Ethics for Public Administration
Chapters One and Two
1
Public Administrators:
Are not neutral
Exercise discretion
Participate in the public policy process
Make policy recommendations
Engage in policy implementation
WHY STUDY ETHICS?
2
Your Text
The Responsible Administrator: An approach to Ethics for the Administrative Role
Conceptual Focus:
The role of the public administrator in an organizational setting
Integrating Ethical Concept:
Responsibility
Central Ethical Process:
Comprehensive design approach
3
Definitions
“The attempt to state and evaluate principles by which ethical problems may be solved.”
“normative standards of conduct derived from the philosophical and religious traditions of society.”
“concerned with what is right, fair, just, or good; about what we ought to do.”
4
Text: study of moral conduct and moral status
Morality assumes accepted norms of behavior
Ethics involves the examination of the logic, values, beliefs, and principles that are used to justify morality in its various forms.
Descriptive or normative
Deontological (principle based) or teleological (consequences based)
Law “must always stand under the judgment of ethics” Cooper
5
Responsibility and Role
Responsibility:
Objective accountability for conduct
Subjective congruence with one’s professional values
Ethical Responsibility
Able to give reasons for one’s conduct
Able to understand in a self-conscious way why one acted
6
A Design Approach
Addresses immediate situation but takes into account legal, organizational, and social context for longer term impact.
A problem-solving approach
Uncertainties abound
Solution
s rely on facts, not just options
Reality of acting under pressure
Ethical problems are dynamic
7
Understanding Ethical Decision Making
Character traits: built from decisions made as we define boundaries/content of responsibility
This is often done without consistent, intentional, and systematic reflection
Reflective ethics: design the best course of action
for specific problems we face
given constraints of time and information
8
Aiken’s 4 Levels of Ethical Reflection
Expressive Level
what feels like the right thing?
Moral Rules Level
what rule should I follow?
Ethical Analysis Level
what are the principles involved?
Postethical level
why should I be principled?
Ethical analysis: principles underlying choices Exercise re tobacco, etc.
9
Which is best?
Expressive
Emotion is only one aspect
Moral Rules
Merely reflects socialization
ETHICAL –proceed with reasoned justification
Easier for others to understand
Postethical
So personal consensus could be difficult
10
Descriptive Models: what is
Early on, feeling of futility
Blasi (1980)—impossible to close gap between moral judgment and moral behavior
Later research shows interaction of the two:
Cognitive process
Wittmer (2005) “awareness….judgment…behavior.”
Rest (1984, 1986) –interpretation o ...
K.T. Connor, PhD[email protected]800-790-3785Ethics for Pu.docxtawnyataylor528
K.T. Connor, PhD
[email protected]
800-790-3785
Ethics for Public Administration
Chapters One and Two
1
Public Administrators:
Are not neutral
Exercise discretion
Participate in the public policy process
Make policy recommendations
Engage in policy implementation
WHY STUDY ETHICS?
2
Your Text
The Responsible Administrator: An approach to Ethics for the Administrative Role
Conceptual Focus:
The role of the public administrator in an organizational setting
Integrating Ethical Concept:
Responsibility
Central Ethical Process:
Comprehensive design approach
3
Definitions
“The attempt to state and evaluate principles by which ethical problems may be solved.”
“normative standards of conduct derived from the philosophical and religious traditions of society.”
“concerned with what is right, fair, just, or good; about what we ought to do.”
4
Text: study of moral conduct and moral status
Morality assumes accepted norms of behavior
Ethics involves the examination of the logic, values, beliefs, and principles that are used to justify morality in its various forms.
Descriptive or normative
Deontological (principle based) or teleological (consequences based)
Law “must always stand under the judgment of ethics” Cooper
5
Responsibility and Role
Responsibility:
Objective accountability for conduct
Subjective congruence with one’s professional values
Ethical Responsibility
Able to give reasons for one’s conduct
Able to understand in a self-conscious way why one acted
6
A Design Approach
Addresses immediate situation but takes into account legal, organizational, and social context for longer term impact.
A problem-solving approach
Uncertainties abound
Solution
s rely on facts, not just options
Reality of acting under pressure
Ethical problems are dynamic
7
Understanding Ethical Decision Making
Character traits: built from decisions made as we define boundaries/content of responsibility
This is often done without consistent, intentional, and systematic reflection
Reflective ethics: design the best course of action
for specific problems we face
given constraints of time and information
8
Aiken’s 4 Levels of Ethical Reflection
Expressive Level
what feels like the right thing?
Moral Rules Level
what rule should I follow?
Ethical Analysis Level
what are the principles involved?
Postethical level
why should I be principled?
Ethical analysis: principles underlying choices Exercise re tobacco, etc.
9
Which is best?
Expressive
Emotion is only one aspect
Moral Rules
Merely reflects socialization
ETHICAL –proceed with reasoned justification
Easier for others to understand
Postethical
So personal consensus could be difficult
10
Descriptive Models: what is
Early on, feeling of futility
Blasi (1980)—impossible to close gap between moral judgment and moral behavior
Later research shows interaction of the two:
Cognitive process
Wittmer (2005) “awareness….judgmen ...
ETHICS DEMYSTIFIEDMention that you are interested in learnin.docxSANSKAR20
ETHICS DEMYSTIFIED
Mention that you are interested in learning how people become ethically mature and people will give you
lots of advice … often not useful.
Many believe that they learned everything that they need about ethics and morals as kids, so they don’t
need any more training. However, just like learning addition doesn’t give us enough math to function in an
adult world, the beginning truths of “don’t hit your sister” and “don’t lie” don’t provide us with enough
guidance to know what to do in complex situations.
Many will say that they “just know” what to do. Unfortunately, our gut is not very good at helping us
explain to others why a particular course of action is better than another. Self-knowledge and thoughtful
reflection help us find the right words to explain our positions and influence a course of action.
Many will say that every problem has only one right answer — and we should know that answer. If that
were so, we would not have so many laws and over 5,000 years of conversation about how one should act in
community. If all the answers were self evident, few would make terrible and often unintentional errors of
judgment that call their ethics into question.
And, finally, every person knows they are ethical — just ask. Yet, as we look around, ethics scandals abound.
With a cocked eyebrow we judge each other’s ethics but not our own. We often find that the other person is
ethically deficient and we are just fine.
And we have this niggling question: why, when so many say they are ethical, do we have so many prob-
lems? Is the problem due to human nature — no one can claim to be ethical and there is no hope? Or is there a
more basic problem, one of definition? What do we mean by ethics? And exactly how do we determine what
actions are — or are not — ethical?
The Ethical Lens Inventory (ELI) is a tool to help you answer those questions and to help you become more
aware about your own values. As you understand what values are important to you, you will discover your
preferred approach to solving ethical dilemmas. The ELI will identify your natural ethical home. You will
also be given strategies to help you become more ethically mature. However, before exploring the four ethi-
cal lenses, let’s examine some basic concepts.
BASIC DEFINITIONS
Ethics can be broadly defined as demonstrating our values through our actions. As we make choices, each of
us knows our own heart, our values, and our motivations. With each choice, our values are translated into
concrete actions in specific situations.
The specific actions are then defined as “ethical” or “unethical” depending on whether the actions match
the observer’s understanding of what behaviors count.
§ Did you follow accepted principles?
§ Did you choose ideal goals?
§ Did you seek justice?
§ Did you demonstrate the expected virtues?
Morality: Each of us has a personal set of values that help us decide what to do. While we share
values with others in a v ...
Ethics in the Workplace is the single most important attribute which leads to Sustainable Development.The Process of taking Ethical Decisions is very crucial in this context.
Factors Influencing The Way In Which Decisions Are Made Looking a.docxPOLY33
Factors Influencing The Way In Which Decisions Are Made:
Looking at all sides of a conflict is not an easy task. Several factors, which we may not be aware of, contribute to our understanding (or misunderstanding) and hence, influence the final choice. Consequently, people involved in the same conflict may arrive at different solutions caused by any of the following:
•
Context
the circumstances surrounding the issue, influences what parts are thought important or unimportant. For instance, if the individuals in a conflict are acquainted, the nature of the relationship matters. The bond between family members is very different than the one between friends .Gender, past experiences, education and age also act as a frame, modifying how the problem and the consequences are understood.
•
Values,
which are derived from personal beliefs, are grounded in traditional sources such as family, religion and school. They form an underlying framework which focuses our attention on certain aspects of a problem and may advocate for a particular choice. Values vary from individual to individual reflecting cultural, religious and other personal experiences and may play a greater role in conflict solutions arising in situations where points of law are not in question.
•
Principles
, which are sometimes derived from external sources such as institutions or ethical theories, typically provide guidance rather than specify an action. They can assist in prioritizing values by lending greater weight to one value over another. Conflicts which involve legal issues may be solved more readily by a direct appeal to known principles. Professional codes of ethics and
laws(
rules), then specify how principles are carried out. The four major principles guiding many institutional practices are: beneficence, non-
maleficence
, autonomy and justice (fairness). From these, courses of actions are derived. Which principle has priority in any one decision varies depending on personal beliefs, facts and other contextual information.
•
Ethical systems
are an important part of the process of justifying a particular action. The simple identification of principles and values is typically not sufficient to make a complex, difficult decision. At some point, justification for a particular choice begins to take place. Three of the more common ethical systems select different components of the conflict as a focal point: a person's motives, the consequences of the action, or an appeal to an external system of principles. As in the case with perspective, the action chosen is influenced by a tension between external forces such as obeying rules or finding a good outcome, and the character of individual (integrity).
Some philosophers argue that there really are only two systems for determining what is right or good. How "right" and "good" are connected through a course of action is the primary difference between two of the most common ethical systems which are
1.
Teleological Theor ...
In today’s workplaces, human resources professionals often take on the role of ethics advisors to managers and employees in the company. When workplace misconduct surfaces, the HR team may be called upon to assist in internal investigations and spread awareness of ethics issues to help prevent future code of ethics violations. HR professionals need to be able to recognize when ethical issues need to be addressed and understand how to develop techniques for resolving them.
Join Angela Reddock-Wright, employment attorney, author and speaker, as she discusses practical strategies for identifying and resolving ethics issues in the workplace.
Webinar attendees will learn:
When to escalate ethics issues and to whom
How to identify early warning signals of conflict between personal and work values
How to address specific employment-related ethical issues and conflicts
Leading strategies for handling ethical issues in the workplace
Key elements of an organizational code of ethics
How ethics affect a company’s bottom line
REGULARIAN PERSPECTIVETo gain a sense of why it is important to.docxsodhi3
REGULARIAN PERSPECTIVE
“To gain a sense of why it is important to subject morality to philosophical inquiry, we should view morality, not as a collection of rules, but as a set of guidelines that we must apply to the very complex circumstances of our lives.” (Furrow, 2005)As such, each of the theories discussed in CRJU 250 have their strengths and weaknesses, and serve as base – not an absolute - for resolving ethical dilemmas.There does not appear to be one all-inclusive theory of moral reasoning.
The regularian perspective, at face value, appears simplistic. The only thing the person, making the decision regarding an ethical dilemma, needs to know is the rule(s). This perspective views that an act is morally good if it obeys the rules. If the rule(s) indicates the action is permissible then it is considered ethical; in contrast, if the rule(s) indicates the action is not permissible, then it is considered unethical. This perspective posits that the individual is obligated to follow the rules. Similar to other perspectives, with regularianism, the person making the decision must avoid desires and emotions, and act objectively. This is the most notable advantage of rule-based ethics. Sources for rules include commands, directives, policies and procedures, Code of Ethics, and laws.
Problems: What if it is a bad or immoral rule? An example of this is the Nuremberg Defense; where the individuals who perpetrated crimes against the Jews during WW II, claimed they did nothing wrong since they were following Hitler’s rules to murder them. What if there is not rule? Hmmm?! What if there are two rules that conflict each other? The hope is that the person who is making the decision will find another rule that clarifies the conflict!
STEPS:
1. Regardless of the possible options, what is (are) the rule(s)? I must follow the rule(s).
REFERENCES
Dreisbach, C. (2008). Ethics in Criminal Justice. New York: McGraw Hill Higher Education.
Furrow, D. (2005). Ethics: Key Concepts in Philosophy. New York: Continuum Books.
DEONTOLOGICAL PERSPECTIVE
“To gain a sense of why it is important to subject morality to philosophical inquiry, we should view morality, not as a collection of rules, but as a set of guidelines that we must apply to the very complex circumstances of our lives.” (Furrow, 2005)As such, each of the theories discussed in CRJU 250 have their strengths and weaknesses, and serve as base – not an absolute - for resolving ethical dilemma. There does not appear to be one all-inclusive theory of moral reasoning.
Deontologists believe that one’s action must conform to recognized duties, the consequences are not important. By conforming, one is “doing the right thing” not because it solely pleases the individual or promotes good consequences, but rather because the individual is adhering to the concepts of duty, obligation and rationality. The deontological perspective allows for one’s intentions/motives to be valued, regardless of the outcome.
Deontolog ...
K.T. Connor, PhD[email protected]800-790-3785Ethics for Pu.docxtawnyataylor528
K.T. Connor, PhD
[email protected]
800-790-3785
Ethics for Public Administration
Chapters One and Two
1
Public Administrators:
Are not neutral
Exercise discretion
Participate in the public policy process
Make policy recommendations
Engage in policy implementation
WHY STUDY ETHICS?
2
Your Text
The Responsible Administrator: An approach to Ethics for the Administrative Role
Conceptual Focus:
The role of the public administrator in an organizational setting
Integrating Ethical Concept:
Responsibility
Central Ethical Process:
Comprehensive design approach
3
Definitions
“The attempt to state and evaluate principles by which ethical problems may be solved.”
“normative standards of conduct derived from the philosophical and religious traditions of society.”
“concerned with what is right, fair, just, or good; about what we ought to do.”
4
Text: study of moral conduct and moral status
Morality assumes accepted norms of behavior
Ethics involves the examination of the logic, values, beliefs, and principles that are used to justify morality in its various forms.
Descriptive or normative
Deontological (principle based) or teleological (consequences based)
Law “must always stand under the judgment of ethics” Cooper
5
Responsibility and Role
Responsibility:
Objective accountability for conduct
Subjective congruence with one’s professional values
Ethical Responsibility
Able to give reasons for one’s conduct
Able to understand in a self-conscious way why one acted
6
A Design Approach
Addresses immediate situation but takes into account legal, organizational, and social context for longer term impact.
A problem-solving approach
Uncertainties abound
Solution
s rely on facts, not just options
Reality of acting under pressure
Ethical problems are dynamic
7
Understanding Ethical Decision Making
Character traits: built from decisions made as we define boundaries/content of responsibility
This is often done without consistent, intentional, and systematic reflection
Reflective ethics: design the best course of action
for specific problems we face
given constraints of time and information
8
Aiken’s 4 Levels of Ethical Reflection
Expressive Level
what feels like the right thing?
Moral Rules Level
what rule should I follow?
Ethical Analysis Level
what are the principles involved?
Postethical level
why should I be principled?
Ethical analysis: principles underlying choices Exercise re tobacco, etc.
9
Which is best?
Expressive
Emotion is only one aspect
Moral Rules
Merely reflects socialization
ETHICAL –proceed with reasoned justification
Easier for others to understand
Postethical
So personal consensus could be difficult
10
Descriptive Models: what is
Early on, feeling of futility
Blasi (1980)—impossible to close gap between moral judgment and moral behavior
Later research shows interaction of the two:
Cognitive process
Wittmer (2005) “awareness….judgmen ...
ETHICS DEMYSTIFIEDMention that you are interested in learnin.docxSANSKAR20
ETHICS DEMYSTIFIED
Mention that you are interested in learning how people become ethically mature and people will give you
lots of advice … often not useful.
Many believe that they learned everything that they need about ethics and morals as kids, so they don’t
need any more training. However, just like learning addition doesn’t give us enough math to function in an
adult world, the beginning truths of “don’t hit your sister” and “don’t lie” don’t provide us with enough
guidance to know what to do in complex situations.
Many will say that they “just know” what to do. Unfortunately, our gut is not very good at helping us
explain to others why a particular course of action is better than another. Self-knowledge and thoughtful
reflection help us find the right words to explain our positions and influence a course of action.
Many will say that every problem has only one right answer — and we should know that answer. If that
were so, we would not have so many laws and over 5,000 years of conversation about how one should act in
community. If all the answers were self evident, few would make terrible and often unintentional errors of
judgment that call their ethics into question.
And, finally, every person knows they are ethical — just ask. Yet, as we look around, ethics scandals abound.
With a cocked eyebrow we judge each other’s ethics but not our own. We often find that the other person is
ethically deficient and we are just fine.
And we have this niggling question: why, when so many say they are ethical, do we have so many prob-
lems? Is the problem due to human nature — no one can claim to be ethical and there is no hope? Or is there a
more basic problem, one of definition? What do we mean by ethics? And exactly how do we determine what
actions are — or are not — ethical?
The Ethical Lens Inventory (ELI) is a tool to help you answer those questions and to help you become more
aware about your own values. As you understand what values are important to you, you will discover your
preferred approach to solving ethical dilemmas. The ELI will identify your natural ethical home. You will
also be given strategies to help you become more ethically mature. However, before exploring the four ethi-
cal lenses, let’s examine some basic concepts.
BASIC DEFINITIONS
Ethics can be broadly defined as demonstrating our values through our actions. As we make choices, each of
us knows our own heart, our values, and our motivations. With each choice, our values are translated into
concrete actions in specific situations.
The specific actions are then defined as “ethical” or “unethical” depending on whether the actions match
the observer’s understanding of what behaviors count.
§ Did you follow accepted principles?
§ Did you choose ideal goals?
§ Did you seek justice?
§ Did you demonstrate the expected virtues?
Morality: Each of us has a personal set of values that help us decide what to do. While we share
values with others in a v ...
Ethics in the Workplace is the single most important attribute which leads to Sustainable Development.The Process of taking Ethical Decisions is very crucial in this context.
Factors Influencing The Way In Which Decisions Are Made Looking a.docxPOLY33
Factors Influencing The Way In Which Decisions Are Made:
Looking at all sides of a conflict is not an easy task. Several factors, which we may not be aware of, contribute to our understanding (or misunderstanding) and hence, influence the final choice. Consequently, people involved in the same conflict may arrive at different solutions caused by any of the following:
•
Context
the circumstances surrounding the issue, influences what parts are thought important or unimportant. For instance, if the individuals in a conflict are acquainted, the nature of the relationship matters. The bond between family members is very different than the one between friends .Gender, past experiences, education and age also act as a frame, modifying how the problem and the consequences are understood.
•
Values,
which are derived from personal beliefs, are grounded in traditional sources such as family, religion and school. They form an underlying framework which focuses our attention on certain aspects of a problem and may advocate for a particular choice. Values vary from individual to individual reflecting cultural, religious and other personal experiences and may play a greater role in conflict solutions arising in situations where points of law are not in question.
•
Principles
, which are sometimes derived from external sources such as institutions or ethical theories, typically provide guidance rather than specify an action. They can assist in prioritizing values by lending greater weight to one value over another. Conflicts which involve legal issues may be solved more readily by a direct appeal to known principles. Professional codes of ethics and
laws(
rules), then specify how principles are carried out. The four major principles guiding many institutional practices are: beneficence, non-
maleficence
, autonomy and justice (fairness). From these, courses of actions are derived. Which principle has priority in any one decision varies depending on personal beliefs, facts and other contextual information.
•
Ethical systems
are an important part of the process of justifying a particular action. The simple identification of principles and values is typically not sufficient to make a complex, difficult decision. At some point, justification for a particular choice begins to take place. Three of the more common ethical systems select different components of the conflict as a focal point: a person's motives, the consequences of the action, or an appeal to an external system of principles. As in the case with perspective, the action chosen is influenced by a tension between external forces such as obeying rules or finding a good outcome, and the character of individual (integrity).
Some philosophers argue that there really are only two systems for determining what is right or good. How "right" and "good" are connected through a course of action is the primary difference between two of the most common ethical systems which are
1.
Teleological Theor ...
In today’s workplaces, human resources professionals often take on the role of ethics advisors to managers and employees in the company. When workplace misconduct surfaces, the HR team may be called upon to assist in internal investigations and spread awareness of ethics issues to help prevent future code of ethics violations. HR professionals need to be able to recognize when ethical issues need to be addressed and understand how to develop techniques for resolving them.
Join Angela Reddock-Wright, employment attorney, author and speaker, as she discusses practical strategies for identifying and resolving ethics issues in the workplace.
Webinar attendees will learn:
When to escalate ethics issues and to whom
How to identify early warning signals of conflict between personal and work values
How to address specific employment-related ethical issues and conflicts
Leading strategies for handling ethical issues in the workplace
Key elements of an organizational code of ethics
How ethics affect a company’s bottom line
REGULARIAN PERSPECTIVETo gain a sense of why it is important to.docxsodhi3
REGULARIAN PERSPECTIVE
“To gain a sense of why it is important to subject morality to philosophical inquiry, we should view morality, not as a collection of rules, but as a set of guidelines that we must apply to the very complex circumstances of our lives.” (Furrow, 2005)As such, each of the theories discussed in CRJU 250 have their strengths and weaknesses, and serve as base – not an absolute - for resolving ethical dilemmas.There does not appear to be one all-inclusive theory of moral reasoning.
The regularian perspective, at face value, appears simplistic. The only thing the person, making the decision regarding an ethical dilemma, needs to know is the rule(s). This perspective views that an act is morally good if it obeys the rules. If the rule(s) indicates the action is permissible then it is considered ethical; in contrast, if the rule(s) indicates the action is not permissible, then it is considered unethical. This perspective posits that the individual is obligated to follow the rules. Similar to other perspectives, with regularianism, the person making the decision must avoid desires and emotions, and act objectively. This is the most notable advantage of rule-based ethics. Sources for rules include commands, directives, policies and procedures, Code of Ethics, and laws.
Problems: What if it is a bad or immoral rule? An example of this is the Nuremberg Defense; where the individuals who perpetrated crimes against the Jews during WW II, claimed they did nothing wrong since they were following Hitler’s rules to murder them. What if there is not rule? Hmmm?! What if there are two rules that conflict each other? The hope is that the person who is making the decision will find another rule that clarifies the conflict!
STEPS:
1. Regardless of the possible options, what is (are) the rule(s)? I must follow the rule(s).
REFERENCES
Dreisbach, C. (2008). Ethics in Criminal Justice. New York: McGraw Hill Higher Education.
Furrow, D. (2005). Ethics: Key Concepts in Philosophy. New York: Continuum Books.
DEONTOLOGICAL PERSPECTIVE
“To gain a sense of why it is important to subject morality to philosophical inquiry, we should view morality, not as a collection of rules, but as a set of guidelines that we must apply to the very complex circumstances of our lives.” (Furrow, 2005)As such, each of the theories discussed in CRJU 250 have their strengths and weaknesses, and serve as base – not an absolute - for resolving ethical dilemma. There does not appear to be one all-inclusive theory of moral reasoning.
Deontologists believe that one’s action must conform to recognized duties, the consequences are not important. By conforming, one is “doing the right thing” not because it solely pleases the individual or promotes good consequences, but rather because the individual is adhering to the concepts of duty, obligation and rationality. The deontological perspective allows for one’s intentions/motives to be valued, regardless of the outcome.
Deontolog ...
STEPS OF THE ETHICAL STEPS OF THE ETHICAL DECISIONDECISION--.docxwhitneyleman54422
STEPS OF THE ETHICAL STEPS OF THE ETHICAL
DECISIONDECISION--MAKING PROCESSMAKING PROCESS
EESE Faculty Development Workshop
Douglas R. May, Professor and Co-Director
International Center for Ethics in Business
SUMMARY OF THE STEPS OF THE
ETHICAL DECISION MAKING PROCESS
1.
Gather the facts
2.
Define the ethical issues
3.
Identify the affected parties (stakeholders)
4.
Identify the consequences
5.
Identify the obligations (principles, rights, justice)
6.
Consider your character and integrity
7.
Think creatively about potential actions
8.
Check your gut
9.
Decide on the proper ethical action and be prepared to
deal with opposing arguments.
1 -
GATHER THE FACTS
Don’t jump to conclusions without the facts
Questions to ask: Who, what, where, when, how, and
why.
However, facts may be difficult to find because of the
uncertainty often found around ethical issues
Some facts are not available
Assemble as many facts as possible before proceeding
Clarify what assumptions
you are making!
2 –
DEFINE THE ETHICAL ISSUE(S)
Don’t jump to solutions without first identifying the ethical
issue(s)
in the situation.
Define the ethical basis for the issue you want to focus on.
There may be multiple
ethical issues –
focus on one
major
one at a time.
3 –
IDENTIFY THE AFFECTED PARTIES
Identify all of the stakeholders
Who are the primary
or direct stakeholders?
Who are the secondary
or indirect stakeholders?
Why are they stakeholders for the issue?
Perspective-taking
--
Try to see things through the eyes
of those individuals affected
4 –
IDENTIFY THE CONSEQUENCES
Think about potential positive
and negative
consequences for affected
parties by the decision (Focus on primary stakeholders to simplify
analysis until you become comfortable with the process).
What are the magnitude
of the consequences and the probability
that
the consequences will happen.
Short term vs. Long term consequences –
will decision be valid over
time.
Broader systemic
consequences –
tied to symbolic
and secrecy
Symbolic
consequences –
Each decision sends a message.
Secrecy
consequences –
What are the consequences if the decision
or action becomes public?
Did you consider relevant cognitive barriers/biases?
Consider what your decision
would be based only on consequences
–
then move on and see if it is similar given other considerations.
5 –
IDENTIFY THE RELEVANT PRINCIPLES,
RIGHTS, AND JUSTICE ISSUES
Obligations should be thought of in terms of principles and rights involved
A) What obligations are created because of particular ethical principles
you might use in the situation?
Examples: Do no harm; Do unto others as you would have them do
unto you; Do what you would have anyone in your shoes do in the
given context.
B) What obligations are created becaus.
Academy of Management Execulive, 2004. Vol. 18, No. 2Manag.docxnettletondevon
Academy of Management Execulive, 2004. Vol. 18, No. 2
Managing to be ethical:
Debunking five business
ethics myths
Linda Klebe Tievino and Michael E. Blown
Executive Summary
In the aftermath of recent corporate scandals, managers and researchers have turned
their attention to questions of ethics management. We identify five common myths about
business ethics and provide responses that are grounded in theory, research, and
business examples. Although the scientific study of business ethics is relatively new,
theory and research exist that can guide executives who are trying to better manage
their employees' and their own ethical behavior. We recommend that ethical conduct be
managed proactively via explicit ethical leadership and conscious management of the
organization's ethical culture.
The twenty-first century has brought corporate eth-
ics scandals that have harmed millions of employ-
ees and investors, and sent shock waves through-
out the business world. The scandals have
produced "perp walks" and regulatory backlash,
and business ethics is once again a hot topic. Ac-
ademics and managers are asking: What caused
the recent rash of corporate wrongdoing, and what
can we do, if anything, to prevent similar trans-
gressions in the future? Perhaps because everyone
has opinions about ethics and personal reactions
to the scandals, a number of pat answers have
circulated that perpetuate a mythology of business
ethics management. In this article, we identify sev-
eral of these myths and respond to them based upon
knowledge grounded in research and practice.
Myth 1: It's Easy to Be Ethical
A 2002 newspaper article was entitled, "Corporate
ethics is simple: If something stinks, don't do it."
The article went on to suggest "the smell test" or "If
you don't want to tell your mom what you're really
doing . . . or read about it in the press, don't do it.''̂
The obvious suggestion is that being ethical in
business is easy if one wants to be ethical. A fur-
ther implication is that if it's easy, it doesn't need
to be managed. But that suggestion disregards the
complexity surrounding ethical decision-making,
especially in the context of business organizations.
Ethical Decisions Are Complex
First, ethical decisions aren't simple. They're com-
plex by definition. As they have for centuries, phi-
losophers argue about the best approaches to mak-
ing the right ethical decision. Students of business
ethics are taught to apply multiple normative
frameworks to tough dilemmas where values con-
flict. These include consequentialist frameworks
that consider the benefits and harms to society of a
potential decision or action, deontological frame-
works that emphasize the application of ethical
principles such as justice and rights, and virtue
ethics with its emphasis on the integrity of the
moral actor, among other approaches.^ But, in
the most challenging ethical dilemma situations,
the solutions provided by these approaches con-
flict with each other, an.
Ethics in Public AdministrationChapter Six.docxSANSKAR20
Ethics in Public Administration:
Chapter Six
1
MAINTAINING RESPONSIBLE CONDUCT
Personal Emphasis up to now
Cultivate an awareness of ethical dilemmas
Develop ways to conceptualize them
Practice ways to think about resolution
Need to consider organizational policy and management
Is a code enough?
Is a design better?
2
The Situational Context
Zimbardo’s The Lucifer Effect
Sensitive, caring students become brutal in a prison simulation
Trevino(1986) : individual and situational variables interact with cognitive component to determine how an individual will decide
Both job characteristics and organizational culture can contribute.
3
Internal and External Controls
Carl Friedrich: internal more important; Herman Finer: external institutional controls more.
Neither is sufficient alone; issue is emphasis.
Pay attention to more laws, management controls, performance evaluation tightening
Pay attention to counseling, training, professional codes of conduct.
The real issue: How to integrate the two
4
“Much Ado About Something”
What are the facts?
What are the principles involved?
What alternatives might resolve this?
5
External Controls
Max Weber (1946) “The honor of the civil servant is vested in his ability to execute conscientiously the order of the superior authorities, exactly as if the order agreed with his own conviction.”
They are “tools” of the organizations. Without Sympathy or Enthusiasm: The Problem of Administrative Compassion, Thompson (1975).
The problem is: the “tools” are people.
6
Ethics Legislation
Does the law define obligation; is personal discretion reduced?
Law is a collective ethical judgment, a moral minimum established by the political community.
Principles and priorities are still critical.
People still engage in ethical assessments of laws
Vary in seriousness, sophistication, legitimacy
7
Ethics Legislation
Started with Andrew Jackson’s sharing of the “spoils”
Influence peddling, information peddling, and public funds for personal gain were common
No “science of administration” or concept of “public servant”
After that many federal and state ethics laws and committees
8
Codes of Ethics
Center for the Study of Ethics in the Professions online database
Some focus on peer esteem and have no formal enforcement
Others censure, suspend, or expel:
National Education Association (NEA)
International City/County Management Association (ICMA)
9
ASPA
Revised many times, awareness and use have increased
Enforcement not a part of it due to diverse membership
Tenents:
Serve the public interest
Respect the Constitution and the law
Demonstrate personal integrity
Promote ethical organizations
Strive for professional excellence
|
Click to view larger image
Stock photo
Cowboy Ethics: What Wall Street Can Learn From The Code Of The West by Owen, Ja
Sign in or register to save and
share this item.
Sign in or ...
Overview of ethics and information technologySJBennett228
This module provide an overview of Ethical Theories and how these are used when making decisions. There is an Information Technology focus in the slides.
A Framework for Thinking EthicallyThis document is designed as a.docxransayo
A Framework for Thinking Ethically
This document is designed as an introduction to thinking ethically. We all have an image of our better selves-of how we are when we act ethically or are "at our best." We probably also have an image of what an ethical community, an ethical business, an ethical government, or an ethical society should be. Ethics really has to do with all these levels-acting ethically as individuals, creating ethical organizations and governments, and making our society as a whole ethical in the way it treats everyone.What is Ethics?
Simply stated, ethics refers to standards of behavior that tell us how human beings ought to act in the many situations in which they find themselves-as friends, parents, children, citizens, businesspeople, teachers, professionals, and so on.
It is helpful to identify what ethics is NOT:
· Ethics is not the same as feelings. Feelings provide important information for our ethical choices. Some people have highly developed habits that make them feel bad when they do something wrong, but many people feel good even though they are doing something wrong. And often our feelings will tell us it is uncomfortable to do the right thing if it is hard.
· Ethics is not religion. Many people are not religious, but ethics applies to everyone. Most religions do advocate high ethical standards but sometimes do not address all the types of problems we face.
· Ethics is not following the law. A good system of law does incorporate many ethical standards, but law can deviate from what is ethical. Law can become ethically corrupt, as some totalitarian regimes have made it. Law can be a function of power alone and designed to serve the interests of narrow groups. Law may have a difficult time designing or enforcing standards in some important areas, and may be slow to address new problems.
· Ethics is not following culturally accepted norms. Some cultures are quite ethical, but others become corrupt -or blind to certain ethical concerns (as the United States was to slavery before the Civil War). "When in Rome, do as the Romans do" is not a satisfactory ethical standard.
· Ethics is not science. Social and natural science can provide important data to help us make better ethical choices. But science alone does not tell us what we ought to do. Science may provide an explanation for what humans are like. But ethics provides reasons for how humans ought to act. And just because something is scientifically or technologically possible, it may not be ethical to do it.
Why Identifying Ethical Standards is Hard
There are two fundamental problems in identifying the ethical standards we are to follow:
1. On what do we base our ethical standards?
2. How do those standards get applied to specific situations we face?
If our ethics are not based on feelings, religion, law, accepted social practice, or science, what are they based on? Many philosophers and ethicists have helped us answer this critical question. They have suggested .
Ethics Lessons Learned and Best PracticesWhat is your personal .docxgitagrimston
Ethics: Lessons Learned and Best Practices
What is your personal philosophical approach to help you answer and deal with ethical questions? Do you notice co-workers behaving in ways you would never? How is it that in a professional environment in which everyone goes through a hiring process and a screening process, they behave so differently? Every person has a moral compass that guides his or her behavior
and ultimately shapes his or her personal code of ethics. The code of ethics will help
a person to recognize a problem and make decisions regarding the appropriate course of action.
How can you devise or define your own personal ethical statement of values and principles?
There are three primary ethical philosophies, each answering the fundamental question, “Do the ends justify the means?”
If you answered NO, then you are an absolutist (or legalist) and subscribe to deontological ethics (the ethics of duty). The ends never justify the means. One should discover the rules and follow them
If you answered YES, you are a relativist and subscribe to teleological ethics. This is the ethics of the finals ends, or of the consequences of the act. The end can and often does justify the means. Intention is critical.
If you answered MAYBE or SOMETIMES, then you subscribe to situational ethics. This is the ethics of specific acts. Does the end justify the means? It all depends. There are several thoughts of situational ethics. Below are just a few.
Antinominanism espouses that there are no moral absolutes. Every person and situation is unique. The one absolute is the Golden Rule: You shall love your neighbor as yourself. Always place people first; do what is best for people.
Deontelics, as put forth by philosopher John Merrill, holds that some acts, by their very nature, are unethical in most cases. The truth is paramount. Lying is unethical in most cases, but there are rare exceptions for good purposes
Utilitarianism believes that the best course of action is that which brings the most happiness to the greatest number of people. This is a philosophy of the greatest good (rather than the greatest happiness) over a long period of time.
Situational ethics reflected in Aristotle’s (384-322 B.C.) Golden Mean is a rational and moral position that is somewhere in between (though not necessarily in the middle). When found in an ethical dilemma, the following steps of principled reasoning are employed.
•Appraise the situation
•Identify your personal values
•Appeal to those ethical principles without abandoning your personal values
•Consider your loyalties
How would you describe yourself as a worker?
If you’ve never thought about this, theOccupational Work Ethic Inventory (OWEI)
will help you learn more about the type of worker you are.
Take some time to complete the inventory. What did you learn about yourself that you
Social Responsibility, continued
Historically, social responsibility was left to the non-profits
and not necessarily the business o ...
The Assignment (3–5 pages)Complete a leadership development plan .docxSANSKAR20
The Assignment (3–5 pages):
Complete a leadership development plan that includes the following:
Section I
Your current strengths and weaknesses as a leader
Opportunities and threats to developing and further enhancing your leadership capacity as a change agent (e.g., social change)
Justify your responses with specific examples.
Section II
Using the “Public Health Leadership Competency Framework,” developed by the National Public Health Leadership Network as a guide (refer to the article posted in the weekly Resources), describe a leadership plan to develop the following over the next 3–5 years. Include the following:
Your core transformational competencies (visionary leadership, sense of mission, effective change agent)
Political competencies (political processes, negotiation, ethics and power, marketing and education)
Organizational competencies
Team-building competencies
Personality factors
Crisis abilities
Justify your rationale for your selections.
.
The assignment consist of a Case Study. I have attached the Case St.docxSANSKAR20
The assignment consist of a Case Study. I have attached the Case Study to be researched. Please answer all of the questions and be specific with all requirements for the Case Study such as the format, the amount of pages the paper is required to be written, the sources and references, etc... Please follow all directions that are highlighted in the attachment.
.
More Related Content
Similar to Ethics for Public AdministrationChapters One and Two.docx
STEPS OF THE ETHICAL STEPS OF THE ETHICAL DECISIONDECISION--.docxwhitneyleman54422
STEPS OF THE ETHICAL STEPS OF THE ETHICAL
DECISIONDECISION--MAKING PROCESSMAKING PROCESS
EESE Faculty Development Workshop
Douglas R. May, Professor and Co-Director
International Center for Ethics in Business
SUMMARY OF THE STEPS OF THE
ETHICAL DECISION MAKING PROCESS
1.
Gather the facts
2.
Define the ethical issues
3.
Identify the affected parties (stakeholders)
4.
Identify the consequences
5.
Identify the obligations (principles, rights, justice)
6.
Consider your character and integrity
7.
Think creatively about potential actions
8.
Check your gut
9.
Decide on the proper ethical action and be prepared to
deal with opposing arguments.
1 -
GATHER THE FACTS
Don’t jump to conclusions without the facts
Questions to ask: Who, what, where, when, how, and
why.
However, facts may be difficult to find because of the
uncertainty often found around ethical issues
Some facts are not available
Assemble as many facts as possible before proceeding
Clarify what assumptions
you are making!
2 –
DEFINE THE ETHICAL ISSUE(S)
Don’t jump to solutions without first identifying the ethical
issue(s)
in the situation.
Define the ethical basis for the issue you want to focus on.
There may be multiple
ethical issues –
focus on one
major
one at a time.
3 –
IDENTIFY THE AFFECTED PARTIES
Identify all of the stakeholders
Who are the primary
or direct stakeholders?
Who are the secondary
or indirect stakeholders?
Why are they stakeholders for the issue?
Perspective-taking
--
Try to see things through the eyes
of those individuals affected
4 –
IDENTIFY THE CONSEQUENCES
Think about potential positive
and negative
consequences for affected
parties by the decision (Focus on primary stakeholders to simplify
analysis until you become comfortable with the process).
What are the magnitude
of the consequences and the probability
that
the consequences will happen.
Short term vs. Long term consequences –
will decision be valid over
time.
Broader systemic
consequences –
tied to symbolic
and secrecy
Symbolic
consequences –
Each decision sends a message.
Secrecy
consequences –
What are the consequences if the decision
or action becomes public?
Did you consider relevant cognitive barriers/biases?
Consider what your decision
would be based only on consequences
–
then move on and see if it is similar given other considerations.
5 –
IDENTIFY THE RELEVANT PRINCIPLES,
RIGHTS, AND JUSTICE ISSUES
Obligations should be thought of in terms of principles and rights involved
A) What obligations are created because of particular ethical principles
you might use in the situation?
Examples: Do no harm; Do unto others as you would have them do
unto you; Do what you would have anyone in your shoes do in the
given context.
B) What obligations are created becaus.
Academy of Management Execulive, 2004. Vol. 18, No. 2Manag.docxnettletondevon
Academy of Management Execulive, 2004. Vol. 18, No. 2
Managing to be ethical:
Debunking five business
ethics myths
Linda Klebe Tievino and Michael E. Blown
Executive Summary
In the aftermath of recent corporate scandals, managers and researchers have turned
their attention to questions of ethics management. We identify five common myths about
business ethics and provide responses that are grounded in theory, research, and
business examples. Although the scientific study of business ethics is relatively new,
theory and research exist that can guide executives who are trying to better manage
their employees' and their own ethical behavior. We recommend that ethical conduct be
managed proactively via explicit ethical leadership and conscious management of the
organization's ethical culture.
The twenty-first century has brought corporate eth-
ics scandals that have harmed millions of employ-
ees and investors, and sent shock waves through-
out the business world. The scandals have
produced "perp walks" and regulatory backlash,
and business ethics is once again a hot topic. Ac-
ademics and managers are asking: What caused
the recent rash of corporate wrongdoing, and what
can we do, if anything, to prevent similar trans-
gressions in the future? Perhaps because everyone
has opinions about ethics and personal reactions
to the scandals, a number of pat answers have
circulated that perpetuate a mythology of business
ethics management. In this article, we identify sev-
eral of these myths and respond to them based upon
knowledge grounded in research and practice.
Myth 1: It's Easy to Be Ethical
A 2002 newspaper article was entitled, "Corporate
ethics is simple: If something stinks, don't do it."
The article went on to suggest "the smell test" or "If
you don't want to tell your mom what you're really
doing . . . or read about it in the press, don't do it.''̂
The obvious suggestion is that being ethical in
business is easy if one wants to be ethical. A fur-
ther implication is that if it's easy, it doesn't need
to be managed. But that suggestion disregards the
complexity surrounding ethical decision-making,
especially in the context of business organizations.
Ethical Decisions Are Complex
First, ethical decisions aren't simple. They're com-
plex by definition. As they have for centuries, phi-
losophers argue about the best approaches to mak-
ing the right ethical decision. Students of business
ethics are taught to apply multiple normative
frameworks to tough dilemmas where values con-
flict. These include consequentialist frameworks
that consider the benefits and harms to society of a
potential decision or action, deontological frame-
works that emphasize the application of ethical
principles such as justice and rights, and virtue
ethics with its emphasis on the integrity of the
moral actor, among other approaches.^ But, in
the most challenging ethical dilemma situations,
the solutions provided by these approaches con-
flict with each other, an.
Ethics in Public AdministrationChapter Six.docxSANSKAR20
Ethics in Public Administration:
Chapter Six
1
MAINTAINING RESPONSIBLE CONDUCT
Personal Emphasis up to now
Cultivate an awareness of ethical dilemmas
Develop ways to conceptualize them
Practice ways to think about resolution
Need to consider organizational policy and management
Is a code enough?
Is a design better?
2
The Situational Context
Zimbardo’s The Lucifer Effect
Sensitive, caring students become brutal in a prison simulation
Trevino(1986) : individual and situational variables interact with cognitive component to determine how an individual will decide
Both job characteristics and organizational culture can contribute.
3
Internal and External Controls
Carl Friedrich: internal more important; Herman Finer: external institutional controls more.
Neither is sufficient alone; issue is emphasis.
Pay attention to more laws, management controls, performance evaluation tightening
Pay attention to counseling, training, professional codes of conduct.
The real issue: How to integrate the two
4
“Much Ado About Something”
What are the facts?
What are the principles involved?
What alternatives might resolve this?
5
External Controls
Max Weber (1946) “The honor of the civil servant is vested in his ability to execute conscientiously the order of the superior authorities, exactly as if the order agreed with his own conviction.”
They are “tools” of the organizations. Without Sympathy or Enthusiasm: The Problem of Administrative Compassion, Thompson (1975).
The problem is: the “tools” are people.
6
Ethics Legislation
Does the law define obligation; is personal discretion reduced?
Law is a collective ethical judgment, a moral minimum established by the political community.
Principles and priorities are still critical.
People still engage in ethical assessments of laws
Vary in seriousness, sophistication, legitimacy
7
Ethics Legislation
Started with Andrew Jackson’s sharing of the “spoils”
Influence peddling, information peddling, and public funds for personal gain were common
No “science of administration” or concept of “public servant”
After that many federal and state ethics laws and committees
8
Codes of Ethics
Center for the Study of Ethics in the Professions online database
Some focus on peer esteem and have no formal enforcement
Others censure, suspend, or expel:
National Education Association (NEA)
International City/County Management Association (ICMA)
9
ASPA
Revised many times, awareness and use have increased
Enforcement not a part of it due to diverse membership
Tenents:
Serve the public interest
Respect the Constitution and the law
Demonstrate personal integrity
Promote ethical organizations
Strive for professional excellence
|
Click to view larger image
Stock photo
Cowboy Ethics: What Wall Street Can Learn From The Code Of The West by Owen, Ja
Sign in or register to save and
share this item.
Sign in or ...
Overview of ethics and information technologySJBennett228
This module provide an overview of Ethical Theories and how these are used when making decisions. There is an Information Technology focus in the slides.
A Framework for Thinking EthicallyThis document is designed as a.docxransayo
A Framework for Thinking Ethically
This document is designed as an introduction to thinking ethically. We all have an image of our better selves-of how we are when we act ethically or are "at our best." We probably also have an image of what an ethical community, an ethical business, an ethical government, or an ethical society should be. Ethics really has to do with all these levels-acting ethically as individuals, creating ethical organizations and governments, and making our society as a whole ethical in the way it treats everyone.What is Ethics?
Simply stated, ethics refers to standards of behavior that tell us how human beings ought to act in the many situations in which they find themselves-as friends, parents, children, citizens, businesspeople, teachers, professionals, and so on.
It is helpful to identify what ethics is NOT:
· Ethics is not the same as feelings. Feelings provide important information for our ethical choices. Some people have highly developed habits that make them feel bad when they do something wrong, but many people feel good even though they are doing something wrong. And often our feelings will tell us it is uncomfortable to do the right thing if it is hard.
· Ethics is not religion. Many people are not religious, but ethics applies to everyone. Most religions do advocate high ethical standards but sometimes do not address all the types of problems we face.
· Ethics is not following the law. A good system of law does incorporate many ethical standards, but law can deviate from what is ethical. Law can become ethically corrupt, as some totalitarian regimes have made it. Law can be a function of power alone and designed to serve the interests of narrow groups. Law may have a difficult time designing or enforcing standards in some important areas, and may be slow to address new problems.
· Ethics is not following culturally accepted norms. Some cultures are quite ethical, but others become corrupt -or blind to certain ethical concerns (as the United States was to slavery before the Civil War). "When in Rome, do as the Romans do" is not a satisfactory ethical standard.
· Ethics is not science. Social and natural science can provide important data to help us make better ethical choices. But science alone does not tell us what we ought to do. Science may provide an explanation for what humans are like. But ethics provides reasons for how humans ought to act. And just because something is scientifically or technologically possible, it may not be ethical to do it.
Why Identifying Ethical Standards is Hard
There are two fundamental problems in identifying the ethical standards we are to follow:
1. On what do we base our ethical standards?
2. How do those standards get applied to specific situations we face?
If our ethics are not based on feelings, religion, law, accepted social practice, or science, what are they based on? Many philosophers and ethicists have helped us answer this critical question. They have suggested .
Ethics Lessons Learned and Best PracticesWhat is your personal .docxgitagrimston
Ethics: Lessons Learned and Best Practices
What is your personal philosophical approach to help you answer and deal with ethical questions? Do you notice co-workers behaving in ways you would never? How is it that in a professional environment in which everyone goes through a hiring process and a screening process, they behave so differently? Every person has a moral compass that guides his or her behavior
and ultimately shapes his or her personal code of ethics. The code of ethics will help
a person to recognize a problem and make decisions regarding the appropriate course of action.
How can you devise or define your own personal ethical statement of values and principles?
There are three primary ethical philosophies, each answering the fundamental question, “Do the ends justify the means?”
If you answered NO, then you are an absolutist (or legalist) and subscribe to deontological ethics (the ethics of duty). The ends never justify the means. One should discover the rules and follow them
If you answered YES, you are a relativist and subscribe to teleological ethics. This is the ethics of the finals ends, or of the consequences of the act. The end can and often does justify the means. Intention is critical.
If you answered MAYBE or SOMETIMES, then you subscribe to situational ethics. This is the ethics of specific acts. Does the end justify the means? It all depends. There are several thoughts of situational ethics. Below are just a few.
Antinominanism espouses that there are no moral absolutes. Every person and situation is unique. The one absolute is the Golden Rule: You shall love your neighbor as yourself. Always place people first; do what is best for people.
Deontelics, as put forth by philosopher John Merrill, holds that some acts, by their very nature, are unethical in most cases. The truth is paramount. Lying is unethical in most cases, but there are rare exceptions for good purposes
Utilitarianism believes that the best course of action is that which brings the most happiness to the greatest number of people. This is a philosophy of the greatest good (rather than the greatest happiness) over a long period of time.
Situational ethics reflected in Aristotle’s (384-322 B.C.) Golden Mean is a rational and moral position that is somewhere in between (though not necessarily in the middle). When found in an ethical dilemma, the following steps of principled reasoning are employed.
•Appraise the situation
•Identify your personal values
•Appeal to those ethical principles without abandoning your personal values
•Consider your loyalties
How would you describe yourself as a worker?
If you’ve never thought about this, theOccupational Work Ethic Inventory (OWEI)
will help you learn more about the type of worker you are.
Take some time to complete the inventory. What did you learn about yourself that you
Social Responsibility, continued
Historically, social responsibility was left to the non-profits
and not necessarily the business o ...
The Assignment (3–5 pages)Complete a leadership development plan .docxSANSKAR20
The Assignment (3–5 pages):
Complete a leadership development plan that includes the following:
Section I
Your current strengths and weaknesses as a leader
Opportunities and threats to developing and further enhancing your leadership capacity as a change agent (e.g., social change)
Justify your responses with specific examples.
Section II
Using the “Public Health Leadership Competency Framework,” developed by the National Public Health Leadership Network as a guide (refer to the article posted in the weekly Resources), describe a leadership plan to develop the following over the next 3–5 years. Include the following:
Your core transformational competencies (visionary leadership, sense of mission, effective change agent)
Political competencies (political processes, negotiation, ethics and power, marketing and education)
Organizational competencies
Team-building competencies
Personality factors
Crisis abilities
Justify your rationale for your selections.
.
The assignment consist of a Case Study. I have attached the Case St.docxSANSKAR20
The assignment consist of a Case Study. I have attached the Case Study to be researched. Please answer all of the questions and be specific with all requirements for the Case Study such as the format, the amount of pages the paper is required to be written, the sources and references, etc... Please follow all directions that are highlighted in the attachment.
.
The annotated bibliography will present an introduction and five ref.docxSANSKAR20
The annotated bibliography will present an introduction and five reference citations with annotations. The purpose of the annotated bibliography is to determine the appropriateness of the sources to the argument you are developing for the Course Project. The format of the proposal is an introductory paragraph followed by an alphabetized list of sources with two paragraphs of annotation after each source. Use APA documentation to document any sources referenced in your proposal. The thesis is on Texting while driving.
.
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The artist Georges Seurat is one of the world's most fascinating artists. His technique of pointillism was pivotal in inspiring future generations of painters to think about painting in both individualistic and non-conformist ways. This week's reading references many artists from different movements (i.e. Pablo Picasso, Leonardo da Vinci).
Conduct research on an artist from any movement that you find interesting. Choose one of their works. Analyze the image using the four visual cues from your reading: color, form, depth, and movement. Explain how the artist makes use of these four cues.
In your deconstruction of the image, also explain how the physiology of the eye helps you to see the four cues.
This paper should be 2-3 pages long.
.
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The Assignment (2–3 pages including a budget worksheet):
Explain the funding issues related to your selected public health project or service related to your Final Project. Include an explanation of whether these issues are long- or short-term, how urgent, and which stakeholders might be most affected (1–1.5 pages).
Complete the budget worksheet provided indicating the funding opportunities and costs related to the chosen project.
Based on the Learning Resources and your research, as well as the information included in the budget worksheet, recommend some potential funding sources and explain why you recommend them. In your explanation, include variations in funding and how these variations influenced your decision making (1–1.5 pages).
Complete and submit your Assignment by Day 7.
.
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The assigment is to Research and find me resources on "Portland State University's Administration Issue of
Urban Environment (Theft/Crime).
It’s important that you clarify symptoms and causes of these problems, develop and present some alternative solutions, choose one, and support your decision
Please provide at least 5 different sources about this topic.
I will be giving a ten minute presentation and will need to use this information for it and will be graded on the
logic/quality/substance of our argument
.
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the article.
http://www.nytimes.com/2012/09/30/opinion/sunday/the-myth-of-male-decline.html?smid=fb-share&_r=0
(Links to an external site.)
Briefly summarize the article. In your summary be sure to mention how the author illustrates the social construction of sexism. (5 points)
Describe the ways in which women’s educational, employment, and financial experiences are negatively affected by institutional sexism. (5 points)
The “Myth of the Male Mystique” Coontz talks about constrains men’s self-image as well as their educational and work experiences. Describe the ways in which this happens. (5 points)
.
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"The Arts and Royalty; Philosophers Debate Politics" Please respond to
one (1)
of the following,
using sources under the Explore heading
as the basis of your response:
In this week’s readings, a dispute in the French royal court is described about whether Poussin or Rubens was the better painter. Take a painting by each, either from our book or a Website below, and compare them and explain which you prefer. There is another conflict between the playwright Moliere and a well-born Parisian; Louis XIV stepped in. Explain how Louis XIV used the various arts and his motives for doing so. Identify one (1) example of a modern political leader approaching the arts this way.
The philosophers Thomas Hobbes and John Locke disagreed on the understanding of political authority, with Locke taking what is commonly called the “liberal” view. Choose a side (be brave perhaps; take a side you actually disagree with). Using the writings of each given in our class text or at the Websites below, make your case for the side you chose and against the other side. Identify one (1) modern situation in the world where these issues are significant.
Explore:
The Arts and Royalty
Chapter 23 (pp. 730-741); Rubens; Poussin; Moliere; royalty using the arts
Rubens and Poussin at
http://www.visitmuseums.com/exhibition/from-baroque-to-classicism-rubens-poussin-and-17th-85
and
http://www.wga.hu/frames-e.html?/bio/p/poussin/biograph.html
Philosophers Debate Politics
Chapter 24 (pp. 768-9)
Hobbes: text at
http://oregonstate.edu/instruct/phl302/texts/hobbes/leviathan-contents.html
; summary at
http://plato.stanford.edu/entries/hobbes-moral/
; also
http://jim.com/hobbes.htm
Locke: text at
http://www.thenagain.info/Classes/Sources/Locke-2ndTreatise.html
; General background of the concept at
http://www.digitalhistory.uh.edu/teachers/lesson_plans/pdfs/unit1_12.pdf
.
The assassination of Archduke Franz Ferdinand was the immediate caus.docxSANSKAR20
The assassination of Archduke Franz Ferdinand was the immediate cause of World War I. But the events that led to the Great War go further back into the nineteenth century. As with the Boxer Rebellion of 1900, nationalism, imperialism, and militarism all played a part.
Analyze how the forces of nationalism, imperialism, and militarism irrevocably led to World War I. Pay particular attention to the rise of Pan-Slavism in Eastern Europe and the corresponding rise of nationalism in German-speaking states. Analyze how the alliance system contributed to the ultimate outbreak of war.
.
The article Fostering Second Language Development in Young Children.docxSANSKAR20
The article "Fostering Second Language Development in Young Children" makes the statement, "Children become bilingual in different ways." Explain at least two different ways that children become bilingual and why it is important for people who work with young children who are learning two languages to understand the term
language imbalance
.
Based on the information on vocabulary development in your course text and other readings, explain the differences in vocabulary development for children who are bilingual and considerations to keep in mind with regard to assessing vocabulary development.
Explain some of the ways that culture influences children's language development and why cultural differences should be respected by educators and others who work with young children and families.
.
The Article Critique is required to be a minimum of two pages to a m.docxSANSKAR20
The Article Critique is required to be a minimum of two pages to a maximum of four pages, double-spaced, APA style,
from the journals and articles available in our CSU Library Databases. The article should deal with any of the material
presented in the first three units of this course. The article itself must be more than one page in length. The article critique
should include the following components:
A brief introduction of the article
Analysis of the key points in the article
Application and comparison of some points in the article that might be applied to the company you work for, or
have worked for
Summary of the article's conclusions and your own opinions
the article is:
Policy fíriefing
Senate Bill Aims to Prevent Chemical
Contamination of Surface Water
IHE CHEMICAL
spill that
' recently occurred in West
Virginia and interrupted
water deliveries to approximately
300,000 of that
state's residents has led to the introduction
of federal legislation aimed at preventing
the recurrence of such events.
Although improved protection of surface
water enjoys broad support, questions
have arisen as to who should oversee
and fijnd the additional regulatory
efforts called for in the bill.
On January 9 it was discovered that
thousands of gallons of chemicals used in
coal processing had leaked from storage
facilities at a tank farm located along the
Elk River in Charleston, West Virginia.
The chemicals entered the waterway approximately
1.5 mi upstream of a public
water supply intake, forcing officials
to recommend that residents of a ninecounty
area in and around Charleston
not use their drinking water. Lasting for
more than a week, this situation caused
considerable concern about health effects
and spurred calls for regulatory
protections.
On January 27 Senator Joe Manchin
(D-West Virginia) introduced the
Chemical Safety and Drinking Water
Protection Act of 2014 (S. 1961), legislation
that aims to protect surface water
from contamination from chemical
storage facilities. The bill would revise
the Safe Drinking Water Act to establish
state programs for overseeing and
inspecting chemical storage facilities
that are deemed to pose a risk to public
water sources. Within one year of enactment
of the legislation, states would
have to set requirements for chemical
storage facilities covered by the new
programs. These requirements would
address such topics as "acceptable standards
of good design, construction, or
maintenance," along with leak detection,
spill and overfill control, inventory
control, inspections of facility integrity.
and life-cycle maintenance, according to
the legislation.
Additional requirements would pertain
to emergency response and communication
plans, employee training and
safety plans, and the financial responsibility
of the owners of chemical storage
facilities. States would share with drinking
water providers the emergency response
plans fo.
The Apple Computer Company is one of the most innovative technology .docxSANSKAR20
The Apple Computer Company is one of the most innovative technology companies to emerge in the last three decades. Apple, Inc. is responsible for bringing to market such products as the Macintosh computer and laptop, the iPod and iTunes, and most recently, the iPhone. The success of the company can be traced primarily to a single individual, the co-founder, Steven Jobs.
First, review the following case study:
Steve Jobs and Apple, Inc.
Then, respond to the following:
Determine and explain what type of leader Steve Jobs was.
Explain how his vision and values were reflected in his leadership style.
Summarize the initial challenges he faced when starting Apple. Specifically, address Jobs’ strategy and implementation.
Identify and explain the drivers for change in the personal computer industry.
Discuss how Steve Jobs used partnerships and collaboration.
Analyze Jobs’ approach to continuous process improvement.
Determine what skills, ideas, and approaches might be useful in your own work/life situation.
Utilize at least two scholarly sources.
Write a 3–5-page report in Word format. Apply APA standards to the citation of sources. Use the following file naming convention
Make sure you write in a clear, concise, and organized manner; demonstrate ethical scholarship through accurate representation and attribution of sources; and display accurate spelling, grammar, and punctuation.
.
The artist Georges Seurat is one of the worlds most fascinating art.docxSANSKAR20
The artist Georges Seurat is one of the world's most fascinating artists. His technique of pointillism was pivotal in inspiring future generations of painters to think about painting in both individualistic and non-conformist ways. This week�s reading references many artists from different movements (i.e. Pablo Picasso, Leonardo da Vinci).
Conduct research on an artist from any movement that you find interesting. Choose one of their works. Analyze the image using the four visual cues from your reading: color, form, depth, and movement. Explain how the artist makes use of these four cues.
In your deconstruction of the image, also explain how the physiology of the eye helps you to see the four cues.
This paper should be 2-3 pages long. Be sure to cite any resources using proper APA notation.
Part 2 not related to the above
.
The Article Attached A Bretton Woods for InnovationBy St.docxSANSKAR20
The Article Attached
A Bretton Woods for Innovation
By Stephen Ezell
double-space (3-4 pages); Times New Roman, 12 font
1. Title Page
2. Summary of the article; major findings and issues (2-3 pages)
3. Critique of the article; use references.
.
The analysis must includeExecutive summaryHistory and evolution.docxSANSKAR20
The analysis must include:
Executive summary
History and evolution of the platform (How did it started?)
Features specific to the platform (Why is this platform unique?)
Characteristics of its audience (Who joins this network? What are they looking for?)
a. Demographics
b. Motivation to use the platform
Relevant marketing metrics (How can we measure success?)
Ideas to create an engaging profile (What type of content should be posted?)
Successful brands on the platform (“Best of the platform 2014” )
Other relevant information
2 pages, 1.5 spac
.
The annotated bibliography for your course is now due. The annotated.docxSANSKAR20
The annotated bibliography for your course is now due. The annotated bibliography should be about a page and must contain at least three research sources.
Your annotated bibliography must be in APA format. For guidelines click the following link:
Annotated Bibliography
Example :
ANNOTATED BIBLIOGRAPHY 1
APA 6
th
Edition Guidelines: Annotated Bibliography
An annotated bibliography is the full citation of a source followed by notes and commentary
about a source. The word “annotate” means “critical or explanatory notes” and the word “bibliography” means “a list of sources”. Annotations are not the same as abstracts. Abstracts
are purely descriptive summaries often found at the beginning of scholarly/ academic journal articles. Annotations are meant to be critical in addition to being descriptive.
Format:
The format for an annotated bibliography is similar to that of a research paper. Use one-inch margins on all sides, double-space your entries, and arrange each entry in alphabetical order. Hanging Indents are required for citations in the bibliography, as shown below. The first line of the citation starts at the left margin and subsequent lines of the citation will be indented.
Example: Journal Article with DOI
Calkins, S., & Kelley, M. (2007, Fall). Evaluating internet and scholarly sources across the disciplines: Two case studies.
College Teaching
,
55
(4), 151-156. doi:10.1111/j.1747- 7379.2007.00759.x
This article discusses the problem of unintentional online plagiarism and many
students’ inability to evaluate, critique, synthesize, and credit online sources properly.
Two case studies from different disciplines, which were designed to foster critical evaluation of the Internet and scholarly sources, are discussed in detail. The CARS (Credibility, Accuracy, Reasonableness, Support) checklist for evaluating research sources is also introduced and applied in these case studies. I found this article useful because much of the content of these case studies can be easily adapted to fit assignments in different academic disciplines. One information literacy assignment in one quarter at college is not enough. If students are expected to use the Internet in a responsible way, educators must provide guidelines and relevant experience that allows students to apply those guidelines in practical ways.
Updated 02/2010
ANNOTATED BIBLIOGRAPHY 2
For annotated bibliographies, use standard APA format for the citations, then add a brief entry, including:
•
2 to 4 sentences to
summarize
the main idea(s) of the source.
o
What are the main arguments?
o
What is the point of this book/article?
o
What topics are covered?
•
1 or 2 sentences to
assess
and evaluate the source.
o
How does it compare with other sources in your bibliography?
o
Is this information reliable?
o
Is the source objective or biased?
•
1 or 2 sentences to
reflect
on the source.
o
Was this source helpful to you?
o
How can you use this source for your res.
The Americans With Disabilities Act (ADA) was designed to protect wo.docxSANSKAR20
The Americans With Disabilities Act (ADA) was designed to protect workers with disabilities against employer discrimination. As a group discuss the following:
In actual practice, how well does the Act achieve this goal? Explain. Support your answer with examples from recent court decisions.
Submit a summary of the your consensus.
.
The air they have of person who never knew how it felt to stand in .docxSANSKAR20
"The air they have of person who never knew how it felt to stand in the presence of superiors. ..their good temper and openhandedness the terrible significance of their eletion... he place himself where the future becomes present"
1. Some say whitman is the ultimate democrat, friend to all. Pleasant explain with examples
.
The agreement is for the tutor to write a Microsoft word doc of a .docxSANSKAR20
The agreement is for the tutor to write a
Microsoft word doc of a scene for 13-18 years old. Further instructions inside attachments below. Assignment due 9pm EST. 3hrs from post time.
The goal is to create characters and a voice that feel authentic to adolescence and would be appealing to adolescents to read.
For example, identity, coming-of-age, romantic relationships, work/school balance, and firsts (kiss, car, job, etc.) are a few of the relevant topics for this age group, although there are any number of topics you could use in your own version.
Instructions:
A “scene” would be about two pages of text, taking place in one location, where characters are present in that scene and interacting in some way. Some scenes may further character, most will probably further plot, some may further theme or emotion -- the crucial part is just to have dialogue and description and be sure to show rather than tell when appropriate.
.
The abstract is a 150-250 word summary of your Research Paper, and i.docxSANSKAR20
The abstract is a 150-250 word summary of your Research Paper, and it should be written only after you have finished writing the entire paper because how your abstract is worded largely depends on the development of your paper. Your abstract should be accurate, self-contained, concise and specific, non-evaluative, coherent, and readable.
.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
Normal Labour/ Stages of Labour/ Mechanism of Labour
Ethics for Public AdministrationChapters One and Two.docx
1. Ethics for Public Administration
Chapters One and Two
1
Public Administrators:
Are not neutral
Exercise discretion
Participate in the public policy process
Make policy recommendations
Engage in policy implementation
WHY STUDY ETHICS?
2. 2
Your Text
The Responsible Administrator: An approach to Ethics for the
Administrative Role
Conceptual Focus:
The role of the public administrator in an organizational setting
Integrating Ethical Concept:
Responsibility
Central Ethical Process:
Comprehensive design approach
3
Definitions
“The attempt to state and evaluate principles by which ethical
problems may be solved.”
“normative standards of conduct derived from the philosophical
and religious traditions of society.”
“concerned with what is right, fair, just, or good; about what we
ought to do.”
3. 4
Text: study of moral conduct and moral status
Morality assumes accepted norms of behavior
Ethics involves the examination of the logic, values, beliefs,
and principles that are used to justify morality in its various
forms.
Descriptive or normative
Deontological (principle based) or teleological (consequences
based)
Law “must always stand under the judgment of ethics” Cooper
5
Responsibility and Role
Responsibility:
Objective accountability for conduct
Subjective congruence with one’s professional values
Ethical Responsibility
Able to give reasons for one’s conduct
Able to understand in a self-conscious way why one acted
4. 6
A Design Approach
Addresses immediate situation but takes into account legal,
organizational, and social context for longer term impact.
A problem-solving approach
Uncertainties abound
Solution
s rely on facts, not just options
Reality of acting under pressure
Ethical problems are dynamic
7
5. Understanding Ethical Decision Making
Character traits: built from decisions made as we define
boundaries/content of responsibility
This is often done without consistent, intentional, and
systematic reflection
Reflective ethics: design the best course of action
for specific problems we face
given constraints of time and information
8
Aiken’s 4 Levels of Ethical Reflection
Expressive Level
what feels like the right thing?
Moral Rules Level
what rule should I follow?
Ethical Analysis Level
6. what are the principles involved?
Postethical level
why should I be principled?
Ethical analysis: principles underlying choices Exercise re
tobacco, etc.
9
Which is best?
Expressive
Emotion is only one aspect
Moral Rules
Merely reflects socialization
ETHICAL –proceed with reasoned justification
Easier for others to understand
7. Postethical
So personal consensus could be difficult
10
Descriptive Models: what is
Early on, feeling of futility
Blasi (1980)—impossible to close gap between moral judgment
and moral behavior
Later research shows interaction of the two:
Cognitive process
Wittmer (2005) “awareness….judgment…behavior.”
Rest (1984, 1986) –interpretation of situation, judgment of the
situation, selection of options, action
Environmental press
9. Prescriptive Models: what should be
Simply following someone else’s past history may not fit my
environment
Simply prescribing is not enough
Problem-solving is required
Description and prescription are combined
Template needed for designing best solution
Contingency is important
May need to alter course (dynamic)
13
The Descriptive Task
Sift through judgmental reports of issue
Balance the “hierarchy of credibility”(Becker 1973)
Avoid good-guys/bad-guys language
Facts include key actors, viewpoints, issues, event sequence,
risks, what we don’t know.
10. 14
Define the Ethical Issues
They will appear when conflict, uncertainty, tension, risk exist
Issue = competing or conflicting
Many administrators can identify issues, but not principles
underlying them.
11. 15
Identifying Alternative Courses of Action
Be wary of either/or options.
Be willing to SCAMPER (McDonald’s)
S = Substitute (real estate for hamburgers)
C = Combine (meals with lodging for parents)
A = Adapt (Latte, yogurt)
M = Magnify (expand to other countries)
P = Put to Other Uses (raise $ for charity)
E = Eliminate (or Minify) (waiters)
R = Rearrange (or Reverse) (payment)
16
Finding a Fit
An alternative that balances principle with consequences
12. The test of publicity
Satisfaction with the alternative
17
Anticipatory Self-Appraisal
Look into the future and anticipate how we will feel about
ourselves
Does it match or violate our principles?
What will we feel
Guilt, remorse, and self-reproach
Pride and approval from others
13. 18
Project Probable Consequences
Instead of usual black-and-white simple melodrama, imagine
epic alternatives with consequences.
The more alternatives (with consequences) the better, especially
with complex issues.
Consequences may be outweighed by principles.
19
All steps every time?
Systematically develop intuitive models that create “smooth,
automatic performance of learned behavior sequences.”
(Cleveland, 1972)
Requires discipline and practice
14. Creates autonomy and choice
REWARDS: Self-awareness, self-control, and flexibility of
decision-making
20
Chapters three and four
Ethics in public administration
15. 1
The context of Administration
Modern heritage of PA in conflict with postmodern world.
“modern:” social, cultural, economic attributes associated with
western urban industrialized society
Bureaucracy
Technology
“postmodern:” finality and absolutism discredited
2
postmodernism
16. Integration vs. disintegration
Centralization vs. decentralization
Totalization vs. fragmentation
Melting pot vs. salad
Commensurable vs. incommensurable
Universalism vs. relativism
3
How deal with normlessness?
Values, beliefs, norms crafted through discourse and
deliberation.
Inclusive conversation about how to create order and meaning
in our lives together.
Some values persist, some undergo modification.
Public aspects agreed upon.
Private aspects provide diversity.
17. 4
Comingling of work and private life
Before, no separation.
Separation created separate ethical approaches.
Knowledge society has blurred lines again.
“Up in the Air” with George Clooney
Roles influence one another
Office connectedness no longer influences common standards
18. 5
Relativity
Roles are acquired and given up, no longer lifelong or stable.
Beliefs and values differ; this can erode sense of obligation and
duty.
Intentional construction of ethical norms more crucial than ever.
Is there a universal norm?
6
Pluralization
Foundation for loss of assumptions (science not enough),
multiplicity of roles and many “selves,” work-life commingling,
relativism.
Multiplicity of “publics.”
Treat the same (voting rights, employment)
Treat differently (ADA, affirmative action)
19. 7
Implications for PA:
Politics Intrudes
Political nature of PA—conflict of roles, goals require political
activity
Ethical concerns: corruption, inefficiency, abuse of power
Agency-party
Agency-agency
Agency-government branch
Agency-interest group
20. 8
Implications for PA:
Separation of Citizen/PA Roles
As Citizen:
Citizenship ideal: participate in decisions and consider the
opinions and wishes of others
Overreaction to small matters can be harmful
Graham: “be informed, be fair, be rational, be reasonable.”
As Administrator
Engage citizens in constructing a social order, rather than force
authoritatively.
Honor fiduciary responsible to the citizens
21. 9
Implications for PA:
Managers of Diversity
Participation costs and consumption costs must be taken into
account.
Sections of the citizenry must not be left out because of these
costs.
Standardization is not necessarily equity.
An array of services and delivery means is required.
10
Politics, ethics, and the Administrator
Representation:
Delegate or Trustee?
22. Education: opinion knowledge judgment
Teach/learn from politicians
Teach/learn from public
Implementation
Delegate or Trustee?
At which step in the process?
11
CHAPTER FOUR:
Administrative Responsibility
Objective Responsibility—legal, organizational, societal roots
Whom responsible to?
Organizational Superiors for support and for subordinates’
conduct and performance
Elected officials (obligations to them supercedes obligation to
organizational superiors)
Citizenry for discerning interests, preferences (the least
23. proximate and most fundamental)
12
Responsibility to elected officials for upholding the law
Objective responsibility derives from the decisions of others as
you accept role.
Laws governing the organization and your conduct are seen as
will of the people.
“Love the park” can lead to irresponsibility.
24. 13
Responsibility to superiors and for subordinates
Through hierarchy, law intent is concretized into programs and
services.
Personal desires are subjugated to chain of command
presumably reflects will of citizenry.
If responsibility and authority are not both present, it goes up
the chain.
Need for consultation and information sharing keeps it fluid.
Not deciding when both are present is irresponsible.
14
Quotable quotes
Function of an administrator “to complicate the lives of his
political masters at least to the extent of assuring that they did
not resolve complex issues of the basis of disingenuously
25. simple criteria.” Appleby as quoted by Egger (1965)
Public Interest: “what men would choose if they saw clearly,
thought rationally, acted disinterestedly and benevolently.”
Walter Lippmann (1922)
15
Responsibility to the citizenry
“Public Interest” a confusing and confounding phrase.
Give it lip service only?
Consider it a balancing act of special interests?
John Rawls (1971): reflect on the phrase from the “original
position”—without consideration for one’s own social class,
natural assets or abilities, or even the political and economic
characteristics of our society.
26. 16
Subjective Responsibility
Rooted in our own beliefs about loyalty, conscience,
identification
Attitudes, values, beliefs are the source.
When we internalize the external responsibilities of our role,
we guide our behavior more by subjective responsibility.
When internal code not informed by outside professionalism,
deviant behavior can occur.
Conscious and deliberate development of an internal code is
critical.
27. 17
Rokeach (1970)
18
Attitudes, Values, and Beliefs
Attitudes are formed by a combination of beliefs
Underneath the beliefs are values, which motivate you to take
action
These are called “sources of subjective responsibility,” and may
be rooted in one or more of our other roles, such as parent,
ASPA member, and such.
28. 19
Codes
Barnard writes of groups of values and principles which he
calls “codes.”
These codes are connected to roles.
Role components:
Objective role components = external obligations
Subjective role components = inner code
When inner code not influenced by a professional community it
can produce deviant behavior
When our conduct matches our inner code, we are responsible,
when it doesn’t, we are irresponsible.
29. 20
Integrity
Integrity is a state of “wholeness.”
It involves “moral judgment, creativity, and intuitive capability,
as well as rational-analytic powers.” Srivastva and
Cooperrider, (1988)
Subjective responsibility provides a “corrective” ethical force to
the administrative process.
Conscious and systematic development of subjective
responsibility is essential for carrying out objective
responsibility.
21
30. Case Study: Mrs. Carmichael
Questions to ask:
What are the facts concerning your objective responsibility?
What are your own assumptions and conclusions about the
situation?
What needs clarifying?
What are your own personal attitudes, beliefs and values
regarding this situation?
22
K.T. Connor, PhD
[email protected]
31. Ethics in Public Administration:
Chapter 9 and 10
1
Design Approach
Three Main Elements:
Begin with assumption of uncertainty and acknowledge the
ambiguities
Address the fundamental issues by defining the problem simply,
statically, and narrowly
Consider time restraints and be open to pursue multiple options
32. at once
Criteria to meet when finding a solution to a problem:
Will the solution…
Achieve the desired outcome?
Conform to given specifications or explicit criteria?
Be reasonably secure against accidents?
Be consistent with existing background constraints?
Resolving ethical problems
33. Must be done within certain constraints of time and may
require pursuing multiple solutions at once.
Working administrators do not have the luxury of unlimited
time to make decisions.
It may be better to take small steps toward a solution to avoid
risky or damaging action.
Sometimes the most ethical course of action
would result in sacrificing other important values, so it is not
pursued.
Organizational settings can encourage or impede ethical
conduct—or both
The organizational structure and culture must be considered.
The proactive preventive approach would be to regularly
conduct an ethics audit or assessment of the structure and
culture of the organization.
What kind of dissent channels are there?
Has there been retribution or rewards for dissent in the past?
34. General Application:
Abu Ghraib
Ethically questionable formal and informal interrogation
techniques, and leadership had created an environment that
failed to stop or report the abuse.
How to approach it…
Where did the rules of interrogation and abusive prisoner
treatment originate?
What part of this situation involves illegal conduct and what
part involves unethical conduct?
What kind of management interventions would be required to
create the conditions that would establish and maintain ethical
conduct?
35. The Favorite Contractor
Alpha and Bravo perform equally well, but Alpha gets all the
large contracts. Your boss says this is due to stability
increasing efficiency. Bravo is minority owned. Is the decision
racially motivated?
Define the problem: Is there evidence of racial bias? If not,
what other reasons could there be for the preferential treatment
of Alpha?
Work through the decision making model:
Describe the situation and define the ethical issues.
Identify potential courses of action and the probable
consequences.
36. The Favorite Contractor (cont.)
What organizational factors may impact your plan of action?
Is it difficult to deal with unethical decisions made above your
level?
Are there dissent channels established?
Consider the changes you might make to the organization to
support consistent ethical conduct.
The design approach pushes us to…
Expand our thinking of ethical conduct to include the entire
organizational environment, structure, and culture.
Consider the constraints of the real world context in which
ethical problems occur
37. In addition to the problem-solving model
Take into account organizational setting in which you work
Look at both structure and culture
Think of changes in structure and culture that would be needed
to encourage good behavior
Think strategically
COMPLETING THE MODEL
Define carefully the problem (facts and principles)
Choose tentative best course of action and look at
consequences.
Consider organizational influences that might encourage or
impede success of your solution.
38. Using the components chart as a guide, plan interventions to
build support for your solution(s).
Cooper’s Model
12
Components of Responsible Conduct
40. Objective Responsibility
vs Subjective Responsibility
Manifested in 3 types of conflict
1. conflicts of authority
2. role conflicts
3. conflicts of interest
Where does the ultimate responsibility lie?
Levels of Ethical Response
Expressive level
Level of moral rules
Level of ethical analysis*
Post-ethical level
41. A Model of Responsible Administration
Combine the components of responsible conduct and
components of individual autonomy
Recognize the obligations
of organizational
and citizen role
When ethical issues and conflicts do arise What does a
responsible administrator look like? There is no definite blue
print or checklist rather guidelines and models. Situations
always vary and are always changing so all that can exist are
42. guidelines which can flunctuate for each situation. The
Responsible administrator must:
Combine the components of responsible conduct and
components of individual autonomy
Recognize the obligations of organizational and citizen role
Citizen role is priority: when obligations to the citizen are in
conflict, the fundamental duty is to citizenry
18
Administrator’s Ethical
Identity
Cultivate ETHICAL Identity
Working theory of ethical conduct
Sense of intuitive judgment
Integrity of character
43. In order to first design our solution we must first cultivate our
ethical idenity because our prior decisions made over course of
career are made subconsciously
We must create and follow guidelines that will guide us through
a process to make the ethical decision.
It is necessary to remember that making an ethical decision Is
not made subconsciously there should be series of analyzing and
projections of the outcomes.
19
Model of Responsible Administration
Threats are counterbalanced by:
organizational actions
individual responsible administrative actions
Identify elements that provide corrective forces
44. Incongruence between administrative obligations and
organizational goals will produce conflict and tension
When the tension arises we must Identify elements that together
provide corrective forces if incongruence occurs
These corrective forces will vary for each different kind of
threat.
It is important to remember that it is not enough to just create
corrective forces for the yourself, the administrator you must
also be sure that there are guidelines and forces that exisist
within the organization if certain conflicts arise.
For individual action remember your responsibilities as a public
servant and be sure to keep in mind your personal values and
beliefs
To carry out a decision or create a solution Key elements of the
administrator’s work environment must be taken into account as
well such as
1. organizational setting in which problem emerges
2. organizational structure and culture
3. the needed changes in organization to make it more
supportive of ethical conduct
4. the management perspective, think strategically
45. 20
Threat: Corruption
Maintain and develop knowledge of organization and its mission
Make decision consistent with legally mandated mission of
organization
Work within specialized structure of organization
Organizational Actions
Threat: Corruption
Individual Actions
Maintain and develop knowledge of values and beliefs
Offer proposals for legislative changes in organizational
mission
46. Encourage collaboration among units with elected officials and
the public
Threats: Tyranny/hubris
Organizational Actions
Act within the provisions of current codes and ethics legislation
Acknowledge accountability to the hierarchal structure of the
organization
Threats: Tyranny/hubris
Individual Actions
47. Act within the values of the political community and personal
conscience
Question
Resist
Challenge
Question, resist, and challenge orders inconsistent with mission
of the organization and offer proposals for legal and
institutional protections from retaliation.
24
Threats: Self Service
Organizational Actions
Maintain and enhance the knowledge of the professional field
systems
Commit energy and time to the work of the organization, its
48. mission, and its policy arena
Exercise the best technical judgment.
25
Threats: Self Service
Individual Actions
Maintain and develop current knowledge of the social, political
and economic systems
Maintain and cultivate family, social, and community
relationships
Provide for regular and accessible public participation
49. Checks and Balances
Create forces that balance response to:
Organizational corruption, self-service, and tyranny
Individual corruption, self service and arrogance
*Develop knowledge of organization and mission
*Develop self awareness
Maintain and develop knowledge of the organization, its
mission, and its policy arena
Develop self awareness through regularly reflecting on position
in relation to job related issues and where we stand on political,
social, and philosophical concerns
50. 27
Role as Public Leader
Be Engaged
Be Creative
Remember all enclaves of life
Set aside private projects and interest and engage seriously and
actively in the work for the public.
Bring best Creative insights to bear on public problems
Remember Commitment to other enclaves of life
Remember Commitment to other enclaves of life
Maintain family, social, and community relationships
51. 28
Technical Judgment
Professional Values are informed by the public
Technical knowledge must be complemented with intelligence
gathered from the CITIZENRY
Technical efficiency should be subordinated to the will of the
citizenry
Technical knowledge must be complemented with intelligence
gathered from the CITIZENRY through regular and effective
opportunities for participation
Technical efficiency should be subordinated to the will of the
citizenry
29
Educate Citizenry
52. Accept right of the people to influence the decision
Bring expertise to bear on problems
Educate the citizenry about technical considerations in an issue
Accept the right of the people to influence the decision and
action
30
Accomplishing Tasks Together
Contribution of elected officials, professional association, and
academic institutions
Go beyond public agencies and their interests
53. Partnerships
Contribution of elected officials, citizens’ organizations,
professional association, and academic institutions
Some work lies beyond capacity of public agencies and their
interests
Some work entails partnerships arrangements and other tasks
will have to be undertaken outside of the public organization
“Responsible administration is not just the task of those who
practice public administration. It is the work of all who strive
for a democratic society in administrative state.”
31
54. A Long Term Commitment
Create a Balance between the citizens and the organization
Structure
Personnel
Training program
Formal rules and policies
Prevailing informal norms
Relationship to the citizens
Create a Balance between citizenships and the organization by
creating implementing the proper environment. Regulate the
environment by creating criteria and guidelines
Structure
Personnel
Training program
Formal rules and policies
56. 1
Chapter Seven:
Two Faces of Irresponsibility
Using a public organization’s information and access to key
people for personal gain
Bending the direction of policies and programs away from their
mandated objectives
A conflict among internal and external controls reflects faulty
design and is conducive to unethical conduct.
57. 2
Conflicts among Internal and External Controls
Sexual orientation and law enforcement.
What are the facts?
What principles were at risk?
What is the cause of the problem?
What are some solutions?
Natural Death
What are the facts?
What external controls were in conflict?
What internal controls were in conflict?
What three things were wrong with the Natural Death Act itself?
58. 3
Components of Responsible Conduct
Individual Attributes
Give examples
Organizational culture
Give examples
Organizational Structure
Give examples
Societal expectations
Give examples
4
59. Components of Responsible Conduct
5
Individual Attributes
Need to recognize certain conditions
Moral ambiguity
Self interest and altruism
Contextual forces that condition priorities
Values reordered as situations change
Paradoxes of procedures
Give order and yet can become ends
Moral Qualities
61. 7
Organizational Structure
Objective responsibility is enhanced through clear
accountability
Subjective responsibility is enhanced at every level through the
constitutional nature of the organization.
Heightening both focuses efforts toward achieving goals.
8
Organizational Culture
Informal set of myths, rituals, values and norms that exist
alongside the formal structure
Culture may subvert the best efforts of leaders desiring to build
62. an ethical organization
Individuals who are ethical are hired and trained
Accountabilities may be clear
Culture can still subvert
Discourage ethical behavior
Encourage unethical behavior
9
Societal expectations
Expressed through
Participation
Must be carefully planned and systematically structured
Can be frustrating, time consuming, anxiety producing
Two results: maintains the people as the focus and assists in
clarifying laws
Laws and policies
Some cohesion needed in pluralistic diversity
63. Two results: provide constraints on administrators and link
administrator with executive, judicial, legislative offices.
10
Measuring Ethical Culture
Kinds of Values
Intrinsic
Intrinsic thinking about ethics focuses on the personal ethics:
on personal conscience, an individual's sense of responsibility,
and personal integrity.
Extrinsic
The extrinsic dimension focuses on practical ethics. It involves
seeing oneself as responsible for the common welfare, as
willing to do what is required to carry out good deeds, and as
feeling an obligation to do good.
Systemic
64. Systemic thinking about ethics is all about moral code. It speaks
of respect for rules, compliance with regulations, and clarity of
ethical principles.
11
Value Science
Axiology
Robert S. Hartman
Nazi Germany
“The engineering of good.”
Axiometrics
Wayne Carpenter
Philosophy student
Helicopter decision simulator
66. Key Relationships
Societal Expectations prime
Individual attributes must support public interest
Organizational structure must provide access
Organizational culture must include norms that encourage
support of law and engagement with the public
14
K.T. Connor, PhD
[email protected]
67. Ethics in Public Administration:
Chapter Six
1
MAINTAINING RESPONSIBLE CONDUCT
Personal Emphasis up to now
Cultivate an awareness of ethical dilemmas
Develop ways to conceptualize them
Practice ways to think about resolution
Need to consider organizational policy and management
Is a code enough?
Is a design better?
68. 2
The Situational Context
Zimbardo’s The Lucifer Effect
Sensitive, caring students become brutal in a prison simulation
Trevino(1986) : individual and situational variables interact
with cognitive component to determine how an individual will
decide
Both job characteristics and organizational culture can
contribute.
69. 3
Internal and External Controls
Carl Friedrich: internal more important; Herman Finer: external
institutional controls more.
Neither is sufficient alone; issue is emphasis.
Pay attention to more laws, management controls, performance
evaluation tightening
Pay attention to counseling, training, professional codes of
conduct.
The real issue: How to integrate the two
4
“Much Ado About Something”
70. What are the facts?
What are the principles involved?
What alternatives might resolve this?
5
External Controls
Max Weber (1946) “The honor of the civil servant is vested in
his ability to execute conscientiously the order of the superior
authorities, exactly as if the order agreed with his own
conviction.”
They are “tools” of the organizations. Without Sympathy or
Enthusiasm: The Problem of Administrative Compassion,
Thompson (1975).
The problem is: the “tools” are people.
71. 6
Ethics Legislation
Does the law define obligation; is personal discretion reduced?
Law is a collective ethical judgment, a moral minimum
established by the political community.
Principles and priorities are still critical.
People still engage in ethical assessments of laws
Vary in seriousness, sophistication, legitimacy
7
Ethics Legislation
72. Started with Andrew Jackson’s sharing of the “spoils”
Influence peddling, information peddling, and public funds for
personal gain were common
No “science of administration” or concept of “public servant”
After that many federal and state ethics laws and committees
8
Codes of Ethics
Center for the Study of Ethics in the Professions online
database
Some focus on peer esteem and have no formal enforcement
Others censure, suspend, or expel:
National Education Association (NEA)
International City/County Management Association (ICMA)
73. 9
ASPA
Revised many times, awareness and use have increased
Enforcement not a part of it due to diverse membership
Tenents:
Serve the public interest
Respect the Constitution and the law
Demonstrate personal integrity
Promote ethical organizations
Strive for professional excellence
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Cowboy Ethics: What Wall Street Can Learn From The Code Of
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78. Pros and Cons of Ethics Legislation
Pros
Provide broad constraints on decision-making
Provide sanctions for irresponsible decision-making
Provide cautionary examples
Cons
Broad and subject to interpretation
Difficult to enforce
Enforcement may be demoralizing
12
Pros and Cons of Codes of Ethics
Pros
Can present lofty ideals of profession
Can be tailored to fit specific situations
Can be mechanism for clarifying values of group
79. Cons
Vague loftiness can inhibit concrete application
Difficult to enforce
Enforcement may be irrelevant—members can leave the
association
Can stifle discretion and inhibit job performance
13
Internal Controls
Responsiveness: the internalization of “technical knowledge”
and sensitivity to “public sentiment” Friedrich(1935)
External controls are “poor substitutes for a sense of duty. ….
One cannot commandeer responsibility. One can only cultivate
it, safeguard its roots, stimulate its growth, and provide it with
favorable climatic conditions.” Fritz Marx (1940)
80. 14
The New Public Administration
Minnowbrook Conference 1968: Began the movement
Administrators not simply neutral instruments of elected
officials but bring to policymaking and administration a
commitment to change.
Organizational change, social equity, and good management are
strongly bound together.
Client-oriented administration: the public and its problems are
the focus of concern.
81. 15
Tenents of the New Public Administration Movement
Administrators inevitably involved in politics
Political control over bureaucracy is essential
External political controls are not enough
External points of reference (management techniques,
professional standards, democratic government) engender
internal values and thus enhance responsible conduct.
16
PROS OF INTERNAL CONTROLS
Values internalized remain in the decision process. (Even if
supervisor or external controls are weak or absent.)
Internalized values are likely to create a responsive bureaucracy
82. that takes into account the unique dimensions of concrete
situations.
Cultivating internal controls give a person self-confidence even
in the midst of difficult decisions.
Cons of Internal Controls
In a society with relative values, whose values should be
adopted?
Internal controls can be unreliable and self-serving can
contaminate responsibility
Competing internal values can create conflict, e.g. technical or
professional standards can compete with sensitivity to public
concerns.
83. 18
ASPA CODE OF ETHICS
HTTP://WWW.ASPANET.ORG/PUBLIC/ASPA/RESOURCES/C
ODE_OF_ETHICS/ASP
A/RESOURCES/CODE%20OF%20ETHICS1.ASPX
I. Serve the Public Interest
Serve the public, beyond serving oneself. ASPA members are
committed to:
1. Exercise discretionary authority to promote the public
interest.
2. Oppose all forms of discrimination and harassment, and
promote
84. affirmative action.
3. Recognize and support the public's right to know the public's
business.
4. Involve citizens in policy decision-making.
5. Exercise compassion, benevolence, fairness and optimism.
6. Respond to the public in ways that are complete, clear, and
easy to
understand.
7. Assist citizens in their dealings with government.
8. Be prepared to make decisions that may not be popular.
II. Respect the Constitution and the Law
Respect, support, and study government constitutions and laws
that define
responsibilities of public agencies, employees, and all citizens.
ASPA members
are committed to:
1. Understand and apply legislation and regulations relevant to
their
professional role.
2. Work to improve and change laws and policies that are
85. counterproductive
or obsolete.
3. Eliminate unlawful discrimination.
4. Prevent all forms of mismanagement of public funds by
establishing and
maintaining strong fiscal and management controls, and by
supporting
audits and investigative activities.
5. Respect and protect privileged information.
6. Encourage and facilitate legitimate dissent activities in
government and
protect the whistleblowing rights of public employees.
7. Promote constitutional principles of equality, fairness,
representativeness,
responsiveness and due process in protecting citizens' rights.
III. Demonstrate Personal Integrity
Demonstrate the highest standards in all activities to inspire
public confidence
86. and trust in public service. ASPA members are committed to:
1. Maintain truthfulness and honesty and to not compromise
them for
advancement, honor, or personal gain.
2. Ensure that others receive credit for their work and
contributions.
3. Zealously guard against conflict of interest or its appearance:
e.g.,
nepotism, improper outside employment, misuse of public
resources or the
acceptance of gifts.
4. Respect superiors, subordinates, colleagues and the public.
5. Take responsibility for their own errors.
6. Conduct official acts without partisanship.
IV. Promote Ethical Organizations
Strengthen organizational capabilities to apply ethics, efficiency
and
87. effectiveness in serving the public. ASPA members are
committed to:
1. Enhance organizational capacity for open communication,
creativity, and
dedication.
2. Subordinate institutional loyalties to the public good.
3. Establish procedures that promote ethical behavior and hold
individuals
and organizations accountable for their conduct.
4. Provide organization members with an administrative means
for dissent,
assurance of due process and safeguards against reprisal.
5. Promote merit principles that protect against arbitrary and
capricious
actions.
6. Promote organizational accountability through appropriate
controls and
procedures.
7. Encourage organizations to adopt, distribute, and periodically
88. review a
code of ethics as a living document.
V. Strive for Professional Excellence
Strengthen individual capabilities and encourage the
professional development of
others. ASPA members are committed to:
1. Provide support and encouragement to upgrade competence.
2. Accept as a personal duty the responsibility to keep up to
date on
emerging issues and potential problems.
3. Encourage others, throughout their careers, to participate in
professional
activities and associations.
4. Allocate time to meet with students and provide a bridge
between
classroom studies and the realities of public service.
90. 1
Conflicts of Responsibility
Chapter Three describes the nature of roles in modern and
postmodern society.
Chapter Four discusses objective and subjective responsibility.
We have many roles, each of which consists of many sets of
obligations and interests.
Therefore, conflicts can be frequent, even between the roles of
citizen and administrator.
2
Conflicts of Authority
Conflict between objective responsibilities imposed by two or
more sources of authority
91. The law
Superiors
Politicians
The public
3
The Major, the Captain, and Corporal Montague
What are the facts: law, superior’s orders, impact on
subordinates?
What are the Principles: personal values, beliefs?
What alternatives do most justice to both objective and
subjective responsibility
May need to subordinate orders to law, principle
May not be one easy answer
May be painful but the pain is understood
92. 4
Role Conflicts: Inside vs. Outside
Politics and Toilets
Public health officer
Duty to citizens
Duty to Director
Leader in National Public Health Association
Champion of high standards
Writer of Guidelines
93. 5
Raising Salaries or Raising Hell?
Loyalty to staff vs. solidarity with management
Responsiveness to staff vs. authority of management
Union interests vs. department interests
Role Conflicts: Inside vs. Inside
6
Consequences of Role Conflicts
Moral deterioration: frustration and inability to make decisions
Sense of responsibility reduced: pressure and chance determine
decisions
Withdrawal: resignation, leave of absence, retirement
Avoid responsibility: avoid conflict and difficult decisions
Develop problem-solving ability: alternatives that satisfy
94. desires and requirements without violating codes
7
“Moral Creativity”
Understand facts of situation
Understand roles, values, codes
Consider all possible alternatives
Project consequences on roles and codes
Anticipate self-satisfaction level
Justify chosen alternative in terms of principles and
consequences
95. 8
That model again
9
Conflicts of Interest
Public role vs. self interest
Broader than just economic interest
Broader than what is or isn’t legal
“Situation in which a public employee has a
private or personal interest
sufficient to influence or appear to influence
the objective exercise of his official duties.” Institute of
Public Administration of Canada
96. 10
Types of Conflict of Interest
Bribery
Influence Peddling
Information Peddling
Financial Transactions
Gifts and Entertainment
Outside employment
Future employment
Dealings with relatives
97. 11
Maintaining the Public Trust
National Academy of Public Administration (after Watergate):
The officials in this political scandal did not understand that
“their obligations to the public as a whole
entail an additional and more rigorous set of standards and
constraints associated with the concept of public.
Many practices which are permissible, even normal, in the
private sector are, or should be, forbidden in government.”
Even the APPEARANCE of a conflict is interest is problematic.
http://www.youtube.com/watch?v=UVrGZSxpBEA
12