SweeLand suitable to the maxim three,
the stage three and demanding stakeholder since SweeLand focused much on making the effect
on decision of Borris without any legitimacy and any power. However, SweeLand decided to
support for the last selection of Borris which would be beneficial for role and duty of Borris
rather than her individual benefit.
In general, the story regarding Borris is regarded as many ethics-regarding dilemmas because of
differences in moral aspects of all characters. For Borris, Borris had actions according to the
utilitarian method which is regarded as systems of ethics which aim at maximizing benefits of
persons. The ethics-regarding behaviors of the manager of Borris were related to the method of
egoism having a great emphasis for meeting the individual benefits and Marcus – the colleague
of Borris had a trend to belong to virtue ethical method emphasizing the integrity supports.
Suggested solutions for Borris are that he needs to have an explanation for his girlfriend –
SweeLan about the crucial roles and the significance of the client in developing business of the
organization and needs to re-organize their vacation in order to ensure fun and happiness of
SweeLan and mother and father of SweeLand. In addition, the manager of Borris needs to assess
whether roles and duty of Borris can be undertaken by another employee so that the manager can
increase the happiness of Borris. The plan of holiday of Borris was presented in detail before the
urgent task occurred and thus, requiring Borris to abort the holiday can decrease his work
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effectiveness and work commitment. Instead of giving a criticism to Borris, it will become
effective if his co-worker – Marcus can offer the empathy to Borris.
Appendix C – Interpersonal and team-working skills
I must recognize that I did not have the excellence for communicating and interacting with my
team members because I belong to a different cultural background, that is, Vietnam cultural
background. I faced a challenge when working with other members in my team who have
various cultural backgrounds. As expressed by Fapohunda (2013), when all people in a group
know the importance of cooperation, the working results of the team will be high. Dinana (2006)
indicate that different persons in a team can encourage innovation and working effectiveness of
the team. I know that members in my group had good cooperation because all members in my
group respected all thoughts of all team members.
I and other members in my team began through choosing a manager for a group that made the
last decisions regarding to report of my team because all members in my group expected the last
conclusion after discussions of my group. Due to awareness about individual weaknesses, I tried
to present my own ideas about study cases in the honest and open ways. In discussions of my
team, all ideas of members in my team were evaluated and argued so that we can find the best
viewpoints to be chosen as the final viewpoints. When a certain idea of a certain member in my
team did not convince me, I tried to present my own viewpoints so that we could explore all
viewpoints regarding study issues. Then, all team members had an agreement for the final
solution of my team and all the team members understood the solution. I believe that I have deep
understandings about the significance of communication skills and intelligence of emotions in
group-based work and they help all team members to evaluate study issues in detail. It was the
valid chance that I could gain to conduct interpersonal skills and team-working skills because I
focused much on respecting ideas of my team members and tried to present my ideas about study
issues of my team.
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References
Choe, S. Y. and Min, K. H. (2011). Who makes utilitarian judgments? The influences of
emotions on utilitarian judgments. Judgment and Decision Making, Vol. 6, No. 7, pp. 580-592.
Dianna, C. (2006). Teams: Teamwork and teambuilding. New York: Prentice-Hall.
Fapohunda, T. M. (2013). Towards effective team building in the workplace. International
Journal of Education and Research, Vol. 1, No. 4, pp. 1-12.
Garofalo, C., Geuras, D., Lynch, T. D. and Lynch, C. E. (2001). Apply virtue ethics to the
challenge of corruption. The Innovation Journal: The Public Sector Innovation Journal, Vol. 6,
No. 2, pp. 1-13.
May, J. (2011). Egoism, empathy, and self-other merging. Southern Journal of Philosophy, Vol.
49, pp. 25-39.
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