This report summarizes an ethical dilemma faced by the student while working as a guesthouse manager. The student was instructed by the guesthouse owners to hire tradesmen from out of town without informing them of the owners' poor reputation for late payments. The student considered various options, including resigning, following orders, voicing concerns, or hiring the tradesmen but being honest about late payments. The student chose the latter option. Kantian ethics is then applied to analyze if this action was ethical based on concepts of universalizability, good will, and treating others as ends. While the student's action passes Kant's test, the report notes limitations of Kantian ethics in addressing competing interests.
1. MGT211 Report
A workplace ethical dilemma
Assessment 2
Due date: Yth XXXX 20XX
Prepared by Donata Muntean
Student Number: 12345678
Yth XXXX 2015
Word count (not including references, footnote,table of
contents, or cover page): 1996
Table of contents
1. Introduction
3
2. The workplace
3
3. Ethical dilemma
2. 3
3.1 My dilemma
4
3.1.1 My options
4
3.1.2 My resolution
5
4. Kantian theory
5
4.1 Universal law
3. 5
4.2 Good will
5
4.3 Means and ends
6
5. Application of theory
6
5.1 Universal law
6
5.2 Good will
4. 6
5.3 Means and ends
7
6. Analysis
7
7. Criticisms of Kant’s ethics
7
8. Conclusion
5. 8
9. Reference List
9
1. Introduction
This report contains an account of an ethical dilemma that I
faced, and how I resolved it. Kantian theory is used to assess
whether or not my actions were ethical. The application of
theory to my dilemma highlights problems with Kantian ethics,
which are discussed in the report.
2. The workplace
I worked as a manager of a guesthouse in the Blue Mountains. It
was owned by a Japanese partnership. The owners resided in
Japan and operated a separate business there. I was responsible
for all aspects of running an 18 bedroom guesthouse. My duties
included taking room bookings, preparing accounts, managing
the housekeeping team, handling cash, and banking.
Shortly after being engaged, the owners told me that the
guesthouse was not making money. The guesthouse was in need
of repairs owing to some shoddy building work by a builder that
6. had since gone bankrupt. Three of the rooms could not be let
until the repairs had been completed. There was also other
maintenance work needed.
The owners did not have a good reputation in the area because
they habitually failed to pay bills promptly. They told me that it
was good business practice to hold onto money until there was
no choice but to pay. Even if this had not been their common
practice, they would have been unable to pay bills on time
owing to the guesthouse’s poor revenue. Irrespective of the
reasons for their late payments to contractors, the fact that they
were slow payers had spread through the area, and tradesmen
were reluctant to do any work at the guesthouse.
3. Ethical dilemmas
A dilemma occurs when a person is faced with a problem that
has no simple resolution. In fact, the individual may have
several options but no one option provides a palatable solution.
An ethical dilemma is a dilemma that has ethical dimensions: it
is likely to affect others. A dilemma can be articulated as a
“Should I do X or should I do Y?’ question as I have done in
section 3.1.1.
An ethical dilemma should not be confused with a problem that
is easily resolved and/or involves an established course of
action. For example, if a supervisor sees an employee not
complying with a workplace policy, and the usual action taken
in this situation is to counsel the employee, a decision to
counsel the employee in accordance with the workplace policy
is not an ethical dilemma; it is an operational matter and
management issue.
3.1 My dilemma
I was instructed to engage the services of tradesmen who were
not aware of the guesthouse owners’ bad reputation. Urgent
repairs were needed on the three damaged rooms, and I was
7. asked to seek tradesmen from further afield to complete the
work. I felt very uncomfortable about following out this order.
If we were seeking other tradesmen because we were unsatisfied
with local tradesmen’s work, I would not have hesitated.
However, the reason that the owners wanted tradesmen that
were not locals was in order to engage the services of small
businessmen who were unaware of the business’s reputation for
failing to pay on time. In effect, this would rob the tradesmen
of their ability to make an informed choice. In order to make
informed choices, individuals must be provided with all relevant
information, be free from coercion, and have time to deliberate
(Shaw et al, 2013).
3.1.1 My options
Since I felt uncomfortable about the owners’ instructions, and
did not know what to do, I thought about the options available
to me:
A) Resign and avoid the dilemma
This was not financially viable. I had a family for whom I was
the main provider. Jobs are not always readily available in small
towns, and I could not afford to be out of work. Additionally, if
I were to leave, my incumbent may not have had the same
qualms as I had. If this were the case, my resignation would
have served no useful purpose except for absolving me from
having to make a difficult decision.
B) Ignore my reservations, and engage the necessary
tradespeople
Whilst this went against my personal values, I believed that I
owed loyalty to my employer, but was unsure how far that
loyalty should go.
C) Voice my concerns to my employers
I thought about explaining to my employers that I felt
8. uncomfortable in acquiescing to their demand and asking them
to ensure that they topped up the guesthouse’s cash reserves so
that I could pay the tradesmen.
D) Refuse to do as I was instructed
This was not really an option that I seriously considered
because the outcome would probably have been dismissal
without a reference and I could not afford to be unemployed.
E) Order the work but be honest with the tradesmen.
To me, this seemed to be the most palatable option because I
would be carrying out my employers’ instructions whilst, at the
same time, upholding my own personal values.
Given that options A and D were quickly dismissed, my
dilemma could be articulated as, “Should I ignore my
reservations, voice my concerns to my employers, or order the
work but tell the tradespeople that they were unlikely to be paid
promptly?”
I tried explaining my reservations to the owners but they
reminded me of their cash flow problems, told me that this was
their normal business practice and that, if I looked hard enough,
I would find someone to carry out the work.
3.1.2 My resolution
Since the owners’ response did not provide me with a
satisfactory solution, I still had two options: to ignore my
reservations and do as I was told, or order the work and advise
tradesmen of the likelihood of not getting paid for some time. I
chose to be honest with the tradesmen.
4. Kantian theory
Kantian ethics is based upon respect for others, with a focus on
reason, motives, and duty rather than on the consequences of an
action (Shaw, Barry, Issa & Catley, 2013). Kant believed that
9. that there is one command that is binding on all rational beings.
He called this the ‘categorical imperative’ (Shaw et al,
2013).Kant’s theory can be broken down into their concepts:
universal law, good will, and treating people as ends in
themselves rather than as a means to an end.
4.1 Universal law
For an action to be ethical, Kant posited that it could be willed
a law that any rational person would accept as a law by which
he or she should live. He called this concept universability. To
assess whether an action is ethical, the underlying principle
should be scrutinised to determine whether it would be a
principle or law which all rational people would accept
4.2 Good will
Kant also claimed that no action is ethical unless it is done out
of a sense of duty. We could do something that has good
consequences but if we are not doing it because we feel that it is
our duty to do it, then the action has no moral worth.
4.3 Means and ends
Treating others as an end involves not using people to achieve
our own objectives. We should deal with them fairly and
transparently.
5. Application of theory
For the purposes of this report, I have applied Kantian theory to
my actions. In order to assess whether my actions were ethical,
I will test them according to Kant’s concepts of universability,
good will, and treating others as an end. I have chosen to apply
the theory to my action of telling the truth, and not withholding
information from the tradesmen.
5.1 Universal law
The principle that underpins my action could be articulated as,
“It is acceptable to tell the truth and not lie by omission.”
Withholding information that would affect a tradesman’s
10. decision about whether or not to accept the work is lying by
omission. Rational people would accept a principle such as truth
telling since if they were in the tradesmen’s position, they
would want to know all relevant information before taking on
any work. Many tradespeople are self employed and rely on
prompt payment to remain solvent. If their customers withhold
payment, this could adversely affect the tradespeople’s ability
to keep their businesses going. Rational people would not
accept an environment in which tradespeople’s livelihoods were
threatened since they would use reason to determine how they
would feel if they were the tradespeople in question.
Furthermore, rational people would want everyone to have
sufficient information to make an informed choice. If it was
acceptable to not provide all relevant information, no-one could
rely on anyone’s word because we could not be sure that we had
enough information to judge a situation accurately. This could
lead to one party (those with information) to manipulate those
who did not have the information, and no rational person would
accept this.
5.2 Good will
Since my core values include not cheating others, and I felt that
engaging people when I knew that they were unlikely to be paid
promptly was tantamount to cheating them, I felt a duty to not
act in a way that might cause the tradesmen financial hardship. I
also felt that withholding information about the owners’ poor
payment history was lying by omission.
Since I believed it my duty to tell the truth, and not withhold
relevant information, my actions were done out of a sense of
duty. Consequently, my actions would be judged ethical
according to Kant’s concept of good will.
5.3 Means and ends
In this case, my end was to engage tradesmen to perform repairs
and maintenance on the guesthouse. I had been instructed to
arrange tradesmen and, since the maintenance of the property
was a part of my role as manager of the guesthouse, I had a duty
11. to ensure that rooms were comfortable and safe for our guests.
Since I provided the tradesmen with all of the necessary
information for them to make informed decisions, I was not
treating them as a means to my end.
6. Analysis
My action, to tell the truth and not withhold information, could
be willed a universal law. Rational people would accept this as
a law with which all should comply. I acted out of a sense of
duty, and I did not treat tradesmen as a means to my end. An
application of Kantian theory, therefore, finds my actions to be
ethical.
7. Criticisms of Kant’s ethics
One of the criticisms of Kant’s theory is that it does not provide
us with resolutions when we are faced with competing interests.
My dilemma could be analysed from several perspectives. In the
scenario described, there were several competing interests: self-
interest, my employers’ interests, and the tradesmen’s interests.
If I were to analyse my actions from another perspective, I
might reach a different conclusion: that my actions were
unethical. For example, were I to use “It is acceptable to ignore
an employer’s instructions” I would have to conclude that I was
not acting out of a sense of duty to my employer, that I was
using my employer as a means to my ends, my end being to be
paid an income, and I was not acting out of a sense of duty to
my employer.
8. Conclusion
I was faced with an ethical dilemma in my workplace. In order
to resolve my problem, I reflected upon the options available to
me and chose the option with which I felt most comfortable at
the time. Looking back, and having a greater understanding of
ethics, I believe I would act the same if I faced the dilemma
today. An application of Kantian ethics found my actions to be
12. ethical but applying the theory from a different perspective gave
a different answer. This highlights one of the criticisms of
Kantian theory. Nevertheless, it is a theory which prompts us to
reflect upon the humanity of others, and requires us to treat
others respectfully and thus can be helpful when thinking about
ethical problems.
9. Reference List
Shaw, W., Barry, V., Issa, T., & Catley, B. (2013) Moral Issues
in Business 2nd Asia-Pacific ed., Cengage Learning.
Melbourne, Australia
Students please note:
Please provide some feedback in the text box above for the
‘student’ who wrote this report. Think about what sort of
feedback you would like and what would benefit you the most.
(E.g. if you have performed poorly, you would probably benefit
from some constructive criticism and suggestions about how
you could improve your work. If you have performed well, you
would still benefit from knowing what was done well and if
there is anything that you could do to improve future
assignments).
You should also highlight the appropriate cells in the marking
rubric below in order to calculate a mark for the student. I have
completed the cell that relates to application of theory to
demonstrate how to complete the cells - and because you are not
expected to discern how well the student has applied theory yet.
You will not be marked on the mark you give (markers are not
looking for a mark that ágrees’ with theirs) but on the quality of
the feedback you provide.
Marking rubric
13. Assessment 2 - Report
High Distinction (HD)
Distinction (DI)
Credit
(CD)
Pass
(PS)
Fail
(FL)
Criterion 1
9-10
8
7
5-6
<5
Written expression, referencing, and editing (10 marks)
Use of academic writing which is formal, and cautiously
phrased. Work contains distinct readily graspable statements
with no errors
References in text and in reference list comply to APA
standards.
Use of academic writing which is formal, and cautiously
phrased. Work contains distinct readily graspable statements
with very few errors.
References in text and in reference list comply to APA
standards.
Appropriate academic/professional writing. Minor spelling,
grammar and punctuation errors. Work shows evidence of
proofreading. References in text and in reference list comply to
APA standards.
Appropriate academic/professional writing. Some spelling,
grammar and punctuation errors found but the work is readable.
Others’ work has been acknowledged, although it does not
14. always comply with APA referencing standards
Writing is not of academic standard in that it contains spelling,
grammatical and punctuation errors. The work of other’s is not
credited and no attempt at APA referencing is evident
Criterion 2
9-10
8
7
5-6
<5
Organisation and structure (10 marks)
Extremely well organised. Work contains well-structured
paragraphs with appropriate headings used. Content is
structured in a manner that facilitates reader understanding.
Logical structure aids reader’s
understanding. One main argument/idea introduced per
paragraph, supported by appropriate headings and relevant
points.
Well-structured with one main idea or argument provided per
paragraph. It is logically structured so that the reader can
follow the arguments/ideas.
Reader can follow the author’s meaning, although work may
include too many ideas in one paragraph.
Writing does not demonstrate properly formed sentences or
paragraphs.
Criterion 3
17-20
15-16
13-14
10-12
<10
Definition of an ethical dilemma, and explanation of ethical
dilemma faced
15. (20 marks)
Definition of dilemma provided that is accurate and clear.
Description of an ethical dilemma that the student experienced
that allows the reader to understand the nature of the dilemma.
It clearly explains why the issue was a dilemma and why the
dilemma had ethical dimensions. The description shows a clear
understanding of why some issues have ethical dimensions
whilst others do not.
Definition of dilemma provided that is accurate and clear.
Description of an ethical dilemma that the student experienced
that allows the reader to understand the nature of the dilemma.
It clearly explains why the issue was a dilemma and why the
dilemma had ethical dimensions. The description shows a clear
understanding of why some issues have ethical dimensions
Definition of dilemma provided that is clear. Description of an
ethical dilemma that the student experienced that allows the
reader to understand the nature of the dilemma. It clearly
explains why the issue was a dilemma and why the dilemma had
ethical dimensions.
Definition of dilemma provided that may not be very clear.
Description that allows the reader to understand the nature of
the dilemma that the student experienced.
A definition of dilemma is not provided. An unclear or no
description of an ethical dilemma experienced by the student is
given.
Criterion 4
9-10
8
7
5-6
<5
*Fulfilling the presentation requirements - see not below (10
marks)
All parts of the question have been addressed comprehensively.
Each part of the task has been completed in detail.
16. All parts of the task have been addressed adequately.
All parts of the task have been addressed but there is room for
further elaboration of some of the points/inclusions.
Most parts of the task have been addressed, but there are some
minor omissions.
Less than half of the required task has been attempted.
Criterion 5
9-10
8
7
5-6
<5
Description of ethical theory
(10 marks)
The main points, and the criticisms of the theory, have been
discussed in a manner that shows evidence of clear
understanding, and provides a strong rationale for why the
theory could facilitate ethical decision making.
The main points, and the criticisms of the theory, have been
discussed in a manner that shows evidence of clear
understanding
The main points have been discussed with an attempt made to
explain the rationale/logic underpinning the theory.
The main points of the theory (from Shaw et al. Ch 2 and/or
MGT230 learning resources) have been reiterated but the work
does not show evidence of student understanding.
Main points of the theory have not been reiterated and there is
no evidence of understanding
Criterion 6
34-40
30-33
26-29
20-25
<20
Application of theory, development of logical arguments, and
reflection on how stakeholders could be affected by student's
17. actions.
(40 marks)
Mark achieved:37
Ethical theory has been applied to assess actions. The
application is logical, contains no flaws, and is comprehensive.
Provides relevant and coherent arguments, and uses appropriate
ethical principles to support them. Critical thinking used to
present a compelling and persuasive argument.
Evidence of objective reflection.
Ethical theory has been applied to assess actions. The
application is logical and contains no flaws. Provides relevant
and coherent arguments, and uses appropriate ethical principles
to support them. Additionally, critical thinking has been used to
group ideas and to make strong arguments.
Ethical theory has been applied well. Some minor
inconsistencies may be present. Provides relevant and coherent
arguments, and uses appropriate ethical principles to support
them. Reasoning based on facts rather than on unfounded
opinions
An attempt has been made to apply theory to assess student's
actions, but the application has some flaws and is relatively
superficial. The student provides somewhat relevant and
coherent arguments, although not all are properly supported.
There may be some reliance on unfounded opinions or
assumptions rather than on facts.
No attempt has been made to apply theory to assess student’s
actions. Either no argument or an incoherent one is provided.
* The instructions used to assess criterion 4 are:
·Report format used
·Legible presentation
18. ·Arial 10pt or TNR 12pt used
·Student’s name and page numbers in footnotes
·Work NOT converted into pdf
- All requested sections of the report are provided
- At least 1.5 spacing between lines of text
Add up all the marks you have awarded (including the 37 marks
that I’ve awarded for criterion 6) and record it in the feedback
box on page 9.
Feedback:
1
Student Name. Student Number 12345678
2.500
.375
.875 1.100 - .000
+.005
20. TITLE:
NAME DATE
COMMENTS:
Q.A.
MFG APPR.
ENG APPR.
CHECKED
DRAWN
Machined
Plain Carbon Steel
FINISH
MATERIAL
INTERPRET GEOMETRIC
TOLERANCING PER:
DIMENSIONS ARE IN INCHES
TOLERANCES:
FRACTIONAL 1/64
ANGULAR: MACH .5 BEND .5
TWO PLACE DECIMAL .010
THREE PLACE DECIMAL .005
APPLICATION
21. USED ONNEXT ASSY
PROPRIETARY AND CONFIDENTIAL
THE INFORMATION CONTAINED IN THIS
DRAWING IS THE SOLE PROPERTY OF
<INSERT COMPANY NAME HERE>. ANY
REPRODUCTION IN PART OR AS A WHOLE
WITHOUT THE WRITTEN PERMISSION OF
<INSERT COMPANY NAME HERE> IS
PROHIBITED.
5 4 3 2 1
MAE-Student Shop
A
B
C
D
C
A
B
DRILL ALL JAW PLATES TOGETHER!
ONLY THESE HOLES WILL BE DRILLED
THEN BORED TO THE PROPER SIZE
OF THE RAIL MATERIAL.
22. X
Y
Hole Table
TAG SIZE QUANTITY
A
ADD .001 TO DIA.
MEASURE RAIL MATERIAL 2
B .221 THRU ALL .325 .190 2
C .159 THRU ALL10-32 UNF THRU ALL 2
D
.635 - .005
+.000 .180 - .000
+.005
.406 THRU ALL
1
Moveable Jaw
DO NOT SCALE DRAWING
RV-MJ-1000-A
SHEET 2 OF 2
12-16-08LBUCHOLZ
UNLESS OTHERWISE SPECIFIED:
23. SCALE: 1:1 WEIGHT: 0.41 lbs.
REVDWG. NO.
A
SIZE
TITLE:
NAME DATE
COMMENTS:
Q.A.
MFG APPR.
ENG APPR.
CHECKED
DRAWN
Machined
Plain Carbon Steel
FINISH
MATERIAL
INTERPRET GEOMETRIC
TOLERANCING PER:
APPLICATION
24. USED ONNEXT ASSY
PROPRIETARY AND CONFIDENTIAL
THE INFORMATION CONTAINED IN THIS
DRAWING IS THE SOLE PROPERTY OF
<INSERT COMPANY NAME HERE>. ANY
REPRODUCTION IN PART OR AS A WHOLE
WITHOUT THE WRITTEN PERMISSION OF
<INSERT COMPANY NAME HERE> IS
PROHIBITED.
5 4 3 2 1
MAE-Student Shop
DIMENSIONS ARE IN INCHES
TOLERANCES:
FRACTIONAL 1/64
ANGULAR: MACH .5 BEND .5
TWO PLACE DECIMAL .010
THREE PLACE DECIMAL .005
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