In two of the U.S. Supreme Court cases discussed in my essay onof government employees, the conflict between management and anindividual's ethical obligation resulted in terminationof the individual's employment.
1. Myers' controversy grew out of Connick's decisionto transfer Myers to another section of court,where Myers believed she could have a conflict of interest,in violation of fundamental obligations of an attorney.
The following court opinion did discuss professional autonomy,in the context of deciding whether litigation ofAIDS transmitted by a blood bank should be decided under theprofessional standard of care or underthe standard of ordinary negligence.
In this article we also show that just as humanity can no longer ignore the impact its activities have on the physical environment, so people cannot ignore the effect of the quality of their relationships on bottom line profitability. As described by Daniel Goleman (2) in his book, Social Intelligence, there is an emotional economy that underlies the performance of the human capital on which all business success is built. Working with social and emotional intelligence is the hallmark of the ethical leader. This article examines the qualities of such a leader who has the courage to stand up for what is right and knows not only what to do but also what is worth doing. The article also describes how the qualities of ethical leadership can be developed through training, how they can be measured, and how they benefit the individual, the team, the organization, and society as a whole. Finally, we conclude with an assessment of the relevance and importance of these qualities to leadership development practitioners everywhere.
Ethics & the Environment publishes papers on all topics encompassed by the broad term environmental ethics. Double-spaced manuscripts may be submitted at any time, and preference will be given to those of 35 pages or less, including an abstract of fewer than 150 words. Ethics & the Environment uses the Chicago Manual of Style's author/date system of citing references (see a published issue for specific examples). Notes should be on a separate sheet at the end of the manuscript. Authors should submit two copies of a manuscript, one completely blinded and one including all author contact information as well as an author bio of approximately 75 words. The submission process is entirely electronic and all correspondence should be sent to the managing editor at .
In this lesson, we explore ethical dilemmas that face normal people around the world, in all walks of life. Some of their cases are familiar, while others are obscure. But they hold one thing in common: They feature individuals who followed the guidance of their own moral code, often risking personal injury or community censure to do so. We’ll ask students to examine the underlying characteristics of such episodes, and consider whether some acts are more deserving of support than others.
Contributions towards ethical thought are abundant from established areas of knowledge in philosophy, psychology, the religions and spirituality, leadership, science, the environmental movement, personal development, health and wellness, etc. Only thoughtful choice and selection are required to pick out the very best information as examples.
It is most important that the learning be guided by materials that embody the new knowledge from science and from research on leadership as well as the ancient principles from ethics so that participants are challenged to think broadly and deeply about their work. The 21st century is taking us into uncharted territory in terms of what it means to act as global citizens transcending all barriers as we struggle to live together well in an interdependent finite world. The future is now literally in our hands, and we need to be vigilant, resourceful and comprehensive in our quest for new learning to carry us through. Nowhere is this more important than in the learning we embrace through leadership development.
Does the system need fixing? Read this by Peter Ludlow, a philosopher at Northwestern University, that considers whether people must occasionally take action to address “systemic evil” in organizations or whole societies. Do you agree with his assertion that young people are particularly well attuned to such issues?
The kind of leadership learning described above needs to be spread out over time, allowing the concepts and principles to be internalized, and providing for opportunities to bring real life issues to the table for discussion and potential resolution. Depending on the size of the organization and other factors such as location of offices, manufacturing plants and stores, the learning should be carried out both with team leaders from different operations meeting together, and with team leaders working with their own team members to understand the strength of an ethical team. Face to face meetings can be supplemented with online and other forms of interactive distance learning.
At the level of the larger organization, the Ethical Organization Scale is used to engage leaders at different levels and from different parts of the organization to consider how well the organization as a whole is doing on such issues as treatment of the work force, relationships with customers or clients, relationships with contractors and suppliers, and external relationships in the community and society at large. There are ten items on this scale. The kind of discussion engendered by these items usually reveals discrepancies in the perception of leaders about various facets of organizational ethical performance. Uncovering these differences provides fertile ground for problem solving and creative thinking about what needs to be done to improve things.
In choosing content, however, some essential parameters and principles regarding the practice of ethical leadership stand out. Chief among these is to understand that ethical practice is universal and applies to relationships among all of humanity and between people and all living things, including the planetary systems that support life. This means that the basic principle of not harming others for one’s own benefit is a sacred universal principle and is not subject to cultural interpretation. Respect for others in all their diversity and valuing the myriad relationships in the web of life underlies all right action.
Beginning with the understanding that effective ethical leadership depends on personal ethical competence, the Ethical Competence Scale is used to give respondents the experience of reflecting in a comprehensive and rigorous way on the level of their ethical competence across 30 items covering personal ethical competence, social ethical competence and global ethical competence. This personal reflection is followed by small group discussion, simulation and role playing focused on where and how these specific competencies apply in their industry or business. Examples of real or potential ethical breaches are raised and participants are challenged to apply creative thinking to identify strategies and solutions for dealing with these problems.