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Posts Tagged ‘ethical dilemmas’

Free Activity: Ethical Polling

Thursday, March 25th, 2010

IMPORTANT:

  • This activity runs more smoothly if you prepare a Summary Sheet in advance, preferably on a flipchart page or a whiteboard. See below for an example.
  • You will need help displaying the results of this activity. Identify a participant in advance who can help you quickly, accurately and legibly tabulate the responses on the flipchart sheet that you have prepared.

Introduce Activity/Give Instructions

Pass out the Handout and Scoring Sheet to each participant.

REVIEW the instructions on the Handout, and explain that their opinions—the way they label the behaviors— will be anonymously collected, summarized and then discussed with the group.

The Handout asks what category each of 20 behaviors belongs to:
Clearly ethical, clearly unethical, or some shade of gray.

ALLOW participants 5 – 6 minutes to work through the list and categorize each of the behaviors as E, L, M, D, or U.

Once participants have finished filling out the Handout, direct them to summarize their own results on the Scoring Sheet.  Participants should not write their names on this scoring sheet when they turn it in to the facilitator.

ALSO MAKE SURE participants understand that they are to list the actual numbers of the items in the boxes, rather than a count of how many items they labeled in each category.  (This makes it possible to tabulate the responses.)

Sample Summary Sheet: Flipchart/Whiteboard

In advance of the session or while participants are working on their Handouts, prepare your whiteboard or flipchart page to display a summary of the data.

Directions: Set up a flipchart sheet or whiteboard as shown below (this table has been shortened to save space). Summarize the participants’ responses (from their Scoring Sheets) by placing tally (or hatch) marks in the table below.  Tally marks will enable the group to see the patterns of the responses.

Item E L M D U
1
2
20

 

Polling Activity Debrief

Collect all Scoring Sheets and summarize them on your whiteboard or flipchart. When the participants’ individual tallies have been recorded for all to see, proceed with the debrief.

ASK:

  • What makes categorizing some of the behaviors difficult?  Which items were difficult to categorize?
  • Can a behavior be “slightly unethical?” or “Close, but not quite unethical?”
  • What criteria did you use to categorize your choices?  In other words, as you grouped the behaviors on the list, what were your choices based on?

               Possible examples of criteria:

  •            • Would the violation be discovered?
  •            • Were people emotionally affected?
  •            • Were significant dollars involved?
  •            • Would this behavior physically harm anyone?
  • Do you think people consider impacts or consequences when they are making their choices about ethical issues?  Which impacts make the most difference?

Discuss the results displayed on the flipchart summary. Look for certain item numbers.  Were most of the behaviors listed as E or U, or were many more listed in the gray columns?  ASK participants what patterns stand out for them.

POINT OUT items (behaviors) that have the widest range of responses.  Have the group discuss why these items might have received the range of responses they did.

SUGGEST that a possible explanation for items having a range of responses (tally marks in several categories) or items where a large number of responses labeled the behavior as M is that the organization’s policies and guidance on these behaviors might not be clear enough.

As time permits, discuss other patterns participants see in the responses. It’s likely that very rich discussions will occur around the issues raised by this exercise.

MAKE ONE OR MORE OF THESE KEY POINTS:

  • As we gain experience in the workplace, we tend to see things less often in terms of black and white.  Where we draw the line between right and wrong tends to become a bit blurry.
  • When right and wrong become blurry — when we are operating in the gray zone — we should fall back on the guidance of our experience, or the guidance of rules, procedures, and laws for direction.
  • It’s not possible for organizations to guide every specific behavior, or to have a rule or regulation to cover every situation. That’s why it comes down to the individual and to his or her choices.
  • Employees need to understand the intent of the organization’s code of conduct, and have an understanding of its values (and for the organization to have clear values).


Handout: Ethical Polling

Directions: What category does each of the behaviors on the list belong to?

E Clearly Ethical.
L Light Gray. Ethical, but a little fuzzy.
M Medium Gray/Fuzzy. Not obviously unethical, but not really ethical either.
D Dark Gray.  Shady.  Leaning strongly toward unethical.
U Clearly Unethical.

 

1. Conducting personal business on company time (sending personal messages on company e-mail; extending lunch breaks to run errands).
2. Using or taking company resources for personal purposes (home office, kids’ school, etc.).
3. Calling in sick when you’re not really sick.
4. Going to work to meet a deadline when you’re obviously sick or contagious.
5. Telling or passing along an ethnically- or sexually-oriented joke.
6. Engaging in negative gossip or spreading rumors about someone.
7. Bad-mouthing the company or management to co-workers.
8. Bad-mouthing the company or management to people outside the company.
9. Reading information or documents on a co-worker’s desk or computer screen without their knowledge.
10. Passing along personal information shared in confidence.
11. Ignoring an organizational rule or procedure.
12. Explaining behavior with, “No one told me not to do this.”
13. Failing to follow through on something promised by a date/time without renegotiating the deadline.
14. Withholding work-related information shared in confidence that others may need.
15. Letting someone fail at a task to strengthen your own position.
16. Accepting credit for something that someone else did.
17. Manipulating or withholding information in order to make a sale.
18. Failing to acknowledge or failing to attempt to correct an obvious mistake.
19. Expecting someone else to check your work for errors or flaws.
20. At tax time, making two copies of your personal returns on the office copier.

 

Polling Scoring Sheet

Directions: Write the numbers of the items on the Handout that fall into each of the following categories. For example, if you marked items 4, 7 and 12 as E (Ethical), write 4, 7, 12 in the large box on the E (Ethical) row.  Do the same for each category (E, L, M, D, U).

 

Scale Items at this Level
E
Ethical
L
Light Gray
M
Medium Gray
D
Dark Gray
U
Unethical

Please hand this form to the workshop leader after recording your responses.
Do not write your name on the form.
 

This activity is excerpted from the Leader’s Guide for the video training program Ethics 4 Everyone.

Need more help in this area? Ethics 4 Everyone provides a powerful ethics overview for any type of organization. In just 15 minutes, viewers see why focusing on ethics is key to organizational and individual success. They are also given an ethical action test, tips for solving ethical dilemmas, and more.

Ethical Dilemmas – Group Activity

Tuesday, September 22nd, 2009

In most workplace situations, there is a clear-cut right way or wrong way to act.  However, we occasionally run into ethical scenarios where there are positive aspects to two differing actions and we are left with a dilemma.  These “competing rights” situations can be extremely stressful.

Here are a few examples:
   It’s right to communicate information that might help other people…
   But it’s also right to respect the confidentiality of information if you have agreed to do so.

   It’s right to follow through on commitments you’ve made…
   But it’s also right to address a higher priority task that suddenly needs to be completed.

In this exercise, your group will think about situations where there are conflicting rights and develop strategies for resolving them.

Set up the Activity
Break the group into several smaller groups of 2-3 people and have each small group work on one of the following situations (or have them come up with one of their own).

• Going to work when you’re obviously sick and possibly contagious.
• Telling an insecure co-worker (or subordinate) their work is good when it is not.
• Voicing support for a decision you don’t really believe in because everyone else is in favor of it and there is no more time for discussion.
• Ignoring a subordinate’s chronic tardiness because the employee has a troublesome home life and you figure they’ve got enough to deal with.

(See “Key” below for the conflicting rights in these situations.)

Review the Situation
For the issue they’ve selected, ask each group to discuss and take brief notes on:
• What are the competing “rights” in this scenario?
• What rationalizations might someone make in this situation? (Examples might include, “It’ll just be easier this way”, “It’s not that big a deal.”, “I don’t have time…”
• What outside influences might be in play?

Note: You may want to explain that influences can either be “supporting” (i.e. they help us make ethical choices– such as a manager who consistently demonstrates high integrity) or  “distracting” (i.e. they potentially lead us toward unethical behavior—such as an emphasis on meeting a quota at all costs.)

At this stage, do not have the groups come up with a solution or final decision.

Resolve the Dilemma
Explain to participants that—as they have just seen– in the case of conflicting rights, both choices may be ethical to some extent, but one is a better choice than the other.  Dilemmas typically have “better” answers, but the decision process can be tough.

Introduce the following three steps to resolving ethical dilemmas:
1) If possible, eliminate the conflict. (Seek permission to grant an exception, make a special case, or otherwise change the conditions.)

2) Decide what’s more right. (Ask which option is most in line with laws or organizational values?  Which provides the greatest benefit for the largest number of people? Which sets the best precedent for guiding similar decisions in the future?)

3) Seek Assistance. (Run the situation past your manager, HR or anyone who can listen and provide objective feedback.)

Have each group revisit their dilemma and apply these 3 steps to their decision making process. What would their suggested course of action be?

Debrief
Ask a representative from each group to describe the course of action they decided on, and the rationale behind it.

Key for Instructors:
For each of the situations your group will work with, here is a little more information on the answers you might look for.
Example 1) It’s right to want to meet deadlines and keep the organization from being short-handed, but it’s also right to stay home when you’re sick so you will get well faster and avoid infecting others.
Example 2) It’s right to protect a co-worker’s feelings (especially when the person is insecure) but it is also right to make sure people know when their work is falling short so they aren’t misled into thinking they’re doing fine.
Example 3) It’s right to be supportive of a team decision, but it’s also right to make sure people know where you truly stand on an issue.
Example 4) It’s right to empathize with people who are having personal troubles, but it’s also right to keep the workplace fair.


Activity based on a section of the Leader’s Guide for the CRM Learning program
Ethics 4 Everyone.

Need help in this area? Ethics 4 Everyone is a proven training program for teaching people how to handle a variety of workplace ethics situations including the ones that fall into that tricky “grey area.”

Training Success Story: CRM’s “Ethics 4 Everyone’’

Tuesday, October 21st, 2008

The ROE Report Results: A recent “Return on Expectation” (ROE) study has shown that CRM Learning’s “Ethics for Everyone” video training program exceeds customer expectations nearly 100 percent of the time. Both individuals and organizations have rated their experience as “highly satisfactory” in an independently-conducted study.

About the Video: “Ethics 4 Everyone” combines real-world situations and practical advice for anyone confronted with ethical issues at work. The training program teaches participants to apply a quick “Ethical Action Test” to various situations – and the entire video runs only 15 minutes. A bonus segment for organizational leaders is also included.

Survey Methodology: A variety of clients participated in the survey, ranging from business, financial, education and non-profit sectors. Interviews lasted 30 minutes each, and each client was told that answers would be anonymous and aggregated into a central database in order to ensure unbiased feedback.

Training expectations: Several clients have used the program multiple times over the past few years, and many have made it a core requirement of their employee training programs.

“We are a school who trains high school students in their trades to work in the real world,” one participant said, “and we wanted not only to teach the meaning of ethics, but show real-life situations.” Ethics 4 Everyone fit the bill for this client because it was a great introduction to industry-specific situations, and it illustrated the professional expectations the workplace requires. It also proved to be the perfect conversation opener when discussing the excuses and rationalizations that often happen when someone is in an ethical dilemma.

Ethics 4 Everyone truly lived up to its name, according to several clients. “I used it for leaders who need to set the tone for the entire organization,” said one respondent. But another said “I thought it would be very high-level, but it ended up that it applies to everyone.”

Other clients loved the fact that the video was short, so they could set expectations about company culture early – and often – and at any time. Others praised the program’s inherent flexibility, because it’s relatively short running time made it easy to fit into busy schedules. And for many clients, ethics training was required for compliance. “As a publicly-held company, we need to explain how imperative ethics are,” one client noted.

How Behaviors Changed: Several respondents noted that while they could not detect any overt changes in behaviors on the job, the subject of ethics was certainly top of mind after viewing the training program. “We received excellent feedback about employees increasing their self-awareness,” one client reported. “I heard comments like ‘Now I understand what I’m supposed to do’. Some people even mentioned there were things they had done in the past they didn’t realize they shouldn’t have.”

One client firmly believed Ethics 4 Everyone saved the company money in the long run. “I believe this program leads to avoiding regulatory issues,” the client said. “And we maintain and untarnished image with our customers.”

Summary: Overall, 95 percent reported the video training met or exceeded expectations, and all who used the program said they would recommend it to others. Finally, one respondent summed up the overall satisfaction level with this: “We just haven’t found anything better than this program.”

Get started with Ethics for Everyone, View Trailer or Full Length Preview


 

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