Notesale: Turn your study into money

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Business Ethics

Collection Editor:
William Frey

Business Ethics

Collection Editor:
William Frey
Authors:
Jose A
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Collection structure revised: January 2, 2009
PDF generated: October 18, 2010
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Table of Contents
1 Ethical Leadership
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„heory fuilding e™tivitiesX wount—in „errorist ixer™ise F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F I
„heoryEfuilding e™tivitiesX †irtue ithi™s F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F S
wor—l ixempl—rs in fusiness —nd €rofession—l ithi™s F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F IP
ithi™s of „e—m ‡ork F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F IU

2 Ethical Decision-Making
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ithi™—l ‚ights for ‡orking ingineers —nd yther €rofession—ls F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F PQ
„hree pr—meworks for ithi™—l he™ision w—king —nd qood gomputing ‚eports F F F F F F F F F F F F F F PW
†—luesEf—sed he™isionEw—king in qil˜—ne qold F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F RH
ƒo™ioE„e™hni™—l ƒystems in €rofession—l he™ision w—king F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F RR

3 CSR (Corporate Social Responsibility)
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hi'erent eppro—™hes to gorpor—te qovern—n™e F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F WW
heveloping ithi™s godes —nd ƒt—tements of †—lues F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F III
€ir—te gode for ingineering ithi™s F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F IPP
gorpor—te ithi™s gompli—n™e y0™er ‚eport F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F FF F F F F F F F F F F F IPV
feing —n ithi™—l to˜ g—ndid—te F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F IQP

5 Business Ethics Case Studies
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2 qr—y w—tters for the rughes eir™r—ft g—se F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F ITS
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4 „oysm—rt g—se ixer™ises E ƒtudent wodule F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F IUW
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6 g—se en—lysis —nd €resent—tionX w—™h—do F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F PHQ
6 Business Ethics Bowl

€r—™ti™—l —nd €rofession—l ithi™s fowl e™tivityX pollowE…p snEhepth g—se en—lE
ysis F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F PII
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7 Course Procedures
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2 ‚e—lizing ‚esponsi˜ility „hrough gl—ss €—rti™ip—tion F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F PPW
Index F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F PQT
Attributions F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F F FPQV

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Chapter 1
Ethical Leadership
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CHAPTER 1
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Halley Sanchez

il „errorist— de l— wont—ñ— „ú eres un —ntropólogo que por un mes h— est—do viviendo ™on y o˜serv—ndo @o
se—D estudi—ndoA — los residents de un— —lde— en un— —re— remot— mont—ñoz— de un p—is en eméri™— v—tin—F
il dí— que te dispone irte de l— —lde—D —pre™e un grupo de hom˜res —rm—dos que reúnen — los —lde—nos y
les —nun™i—n que se h—n enter—do de que ellos h—n est—do ™ooper—ndo ™on el go˜ierno represivo y queD ™omo
le™™iónD h—n de eje™ut—r viente de ellosF il líder de los terrorist—s te mir— y te di™e que tú te puedes irD
y— que no estás involu™—rdo en l— lu™h— p—trióti™— y que ellos no están en l— ™ostum˜re de tom—r rehénes
extr—njerosF he˜ido — que te d— l— impresión de que el líder de los supuestos p—triót—s @terrorist—scA es un
hom˜re edu™—doD tú te —treves tr—t—r de r—zon—r ™on élF ve expli™— que llev—s un mes en l— —lde— y que los
—lde—nos no h—n ™ooper—do de form— volut—ri— ™on el go˜iernoF ƒíD por supuestoD l—s trop—s del go˜ierno
p—s—ron por l— —lde— y ™on(s™—ron —lgun—s provisionesD pero los —lde—nos no se l—s dieron li˜remente sino que
est—˜—n indefenso y no podieron prevenir que le ™on(s™—r—n l—s mism—sF il líder piens— un tiempo y te di™e
que por tú ser for—stero y o˜vi—mente un —ntropólogo estudiosoD te v— — d—r el ˜eni(™io de l— dud—D y que por
t—nto no v—n — eje™ut—r viente —lde—nosF €ero d—do que l— lu™h— p—trióti™— está en un pro™eso ™ríti™o y que
l— —lde— sí le proveyó provisiones —l go˜iernoD por el ˜ien de l— lu™h— p—trióti™— y el ˜ien de l— hum—nid—dD
es menester d—rle un— le™™ión — l— —lde—F esí que t—n sólo h—n de eje™ut—r un —lde—noF wásD ™omo huespedD
tú h—s de es™oger quién h— de morir y tú h—s de m—t—rlo tú mismoF „e d— un— pistol— ™on un— sol— ˜—l— y te
di™e que pro™ed—D mientr—s que — l— vez te —dvierte que de tr—t—r —lgo heroi™oD te eje™ut—rán inmedi—t—mente
y pro™ederán — eje™ut—r — los viente —lde—nos ™omo dijeron —l ™omienzoF „ú eres el —ntropólogoF ¾ué h—rásc
Activity 1

sn — short ess—y of I to P p—ges des™ri˜e wh—t you would do if you were in the position of the touristF „hen
justify your ™hoi™eF
Activity 2

fring your ess—y to ™l—ssF ‰ou will ˜e divided into sm—ll groupsF €resent your ™hoi™e —nd justi(™—tion to
the others in your groupF „hen listen to their ™hoi™es —nd justi(™—tionsF „ry to re—™h — group ™onsensus on
™hoi™e —nd justi(™—tionF @‰ou will ˜e given IHEIS minutesFA sf you su™™eed present your results to the rest of
the ™l—ssF sf you f—ilD present to the ™l—ss the dis—greement th—t ˜lo™ked ™onsensus —nd wh—t you did @within
the time limitA to over™ome itF

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4 Taxonomy of Ethical Approaches
„here —re m—ny ethi™—l —ppro—™hes th—t ™—n ˜e used in de™ision m—kingF „he wount—in „errorist ixer™ise
is ˜—sed on —n —rti(™i—l s™en—rio designed to sep—r—te these theoreti™—l —ppro—™hes —long the lines of the
di'erent 4horns4 of — dilemm—F …tilit—ri—ns tend to ™hoose to shoot — vill—ger 4in order to s—ve IWF4 sn other
words they fo™us their —n—lysis on the ™onsequen™es of —n —™tion —ltern—tive —nd ™hoose the one th—t produ™es
the le—st h—rmF heontologists gener—lly ele™t to w—lk —w—y from the situ—tionF „his is ˜e™—use they judge —n
—™tion on the ˜—sis of its form—l ™h—r—™teristi™sF e deontologist might —rgue th—t killing the vill—ger viol—tes

Q
n—tur—l l—w or ™—nnot ˜e m—de into — l—w or rule th—t ™onsistently —pplies to every˜odyF e deontologist
might s—y something likeD 4‡h—t right do s h—ve to t—ke —nother person9s lifec4 e virtue ethi™ists might try
to im—gine how — person with the virtue of ™our—ge or integrity would —™t in this situ—itonF @‡illi—ms ™l—ims
th—t ™hoosing to kill the vill—gerD — duty under utilit—ri—nismD would undermine the integrity of — person who
—˜horred killingFA
Table Connecting Theory to Domain

IF ‚ow IX …tilit—ri—nism ™on™erns itself with the dom—in of ™onsequen™es whi™h tells us th—t the mor—l
v—lue of —n —™tion is 4™olored4 ˜y its resultsF „he h—rmG˜ene(™en™e testD whi™h —sks us to ™hoose the
le—st h—rmful —ltern—tiveD en™—psul—tes or summ—rizes this theoreti™—l —ppro—™hF „he ˜—si™ prin™iple
of utilit—ri—nism is the prin™iple of utilityX ™hoose th—t —™tion th—t produ™es the gre—test good for the
gre—test num˜erF gostG˜ene(ts —n—lysisD the €—reto ™riterionD the u—lderGri™ks ™riterionD riskG˜ene(ts
—n—lysis —ll represent di'erent fr—meworks for ˜—l—n™ing positive —nd neg—tive ™onsequen™es under
utilit—ri—nism or ™onsequenti—lismF
PF ‚ow PX heontology helps us to identify —nd justify rights —nd their ™orrel—tive duties „he reversi˜ility
test summ—rizes deontology ˜y —sking the questionD 4hoes your —™tion still work if you swit™h @areverseA
roles with those on the re™eiving endc 4„re—t others —lw—ys —s endsD never merely —s me—nsD4 the
pormul— of indD represents deontology9s ˜—si™ prin™ipleF „he rights th—t represent spe™i—l ™—ses of
tre—ting people —s ends —nd not merely —s me—ns in™lude @—A informed ™onsentD @˜A priv—™yD @™A due
pro™essD @dA propertyD @eA free spee™hD —nd @fA ™ons™ientious o˜je™tionF
QF ‚ow QX †irtue ethi™s turns —w—y from the —™tion —nd fo™uses on the —gentD the person performing the
—™tionF „he wordD 4†irtueD4 refers to di'erent sets of skills —nd h—˜its ™ultiv—ted ˜y —gentsF „hese skills
—nd h—˜itsD ™onsistently —nd widely performedD supportD sust—inD —nd —dv—n™e di'erent o™™up—tion—lD
so™i—lD —nd profession—l pr—™ti™esF @ƒee w—™sntyreD efter †irtueD —nd ƒolomonD ithi™s —nd ix™ellen™eD
for more on the rel—tion of virtues to pr—™ti™esFA „he pu˜li™ identi(™—tion test summ—rizes this —pE
pro—™hX —n —™tion is mor—lly —™™ept—˜le if it is one with whi™h s would willingly ˜e pu˜li™ly —sso™i—ted
given my mor—l ™onvi™tionsF sndividu—l virtues th—t we will use this semester in™lude integrityD justi™eD
responsi˜ilityD re—son—˜lenessD honestyD trustworthinessD —nd loy—ltyF
govering ell the f—ses
ithi™—l himension

govering ithi™—l
eppro—™h

in™—psul—ting
ithi™—l „est

f—si™ €rin™iples

eppli™—tion
or
fridging „ools

gonsequen™es

…tilit—ri—nism

r—rmGfene(™en™e
@weigh
h—rms
—g—inst ˜ene(tsA

€rin™iple of …tilE
ityX gre—test good
for gre—test numE
˜er

fene(t 8 ™ost
™omp—rison…tility
w—ximiz—tion

porm—l gh—r—™terE
isti™s of e™t

heontology @hutyE
˜—sedD
rightsE
˜—sedD
n—tur—l
l—wD so™i—l ™onE
tr—™tA

‚eversi˜ility @test
˜y reversing roles
˜etween —gent —nd
o˜je™t of —™tionA

g—tegori™—l
smE
per—tivepormul—
of indeutonomy

pree 8 snformed
gonsentD €riv—™yD
€ropertyD
hue
€ro™essD
pree
ƒpee™hD gons™ienE
tious o˜je™tion

continued on next page

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5 Comments on the Relation Between Ethical Approaches
„he wount—in „errorist ixer™ise h—sD in the p—stD given students the erroneous ide— th—t ethi™—l —ppro—™hes
—re ne™ess—rily opposed to one —notherF es one student put itD 4sf deontology tells us to w—lk —w—y from
the vill—geD then utilit—ri—nism must tell us to st—y —nd kill — vill—ger ˜e™—use deontology —nd utilit—ri—nE
ismD —s di'erent —nd opposed theoriesD —lw—ys re—™h di'erent —nd opposed ™on™lusions on the —™tions they
re™ommendF4 „he wount—in „errorist dilemm— w—s spe™i—lly ™onstru™ted ˜y fern—rd ‡illi—ms to produ™e
— situ—tion th—t o'ered only — limited num˜er of —ltern—tivesF re then tied these —ltern—tives to di'erent
ethi™—l —ppro—™hes to sep—r—te them pre™isely ˜e™—use in most re—l world situ—tions they —re not so re—dily
distinguish—˜leF v—ter this semesterD we will turn from these philosophi™—l puzzles to re—l world ™—ses where
ethi™—l —ppro—™hes fun™tion in — very di'erent —nd mostly ™ompliment—ry w—yF es we will seeD ethi™—l —pE
pro—™hesD for the most p—rtD ™onverge on the s—me solutionsF por this re—sonD this module ™on™ludes with Q
met—EtestsF ‡hen —ppro—™hes ™onverge on — solutionD this strengthens the solution9s mor—l v—lidityF ‡hen
—ppro—™hes diverge on — solutionD this we—kens their mor—l v—lidityF e third met—Etest tells us to —void fr—mE
ing —ll ethi™—l pro˜lems —s dilemm—s @afor™ed ™hoi™es ˜etween undesir—˜le —ltern—tivesA or wh—t g—rolyn
‡hit˜e™k ™—lls 4multipleE™hoi™e4 pro˜lemsF ‰ou will soon le—rn th—t e'e™tive mor—l pro˜lem solving requires
mor—l im—gin—tion —nd mor—l ™re—tivityF ‡e do not 4(nd4 solutions 4out there4 re—dy m—de ˜ut design them
to h—rmonize —nd re—lize ethi™—l —nd pr—™ti™—l v—luesF
Meta-Tests

• hivergen™e „estX ‡hen two ethi™—l —ppro—™hes di'er on — given solutionD then th—t di'eren™e ™ounts
—g—inst the strength of the solutionF ƒolutions on whi™h ethi™—l theories diverge must ˜e revised tow—rds
™onvergen™eF
• gonvergen™e „estX gonvergen™e represents — met—Etest th—t —ttests to solution strengthF ƒolutions on
whi™h di'erent theoreti™—l —ppro—™hes ™onverge —reD ˜y this f—™tD strengthenedF gonvergen™e demonE
str—tes th—t — solution is strongD not just over one dom—inD ˜ut over multiple dom—insF
• evoid pr—ming — €ro˜lem —s — hilemm—F e dilemm— is — noEwin situ—tion th—t o'ers only two —lE
tern—tives of —™tion ˜oth of whi™h —re equ—lly ˜—dF @e trilemm— o'ers three ˜—d —ltern—tivesD et™FA
hilemm—s —re ˜etter dissolved th—n solvedF ‚efr—me the dilemm— into something th—t —dmits of more
th—n two noEwin —ltern—tivesF hilemm— fr—ming @fr—ming — situ—tion —s —n ethi™—l dilemm—A dis™ourE
—ges us from designing ™re—tive solutions th—t integr—te the ™on)i™ting v—lues th—t the dilemm— poses
—s in™omp—ti˜leF

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6 Module Wrap-Up
IF Reasonableness and the Mountain Terrorist Exercise
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sn the p—stD students h—ve m—de
the following —rguments on this exer™iseX @—A s would t—ke the gun —nd kill — vill—ger in order to
s—ve nineteenY @˜A s would w—lk —w—y ˜e™—use s don9t h—ve the right to t—ke —nother9s lifeY @™A ‡hile
w—lking —w—y might —ppe—r ™ow—rdly it is the responsi˜le thing to do ˜e™—use st—ying —nd killing —
vill—ger would m—ke me ™ompli™it in the terrorists9 proje™tF es we dis™ussed in ™l—ssD these —nd other
—rguments m—ke use of modes of thought ™—ptured ˜y ethi™—l theories or —ppro—™hesF „he (rst employs
the ™onsequenti—list —ppro—™h of utilit—ri—nism while the se™ond m—kes use of the prin™iple of respe™t
th—t forms the ˜—sis of our rights —nd dutiesF „he third works through — ™on)i™t ˜etween two virtuesD
™our—ge —nd responsi˜ilityF „his relies on the virtue —ppro—™hF yne —™™omplishment of this exer™ise
is to m—ke you —w—re of the f—™t th—t you —re —lre—dy using ethi™—l —rgumentsD iFeFD —rguments th—t
—ppe—l to ethi™—l theoryF ve—rning —˜out the theories ˜ehind these —rguments will help you to m—kes
these —rguments more e'e™tivelyF
QF Results from Muddy Point Exercises „he wuddy €oint ixer™ises you ™ontri˜uted kept ™oming
˜—™k to two pointsF @—A w—ny of you pointed out th—t you needed more inform—tion to m—ke — de™ision
in this situ—tionF por ex—mpleD who were these terroristsD wh—t ™—uses were they (ghting forD —nd were
they ™orre™t in —™™using the vill—ge of ™oll—˜or—ting with the enemyc ‰our request for more inform—tion
w—s quite —ppropri—teF fut m—ny of the ™—ses we will ˜e studying this semester require de™isions in the
f—™e of un™ert—inty —nd ignor—n™eF „hese —re un—void—˜le in some situ—tions ˜e™—use of f—™tors su™h —s
the ™ost —nd time of g—thering more inform—tionF wor—l im—gin—tion skillfully exer™ised ™—n do — lot
to ™ompens—te when —ll of the f—™ts —re not inF @˜A ƒe™ondD m—ny of you felt overly ™onstr—ined ˜y the
dilemm— fr—ming of the s™en—rioF „hose of you who entered the re—lm of 4funny ˜usiness4 @—nything
˜eyond the two —ltern—tives of killing the vill—ger or w—lking —w—yA took — ˜ig step tow—rd e'e™tive
mor—l pro˜lem solvingF fy reje™ting the dilemm— fr—ming of this s™en—rioD you were trying to refr—me
the situ—tion to —llow for more!—nd more ethi™—lly vi—˜le!—ltern—tivesF „rying to negoti—te with the
„errorists is — good ex—mple of refr—ming the s™en—rio to —dmit of more ethi™—l —ltern—tives of —™tion
th—n killing or w—lking —w—yF
RF gongr—tul—tions on ™ompleting your (rst ethi™s module3 ‰ou h—ve ˜egun re™ognizing —nd pr—™ti™ing
skills th—t will help you to t—™kle re—l life ethi™—l pro˜lemsF @xoti™e th—t we —re going to work with
4pro˜lems4 not 4dilemm—s4FA ‡e will now turnD in the next moduleD to look —t those who m—n—ged
to do good in the f—™e of di0™ultyF ƒtudying mor—l exempl—rs will provide the ne™ess—ry ™orre™tive to
the 4noEwin4 wount—in „errorist ixer™iseF

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r—ppinessD for eristotleD ™onsists of — life spent ful(lling the intelle™tu—l —nd mor—l
virtuesF „hese modes of —™tion —re —utoEteli™D th—t isD they —re selfEjustifying —nd ™ont—in their own
endsF fy ™—rrying out the mor—l —nd intelle™tu—l virtues for — lifetimeD we re—lize ourselves fully —s
hum—nsF fe™—use we —re doing wh—t we were me—nt to doD we —re h—ppy in this spe™i—l sense of
eud—imoni—F
• Arete
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eristotle —lso ™h—r—™terizes virtue —s — settled disposition to ™hoose the mean
˜etween the extremes of ex™ess —nd defe™tD —ll rel—tive to person —nd situ—tionF gour—ge @the virtueA
is the me—n ˜etween the extremes of ex™ess @too mu™h ™our—ge or re™klessnessA —nd defe™t @too little
™our—ge or ™ow—rdi™eAF eristotle9s ™l—im th—t most or —ll of the virtues ™—n ˜e spe™i(ed —s the me—n
˜etween extremes is ™ontroversi—lF ‡hile the do™trine of the me—n is dropped in †irtue P —nd †irtue QD
we will still use it in developing virtue t—˜lesF @ƒee exer™ise I ˜elowFA ‰ou m—y not (nd ˜oth extremes
for the virtues you h—ve ˜een —ssigned ˜ut m—ke the e'ort nonethelessF
• Ethos
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„his qreek phr—seD roughly tr—nsl—ted —s the per™eption of the mor—lly
experien™ed —gentD reve—ls how import—nt pr—™ti™e —nd experien™e —re to eristotle in his ™on™eption
of mor—l developmentF yne m—jor di'eren™e ˜etween eristotle —nd other ethi™ists @utilit—ri—ns —nd
deontologistsA is the emph—sis th—t eristotle pl—™es on developing into or ˜e™oming — mor—l personF
por eristotleD one ˜e™omes good ˜y (rst repe—tedly performing good —™tionsF ƒo mor—lity is more
like —n —™quired skill th—n — me™h—ni™—l pro™essF „hrough pr—™ti™e we develop sensitivities to wh—t is
mor—lly relev—nt in — situ—tionD we le—rn how to stru™ture our situ—tions to see mor—l pro˜lems —nd
possi˜ilitiesD —nd we develop the skill of 4hitting4 ™onsistently on the me—n ˜etween the extremesF ell
of these —re skills th—t —re ™ultiv—ted in mu™h the s—me w—y —s — ˜—sket˜—ll pl—yer develops through
pr—™ti™e the skill of shooting the ˜—ll through the hoopF
Bouleusis
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‚oss tr—nsl—tes this word —s 4in™ontinen™e4 whi™h is outmodedF e ˜etter tr—nsl—tion is
we—kness of willF por eristotleD knowing where virtue lies is not the s—me —s doing wh—t virtue dem—ndsF
„here —re those who —re un—˜le to tr—nsl—te knowledge into resolution —nd then into —™tionF fe™—use
—kr—sis @we—kness of willA is very re—l for eristotleD he —lso pl—™es emph—sis in his theory of mor—l
development on the ™ultiv—tion of proper emotions to help motiv—te virtuous —™tionF v—ter ethi™ists
seek to oppose emotion —nd right —™tionY eristotle sees properly tr—ined —nd ™ultiv—ted emotions —s
strong motives to doing wh—t virtue requiresF
Logos eristotle9s full de(nition of virtue is 4— st—te of ™h—r—™ter ™on™erned with ™hoi™eD lying in —
me—nD iFeF the me—n rel—tive to usD this ˜eing determined ˜y — r—tion—l prin™ipleD —nd ˜y th—t prin™iple
˜y whi™h ‘— person“ of pr—™ti™—l wisdom would determine itF4 @‚oss9s tr—nsl—tion in Nichomachean
EthicsD IIHT˜D QTFA ‡e h—ve t—lked —˜out ™h—r—™terD the me—nD —nd the person of pr—™ti™—l wisdomF
„he l—st key term is 4logos4 whi™h in this de(nition is tr—nsl—ted ˜y re—sonF „his is — good tr—nsl—tion
if we t—ke re—son in its fullest sense so th—t it is not just the ™—p—™ity to ™onstru™t v—lid —rguments
˜ut —lso in™ludes the pr—™ti™—l wisdom to —ssess the truth of the premises used in ™onstru™ting these
—rgumentsF sn this w—yD eristotle exp—nds re—son ˜eyond logi™ to in™lude — fuller set of intelle™tu—lD
pr—™ti™—lD emotion—lD —nd per™eptu—l skills th—t together form — pr—™ti™—l kind of wisdomF

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4 Virtue 2
• „he following summ—ry of †irtue P is t—ken l—rgely from ‚os—lind rursthouseF ‡hile she extensively
qu—li(es e—™h of these theses in her own version of virtue ethi™sD these points ™omprise —n ex™ellent
summ—ry of †irtue P whi™h st—rts with qFiFwF ens™om˜e9s —rti™leD 4wodern wor—l €hilosophyD4 —nd
™ontinues on into the presentF rursthouse presents this ™h—r—™teriz—tion of †irtue P in her ˜ookD On
Virtue Ethics @PHHIA …FuFX yxford …niversity €ressX IUF
• Virtue 2 is agent centered
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ETHICAL LEADERSHIP

st—nd—rds do we use to pi™k out the mor—l exempl—rs themselvesc rursthouse —™knowledges th—t this
™riti™ism hits homeF roweverD she points out th—t the mor—l st—nd—rds ™ome from the mor—l ™on™epts
th—t we —pply to mor—l exempl—rsY they —re individu—ls who —™t courageouslyD exer™ise justiceD
—nd re—lize honestyF „he mor—l ™on™epts 4™our—geD4 4justi™eD4 —nd 4honesty4 —ll h—ve independent
™ontent th—t helps guide usF ƒhe —lso ™—lls this ™riti™ism unf—irX while virtue P m—y not provide
—ny more guid—n™e th—n deontology or utilit—ri—nismD it doesn9t provide —ny lessF †irtue P m—y not
provide perfe™t guid—n™eD ˜ut wh—t it does provide is f—vor—˜ly ™omp—r—˜le to wh—t utilit—ri—nism —nd
deontology provideF

• Virtue 2 replaces Deontic concepts (right, duty, obligation) with Aretaic concepts (good,
virtue)F „his gre—tly ™h—nges the s™ope of ethi™sF heonti™ ™on™epts serve to est—˜lish our minimum
o˜lig—tionsF yn the other h—ndD —ret—i™ ™on™epts ˜ring the pursuit of ex™ellen™e within the purview of
ethi™sF †irtue ethi™s produ™es — ™h—nge in our mor—l l—ngu—ge th—t m—kes the pursuit of ex™ellen™e —n
essenti—l p—rt of mor—l inquiryF
• pin—llyD there is — somewh—t di'erent —™™ount of virtue P @™—ll it virtue P—A th—t ™—n ˜e —ttri˜uted to
elisd—ir w—™sntyreF „his version 4histori™izes4 the virtuesD th—t isD looks —t how our ™on™epts of key
virtues h—ve ™h—nged over timeF @w—™sntyre —rgues th—t the ™on™ept of justi™eD for ex—mpleD v—ries
gre—tly depending on whether one views justi™e in romeri™ qree™eD eristotle9s qree™eD or wediev—l
iuropeFA fe™—use he —rgues th—t skills —nd —™tions —re ™onsidered virtuous only in rel—tion to —
p—rti™ul—r histori™—l —nd ™ommunity ™ontextD he rede(nes virtues —s those skill sets ne™ess—ry to re—lize
the goods or v—lues —round whi™h so™i—l pr—™ti™es —re ˜uilt —nd m—int—inedF „his notion (ts in well
with profession—l ethi™s ˜e™—use virtues ™—n ˜e derived from the h—˜itsD —ttitudesD —nd skills needed to
m—int—in the ™—rdin—l ide—ls of the professionF

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5 Virtue 3
Virtue 3 can best be outlined by showing how the basic concepts of Virtue 1 can be reformulated to reect current research in moral psychology
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wih—ly gsik™szentmih—lyi h—s des™ri˜ed )ow experiE
en™es @see text ˜ox ˜elowA in whi™h —utoteli™ —™tivities pl—y — ™entr—l roleF por eristotleD the virtues
—lso —re —utoteli™F „hey represent f—™ulties whose exer™ise is key to re—lizing our fullest potenti—lities —s
hum—n ˜eingsF „husD virtues —re selfEv—lid—ting —™tivities ™—rried out for themselves —s well —s for the
ends they ˜ring —˜outF plow experien™es —re —lso import—nt in helping us to ™on™eptu—lize the virtues
in — profession—l ™ontext ˜e™—use they represent — well pr—™ti™ed integr—tion of skillD knowledgeD —nd
mor—l sensitivityF
PF Reformulating Values (Into Arete or Excellence)
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„he notion of ™h—r—™ter drops out to ˜e repl—™ed ˜y more or less
enduring —nd integr—ted skills sets su™h —s mor—l im—gin—tionD mor—l ™re—tivityD re—son—˜lenessD —nd
persever—n™eF gh—r—™ter emerges from the —™tivities of integr—ting person—lity tr—itsD —™quired skillsD
—nd deepening knowledge —round situ—tion—l dem—ndsF „he unity ™h—r—™ter represents is —lw—ys ™omE
plex —nd ™h—ngingF
RF Practical Skill Replaces Deliberation
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x—n™y ƒherm—n dis™usses howD for eristotleD emotion is not tre—ted
—s —n irr—tion—l for™e ˜ut —s —n e'e™tive tool for mor—l —™tion on™e it h—s ˜een sh—ped —nd ™ultiv—ted
through proper mor—l edu™—tionF „o step ˜eyond the ™ontrovery of wh—t eristotle did —nd did not s—y
—˜out the emotions @—nd where he s—id itA we pl—™e this enh—n™ed role for emotions within virtue QF
imotions ™—rry out four essenti—l fun™tionsX @—A they serve —s modes of —ttentionY @˜A they —lso serve
—s modes of responding to or sign—ling v—lueY @™A they ful(ll — revel—tory fun™tionY —nd @dA they provide
strong motives to mor—l —™tionF x—n™y ƒherm—nD Making a Necessity of Virtue: Aristotle and
Kant on Virtue @IWWUAD …FuFX g—m˜ridge …niversity €ressX QWESHF

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6 Flow Experiences
• „he psy™hologistD wih—ly gsikszentmih—lyiD h—s ™—rried out f—s™in—ting rese—r™h on wh—t he terms 4)ow
experien™esF4 wike w—rtin in Meaningful Work @PHHHA …FuFX yxfordDX PRD summ—rizes these in the
following ˜ulletsX
• 4™le—r go—ls —s one pro™eeds4
• 4immedi—te feed˜—™k —˜out progress4
• 4— ˜—l—n™e ˜etween ™h—llenges —nd our skills to respond to them4
• 4immersion of —w—reness in the —™tivity without disruptive distr—™tions4
• 4l—™k of worry —˜out f—ilure4
• loss of —nxious selfE™ons™iousness4
• time distortions @either time )ying or timeslowing ple—sur—˜lyA4
• the —™tivity ˜e™omes autotelicX —n end in itselfD enjoyed —s su™h4

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7 Virtue Tables
„he t—˜le just ˜elow provides — form—t for spelling out individu—l virtues through @IA — gener—l des™riptionD
@PA the ™orrel—tive vi™es of ex™ess —nd defe™tD @QA the skills —nd ment—l st—tes th—t —™™omp—ny —nd support
itD —nd @RA re—l —nd (™tion—l individu—ls who em˜ody itF pollowing the t—˜le —re hints on how to identify —nd
™h—r—™terize virtuesF ‡e st—rt with the virtue of integrityX

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8 Exercise 1: Construct Virtue Tables for Professional Virtues
IF his™uss in your group why the virtue you h—ve ˜een —ssigned is import—nt for the pr—™ti™e of your
professionF ‡h—t goods or v—lues does the ™onsistent employment of this virtue produ™ec
PF …se the dis™ussion in 5I to develop — gener—l des™ription of your virtueF „hink —long the following
linesX people who h—ve virtue ˆ tend to exhi˜it ™ert—in ™h—r—™teristi™s @or do ™ert—in thingsA in ™ert—in
kinds of situ—tionsF „ry to think of these situ—tions in terms of wh—t is ™ommon —nd import—nt to your
profession or pr—™ti™eF
QF sdentify the ™orresponding vi™esF ‡h—t ™h—r—™terizes the points of ex™ess —nd defe™t ˜etween whi™h
your virtue —s the me—n liesc
RF ‡h—t o˜st—™les —rise th—t prevent profession—ls from pr—™ti™ing your virtuec ho wellEme—ning profesE
sion—ls l—™k power or te™hni™—l skillc g—n virtues interfere with the re—liz—tion of nonEmor—l v—lues like
(n—n™i—l v—luesc ƒee if you ™—n think of — supporting s™en—rio or ™—se hereF
SF sdentify — mor—l exempl—r for your virtueF w—ke use of the exempl—rs des™ri˜ed in the Moral Exemplars in Business and Professional Ethics moduleF
TF qo ˜—™k to t—sk 5PF ‚ede(ne your des™ription of your virtue in light of the su˜sequent t—sksD espe™i—lly
the mor—l exempl—r you identi(edF ghe™k for ™oheren™eF
UF pin—llyD does your virtue st—nd —lone or does it need support from other virtues or skillsc por ex—mpleD
integrity might —lso require mor—l ™our—geF

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9 Exercise 2: Reect on these Concluding Issues
• hid you h—ve trou˜le identifying — mor—l exempl—rc w—ny turn to popul—r (gures for their mor—l
exempl—rsF wovies —nd (™tion —lso o'er powerful modelsF ‡hy do you think th—t it is h—rd to (nd
mor—l exempl—rs in your professionc ss it ˜e™—use your profession is — den of ™orruptionc @€ro˜—˜ly
notFA ho we fo™us more on vill—ins th—n on heroesc ‡hy or why notc
• ‡h—t did you think —˜out the mor—l le—ders portr—yed in the Moral Exemplars in Business and
Professional Ethics modulec
• hid you h—ve trou˜le identifying ˜oth vi™esD iFeFD vi™es of ex™ess —nd defe™tc sf soD do you think this
˜e™—use some virtues m—y not h—ve vi™es of ex™ess —nd defe™tc ‡h—t do you think —˜out eristotle9s
do™trine of the me—nc
• hid you noti™e th—t the virtue pro(les given ˜y your group —nd the other groups in the ™l—ss overl—ppedc
ss this — pro˜lem for virtue theoryc ‡hy do our ™on™eptions of the key mor—l v—lues —nd virtues overl—pc
• hid you (nd the virtues di0™ult to —pplyc ‡h—t do you think —˜out the utilit—ri—n —nd deontologi™—l
™riti™ism of virtue ethi™sD n—melyD th—t it ™—nnot provide us with guidelines on how to —™t in di0™ult
situ—tionsc ƒhould ethi™—l theories emph—size the —™t or the personc yr ˜othc
• „he most ten—™ious o˜st—™le to working with virtue ethi™s is to ™h—nge fo™us from the mor—lly minim—l
to the mor—lly exempl—ryF †irtue is the tr—nsl—tion of the qreek wordD —rêteF fut ex™ellen™e isD
perh—psD — ˜etter wordF …nderst—nding virtue ethi™s requires seeing th—t virtue is ™on™erned with the
exempl—ryD not the ˜—rely p—ss—˜leF @eg—inD looking —t mor—l exempl—rs helpsFA erête tr—nsforms
our underst—nding of ™ommon mor—l v—lues like justi™e —nd responsi˜ility ˜y moving from minim—lly
—™™ept—˜le to exempl—ry modelsF
wor—l ve—ders3 „he pro(les of sever—l mor—l le—ders in pr—™ti™—l —nd profession—l ethi™sF gomputer ithi™s
g—ses4 „his link provides sever—l ™omputer ethi™s ™—ses —nd —lso h—s — des™ription of de™ision m—king —nd
3 http://www
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4 http://www
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3 Moral Exemplars in Business and Professional Ethics

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1 Module Introduction
„hrough the —™tivities of this module you will le—rn to ˜—l—n™e ™—ution—ry t—les in ˜usiness —nd profession—l
ethi™s with new stories —˜out those who ™onsistently —™t in — mor—lly exempl—ry w—yF ‡hile ™—ution—ry
t—les te—™h us wh—t to —voidD n—rr—tives from the lives of mor—l exempl—rs show us how to ˜e goodF e study
of mor—l ˜est pr—™ti™es in ˜usiness —nd profession—l ethi™s shows th—t mor—l exempl—rs exhi˜it positive —nd
le—rn—˜le skillsF „his moduleD thenD looks —t mor—l exempl—rs in ˜usiness —nd the professionsD outlines their
outst—nding —™™omplishmentsD —nd helps you to unp—™k the str—tegies they use to over™ome o˜st—™les to
doing goodF
‰ou will ˜egin ˜y identifying outst—nding individu—ls in ˜usiness —nd —sso™i—ted pr—™ti™es who h—ve
developed mor—l 4˜est pr—™ti™esF4 ‰our t—sk is look —t these individu—lsD retell their storiesD identify the skills
th—t help them do goodD —nd ˜uild — found—tion for — more ™omprehensive study of virtue in o™™up—tion—l
—nd profession—l ethi™sF
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ETHICAL LEADERSHIP

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4 Exercise Two: Moral Exemplar Proles
•
•
•
•

‡h—t
‡h—t
‡h—t
‡h—t

—re the positive —nd neg—tive in)uen™es you ™—n identify for your mor—l exempl—rc
good deeds did your exempl—r ™—rry outc
o˜st—™les did your mor—l exempl—r f—™e —nd how did he or she over™ome themc
skillsD —ttitudesD ˜eliefsD —nd emotions helped to orient —nd motiv—te your mor—l exempl—rFc

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5 Exercise Three
€rep—re — short dr—m—tiz—tion of — key moment in the life of your group9s mor—l exempl—rF

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6 Textbox: Two dierent Types of Moral Exemplar
• ƒtudies ™—rried out ˜y ghu™k ru' into mor—l exempl—rs in ™omputing suggest th—t mor—l exempl—rs
™—n oper—te —s ™r—ftspersons or reformersF @ƒometimes they ™—n ™om˜ine ˜oth these modesFA
• gr—ftspersons @IA dr—w on preEexisting v—lues in ™omputingD @PA fo™us on users or ™ustomers who h—ve
needsD @QA t—ke on the role of providers of — servi™eGprodu™tD @RA view ˜—rriers —s inert o˜st—™les or
puzzles to ˜e solvedD —nd @SA ˜elieve they —re e'e™tive in their roleF
• ‚eformers @IA —ttempt to ™h—nge org—niz—tions —nd their v—luesD @PA t—ke on the role of mor—l ™rus—dersD
@QA view ˜—rriers —s —™tive oppositionD —nd @RA ˜elieve in the ne™essity of systemi™ reform
• „hese des™riptions of mor—l exempl—rs h—ve ˜een t—ken from — present—tion ˜y ru' —t the ƒ„ƒ ™olE
loquium —t the …niversity of †irgini— on y™to˜er PHHTF ru'9s present—tion ™—n ˜e found —t the link
provided in the upper left h—nd ™orner of this moduleF

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7 What Makes a Moral Exemplar? PRIMES Explained
General Comments on Exemplars

• wor—l exempl—rs h—ve su™™eeded in integr—ting mor—l —nd profession—l —ttitudes —nd ˜eliefs into their
™ore identityF qoing —g—inst these ™onsider—tions for mor—l exempl—rs is t—nt—mount to —™ting —g—inst
selfF e™ting in —™™ord—n™e with them ˜e™omes se™ond n—tureF
• wor—l exempl—rs often —™hieve their —ims with the support of 4support groupsF4 sn f—™tD mor—l exempl—rs
—re often p—rti™ul—rly —dept —t dr—wing support from surrounding individu—lsD groups —nd ™ommunitiesF
„his goes —g—inst the notion th—t exempl—rs —re isol—ted individu—ls who push —g—inst the ™urrentF @xot
—ll exempl—rs need (t —s heroes into eyn ‚—nd novelsFA
• wor—l exempl—rs often do not go through periods of intensive —nd prolonged deli˜er—tion in order to hit
upon the ™orre™t —™tionF sf we w—nt — liter—ry ex—mpleD we need to repl—™e the tortured deli˜er—tions
of — r—mlet with the qui™k —nd intuitive insight of —n isther ƒummersonF @ƒummerson is — ™h—r—™ter
in gh—rles hi™kens9 novelD fle—k rouseF ƒee ˜oth ‡illi—m ƒh—kespe—re —nd gh—rles hi™kens for more
ex—mples of vill—ins —nd exempl—rsFA ƒome h—ve situ—ted mor—l exempl—rs within virtue ethi™sF „hey
h—ve ™ultiv—ted mor—l h—˜its th—t —llow them to do good —s se™ond n—tureF „hey h—ve —lso found w—ys
to integr—te mor—l re—soning with emotion @—s motiveAD per™eption @whi™h helps them zero in on mor—l
relev—n™eAD —nd skill @whi™h helps implement mor—l v—lueAF sn this senseD mor—l expertise fun™tions
mu™h —s —thleti™ or te™hni™—l expertiseY —ll —re di0™ult to —™quire ˜ut on™e —™quired le—d to highly
skilled —™tions performed —lmost e'ortlesslyF
PRIMES

€rimes st—nds for €erson—lityD sntegr—ting v—lue into selfEsystemD wor—l i™ologyD —nd wor—l ƒkills ƒetsF
„hese —re the elements ™omposing mor—l expertise th—t h—ve ˜een identi(ed ˜y ru' —nd ‚ogerson ˜—sed on
interviews they ™ondu™ted with exempl—rs in the —re—s of ™omputingF
Personality

IS

• wor—l exempl—rs exhi˜it di'erent ™on(gur—tions of person—lity tr—its ˜—sed on the ˜ig (veF vo™—te the
mor—l exempl—r you h—ve ™hosen in terms of the following (ve ™ontinuums @or ™ontinu—AX
• xeuroti™ism to v—™k of xeuroti™ism @ƒt—˜ilitycA
• egree—˜leness to his—gree—˜leness
• ixtr—version to sntroversion
• ypenness to glosedness
• gons™ientiousness to v—™k of gons™ientiousness
• ix—mine your exempl—r on e—™h of these s™—lesF sn —nd of themselvesD these qu—lities —re neither good
nor ˜—dF „hey ™—n ˜e integr—ted to form ˜—d ™h—r—™ters or good ™h—r—™tersF sn m—ny ™—sesD mor—l
exempl—rs st—nd out through how they h—ve put their person—lity ™h—r—™teristi™s to 4good useF4 @„hey
h—ve used them —s vehi™les or ™h—nnels to ex™ellen™eFA
Integrating Moral Value into Self-System

• es s—id —˜oveD mor—l exempl—rs st—nd out ˜y the w—y in whi™h @—nd the extent to whi™hA they h—ve
integr—ted mor—l v—lue into their selfEsystemF fe™—use of thisD they —re strongly motiv—ted to do good
—nd —void doing ˜—dF foth @doing good —nd refr—ining from doing ˜—dA express who they —reF sf they
slip into ˜—d deedsD this motiv—tion—l system pushes them to improve to —void repe—ting ˜—d deedsF
• yne w—y of integr—ting mor—l v—lue into selfEsystem is ˜y looking —t stories —nd n—rr—tives of those
who h—ve displ—yed mor—l ex™ellen™eF w—ny of the individu—ls portr—yed —˜ove @g—rsonD foisjolyD
vewesseurD gunyD eustinD —nd ‰unusA provide ™on™rete models of outst—nding mor—l ™—reersF
• viter—ture —lso provides its models of mor—l exempl—rsF gh—rles hi™kens p—ints espe™i—lly powerful
portr—its of ˜oth mor—l heroes @isther ƒummerson —nd 4vittle horritt4A —nd vill—ins @reep —nd ƒkimE
poleAF
• yther vehi™les for integr—ting mor—l v—lue ™entr—lly into the selfEsystem lie in —0li—tionsD rel—tionshipsD
—nd friendshipsF eristotle shows the import—n™e of good friendships in developing virtuesF wor—l
exempl—rs most often ™—n point to others who h—ve served —s mentors or strong positive in)uen™esF
por ex—mpleD ‚oger foisjoly tells of how he on™e went to — senior ™olle—gue for —dvi™e on whether to
sign o' on — design th—t w—s less th—n optim—lF ris ™olle—gue9s —dvi™eX would you ˜e ™omfort—˜le with
your wife or ™hild using — produ™t ˜—sed on this designc
• „he ethi™istD fern—rd ‡illi—msD h—s —rgued for™efully for the import—n™e of person—l proje™ts in est—˜E
lishing —nd m—int—ining integrityF €erson—l proje™tsD rolesD —nd life t—sks —ll ™onvey v—lueY when these
hold positive mor—l v—lue —nd ˜e™ome ™entr—l unifying f—™tors in one9s ™h—r—™terD then they —lso serve
to integr—te mor—l v—lue into the self systemF
• eugusto fl—siD — well known mor—l psy™hologistD gives — p—rti™ul—rly powerful —™™ount @˜—™ked ˜y
rese—r™hA of the integr—tion of mor—l v—lue into selfEsystem —nd its motiv—tion—l e'e™tF
Moral Ecology

• wor—l i™ologiesX 4„he term mor—l e™ology en™our—ges us to ™onsider the ™omplex we˜ of rel—tionships
—nd in)uen™esD the long persisten™e of some f—™tors —nd the r—pid evolution of othersD the v—ri—tions
in strength —nd ™omposition over timeD the mi™roEe™ologies th—t ™—n exist within l—rger onesD —nd the
multidire™tion—l n—ture of ™—us—lity in —n e™ologyF4 prom ru' etF —lF
• wor—l e™ologies refer to so™i—l surroundsD th—t isD the di'erent groupsD org—niz—tionsD —nd so™ieties th—t
surround us —nd to whi™h we —re ™ontinu—lly respondingF
• ‡e inter—™t with these so™i—l surrounds —s org—nisms inter—™t with their surrounding e™osystemsF sn
f—™tD mor—l e™ologies o'er us roles @like e™ologi™—l ni™hesA —nd envelop us in ™omplex org—niz—tion—l
systems @the w—y e™osystems —re ™omposed of inter—™ting —nd interrel—ted p—rtsAF ‡e inh—˜it —nd —™t
within sever—l mor—l e™ologiesY these mor—l e™ologiesD themselvesD inter—™tF pin—llyD mor—l e™ologiesD
like n—tur—l e™osystemsD seek intern—l —nd extern—l h—rmony —nd ˜—l—n™eF sntern—llyD it is import—nt
to ™oordin—te di'erent the ™onstituent individu—ls —nd the roles they pl—yF ixtern—llyD it is di0™ult
˜ut equ—lly import—nt to ™oordin—te —nd ˜—l—n™e the ™on)i™ting —ims —nd —™tivities of di'erent mor—l
e™ologiesF

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CHAPTER 1
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4 Ethics of Team Work
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ithi™s of „e—m ‡ork
‡illi—m tF prey @working with m—teri—l developed ˜y ghu™k ru' —t ƒtF yl—f gollege
gentro de l— iti™— en l—s €rofesiones
…niversity of €uerto ‚i™o E w—y—guez

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1 Module Introduction
wu™h of your future work will ˜e org—nized —round group or te—m —™tivitiesF „his module is designed to
prep—re you for this ˜y getting you to re)e™t on ethi™—l —nd pr—™ti™—l pro˜lems th—t —rise in sm—ll groups like
work te—msF pour issuesD ˜—sed on wellEknown ethi™—l v—luesD —re espe™i—lly import—ntF row do groups —™hieve
justi™e @in the distri˜ution of workAD responsi˜ility @in spe™ifying t—sksD —ssigning ˜l—meD —nd —w—rding ™reditAD
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ETHICAL LEADERSHIP

re—son—˜leness @ensuring p—rti™ip—tionD resolving ™on)i™tD —nd re—™hing ™onsensusAD —nd honesty @—voiding
de™eptionD ™orruptionD —nd improprietyAc „his module —sks th—t you develop pl—ns for re—lizing these mor—l
v—lues in your group work this semesterF purthermoreD you —re provided with — list of some of the more
™ommon pitf—lls of group work —nd then —sked to devise str—tegies for —voiding themF pin—llyD —t the end of
the semesterD you will review your go—ls —nd str—tegiesD re)e™t on your su™™esses —nd pro˜lemsD —nd ™—rry
out —n over—ll —ssessment of the experien™eF

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2 Module Activities
IF qroups —re provided with key ethi™—l v—lues th—t they des™ri˜e —nd seek to re—lize thorugh group
—™tivityF
PF qroups —lso study v—rious o˜st—™les th—t —rise in ™olle™tive —™tivityX the e˜ilene €—r—doxD qroupthinkD
—nd qroup €ol—riz—tionF
QF qroups prep—re initi—l reports ™onsisting of pl—ns for re—lizing key v—lues in their ™olle™tive —™tivityF
„hey —lso develop str—tegies for —voiding —sso™i—ted o˜st—™lesF
RF et the end of the semesterD groups prep—re — selfEev—lu—tion th—t —ssesses su™™ess in re—lizing ethi™—l
v—lues —nd —voiding o˜st—™lesF
SF „ext˜oxes in this module des™ri˜e pitf—lls in groups —™tivities —nd o'er gener—l str—tegies for preventing
or mitig—ting themF „here is —lso — text˜ox th—t provides —n introdu™tory orient—tion on key ethi™—l
v—lues or virtuesF

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3 Value Proles for Professional Ethics
IF he(nition E e v—lue 4refers to — ™l—im —˜out wh—t is worthwhileD wh—t is goodF e v—lue is — single word
or phr—se th—t identi(es something —s ˜eing desir—˜le for hum—n ˜eingsF4 frin™—t —nd ‡ikeD wor—lity
—nd the €rofession—l vifeX †—lues —t ‡ork
PF ‚e—son—˜leness E hefusing dis—greement —nd resolving ™on)i™ts through integr—tionF gh—r—™teristi™s
in™lude seeking relev—nt inform—tionD listening —nd responding thoughtfully to othersD ˜eing open to
new ide—sD giving re—sons for views heldD —nd —™knowledging mist—kes —nd misunderst—ndingsF @prom
wi™h—el €rit™h—rdD ‚e—son—˜le ghildrenA
QF ‚esponsi˜ility E „he —˜ility to develop mor—l responses —ppropri—te to the mor—l issues —nd pro˜lems
th—t —rise in one9s d—yEtoEd—y experien™eF gh—r—™teristi™s in™lude —voiding ˜l—me shiftingD designing
overl—pping role reponsi˜ilities to (ll responsi˜ility 4g—ps4D exp—nding the s™ope —nd depth of gener—l
—nd situ—tionEspe™i(™ knowledgeD —nd working to exp—nd ™ontrol —nd powerF
RF ‚espe™t E ‚e™ognizing —nd working not to ™ir™umvent the ™—p—™ity of —utonomy in e—™h individu—lF
gh—r—™teristi™s in™lude honoring rights su™h —s priv—™yD propertyD free spee™hD due pro™essD —nd p—rE
ti™ip—tory rights su™h —s informed ™onsentF hisrespe™t ™ir™umvents —utonomy ˜y de™eptionD for™eD or
m—nipul—tionF
SF tusti™e E qiving e—™h his or her dueF tusti™e ˜re—ks down into kinds su™h —s distri˜utive @dividing
˜ene(ts —nd ˜urdens f—irlyAD retri˜utive @f—ir —nd imp—rti—l —dministr—tion of punishmentsAD —dminisE
tr—tive @f—ir —nd imp—rti—l —dministr—tion of rulesAD —nd ™ompens—tory @how to f—irly re™ompense those
who h—ve ˜een wrongfully h—rmed ˜y othersAF
TF „rust E e™™ording to ƒolomonD trust is the expe™t—tion of mor—l ˜eh—vior from othersF
UF ronesty E „ruthfulness —s — me—n ˜etween too mu™h honesty @˜luntness whi™h h—rmsA —nd dishonesty
@de™eptivenessD misle—ding —™tsD —nd mend—™iousnessAF
VF sntegrity E e met—Ev—lue th—t refers to the rel—tion ˜etween p—rti™ul—r v—luesF „hese v—lues —re inteE
gr—ted with one —nother to form — ™oherentD ™ohesive —nd smoothly fun™tioning wholeF „his resem˜les
ƒolomon9s —™™ount of the virtue of integrityF

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4 Exercise 1: Developing Strategies for Value Realization
• hesign — pl—n for re—lizing key mor—l v—lues of te—m workF ‰our pl—n should —ddress the following
v—lueE˜—sed t—sks
• row does your group pl—n on re—lizing justi™ec por ex—mpleD how will you —ssign t—sks within the
group th—t represent — f—ir distri˜ution of the work lo—d —ndD —t the s—me timeD re™ognize di'eren™es
in individu—l strengths —nd we—knessesc row does your group pl—n on de—ling with mem˜ers who f—il
to do their f—ir sh—rec
• row does your group pl—n on re—lizing responsi˜ilityc por ex—mpleD wh—t —re the responsi˜ilities th—t
mem˜ers will t—ke on in the ™ontext of ™olle™tive workc ‡ho will ˜e the le—derc ‡ho will pl—y devil9s
—dvo™—te to —void groupthinkc ‡ho will ˜e the spokesperson for the groupc row does your group
pl—n to m—ke ™le—r to e—™h individu—l his or her t—sk or role responsi˜ilitiesc
• row does your group pl—n on implementing the v—lue of re—son—˜lenessc row will you gu—r—ntee
th—t e—™h individu—l p—rti™ip—tes fully in group de™isions —nd —™tivitiesc row will you de—l with the
di'eren™esD nonE—greementsD —nd dis—greements th—t —rise within the groupc ‡h—t pro™ess will your
group use to re—™h —greementc row will your group insure th—t every individu—l h—s inputD th—t e—™h
opinion will ˜e he—rd —nd ™onsideredD —nd th—t e—™h individu—l will ˜e respe™tedc
• row does your group pl—n on implementing the v—lue of @—™—demi™A honestyc por ex—mpleD how will
you —void ™he—ting or pl—gi—rismc row will you dete™t pl—gi—rism from group mem˜ersD —nd how will
you respond to itc
• xoteX …se your im—gin—tion here —nd ˜e spe™i(™ on how you pl—n to re—lize e—™h v—lueF „hink prevenE
tively @how you pl—n on —voiding injusti™eD irresponsi˜ilityD injusti™eD —nd dishonestyA —nd pro—™tively
@how you ™—n enh—n™e these v—luesAF hon9t ˜e —fr—id to outline spe™i(™ ™ommitmentsF ixpe™t some of
your ™ommitments to need reformul—tionF et the end of the semesterD this will help you write the (n—l
reportF hes™ri˜e wh—t workedD wh—t did not workD —nd wh—t you did to (x the l—tterF

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5 Obstacles to Group Work (Developed by Chuck Hu for Good Computing:
A Virtue Approach to Computer Ethics)
IF „he e˜ilene €—r—doxF „he story involves — f—mily who would —ll r—ther h—ve ˜een —t home th—t ends
up h—ving — ˜—d dinner in — lousy rest—ur—nt in e˜ileneD „ex—sF i—™h ˜elieves the others w—nt to go to
e˜ilene —nd never questions this ˜y giving their own view th—t doing so is — ˜—d ide—F sn the e˜ilene
p—r—doxD the group winds up doing something th—t no individu—l w—nts to do ˜e™—use of — ˜re—kdown
of intr—Egroup ™ommuni™—tionF
PF qroupthinkF „he tenden™y for very ™ohesive groups with strong le—ders to disreg—rd —nd defend
—g—inst inform—tion th—t goes —g—inst their pl—ns —nd ˜eliefsF „he group ™olle™tively —nd the mem˜ers
individu—lly rem—in loy—l to the p—rty line while h—ppily m—r™hing o' the ™li'D —ll the while ˜l—ming
them @iFeFD outsidersA for the height —nd situ—tion of the ™li'F
QF qroup €ol—riz—tionF rereD individu—ls within the group ™hoose to fr—me their di'eren™es —s dis—greeE
mentsF pr—ming — di'eren™e —s nonE—greement le—ves open the possi˜ility of working tow—rd —greement
˜y integr—ting the di'eren™es or ˜y developing — more ™omprehensive st—ndpoint th—t di—le™t—lly syntheE
sizes the di'eren™esF pr—ming — di'eren™e —s dis—greement m—kes it — zero sum g—meY one9s p—rti™ul—r
side is goodD —ll the others ˜—dD —nd the only resolution is for the good @one9s own positionA to win out
over the ˜—d @everything elseAF
RF xoteX ell of these —re inst—n™es of — so™i—l psy™hologi™—l phenomenon ™—lled ™onformityF fut there
—re other pro™esses —t work tooD like group identi(™—tionD selfEserving ˜i—sesD selfEesteem enh—n™ementD
selfEful(lling prophe™iesD et™F
Best Practices for Avoiding Abilene Paradox

• et the end of the solution gener—ting pro™essD ™—rry out —n —nonymous survey —sking p—rti™ip—nts if
—nything w—s left out they were relu™t—nt to put ˜efore groupF

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‡hen ˜r—instormingD set — quot— —nd postpone ™riti™ism until —fter quot— h—s ˜een metF
• Negotiate Interests, not Positions
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gon(™ts th—t —rise from situ—tion—l ™onstr—ints ™—n ˜e resolved ˜y pushing ˜—™k
those ™onstr—ints through negoti—tion or innov—tionFF
• Nonspecic Compensation
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i—™h p—rty lowers their —spir—tions on items th—t —re of less interest to themD thus tr—ding
o' — ™on™ession on — less import—nt item for — ™on™ession from the other on — more import—nt itemF
• Cost-Cutting
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pinding — higher order interest on whi™h ˜oth p—rties —greeD —nd then ™onstru™ting —
solution th—t serves th—t —greedEupon interestF

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6 Exercise 2 - Avoiding the Pitfalls of Group Work
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•
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•
•

hesign — pl—n for —voiding the pitf—lls of group work enumer—ted in the text˜ox —˜oveF
row does your group pl—n on —voiding the e˜ilene €—r—doxc
row does your group pl—n on —voiding qroup €ol—riz—tionc
row does your group pl—n on —voiding qroupthinkc
xoteX …se im—gin—tion —nd ™re—tivity hereF „hink of spe™i(™ s™en—rios where these o˜st—™les m—y —riseD
—nd wh—t your group ™—n do to prevent them or minimize their imp—™tF

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7 Exercise 3: Prepare a Final, Group Self-Evaluation
•
•
•
•

hue h—teX yne week —fter the l—st ™l—ss of the semester when your group turns in —ll its m—teri—lsF
vengthX e minimum of (ve p—ges not in™luding „e—m wem˜er iv—lu—tion porms
gontentsX
IF ‚est—te the ithi™—l —nd €r—™ti™—l qo—ls th—t your group developed —t the ˜eginning of its form—tionF

PI

• PF €rovide — ™—refulD do™umented —ssessment of your group9s su™™ess in meeting these go—lsF @hon9t
just —ssert th—t yur group su™™essfully re—lized justi™e in —ll its —™tivities this semesterF row did
your group ™h—r—™terize justi™e in the ™ontext of its workc ‡h—t spe™i(™ —™tivities did the group ™—rry
out to re—lize this v—luec ‡h—tD —mong these —™tivitiesD worked —nd wh—t did not workcA
• QF sdentify o˜st—™lesD short™omings or f—ilures th—t you group experien™ed during the semesterF row
did these —risec ‡hy did they —risec row did you respond to themc hid your response workc ‡h—t
did you le—rn from this experien™ec
• RF essess the pl—ns you set forth in your initi—l report on how you intended to re—lize v—lues —nd —void
pitf—llsF row did these workc hid you sti™k to your pl—ns or did you (nd it ne™ess—ry to ™h—nge or
—˜—ndon them in the f—™e of ™h—llengesc
• SF his™uss your group9s pro™edures —nd pr—™ti™esc row did you divide —nd —llo™—te work t—sksc row
did you re—™h ™onsensus on di0™ult issuesc row did you ensure th—t —ll mem˜ers were respe™ted —nd
—llowed signi(™—nt —nd me—ningful p—rti™ip—tionc ‡h—t worked —nd wh—t did not work with respe™t
to these pro™eduresc ‡ill you repe—t them in the futurec ‡ould you re™ommend these pro™edures —s
˜est pr—™ti™es to future groupsc
• TF ‡h—t did you le—rn from your experien™e working —s — te—m this semesterc ‡h—t will require
further re)e™tion —nd thoughtc sn other wordsD ™on™lude your selfEev—lu—tion with — st—tement th—t
summ—rizes your experien™e working together —s — te—m this semesterF

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8 Wrap Up: Some further points to consider
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Please view or download it at

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yxfordD …uX yxford …niversity €ressF
QF frin™—tD gynthi— eF —nd ‡ikeD †i™tori— ƒF @PHHHA Morality and the Professional Life: Values at
WorkF …pper ƒ—ddle ‚iverD xtX €renti™e r—llF
RF …r˜—n ‡—lkerD wF @PHHTAF Moral Repair: Reconstructing Moral Relations After WrongdoingF
g—m˜ridgeD …uX g—m˜ridge …niversity €ressF
SF €rit™h—rdD wF @IWWTAF Reasonable Children: Moral Education and Moral LearningF v—wren™eD
uƒX u—ns—s …niversity €ressF
TF t—nisD sF Groupthink: Psychological Studies of Policy Decisions and Fiascoes2nd Ed
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Chapter 2
Ethical Decision-Making
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Problematic Right Claims

IF il dere™ho p—r— —™tu—r de —™uerdo — l— ™on™ien™i— eti™— y re™h—z—r tr—˜—jos en los ™u—les exist— un—
v—ri—™ion de opinones mor—lesF
PF il dere™ho de expres—r jui™io profesion—lD y h—™er pronun™i—mientos pu˜li™os que se—n ™onsistentes ™on
restri™™iones ™orpor—tiv—s so˜re l— inform—™ion propiet—ri—F
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ETHICAL DECISION-MAKING

QF il dere™ho — l— le—lt—d ™orpor—tiv— y l— li˜ert—d de que se— he™ho un ™hivo expi—torio p—r— ™—t—strofes
n—tur—lesD ineptitud de —dministr—™ion u otr—s fuerz—s m—s —ll— del ™ontrol del ingenieroF
RF il dere™ho — ˜us™—r el mejor—miento person—l medi—nte estudios postgr—du—dos y envolverse en —so™i—E
™iones profesion—lesF
SF Fil dere™ho — p—rti™ip—r en —™tivid—des de p—rtidos politi™os fuer— de l—s hor—s de tr—˜—joF
TF il dere™ho — soli™it—r posi™iones superiores ™on otr—s ™omp—ni—s sin que l— ™omp—nis en l— que tr—˜—je
tome repres—li—s ™ontr— el ingenieroF
UF il dere™ho —l de˜ido pro™eso de ley y l— li˜ert—d de que se le —pliquen pen—lid—des —r˜itr—ri—s o despidosF
VF il dere™ho — —pel—r por revision —nte un— —so™i—™ion profesion—lD om˜udsm—n o —r˜itro independienteF
WF il dere™ho — l— priv—™id—d person—lF
IHF „hese rights —re t—ken from iti™— en l— €r—™ti™— €rofesion—l de l— sngenieri— ˜y ‡ilfredo wunoz
‚om—n pu˜lished in IWWV ˜y the golegio de sngenieros y egrimensores de €uerto ‚i™o —nd …niversid—d
€olite™ni™— de €uerto ‚i™o
Problematic Rights Claims (translated)

IF „he right to —™t in —™™ord—n™e with one9s ethi™—l ™ons™ien™e —nd to refuse to work on proje™ts th—t go
—g—inst one9s ™ons™ien™e or person—l or profession—l mor—l viewsF
PF „he right to express one9s profession—l judgment —nd to m—ke pu˜li™ de™l—r—tions —s long —s these do
not viol—te — ™orpor—tion9s rights to propriet—ry inform—tionF
QF „he right to ™orpor—te loy—lty —nd freedom from ˜eing m—de — s™—pego—t for n—tur—l ™—t—strophesD
—dministr—tive ineptitudeD —nd other for™es th—t —re ˜eyond the ™ontrol of the individu—l engineerF
RF „he right to ˜etter oneself through postgr—du—te studies —nd through p—rti™ip—tion in one9s profession—l
so™ietyF
SF „he right to p—rti™ip—te in politi™—l —™tivities outside of work hoursF
TF „he right not to su'er ret—li—tion from one9s ™urrent employer when one seeks ˜etter employment
elsewhereF
UF „he right to due pro™ess under the l—w —nd freedom from the —ppli™—tion of —rti˜r—ry pen—lties in™luding
˜eing (red —t will without just ™—useF
VF „he right to —ppe—l judgments m—de —g—inst one ˜efore — profession—l —sso™i—tionD om˜udsm—nD or
independent —r˜itr—torF
WF „he right to person—l priv—™yF
Kantian Formalism, Part I: Aligning the moral motive and the moral act

• u—nt9s mor—l philosophy h—s exer™ised su˜st—nti—l in)uen™e over our notions of right —nd dutyF ‡e
˜egin with — ˜rief summ—ry of this theory ˜—sed on the workD The Foundations of the Metaphysics
of MoralsF
• u—nt st—tes th—t the only thing in this world th—t is good without qu—li(™—tion is — good willF re
™h—r—™terizes this will in terms of its motiveD 4duty for duty9s s—keF4
• gonsider the following ex—mpleF ‰ou see — ˜oy drowningF iven though the w—ter is rough —nd the
™urrent strong you —re — good enough swimmer to s—ve himF ƒo while your in™lin—tion m—y ˜e to give
w—y to fe—r —nd w—lk —w—yD you —re dutyE˜ound to s—ve the drowning ˜oyF
• en —™tion @s—ving or not s—ving the drowning ˜oyA h—s mor—l worth depending on the the ™orre™t
™orrel—tion of right —™tion —nd right motiveF „he following t—˜le shows thisF
Duty for Duty's Sake

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wotive a sn™lin—tion @desire for
rew—rd or fe—rA

wotive a huty

e™t gonforms to huty

‰ou s—ve the drowning ˜oy for
the rew—rdF e™t ™onforms to duty
˜ut is motiv—ted ˜y in™lin—tionF
r—s no mor—l worthF

‰ou s—ve the drowning ˜oy ˜eE
™—use it is your dutyF e™t ™onE
forms to duty —nd is for the s—ke
of dutyF ‰our —™t h—s mor—l
worthF

e™t viol—tes — dutyF

‰ou don9t s—ve the drowning ˜oy
˜e™—use you —re too l—zy to jump
inF e™t viol—tes duty motiv—ted
˜y in™lin—tionF

‰ou drown trying to s—ve the
drowning ˜oyF re —lso diesF e™t
f—ils to ™—rry out duty ˜ut is moE
tiv—ted ˜y duty —nyw—yF „he —™t
mis™—rries ˜ut sin™e the motive is
duty it still h—s mor—l worthF

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Kantian Formalism, Part III: The Formula of the End

• ‡hen s will one thing —s univers—l l—w —nd m—ke myself the exe™eption in di0™ult ™ir™umst—n™esD s —m
tre—ting othersD in u—nti—n termsD merely —s me—nsF
• „his implies th—t s su˜ordin—te or ˜end them to my interests —nd proje™ts without their ™onsentF s
do this ˜y ™ir™umventing their —utonomy through @IA for™eD @PA fr—ud @often de™eptionAD or @QA m—nipE
ul—tionF „re—ting them with respe™t would involve telling them wh—t s w—nt @wh—t —re my pl—ns —nd
proje™tsA —nd on this ˜—sis —sking them to ™onsent to p—rti™p—te —nd help meF „he extreme ™—se for
tre—ting others merely —s me—ns is ensl—ving themF

PT

CHAPTER 2
...


ETHICAL DECISION-MAKING

Example Rights Table: Due Process

‚ightX
™ess

hue €roE

he(nitionX
„he
right to respond
to org—niz—tion—l
de™isions
th—t
m—y h—rm one in
terms of — serious
org—niz—tion—l
griev—n™e pro™eE
dureFxe™ess—ry
gonditionsXIF
ƒever—l levels of
—ppe—lFPF
„ime
limits to e—™h
level of —ppe—lFQF
‡ritten
noti™e
of
griev—n™eFRF
€eer represent—E
tionFSF
yutside
—r˜itr—tionF

tusti(™—tion

‚ightE
rolderXingineer
—s employee —nd
mem˜er of profesE
sion—l so™ietyF

gorrel—tive hutyE
rolderX ingineer9s
ƒupervisorD
ofE
(™i—ls in profesE
sion—l so™ietyF

huty vevel

issenti—lX
hue
€ro™ess is essenti—l
in
org—niz—tions
to prevent the
depriv—tion
of
other rights or
to provide —id in
the ™—se of their
depriv—tionF

€rofession—ls who
—re su˜je™t to proE
fession—l ™odes of
ethi™sF ƒupports
profession—ls who
—re ordered to viE
ol—te profession—l
st—nd—rdsF

rum—n ‚esour™esD
w—n—gementD
€ersonnel hep—rtE
mentF@sndividu—ls
with duty to deE
signD implementD
—nd enfor™e —
due pro™ess polE
i™yAgorpor—te
dire™tors h—ve the
duty to m—ke sure
this is ˜eing doneF

xot
to
heE
priveXsndividu—ls
™—nnot ˜e (redD
tr—nsferredD
or
demoted without
due pro™ess

†ulner—˜leX
‚ights in gener—l
—re not re™ognized
in the e™onomi™
sphereD espe™i—lly
in org—niz—tionsF

€revent hepriv—E
tionX
yrg—niz—E
tions ™—n prevent
depriv—tion ˜y deE
signing —nd impleE
menting — ™ompreE
hensive due proE
™ess poli™yF
eid
the
heE
privedfinding
—r˜itr—tion
—nd
leg—l
me—sures
must exist to —id
those deprived of
due pro™ess rights

pe—si˜leX
yrg—E
niz—tionsD
h—ve
su™™essfully
imE
plemented
due
pro™ess
pro™eE
duresF
Table 2
...
1
...

Exercise: Develop a Rights Table

IF ‰ou will ˜e divided into sm—ll groups —nd e—™h will ˜e —ssigned — right ™l—im t—ken from the —˜ove listF
PF hes™ri˜e the ™l—im @essenti—l ™—p—™ity of —™tionA m—de ˜y the rightF por ex—mpleD due pro™ess ™l—ims
the right to — serious org—niz—tion—l griev—n™e pro™edure th—t will en—˜le the rightEholder to respond
to — de™ision th—t h—s —n —dverse imp—™t on his or her interestsF st m—y —lso ˜e ne™ess—ry in some
situ—tions to spe™ify the ™l—im9s ne™ess—ry ™onditionsF
QF tustify the right ™l—im using the rights justi(™—tion fr—meworkF sn other words show th—t the right
™l—im is essenti—lD vulner—˜leD —nd fe—si˜leF
RF fe sure to show th—t the right is essenti—l to autonomyF sf it is vulner—˜le ˜e sure to identify the
standard threatF @e st—nd—rd thre—t is —n existing ™ondition th—t thre—tens —utonomyFA
SF €rovide —n ex—mple of — situ—tion in whi™h the right ™l—im ˜e™omes oper—tiveF por ex—mpleD —n engineer
m—y ™l—im — right to due pro™ess in order to —ppe—l wh—t he or she ™onsiders —n unf—ir dismiss—lD tr—nsferD
or perform—n™e ev—lu—tionF
TF sdentify the ™orrel—tive dutyEholder@sA th—t need to t—ke steps to re™ognize —nd respe™t the rightF por
ex—mpleD priv—te —nd government org—niz—tions m—y ˜e dutyE˜ound to ™re—te due pro™ess pro™edures
to re™ognize —nd respe™t this rightF

PW
UF purther spell out the right ˜y showing wh—t —™tions the ™orrel—tive duties involveF por ex—mpleD —
m—n—ger should not viol—te —n employee9s due pro™ess right ˜y (ring him or her without just ™—useF
„he org—niz—tion9s hum—n resour™es dep—rtment might ™—rry out — tr—ining progr—m to help m—n—gers
—void depriving employees of this rightF „he org—niz—tion ™ould —id the deprived ˜y designing —nd
implementing ˜inding —r˜itr—tion involving —n imp—rti—l third p—rtyF
fe prep—red to de˜rief on your right ™l—im to the rest of the ™l—ssF ‡hen other groups —re de˜rie(ngD you —re
free to ™h—llenge them on whether their ™l—im is essenti—l to —utonomyD whether they h—ve identi(ed — v—lid
4st—nd—rd thre—tD4 —nd whether the ™orrel—tive duties —re fe—si˜le or deprive others of something essenti—lF
‰our go—l —s — ™l—ss is to h—ve — short ˜ut e'e™tive list of rights th—t profession—ls t—ke with them to the
workpl—™eF

2
...
4 Conclusion
Conclusion: Topics for Further Reection

• xot every ™l—im to — right is — legitim—te or justi(—˜le ™l—imF „he purpose of this fr—mework is to get
you into the h—˜it of thinking ™riti™—lly —nd skepti™—lly —˜out the rights ™l—ims th—t you —nd others
m—keF ivery legitim—te right ™l—im is essenti—lD vulner—˜leD —nd fe—si˜leF gorrel—tive duties —re sorted
out —™™ording to di'erent levels @not to depriveD prevent depriv—tionD —nd —id the deprivedAY thisD
in turnD is ˜—sed on the ™—p—™ity of the ™orrel—tive duty holder to ™—rry them outF pin—llyD duties
™orrel—tive to rights ™—nnot deprive the dutyEholder of something essenti—lF
• …nless you integr—te your right —nd its ™orrel—tive duties into the ™ontext of your profession—l or
pr—™ti™—l dom—inD it will rem—in —˜str—™t —nd irrelev—ntF „hink —˜out your right in the ™ontext of
the re—l worldF „hink of everyd—y situ—tions in whi™h the right —nd its ™orrel—tive duties will —riseF
snvent ™—ses —nd s™en—riosF sf you —re —n engineering studentD think of informed ™onsent in terms of
the pu˜li™9s right to underst—nd —nd ™onsent to the risks —sso™i—ted with engineering proje™tsF sf you
—re — ™omputing student think of wh—t you ™—n do with ™omputing knowledge —nd skills to respe™t or
viol—te priv—™y rightsF hon9t stop with —n —˜str—™t —™™ounting of the right —nd its ™orrel—tive dutiesF
• ‚ights —nd duties underlie profession—l ™odes of ethi™sF fut this is not —lw—ys o˜viousF por ex—mpleD
the right of free —nd informed ™onsent underlies mu™h of the engineer9s inter—™tion with the pu˜li™D
espe™i—lly the ™ode responsi˜ility to hold p—r—mount pu˜li™ he—lthD s—fetyD —nd welf—reF vook —t the
di'erent st—keholder rel—tions ™overed in — ™ode of ethi™sF @sn engineering this would in™lude pu˜li™D
™lientD professionD —nd peerFA ‡h—t —re the rights —nd duties outlined in these st—keholder rel—tionsc
row —re they ™overed in ™odes of ethi™sc
• „his module is e'e™tive in ™ounterE—™ting the tenden™y to invent rights —nd use them to r—tion—lize
du˜ious —™tions —nd intentionsF „hink of rights ™l—ims —s ™redit ˜—™ked ˜y — promise to p—y —t — l—ter
timeF sf you m—ke — right ™l—imD ˜e re—dy to justify itF sf someone else m—kes — right ™l—imD m—ke them
˜—™k it up with the justi(™—tion fr—mework presented in this moduleF

2
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2
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org/content/m13757/1
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QH

CHAPTER 2
...
2
...
4

2
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3 Software Development Cycle: Four Stages
@IA pro˜lem spe™i(™—tionD @PA solution gener—tionD @QA solution testingD —nd @RA solution implement—tionF

2
...
4 Problem specication
€ro˜lem spe™i(™—tion involves exer™ising mor—l im—gin—tion to spe™ify the so™ioEte™hni™—l system @in™luding
the st—keholdersA th—t will in)uen™e —nd will ˜e in)uen™ed ˜y the de™ision we —re —˜out to m—keF ƒt—ting the
pro˜lem ™le—rly —nd ™on™isely is essenti—l to design pro˜lemsY getting the pro˜lem right helps stru™ture —nd
™h—nnel the pro™ess of designing —nd implementing the solutionF „here is no —lgorithm —v—il—˜le to ™r—nk out
e'e™tive pro˜lem spe™i(™—tionF snste—dD we o'er — series of guidelines or rules of thum˜ to get you st—rted
in — pro™ess th—t is —™™omplished ˜y the skillful exer™ise of mor—l im—gin—tionF
por — ˜ro—der pro˜lem fr—ming model see r—rrisD €rit™h—rdD —nd ‚—˜insD Engineering Ethics: Concepts and Cases, Pnd iditionD felmontD geX ‡—dsworthD PHHHD ppF QHESTF ƒee —lso gynthi— frin™—t —nd
†i™tori— ‡ikeD Morality and Professional Life: Values at WorkD xew terseyX €renti™e r—llD IWWWF
Dierent Ways of Specifying the Problem

• w—ny pro˜lems ™—n ˜e spe™i(ed —s dis—greementsF por ex—mpleD you dis—gree with your supervisor over
the s—fety of the m—nuf—™turing environmentF his—greements over f—™ts ™—n ˜e resolved ˜y g—thering
more inform—tionF his—greements over ™on™epts @you —nd your supervisor h—ve di'erent ide—s of wh—t
s—fety me—nsA require working tow—rd — ™ommon de(nitionF
• yther pro˜lems involve ™on)i™ting v—luesF ‰ou —dvo™—te inst—lling pollution ™ontrol te™hnology ˜e™—use
you v—lue environment—l qu—lity —nd s—fetyF ‰our supervisor resists this ™ourse of —™tion ˜e™—use
she v—lues m—int—ining — solid pro(t m—rginF „his is — ™on)i™t ˜etween — mor—l v—lue @s—fety —nd
environment—l qu—lityA —nd — nonmor—l v—lue @solid pro(tsAF wor—l v—lues ™—n —lso ™on)i™t with one
—nother in — given situ—tionF …sing tohn hoe l—wsuits to for™e snternet ƒervi™e €roviders to reve—l
the re—l identities of def—mers ™ert—inly prote™ts the priv—™y —nd reput—tions of potenti—l t—rgets of
def—m—tionF fut it —lso pl—™es restri™tions on legitim—te free spee™h ˜y m—king it possi˜le for powerful
wrongdoers to intimid—te those who would pu˜li™ize their wrongdoingF rere the mor—l v—lues of priv—™y
—nd free spee™h —re in ™on)i™tF †—lue ™on)i™ts ™—n ˜e —ddressed ˜y h—rmonizing the ™on)i™ting v—luesD
™ompromising on ™on)i™ting v—lues ˜y p—rti—lly re—lizing themD or setting one v—lue —side while re—lizing
the other @av—lue tr—de o'sAF
• sf you spe™ify your pro˜lem —s — dis—greementD you need to des™ri˜e the f—™ts or ™on™epts —˜out whi™h
there is dis—greementF
• sf you spe™ify your pro˜lem —s — ™on)i™tD you need to des™ri˜e the v—lues th—t ™on)i™t in the situ—tionF
• yne useful w—y of spe™ifying — pro˜lem is to ™—rry out — st—keholder —n—lysisF e st—keholder is —ny
group or individu—l th—t h—s — vit—l interest —t risk in the situ—tionF ƒt—keholder interests frequently
™ome into ™on)i™t —nd solving these ™on)i™ts requires developing str—tegies to re™on™ile —nd re—lize the
™on)i™ting st—kesF
• enother w—y of identifying —nd spe™ifying pro˜lems is to ™—rry out — so™ioEte™hni™—l —n—lysisF ƒo™ioE
te™hni™—l systems @ƒ„ƒA em˜ody v—luesF €ro˜lems ™—n ˜e —nti™ip—ted —nd prevented ˜y spe™ifying
possi˜le v—lue ™on)i™tsF sntegr—ting — new te™hnologyD pro™edureD or poli™y into — so™ioEte™hni™—l
system ™—n ™re—te three kinds of pro˜lemF @IA gon)i™t ˜etween v—lues in the te™hnology —nd those in
the ƒ„ƒF por ex—mpleD when —n —ttempt is m—de to integr—te —n inform—tion system into the ƒ„ƒ of —
sm—ll ˜usinessD the v—lues present in —n inform—tion system ™—n ™on)i™t with those in the so™ioEte™hni™—l
systemF @‡orkers m—y feel th—t the new inform—tion system inv—des their priv—™yFA @PA empli(™—tion

QP

CHAPTER 2
...
5

If you are having problems specifying your problem

• „ry identifying the st—keholdersF ƒt—keholders —re —ny group or individu—l with — vit—l interest —t st—ke
in the situ—tion —t h—ndF
• €roje™t yourself im—gin—tively into the perspe™tives of e—™h st—keholdersF row does the situ—tion look
from their st—ndpointc ‡h—t —re their interestsc row do they feel —˜out their interestsc
• gomp—re the results of these di'erent im—gin—tive proje™tionsF ho —ny st—keholder interests ™on)i™tc
ho the st—keholders themselves st—nd in ™on)i™tc
• sf the —nswer to one or ˜oth of these questions is 4yes4 then this is your pro˜lem st—tementF row does
one re™on™ile ™on)i™ting st—keholders or ™on)i™ting st—keholder interests in this situ—tionc
Framing Your Problem

• ‡e miss solutions to pro˜lems ˜e™—use we ™hoose to fr—me them in only one w—yF
• por ex—mpleD the wount—in „errorist hilemm— is usu—lly fr—med in only one w—yX —s — dilemm—D th—t
isD — for™ed de™ision ˜etween two equ—lly undesir—˜le —ltern—tivesF @qil˜—ne qold is —lso fr—med —s —
dilemm—X ˜low the whistle on Egorp or go —long with the ex™ess polutionFA
• pr—ming — pro˜lem di'erently opens up new horizons of solutionF ‰our requirement from this point on
in the semester is to fr—me every pro˜lem you —re —ssigned in —t le—st two di'erent w—ysF

QQ

• por ex—mples of how to fr—me pro˜lems using so™ioEte™hni™—l system —n—lysis see module mIRHPSF
• „hese di'erent fr—mes —re summ—rized in the next ˜ox ˜elowF
Dierent Frames for Problems

• Technical FrameX ingineers fr—me pro˜lems te™hni™—llyD th—t isD they spe™ify — pro˜lem —s r—ising —
te™hni™—l issue —nd requiring — te™hni™—l design for its resolutionF por ex—mpleD in the rughes ™—seD —
te™hni™—l fr—me would r—ise the pro˜lem of how to stre—mline the m—nuf—™turing —nd testing pro™esses
of the ™hipsF
• Physical FrameX sn the v—min—ting €ress ™—seD the physi™—l fr—me would r—ise the pro˜lem of how the
l—yout of the room ™ould ˜e ™h—nged to redu™e the white powderF ‡ould ˜etter ventil—tion elimin—te
or mitig—te the white powder pro˜lemc
• Social FrameX sn the 4‡hen in egu—dill—4 ™—seD the t—p—nese engineer is un™omfort—˜le working
with the €uerto ‚i™—n wom—n engineer ˜e™—use of so™i—l —nd ™ultur—l ˜eliefs ™on™erning women still
widely held ˜y men in t—p—nF pr—ming this —s — so™i—l pro˜lem would involve —sking whether there
would ˜e w—ys of getting the t—p—nese engineer to see things from the €uerto ‚i™—n point of viewF
• Financial or Market-Based FramesX „he hyiD in the ‚isk essessment ™—se ˜elowD —™™uses the
l—˜or—tory —nd its engineers of trying to extend the ™ontr—™t to m—ke more moneyF „he supervisor
of the he—d of the risk —ssessment te—m pressures the te—m le—der to ™omplete the risk —ssessment —s
qui™kly —s possi˜le so —s not to lose the ™ontr—™tF „hese two fr—mings highlight (n—n™i—l issuesF
• Managerial FrameX es the le—der of the €uerto ‚i™—n te—m in the 4‡hen in egu—dill—4 ™—seD you
need to exer™ise le—dership in your te—mF „he refus—l of the t—p—nese engineer to work with — mem˜er
of your te—m ™re—tes — m—n—gement pro˜lemF ‡h—t would — good le—derD — good m—n—gerD do in this
situ—tionc ‡h—t does it me—n to ™—ll this — m—n—gement pro˜lemc ‡h—t m—n—gement str—tegies would
help solve itc
• Legal FrameX yƒre m—y h—ve ™le—r regul—tions ™on™erning the white powder produ™ed ˜y l—min—ting
pressesF row ™—n you (nd out —˜out these regul—tionsc ‡h—t would ˜e involved in ™omplying with
themc sf they ™ost moneyD how would you get this moneyc „hese —re questions th—t —rise when you
fr—me the v—min—ting €ress ™—se —s — leg—l pro˜lemF
• Environmental FramingX pin—llyD viewing your pro˜lem from —n environment—l fr—me le—ds you to
™onsider the imp—™t of your de™ision on the environmentF hoes it h—rm the environmentc g—n this
h—rm ˜e —voidedc g—n it ˜e mitig—tedc g—n it ˜e o'setc @gould you repl—nt elsewhere the trees you ™ut
down to ˜uild your new pl—ntcA gould you develop — short term environment—l solution to 4˜uy time4
for designing —nd implementing — longer term solutionc pr—ming your pro˜lem —s —n environment—l
pro˜lem requires th—t you —sk whether this solution h—rms the environment —nd whether this h—rming
™—n ˜e —voided or remedied in some other w—yF

2
...
5 Solution Generation
sn solution gener—tionD —gents exer™ise mor—l ™re—tivity ˜y ˜r—instorming to ™ome up with solution options
designed to resolve the dis—greements —nd v—lue ™on)i™ts identi(ed in the pro˜lem spe™i(™—tion st—geF fr—inE
storming is ™ru™i—l to gener—ting nono˜vious solutions to di0™ultD intr—™t—˜le pro˜lemsF „his pro™ess must
t—ke pl—™e within — nonEpol—rized environment where the mem˜ers of the group respe™t —nd trust one —notherF
@ƒee the module on the ithi™s of qroup ‡ork for more inform—tion on how groups ™—n ˜e su™™essful —nd
pitf—lls th—t ™ommonly trip up groupsFA qroups e'e™tively initi—te the ˜r—instorming pro™ess ˜y suspending
™riti™ism —nd —n—lysisF efter the pro™ess is ™ompleted @s—yD ˜y meeting — quot—AD then p—rti™ip—nts ™—n re(ne
the solutions gener—ted ˜y ™om˜ining themD elimin—ting those th—t don9t (t the pro˜lemD —nd r—nking them
in terms of their ethi™s —nd fe—si˜ilityF sf — pro˜lem ™—n9t ˜e solvedD perh—ps it ™—n ˜e dissolved through
reformul—tionF sf —n entire pro˜lem ™—n9t ˜e solveD perh—ps the pro˜lem ™—n ˜e ˜roken down into p—rts some
of whi™h ™—n ˜e re—dily solvedF
Having trouble generating solutions?

QR

CHAPTER 2
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2
...

IF ‚eversi˜ilityX ere they reversi˜le ˜etween the —gent —nd key st—keholdersc
PF r—rmGfene(™en™eX ho they minimize h—rmc ho they produ™e ˜ene(ts th—t —re justly distri˜uted
—mong st—keholdersc
QF €u˜li™ sdenti(™—tionX ere these —™tions with whi™h s —m willing to ˜e pu˜li™ly identi(edc hoes these
—™tions identify me —s — mor—l personc
RF †—lueX ho these —™tions re—lize key mor—l v—lues —nd inst—nti—te mor—l virtuesc
SF godeX e ™ode test ™—n ˜e —dded th—t refers to — profession—l or o™™up—tion—l ™ode of ethi™sF ho the
solutions ™omply with the profession—l9s or pr—™titioner9s ™ode of ethi™sc
TF „he solution ev—lu—tion m—trix presented just ˜elow provides — ni™e w—y of modeling —nd summ—rizing
the pro™ess of solution testingF

QS
ƒolutionG„est

‚eversi˜ility

r—rmG fene(E
™en™e

†irtue

†—lue

gode

hes™ripEtion

ss the solution
reversi˜le with
st—keholdersc
hoes it honor
˜—si™ rightsc

hoes the soE
lution produ™e
the ˜est ˜eneE
(tGh—rm r—tioc
hoes the soluE
tion m—ximize
utilityc

hoes the soE
lution express
—nd integr—te
key virtuesc

wor—l
v—lE
ues re—lizedc
wor—l v—lues
frustr—tedc
†—lue ™on)i™ts
resolved
or
ex—™er˜—tedc

hoes the soE
lution viol—te
—ny
™ode
provisionsc

fest solution
ƒe™ond fest
‡orst
Table 2
...
2
...
7

Dierent Feasibility Constraints

IF „he pe—si˜ility „est identi(es the ™onstr—ints th—t ™ould interfere with re—lizing — solutionF „his test —lso
sorts out these ™onstr—ints into resource @timeD ™ostD m—teri—lsAD interest @individu—lsD org—niz—tionsD
leg—lD so™i—lD politi™—lAD —nd technical limit—tionsF fy identifying situ—tion—l ™onstr—intsD pro˜lemE
solvers ™—n —nti™ip—te implement—tion pro˜lems —nd t—ke e—rly steps to prevent or mitig—te themF
PF TimeF ss there — de—dline within whi™h the solution h—s to ˜e en—™tedc ss this de—dline (xed or
negoti—˜lec

QT

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2
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2
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2
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2
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)

• hoes the proposed —™tion tre—t others with respe™tc @hoes it re™ognize their —utonomy or ™ir™umvent
itcA
• hoes the —™tion viol—te the rights of othersc @ix—mples of rightsX free —nd informed ™onsentD priv—™yD
freedom of ™ons™ien™eD due pro™essD propertyD freedom of expressionA
• ‡ould you re™ommend th—t this —™tion ˜e™ome — univers—l rulec
• ere youD through your —™tionD tre—ting others merely —s me—nsc

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ETHICAL DECISION-MAKING

IF hevelop —n implement—tion pl—n for your ˜est solutionF „his pl—n should —nti™ip—te o˜st—™les —nd o'er
me—ns for over™oming themF
PF €rep—re — fe—si˜ility t—˜le outlining these issues using the t—˜le presented —˜oveF
QF ‚emem˜er th—t e—™h of these fe—si˜ility ™onstr—ints is negoti—˜le —nd therefore )exi˜leF sf you ™hoose
to set —side — fe—si˜ility ™onstr—int then you need to outline how you would negoti—te the extension of
th—t ™onstr—intF

Decision-Making Presentation

„his medi— o˜je™t is — downlo—d—˜le (leF €le—se view or downlo—d it —t
`he™ision w—king w—nu—l †RFpptxb
Figure 2
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This presentation was given February 28,
2008 at UPRM for ADMI 6005 students, Special Topics in Research Ethics
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It is based on the case, "When in Aguadilla
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Test Rubric Fall 2009: Problem-Solving
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[Media Object]

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RI
me—sures implemented to prevent ™rime —nd ˜y showing — responsive —djustment to ™rimes they ™ould not
preventF
st is in this new ™orpor—te ™ontext th—t ™orpor—tions h—ve ˜egun to —dopt v—luesE˜—sed de™ision m—kingF
snste—d of setting forth rules th—t outline minimum levels of for™ed ™ompli—n™eD they now —sk employees
to work ˜eyond the mor—l minimum —nd seek o™™—sions to —™tu—lly re—lize or enh—n™e mor—l v—lueF sn the
de™ision m—king ™ontextD employees —skX @IA ‡h—t ™—n s do to m—ke this — more just environmentc @PA
row do s go —˜out respe™ting my ™oEworkersc —nd @QA row do s identify —nd ™—rry out my responsi˜ilitiesD
in™luding so™i—l responsi˜ilitiesD in my d—ily workc „hese questionsD representing inst—n™es of v—luesE˜—sed
de™isionEm—kingD serve to ™h—nge your fo™us from getting ˜y with the mor—l minimum to re—ligning your
mor—l —nd workpl—™e e'orts tow—rd mor—l ex™ellen™eF
sn this module you will le—rn —˜out ethi™—l le—dershipD ethi™—l de™isionEm—kingD ™orpor—te so™i—l responsiE
˜ilityD —nd ™orpor—te govern—n™eF „he o™™—sion for this le—rning is the ™l—ssi™—l ethi™s videoD qil˜—ne qoldF
‰ou will view the video —nd pr—™ti™e v—luesE˜—sed de™isionEm—king from within the role of h—vid t—™ksonD
the young engineer —round whom the n—rr—tive of this video is ˜uiltF „o get you st—rtedD you will use the
v—lues portr—yed in the …niversity of €uerto ‚i™o9s gollege of fusiness edministr—tion ƒt—tement of †—lE
uesF wodule se™tions will outline wh—t you will ˜e doing —nd wh—t you need to know —s well —s provide
opportunities for you to re)e™t on wh—t you h—ve le—rned upon ™ompletion of this moduleF

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2 What you need to know
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ETHICAL DECISION-MAKING

• ‰ou —re h—vidF ‡h—t v—lues do you see involved in this situ—tionc hesign — solution th—t ˜est preserves
—nd integr—tes themF
Partial List of Characters

IF David JacksonX ‰oung engineer whose me—surements show th—t Egorp9s emissions into the qil˜—ne
w—ter supply ˜—rely ex™eed lo™—l st—nd—rdsF re expresses ™on™ern to his supervisors on the imp—™t on
the s—fety —nd he—lth of the lo™—l ™ommunityF
PF Diane CollinsX h—vid9s supervisor who is under strong pressure to m—int—in the Egorp qil˜—ne
pl—nt9s thin pro(t levelsF ƒhe is ™on™erned —˜out environment responsi˜ility ˜ut de(nes it —s st—ying
within the limits of the l—w —s put forth ˜y the qil˜—ne ™ommunityF qil˜—ne sets for the l—w —nd
Egorp is responsi˜le for st—ying within its limitsF sf the l—w is in—dequ—teD then qil˜—ne is responsi˜le
for ™h—nging itF
QF Tom RichardsX invironment—l engineer hired to me—sure Egorp9s he—vy met—l emissions into the
qil˜—ne w—ter supplyF ‚i™h—rds w—rns h—vid th—t he ˜e—rs ultim—te responsi˜ility for Egorp9s emisions
into the qil˜—ne w—ter supplyF
RF Phil PortX Egorp9s o0™i—l in ™h—rge of the ™omp—ny9s ™ompli—n™e with environment—l regul—tionsF
re ™—lls h—vid during the „† do™ument—ry to ™l—im th—t it portr—ys him —s —n 4environment—l r—pistF4
SF Frank SeedersX pr—nk is the point m—n on helping to ge—r up Egorp9s oper—tions to meet the
new dem—nd ™re—ted ˜y their re™ent venture with — t—p—nese ™omp—nyF re —sks h—vid to help him
stre—mline Egorp9s m—nuf—™turing pro™essF
TF Maria RenatoX vo™—l reporter who produ™es do™ument—ry exposing Egorp9s potenti—lly d—ngerous
emissionsF ƒhe h—s prep—red her report ˜—sed on do™ument—tion provided ˜y h—vid t—™ksonF
Statement of Values List

IF Justice / FairnessX fe imp—rti—lD o˜je™tive —nd refr—in from dis™rimin—tion or preferenti—l tre—tment
in the —dministr—tion of rules —nd poli™ies —nd in its de—lings with studentsD f—™ultyD st—'D —dministr—E
tionD —nd other st—keholdersF
PF ResponsibilityX ‚e™ognize —nd ful(ll its o˜lig—tions to its ™onstituents ˜y ™—ring for their essenti—l
interestsD ˜y honoring its ™ommitmentsD —nd ˜y ˜—l—n™ing —nd integr—ting ™on)i™ting interestsF es
responsi˜le —gentsD the f—™ultyD employeesD —nd students of the ™ollege of ˜usiness edministr—tion —re
™ommitted to the pursuit of ex™ellen™eD devotion to the ™ommunity9s welf—reD —nd profession—lismF
QF RespectX e™knowledge the inherent dignity present in its diverse ™onstituents ˜y re™ognizing —nd
respe™ting their fund—ment—l rightsF these in™lude rights to propertyD priv—™yD free ex™h—nge of ide—sD
—™—demi™ freedomD due pro™essD —nd me—ningful p—rti™ip—tion in de™ision m—king —nd poli™y form—tionF
RF TrustX ‚e™ognize th—t trust solidi(es ™ommunities ˜y ™re—ting —n environment where e—™h ™—n exE
pe™t ethi™—lly justi(—˜le ˜eh—vior from —ll othersF ‡hile trust is toler—nt of —nd even thrives in —n
environment of diversityD it —lso must oper—te within the p—r—meters set ˜y est—˜lished person—l —nd
™ommunity st—nd—rdsF
SF IntegrityX €romote integrity —s ™h—r—™terized ˜y sin™erityD honestyD —uthenti™ityD —nd the pursuit of
ex™ellen™eF sntegrity sh—ll perme—te —nd ™olor —ll its de™isionsD —™tions —nd expressionsF st is most
™le—rly exhi˜ited in intelle™tu—l —nd person—l honesty in le—rningD te—™hingD mentoring —nd rese—r™hF

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Figure 2
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ETHICAL DECISION-MAKING

Virtues for ADMI 3405

„his is —n unsupported medi— typeF „o viewD ple—se see httpXGG™nxForgG™ontentGmISUVQGl—testG†irtues for
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Use these to carry
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4 Socio-Technical Systems in Professional Decision Making

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1 Module Introduction
Milagro Beaneld War

toe wondr—gon h—s ™re—ted quite — stir in wil—groD — sm—ll vill—ge in xew wexi™oF re h—s illeg—lly diverted
w—ter from the irrig—tion dit™h to his (eld to grow ˜e—nsF e™™ess to s™—r™e w—ter in xew wexi™o h—s ™re—ted
sh—rp politi™—l —nd so™i—l disputes whi™h h—ve re—™hed — ™rises point in wil—groF gompeting with tr—dition—l
su˜sisten™e f—rmers like toe is the pro(t—˜le re™re—tion industryF v—dd hevineD — we—lthy developerD h—s joined
with the st—te government in xew wexi™o to ˜uild — l—rge re™re—tion—l ™enter ™onsisting of — rest—ur—ntD tr—vel
lodgeD individu—l ™—˜ins —nd — l—vish golf ™ourseF ƒin™e there is not enough w—ter to ™over ˜oth re™re—tion—l
—nd —gri™ultur—l uses —nd sin™e v—dd hevine9s proje™t promises l—rge t—x revenues —nd new jo˜sD the st—te
government h—s f—llen ˜ehind him —nd h—s promised to give to the re™re—tion—l f—™ilities —ll the w—ter it
needsF ren™eD the pro˜lem ™re—ted ˜y wondr—gon9s illeg—l —™tF ‰ou work for v—dd hevineF re h—s —sked
you to look into lo™—l opposition to the re™re—tion—l f—™ilityF elong these linesD you —ttend the town meeting
s™heduled ˜y ‚u˜y er™hulet— in the town9s ™hur™hF ‰ou —re ™on™erned —˜out gh—rlie floom9s present—tion
—nd the imp—™t it m—y h—ve on the lo™—l ™ommunityF €rep—re — ƒ„ƒ —n—lysis to test floom9s —ssertions —nd
˜etter prep—re v—dd hevine for lo™—l opposition to his f—™ilityF
Incident at Morales

pred is — ™hemi™—l engineer hired ˜y €h—ust gorpor—tion to design —nd m—ke oper—tion—l — new ™hemi™—l pl—nt
for the m—nuf—™ture of their newly redesigned p—int thinnerF …nder (n—n™i—l pressure from the p—rent pren™h
™omp—nyD ghemistreD they h—ve de™ided to lo™—te their new pl—nt in wor—lesD wexi™o to t—ke —dv—nt—ge of
lower ™osts —nd more )exi˜le government regul—tionsF ‰ou —re well on the w—y tow—rd designing this new
pl—nt when news ™omes from ghemistre th—t —ll ˜udgets —re ˜eing ™ut PH7 to (n—n™e ghemistre9s l—test
t—keover —™quisitionF ‰ou —re pred —nd —re now f—™ed with — series of di0™ult (n—n™i—lEengineering de™isionsF
ƒhould you hold out for the more expensive vutz —nd vutz ™ontrols or use the ™he—per ones produ™ed
lo™—llyc ƒhould you ™ontinue with the ™urrent pl—nt size or ™ut pl—nt size —nd ™—p—™ity to keep within
˜udget—ry ™onstr—intsc ‰ou h—ve —lso ˜een m—de —w—re of the environment—l —nd he—lth risks —sso™i—ted
with not lining the w—ste ponds used ˜y the pl—ntF ho you —dvo™—te lining the ponds or notD the l—tter ˜eing
within ™ompli—n™e for wexi™—n environment—l —nd he—lth regul—tionsF €rep—re — ƒ„ƒ —n—lysis to help you
m—ke —nd justify these de™isionsF w—ke — series of re™ommend—tions to your supervisors ˜—sed on this studyF
Puerto Rican Projects

• ‰our ™omp—nyD gogentrixD proposes — ™ogener—tion pl—nt th—t uses ™o—lD produ™es ele™tri™ityD —nd ™re—tes
ste—m —s — ˜yEprodu™t of ele™tri™ity gener—tion pro™essF fe™—use the ste—m ™—n ˜e sold to ne—r˜y tun—
™—nning pl—ntsD your ™omp—ny wishes to study the fe—si˜ility of lo™—ting its pl—nt in or ne—r w—y—guezD
€uerto ‚i™oF @goEgener—tion te™hnology h—s ˜e™ome very popul—r —nd useful in some pl—™esFA g—rry
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fringing —˜out good ™h—nges —nd preventing ˜—d

ones requires —djusting the di'erent elements in rel—tion to one —nother to m—int—in or strengthen key
v—lues em˜edded in the systemF
PF STS have dierent components which interact with one another
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@—A „hese v—lues m—y ˜e vulner—˜leD under —tt—™kD or —t
riskF por ex—mpleD the w—y — ™omp—ny stores employee d—t— m—kes m—ke it vulner—˜le to un—uthorized
—™™essF „his would end—nger the v—lue of priv—™yF @˜A „hese v—lues m—y ™ome into ™on)i™t with one
—nother so th—t resolving these ™on)i™ts m—y require —djusting the entire systemF @™A „he system —nd
its ™omponents m—y ™h—nge in su™h — w—y —s to produ™e signi(™—nt risks or h—rmsF
RF ƒ„ƒs ™h—ngeD —nd this ™h—nge displ—ys — trajectory or p—thF prequently this tr—je™tory is ˜rought
—˜out ˜y the power exer™ised ˜y entren™hed interestsF v—dd hevineD —s — we—lthy ˜usiness personD is
—˜le to exer™ise ™onsider—˜le over st—te poli™ies reg—rding the distri˜ution of w—terF ris exer™ise of this
power sets the ™ommunity of wil—gro on — tr—je™tory of ™h—nge —w—y from —gri™ulture —nd more tow—rd
the re™re—tion industryF

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3 Constituents
IF Technology in™luding h—rdw—reD softw—reD designsD prototypesD produ™tsD or servi™esF ix—mples of
engineering proje™ts in €uerto ‚i™o —re provided in the €‚ ƒ„ƒ gridF sn the „her—™EPS ™—seD the

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Use the broad categories
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ETHICAL DECISION-MAKING

SF stemize the l—wsD st—tutesD —nd regul—tionsF
TF hes™ri˜e the d—t— —nd d—t— stru™tures in your ƒ„ƒF …se the two templ—tes ˜elow th—t (ll in this t—˜le
for energy gener—tion systems —nd for engineering ethi™s in €uerto ‚i™oF
Socio Technical System Table
Hardware

Software

Physical
Surroundings

People,
Groups,
Roles

Procedures Laws

Data
and Data
Structures

Table 2
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Use the table below to suggest possible
values as well as the locations in which they are embedded
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8 Using Socio-Technical System Grids for Problem Specication
„he —™tivity of fr—ming is — ™entr—l ™omponent of mor—l im—gin—tionF pr—ming — situ—tion stru™tures its
elements into — me—ningful wholeF „his —™tivity of stru™turing suggests ˜oth pro˜lems —nd solutionsF pr—ming
— situ—tion in di'erent w—ys o'ers —ltern—tive pro˜lem spe™i(™—tions —nd solution possi˜ilitiesF ƒin™e skillful
fr—ming requires pr—™ti™eD this p—rt of the module suggests how so™ioEte™hni™—l system t—˜les ™—n help provide
di'erent fr—mes for pro˜lem spe™i(™—tion —nd solution gener—tionF
Dierent Problem Frames

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Below are a list of problems suggested by the STS analysis
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„his module ™onsists of two —tt—™hed wedi— pilesF „he (rst (le provides ˜—™kground inform—tion on ƒ„ƒsF
„he se™ond (le provides two s—mple ƒ„ƒ grids or t—˜lesF „hese grids will help you to develop spe™i(™ ƒ„ƒs

SI
to —n—lyze ™—ses in engineeringD ˜usinessD —nd ™omputer ethi™s without h—ving to ™onstru™t — ™ompletely new
ƒ„ƒ for e—™h ™—seF snste—dD using the two t—˜les —s templ—tesD you will ˜e —˜le to zero in on the ƒ„ƒ th—t
is unique to the situ—tion posed ˜y the ™—seF „his module —lso presents ˜—™kground ™onstr—ints to pro˜lemE
solving in engineeringD ˜usinessD —nd ™omputer ethi™sF „hese ™onstr—ints do not di'er —˜solutely from the
™onstituents of ƒ„ƒsF roweverD they pose underlying ™onstr—ints th—t outline the fe—si˜ility of —n ethi™—l
de™ision —nd help us to identify o˜st—™les th—t m—y —rise when we —ttempt to implement ethi™—l de™isionsF
Socio-Technical Systems

„his medi— o˜je™t is — downlo—d—˜le (leF €le—se view or downlo—d it —t
`ƒ„ƒ•f—™kground•†QFdo™b
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STS Templates

„his medi— o˜je™t is — downlo—d—˜le (leF €le—se view or downlo—d it —t
`ƒ„ƒ•„empl—tesFdo™b
Figure 2
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References

IF frin™—tD gynthi— eF —nd ‡ikeD †i™tori— ƒF @PHHHA wor—lity —nd the €rofession—l vifeX †—lues —t ‡orkF
…pper ƒ—ddle ‚iverD xtX €renti™e r—llF
PF ru'D ghu™k —nd t—werD fru™eD 4„ow—rd — hesign ithi™s for gomputing €rofession—ls in Social Issues
in Computing: Putting Computing in its PlaceD ru'D ghu™k —nd pinholtD „hom—s idsF @IWWRA
xew ‰orkX w™qr—wErillD sn™F
QF ƒolomonD ‚o˜ert gF @IWWWA e fetter ‡—y to „hink e˜out fusinessX row €erson—l sxtgrity ve—ds to
gorpor—te ƒu™™essF yxfordD …uX yxford …niversity €ressF
RF ‡ikeD †i™tori— ƒF @PHHIA 4€rofession—l ingineering ithi™s f—h—viorX e †—luesE˜—sed eppro—™hD4 Proceedings of the 2001 American Society for Engineering Education Annual Conference and
ExpositionD ƒession PRTIF
Bibliographical Information on Power STS

IF e™™ept—˜le ividen™eX ƒ™ien™e —nd †—lues in ‚isk w—n—gementD edited ˜y he˜or—h qF w—yo —nd
‚—™helle hF roll—nderF vondonD …uX yxford …niversity €ressD IWWIF
PF uF ƒF ƒhr—derEpre™hetteF ithi™s —nd inergy in i—rth˜oundX xew sntrodu™tory iss—ys in invironE
ment—l ithi™sD Ist iditionD edited ˜y „om ‚eg—nF x‰D x‰X ‚—ndom rouseD IWVRF
QF x—n™y qF vevesonF ƒ—few—reX ƒystem ƒ—fety —nd gomputersF x‰D x‰X eddisonE‡esley €u˜lishing
gomp—nyD IWWSF
RF gh—rles €errowF xorm—l e™™identsX viving with righ ‚isk „e™hnologiesF xorth emeri™—D f—si™ fooksD
IWVRF

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1 A Short History of the Corporation

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es ˜usiness ventures ˜e™—me more —m˜itiousD their su™™essful exe™ution required r—ising ™onsider—˜le funds
—nd ™—pit—l —long with the ™oordin—tion of the —™tivities of diverse hum—n —gentsF yrg—niz—tion—l stru™tures
were ™re—ted slowly over time to r—ise moneyD —™quire ™—pit—lD —nd m—n—ge these ™omplex venturesF „his
in™luded ™re—ting roles th—t were ™oordin—ted through ™omplex org—niz—tion—l systemsF „he distin™tion
˜etween the owner —nd manager fun™tionsD so ™ru™i—l to the stru™ture of the modern ™orpor—tionD emerged
slowly during this periodF ywners provided money —nd ™—pit—l —nd determined the over—ll go—ls pursued
˜y the org—niz—tionF w—n—gers ™—rried out —dministr—tive t—sks ™on™erned with d—y to d—y oper—tionsY their
mor—l —nd leg—l duty w—s to rem—in f—ithful to the —ims —nd interests of the ownersF …n™h—rtered joint sto™k
™omp—nies served —s protoE™orpor—tions th—t gener—ted ™—pit—lD prote™ted monopolies of tr—de —nd ™r—ftD —nd
m—n—ged ™omplex ventures su™h —s importing spi™es —nd te— from the yrientF es these stru™tures evolvedD
they in™re—singly em˜odied the import—nt distin™tion ˜etween the ownership —nd m—n—gement fun™tionsF

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4 Providing a legal shield to limit owner and operator liability

ƒ™—nd—ls in IVth ™entury qre—t frit—in reve—led —nother set of pro˜lems ˜esetting the emerging ™orpor—tionF
‡hen the un™h—rtered joint sto™k ™omp—nyD the ƒouth ƒe— gomp—nyD went ˜—nkruptD —ll the investors
—nd owners found themselves responsi˜le for ™overing the huge de˜t ™re—ted when risky investments —nd
question—˜le ventures went sourF „his de˜t went well ˜eyond resour™es of the investors destroying their
person—l fortunes —nd pl—™ing m—ny of them in de˜tor9s prisonF @„his —nd other (—s™oes were dr—m—tized ˜y
gh—rles hi™kens in his novelD Little DorritFA „he spe™ter of unlimited li—˜ility s™—red o' potenti—l investors
—nd set ˜—™k the development of the ™orpor—tionF st ˜e™—me ne™ess—ry to endow joint sto™k ™omp—nies with
powers —nd devi™es th—t limited —nd distri˜uted (n—n™i—lD mor—lD —nd leg—l riskF @foth owners —nd m—n—gers
required prote™tion —lthough in di'erent w—ysFA sndividu—ls would invest in joint sto™k ™omp—nies only when
the —sso™i—ted risks ˜e™—me m—n—ge—˜le —nd widely distri˜utedF
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5 Organizational structure that subordinate and synthesize the actions of human agents
NegativelyD

the development of the modern ™orpor—tion w—s f—™ilit—ted ˜y ™re—ting — shield th—t limited the
li—˜ility of owners —nd m—n—gersF vi—˜ility for owners w—s limited leg—lly to the —mount investedF vi—˜ility
for m—n—gers required proving th—t they f—iled to rem—in f—ithful to the interests of the sto™kholdersD the
prin™ip—ls or origin—tors of their —™tionsF „his ˜roke down into demonstr—ting f—ilure to exer™ise 4sound
˜usiness judgment4 ˜yD —mong other thingsD —llowing outsideD ™ompeting interests to ™orrupt their ˜usiness
judgmentF PositivelyD the ™orpor—tion emerged out of — series of leg—l innov—tions designed to est—˜lish —nd
then ™ontrol the ™olle™tive power of ™orpor—te org—niz—tionsF gomplex org—niz—tion—l stru™tures were ™re—ted
th—t designed di'erenti—ted roles (lled ˜y employeesF „hese stru™tures served to ™h—nnel the —™tivities of
employees tow—rd ™orpor—te endsF „he investor role st—˜ilized into th—t of stockholders who owned or held
sh—res of the ™orpor—tionF „o promote their interests —nd to est—˜lish the ™—rdin—l or fund—ment—l o˜je™tives
of the ™orpor—tionD the sto™kholders ele™ted represent—tives to serve on — ˜o—rd of dire™torsF „he dire™tors
then —ppointed m—n—gers responsi˜le for running the ™orpor—tion —nd re—lizing the interests —nd o˜je™tives of
the sto™kholdersF w—n—gersD in turnD hired —nd supervised employees who exe™uted the ™omp—ny9s d—y to d—y
oper—tions @line employeesA —nd provided expert —dvi™e @sta employeesAF „hese roles @—nd the individu—ls
who o™™upied themA were rel—ted to one —nother through ™omplex de™isionEm—king hier—r™hiesF h—vis @IWWWA
in his dis™ussion of the rit—™hi ‚eport shows how m—ny modern ™omp—nies h—ve dropped or deemph—sized
the st—'Eline distin™tionF ythers @ƒtoneD x—derA ™ite inst—n™es where m—n—gers h—ve ˜e™ome so powerful th—t
they h—ve suppl—nted the dire™tori—l roleF @„hey h—nd pi™k the dire™tors —nd ™—refully (lter the inform—tion
m—de —v—il—˜le to sto™kholdersFA fut these two distin™tions @st—' vF line —nd owner vF oper—torA rem—in
essenti—l for underst—nding —nd ™l—ssifying modern ™orpor—tionsF @ƒee pisseD ƒtoneD —nd x—derFA
3
...
2
...
6 Prole of the Modern Corporation

gorpor—tions ˜e™—me full ˜lown leg—l personsF „hey —™quired legal standing @™—n sue —nd ˜e suedAD h—ve
˜een endowed with legal rights @due pro™essD equ—l prote™tionD —nd free spee™hAD —nd h—ve —™quired legal
duties @su™h —s t—x li—˜ilitiesAF @ƒee t—˜le ˜elow for the ™ommon l—w de™isions through whi™h these ™orpor—te
powers —nd rights h—ve ˜een est—˜lishedFA „he powers of the ™orpor—tion were regul—ted ˜y the st—te through
founding ™h—rters whi™h served roughly the s—me fun™tion for — ™orpor—tion —s — ™onstitution did for — st—teF
sniti—llyD ™h—rters limited ™orpor—te powers to spe™i(™ e™onomi™ —™tivitiesF ‚—ilro—d ™omp—niesD for ex—mpleD
h—d ™h—rters th—t restri™ted their legitim—te oper—tions to ˜uilding —nd oper—ting r—ilro—dsF ‡hen they
sought to exp—nd their oper—tions to other —™tivities they h—d to rel—te these to the powers —uthorized in
the founding ™h—rterF sf — ™h—rter did not spe™i(™—lly —llow —n oper—tion or fun™tionD then it w—s liter—lly
ultra viresD iFeFD ˜eyond the power of the ™orpor—tion @ƒtoneX PIEPPAF „his method of ™ontrol gr—du—lly
dis—ppe—red —s st—tesD ™ompeting to —ttr—™t ˜usiness ™on™erns to in™orpor—te within their ˜o—rdersD ˜eg—n to
loosen ™h—rter restri™tions —nd ˜ro—den legitim—te ™orpor—te powers in — pro™ess ™—lled 4™h—rter mongeringF4
iventu—lly ™h—rters de(ned the legitim—te powers of ™orpor—tions so ˜ro—dly th—t they ™e—sed to ˜e e'e™tive
regul—tory vehi™lesF

ST

CHAPTER 3
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1

Options for Corporate Punishment (Fisse and French)
DescriptionExample

Target of
Punishment

Deterrence NonTrap
nancial
Avoided?
Values
Addressed?

Responsive Interference
Adjustwith
ment
Corporate
Black
Box

Monetary
Exaction

pines

r—rms inE
no™ent

p—ils
to
is™—pe

pew
or
xone
„—rgeted

xone

xo interE
feren™e

Stock Dilution

hilute
ƒto™k —nd
—w—rd to
vi™tim

ƒto™kholders
@xot ne™E
ess—rily
guiltyA

is™—pes
˜y —tt—™kE
ing future
e—rnings

pew
xone

vimited

xo interE
feren™e

Probation

gourt
orders
intern—l
™h—nges
@spe™i—l
˜o—rd
—ppointE
mentsA

€—ssive
—djustE
ment sin™e
imposed
from
outside

ƒu˜st—nti—l
entry into
—nd
inE
terferen™e
with ™orE
por—te
˜l—™k ˜ox

€ent—gon
€ro™ureE
ment
ƒ™—nd—ls

ƒig †olE
unt—ry
his™losure
€rogr—m

gorpor—tion is™—pes
—nd
its sin™e
it
wem˜ers
m—nd—tes
org—niE
z—tion—l
™h—nges

or

po™uses on
m—n—geE
ment —nd
su˜group
v—lues

continued on next page

SV

CHAPTER 3
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2

Requirements of Sarbanes-Oxley (Summarized by Dyrud: 37)

•
•
•
•
•
•
•

€rovide in™re—sed prote™tion for whistleE˜lowers
edhere to —n est—˜lished ™ode of ethi™s or expl—in re—sons for nonE™ompli—n™e
ing—ge in 4fullD f—irD timely —nd underst—nd—˜le dis™losure4
w—int—in4honest —nd ethi™—l4 ˜eh—viorF
‚eport ethi™s viol—tions promptly
gomply with 4—ppli™—˜le government—l l—wsD rulesD —nd regul—tions4
hyurd ™itesX iv„D Ethics and Code of ConductD nFdFY httpXGGwwwFeltEin™F™omGsolutionGethi™s
•—nd•™ode•of•™ondu™t•tr—ining•o˜lig—tionsFhtml

Amended Federal Sentencing Guidelines (Taken from Dyrud: 37)

IF ist—˜lishing st—nd—rds —nd pro™edures to prevent —nd dete™t ™rimin—l ™ondu™t
PF €romoting responsi˜ility —t —ll levels of the progr—mD together with —dequ—te progr—m resour™es —nd
—uthority for its m—n—gers
QF ixer™ising due diligen™e in hiring —nd —ssigning personnel to positions with su˜st—nti—l —uthority
RF gommuni™—ting st—nd—rds —nd pro™eduresD in™luding — spe™i(™ requirement for tr—ining —t —ll levels
SF wonitoringD —uditingD —nd nonEintern—l guid—n™eGreporting systems
TF €romiting —nd enfor™ing of ™ompli—n™e —nd ethi™—l ™ondu™t
UF „—king re—son—˜le steps to respond —ppropri—tely —nd prevent further mis™ondu™t in dete™ting — vioE
l—tion
3
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2
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3

3
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2
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1
...

3
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3
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" Then answer the
questions below
...


• ‡h—t is v—rry the viquid—tor9s ˜—si™ —rgumentc ‡h—t is endrew torgensen9s ˜—si™ —rgumentc
• ‡h—t is v—rry the viquid—tor9s ™on™eption of the n—ture —nd v—lue of the ™orpor—tionc ‡h—t is endrew
torgensen9s ™on™eption of the n—ture —nd v—lue of the ™orpor—tionc
• ‡h—t is the so™i—l responsi˜ility of — ™orpor—tion —™™ording to v—rry the viquid—torc ‡h—t is it
—™™ording to endrew torgensenc
• ‡rite — p—r—gr—ph on whi™h —rgument you (nd most persu—siveD th—t of v—rry or th—t of endrewF
ixpl—in why you (nd it persu—siveF

TH

CHAPTER 3
...
1
...
2 Exercise Two: How to punish Arthur Andersen
Watch the documentary, "The Smartest Guys in the Room," paying special attention to the
role played in the Enron asco by the accounting rm, Arthur Andersen
...


• row import—nt should ee9s formerD ex™ellent reput—tion h—ve ˜een in determining how to punish it in
the role it pl—yed in the inron ™—sec ixpl—in your —nswerF
• inron w—s only the l—st of — series of ethi™s s™—nd—ls th—t ee h—d f—llen intoF row should it h—ve
—djusted to prior s™—nd—lsc @ere the peder—l ƒenten™ing quidelines of —ny help herecA
• gonsider th—t ƒ—r˜—nesEyxley w—s p—ssed l—rgely in response to inronF ho its provisions go f—r enough
to prevent future inronsc ho they go too f—rcF
• …sing the t—˜le th—t summ—rizes punishment options provided ˜y pren™h —nd pisseD how would you
™onstru™t — punishment for erthur endersenc ‡ho should ˜e t—rgetedc ƒhould the ™omp—ny9s ˜l—™k
˜ox ˜e left —lonec ss it ˜etter to —tt—™k (n—n™i—l or nonE(n—n™i—l v—luesc ƒhould erthur endersen —nd
other ™orpor—te o'enders ˜e en™our—ged to reform themselves or should those reforms ˜e designed —nd
dire™ted from the outsidec
3
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1
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1
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1 Bibliography

IF ƒtoneD gF hF @IWUSA Where the Law Ends: The Social Control of Corporate BehaviorF
€rospe™tr reightsD svX ‡—vel—nd €ressD sxgX IEQHF
PF hes t—rdinsD tF‚F @IWWQA Environmental Ethics: An Introduction to Environmental PhilosophyF felmontD geX ‡—dsworth €u˜lishing gomp—nyX QUF
QF gl—rkeD „F @PHHRA 4sntrodu™tionX „heories of qovern—n™e!‚e™on™eptu—lizing gorpor—te qovern—n™e
„heory efter the inron ixperien™eD4 in Theories of Corporate Governance: The Philosophical
Foundations of Corporate GovernanceD edF „hom—s gl—rkeF xew ‰orkX ‚outledgeX IEQHF
RF pren™hD €FeF @IWVRA Collective and Corporate ResponsibilityF xew ‰orkX golum˜i— …niversity
€ressFF
SF pren™hD €FeF @IWWUA 4gorpor—te wor—l egen™y4 in ‡erh—neD €FrFD —nd preem—nD ‚FiF Blackwell
Encyclopedic Dictionary of Business EthicsF yxfordD …uX fl—™kwellX IRVEISIF
TF w—yD vF @IWVUA The Morality of Groups: Collective Responsibility, Group-Based Harm, and
Corporate RightsF xotre h—meD sxX …niversity of xotre h—me €ressF
UF ‡erh—neD €F rF @PHHVA 4went—l wodelsX wor—l sm—gin—tion —nd ƒystem „hinking in the ege of qlo˜E
—liz—tionD4 in Journal of Business EthicsD UVX RTQ!RURF
VF ‡erh—neD €F @PHHUA 4gorpor—te ƒo™i—l ‚esponsi˜ilityGgorpor—te wor—l ‚esponsi˜ilityX ss „here —
hi'eren™e —nd the hi'eren™e st w—kesD4 in edsFD w—yD ƒFD gheneyD qFD —nd ‚operD tFD The Debate
over Corporate Social ResponsibilityF yxfordD …uX yxford …niversity €ressX RSWERURF
WF pisseD fF —nd pren™hD €FeFD edsF @IWVSA Corrigible Corporations and Unruly LawF ƒ—n entonioD
„ˆX „rinity …niversity €ressF
IHF x—derD ‚F —nd qreenD wFtFD edsF @IWUQA Corporate Power in AmericaF xew ‰orkX qrossm—nF
IIF x—der ‚F qreenD wF —nd ƒeligm—nD tF @IWUTA Taming the Giant CorporationF xew ‰orkX xortonF

TI
IPF h—visD wF @IWWVA Thinking Like an Engineer: Studies in the Ethics of a ProfessionF yxfordD
…uX yxford …niversity €ressX IIWEISTF
IQF t—™k—llD ‚F @IWVVA Moral Mazes: The World of Corporate ManagersF yxfordD …uX yxford
…niversity €ressF
IRF g—rolD eF fFD 4ƒo™i—l ‚esponsi˜ilityD4 in ‡erh—neD €FD —nd preem—nD ‚F iFD edsF @IWWUD IWWVA Blackwell
Encyclopedic Dictionary of Business EthicsF yxfordD …uX fl—™kwell €u˜lishersD sxgX SWQESWSF
ISF hyrudD wFeF @PHHUA 4ithi™sD q—mingD —nd sndustri—l „r—iningD4 in IEEE Technology and Society
MagazineF ‡inter PHHUX QTERRF
ITF ‚itzD he—nF @PHHUA 4g—n gorpor—te €ersonhood fe ƒo™i—lly ‚esponsi˜lec4 in edsF w—yD ƒFD gheneyD
qFD —nd ‚operD tFD Corporate GovernanceF yxfordD …uX yxford …niversity €ressX IWREIWSF

3
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6 EAC ToolKit Project
3
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6
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Others are welcome to use this module or create a new derived module
...


€le—se see the gre—tive gommons vi™ense2 reg—rding permission to reuse this m—teri—lF
3
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2 Moral Ecologies in Corporate Governance

3

Word Version of this Template

„his medi— o˜je™t is — downlo—d—˜le (leF €le—se view or downlo—d it —t
` ieg „u ƒ„h „iw€ve„iFdo™b

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org/licenses/by/2
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org/content/m17353/1
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TP

CHAPTER 3
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2
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2
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3
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2
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2 Three Moral Ecologies
Summary Table
Type / Characteristics

Managers
and
engineers:
role
and participation

Centrality of
ethics
and
values

Allocation of
praise
and
blame

Withholding
information

Treatment of
dissent
and
DPOs

FinanceDriven

w—n—gers
pl—y
line
role
@am—ke
de™isionsA inE
gineers provide
te™hni™—l inforE
m—tion @ast—'
roleA

ithi™s
—nd
v—lues —re side
™onstr—ints
de—lt
with
when they opE
pose (n—n™i—l
™onsider—tions

ello™—ted
—™™ording
to
hier—r™hiE
™—l
positionX
pr—ise
goes
up —nd ˜l—me
goes downF

w—n—gers
withhold
to
™ontrol
—nd
prote™t se™retsF
ingineers
withhold ˜—d
news to —void
˜l—meF

4ƒhoot
the
messenger34
hissent
a
disloy—lty —nd
˜etr—y—lF

continued on next page

TR

CHAPTER 3
...
4

Breakdown of Table

• wor—l e™ologies ™—n ˜e ™—tegorized —™™ording to — series of ™onsider—tionsF „he t—˜le —˜ove fo™uses on
(veF
• pirstD m—n—gers —nd engineers o™™upy distin™t roles —nd p—rti™ip—te di'erently in the de™ision m—king
pro™essF w—n—gers pl—y the line roleF „hey ™olle™t inform—tion to m—ke de™isions th—t govern the d—y
to d—y oper—tions of the ™orpor—tionF ingineers —re hired —s sta employeesF „hey provide te™hni™—l
inform—tion to de™ision m—kers ˜ut do not p—rti™ip—te dire™tly in the de™ision m—king pro™essF „his
r—ises di0™ulties when engineersD for te™hni™—l or ethi™—l re—sonsD dis—gree with the de™isions t—ken ˜y
their m—n—gersF „he line —nd st—' roles ™h—nnel de™ision m—king —nd ™onstr—in dissentF
• wor—l e™ologies ™—n —lso ˜e typed —™™ording to the ™entr—lity of ethi™—l ™onsider—tions in the ™orpor—E
tion9s go—lsD ™h—rterD oper—tionsD —nd even identityF ithi™—l ™onsider—tions ™—n r—nge from @IA pl—ying
— central roleD @PA to pl—ying —n import—nt ˜ut su˜ordin—te roleD @QA to ˜eing m—rgin—lized —s irreleE
v—nt side constraintsF „he import—n™e — ™orpor—tion pl—™es on ethi™s ™olors —ll the other ™—tegories
mentioned in the t—˜le —˜oveF sf ethi™s is ™entr—l to — ™orpor—tion then it pl—ys — ™entr—l role in the deE
™ision m—king pro™essD guides the —llo™—tion of pr—ise —nd ˜l—meD determines the n—ture —nd —mount of
inform—tion sh—red in the de™ision m—king pro™essD —nd determines how —n org—niz—tion tre—ts dissent
—nd dis—greementF
• e ™orpor—tion9s ™on™eption of responsi˜ility is reve—led through the w—ys in whi™h it —llo™—tes pr—ise
—nd ˜l—meF ƒigni(™—nt di'eren™es —rise ˜etween the w—y (n—n™e ™omp—nies —ssign pr—ise —nd ˜l—me
—nd the w—ys these —re —llo™—ted in qu—lity or ™ustomer driven ™omp—niesF eg—inD this rel—ted to the
roles pl—yed ˜y engineers —nd m—n—gers —nd the ™entr—lity of ethi™s in the ™orpor—tion9s govern—n™eF
• ithi™—l pro˜lems —rise when ™ru™i—l inform—tion is withheld from the de™ision m—king pro™essF ren™eD
the )ow of ™ommuni™—tion —nd the kinds of situ—tions in whi™h ™ommuni™—tion )ow is disrupted helps
to ™h—r—™terize — mor—l e™ologyF por ex—mpleD the rit—™hi report —sserts th—t ™ommuni™—tion ˜etween
m—n—gers —nd engineers ˜re—ks down predi™t—˜ly within (n—n™eEdriven ™omp—niesF „his ˜re—kdown is
grounded in the ™h—r—™teristi™s of the (n—n™eEdriven mor—l e™ologyD espe™i—lly in di'eren™es ˜etween

TS
the m—n—geri—l —nd engineering roles —nd the extent to whi™h m—n—gers —nd engineers p—rti™ip—te in
de™ision m—kingF
• pin—llyD mor—l e™ologies ™—n ˜e ™l—ssi(ed —™™ording to how they tre—t dissent —nd dissenting profession—l
opinionsF hissent is less likely in qu—lity th—n in (n—n™eEdriven ™omp—niesF ‡hile (n—n™eEdriven
™omp—nies tre—t dissent —s disloy—ltyD qu—lityE —nd ™ustomerEdriven driven ™omp—nies tre—t dissent —s
— st—ge in the pro™ess of re—™hing ™onsensusF
Finance-Driven Companies

IF pin—n™eEdriven ™omp—nies pl—™e (n—n™i—l o˜je™tives —t the very he—rt of their ™onstitutive o˜je™tives
—nd ™orpor—te identityF por ex—mpleD su™h ™omp—nies —re fo™used on m—ximizing returns for investorsF
PF Manager and Engineer Roles and Participation in Decision Making ProcessX w—n—gers pl—y
the line role in th—t they m—ke the de™isions th—t drive the d—y to d—y oper—tions of the ™orpor—tionF
„hey ˜e—r responsi˜ility for the ™onsequen™es of their de™isions —nd they —re —lso responsi˜le —s the
f—ithful —gents of the ™omp—ny9s dire™torsF feing — f—ithful —gent requires th—t one tre—t —nother9s
interests —s one9s ownD m—int—in ™on(denti—litiesD —nd —void interests th—t ™on)i™t with the dire™torF
ingineers pl—y the st—' roleD th—t isD they —nswer questions put to them ˜y m—n—gers —nd —re responsi˜le
for providing ™ompetent te™hni™—l inform—tionF roweverD they do not p—rti™ip—te dire™tly in the de™ision
m—king pro™essD nor do they ˜e—r responsi˜ility for the results of their m—n—ger9s de™isionsF
QF Centrality of ethics and values in the corporations decision making processX ithi™—l ™onsidE
er—tions pl—y only the role of side ™onstr—its in the setting of ™orpor—te poli™ity —nd in the formul—tion
—nd exe™ution of its de™isionsF „his me—ns th—t ethi™—l ™onsider—tions —re import—nt only if they
promote or interfere with the ™entr—lD (n—n™i—l o˜je™tivesF sf —ppe—ring phil—nthropi™—l is good for —
™orpor—tion9s im—ge @—nd gener—tes ™ustomers —nd pro(tsA then the ™orpor—tion —ppe—rs phil—nthropi™F
sf the ™orpor—tion is likely to get ™—ught in —n ethi™—l viol—tion @ex™essive pollutionA —nd this neg—tive
pu˜li™ity will lower its prestige @—nd pro(tsA then the ™orpor—tion will not ™ommit the viol—tionF fut
in e—™h ™—seD the end is the promotion of (n—n™i—l o˜je™tives —nd the me—ns —re —ppe—ring ethi™—lF
RF Allocating Praise and Blamet—™k—ll goes into det—il on how (n—n™eEdriven ™orpor—tions @—nd ˜uE
re—u™r—™ies in gener—lA —ssign pr—ise —nd ˜l—meF „he ™ru™i—l f—™tor is one9s position in the ™orpor—te
hier—r™hyF €r—ise works its w—y up the ™orpor—te l—dderF sf engineer ƒmith s—ves the ™omp—ny from —
sever (n—n™i—l lossD then ƒmith9s supervisor @or his supervisor9s supervisorA gets the ™reditF roweverD
if ƒmith9s supervisor messes upD the ˜l—me p—sses down the ™orpor—te l—dder to ƒmithF €r—ise moves
up the ™orpor—te hier—r™hyD ˜l—me downF
SF Information Exchange between Engineers and ManagersX sn (n—n™e driven ™omp—niesD m—nE
—gers withhold inform—tion from the engineers under their supervision for — v—riety of re—sonsF por
ex—mpleD if it is propriet—ry inform—tionD the m—n—ger m—y withhold —ll or p—rt to prevent engineers
from le—ving the (rm —nd reve—ling its se™rets to — ™ompetitorF w—n—gers m—y —lso use inform—tion
to wield power —nd —uthorityF fy keeping engineers in the d—rk @like mushroomsA they e'e™tively
m—int—in —uthority —nd prevent dissentF yn the other h—ndD engineers withhold ˜—d news from their
m—n—gers to —void ˜l—me —s well —s the 4shoot the messenger4 syndromeF @‡hen the in™ompetent
gener—l re™eives ˜—d news from — soldierD he shoots the soldier r—ther th—n respond to the newsFA
TF Handling Dissenting Professional OpinionsX hissent is interpreted —s disloy—lty in (n—n™eEdriven
™omp—niesF „his org—niz—tion—l h—˜it @m—int—ined ˜y m—n—gers to hold on to their —uthorityA will
even undermine h€y @dissenting profession—l opinionA pro™edures th—t look good on p—perF e good
h€y pro™edure ™ommuni™—tes the opinion to sever—l levels of supervisorD —llows for the independent
investig—tion of the merits of the opinionD —nd prevents ret—li—tion —g—inst the profession—l —sserting the
opinionF fut ruthless m—n—gers (nd w—ys to undermine su™h — pro™edure —t —ll levelsF ingineers m—y
™l—im the right not to ˜e held —s s™—pe go—ts to —dministr—tive in™ompeten™eF @ƒee the „heory fuilding
e™tivitiesX ‚ights moduleA „his right m—y ˜e supported on p—per ˜y — det—iled h€y pro™edureF fut
it —lso h—s to ˜e implemented —t —ll levels —nd ™ontinu—lly monitoredF
Customer-Driven Companies

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CHAPTER 3
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CSR (CORPORATE SOCIAL RESPONSIBILITY)

with the exer™ise of mor—l skillsF ss there — p—rti™ul—r mor—l e™ology th—t ™—n heighten the neg—tive
imp—™ts of this person—lity tr—itc
• AgreeablenessX e™™ording to ru' et —lD this tr—it h—s —lso ˜een ™—lled 4so™i—l —d—pt—˜ilityD lik—˜ilityD
friendly ™ompli—n™eD —nd loveF4 eg—in think —˜out how this tr—it would oper—te within — (n—n™eEdriven
mor—l e™ology —s opposed to — qu—lityEdriven oneF
Two Kinds of Moral Expertise

• ƒtudies ™—rried out ˜y ghu™k ru' into mor—l exempl—rs in ™omputing suggest th—t mor—l exempl—rs
™—n oper—te —s ™r—ftspersons or reformersF @ƒometimes they ™—n ™om˜ine ˜oth these modesFA
• gr—ftspersons @IA dr—w on preEexisting v—lues in ™omputingD @PA fo™us on users or ™ustomers who h—ve
needsD @QA t—ke on the role of providers of — servi™eGprodu™tD @RA view ˜—rriers —s inert o˜st—™les or
puzzles to ˜e solvedD —nd @SA ˜elieve they —re e'e™tive in their roleF
• ‚eformers @IA —ttempt to ™h—nge org—niz—tions —nd their v—luesD @PA t—ke on the role of mor—l ™rus—dersD
@QA view ˜—rriers —s —™tive oppositionD —nd @RA ˜elieve in the ne™essity of systemi™ reform
• „hese des™riptions of mor—l exempl—rs h—ve ˜een t—ken from — present—tion ˜y ru' —t the ƒ„ƒ ™olloE
quium —t the …niversity of †irgini— on y™to˜er PHHTF

3
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4 What you will do
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Be sure to focus on the argument and not the content of the position
...


• ho they ˜—se these on sound st—tementsc
• ‡h—t kind of ethi™—l —nd pr—™ti™—l prin™iples @or v—luesA do they use to m—ke their ™—sec

TW

• ho their fr—me their position ˜ro—dly or n—rrowlyc
Exercise 4: Closure Groups

• After listening to the debate and commentary, recap what has happened and discuss
whether there are any conclusions that can be drawn from this activity

•
•
•
•

ho people —gree or dis—gree —˜out these P issuesc
sf there is —greementD why does it existc
sf there is dis—greementD why does it existc
ss —greement possi˜lec ‡hy or why notc

Exercise 5

• ‡hi™h mor—l e™ology would you like to work inX (n—n™eED ™ustomerD or qu—lityEdriven ™omp—niesc
• ‡hyc ƒpe™ify your —nswer in terms of how the ™omp—ny —llo™—tes pr—ise or ˜l—meD the ™entr—lity of
mor—l ™on™ernsD the role given to profession—lsD the ™ir™umst—n™es under whi™h inform—tion is withheldD
—nd the typi™—l response to ˜—d newsF
• ‡hyc ‡h—t ™on(gur—tion of person—lity tr—its ˜est (ts within whi™h mor—l e™ologyc

3
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5 What did you learn?
„his module w—s designed to help you visu—lize how to re—lize — mor—l ™—reer within three domin—nt mor—l
e™ologiesF epply these m—tters to yourselfF ‡hi™h mor—l e™ology would ˜e ˜est for youc yf the two mor—l
™—reers mentioned —˜oveD reformer —nd helperD whi™h ˜est (ts your person—lityc ‡hyc sn other wordsD ˜egin
the pro™ess of visu—lizing —nd pl—nning your own mor—l ™—reerF

3
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6 Appendix
References

IF h—visD wF @IWWVA Thinking Like an Engineer: Studies in the Ethics of a ProfessionF yxfordD
…uX yxford …niversity €ressX IIUEISTF
PF horisD tFwF @PHHPA Lack of Character: Personality and Moral BehaviorF xew ‰orkX g—m˜ridge
…niversity €ressF
QF pl—n—g—nD yF @IWWIA Varieties of Moral Personality: Ethics and Psychological RealismF g—mE
˜ridgeD w—ssX r—rv—rd …niversity €ressX PWQEQIRF
RF r—rrisD gFiFD €rit™h—rdD wFƒFD —nd ‚—˜insD wFtF @IWWWA Engineering Ethics: Concepts and Cases,
2nd EdF xew terseyX ‡—dsworthX IVIEIVVF
SF ru'D gFD f—rn—rdD vF —nd preyD ‡F @PHHVA 4qood gomputingX e €ed—gogi™—lly fo™used model of virtue
in the pr—™ti™e of ™omputingD €—rt ssD4 in The Journal of Information, Communication and
Ethics in SocietyF @…nder ‚eviewA
TF t—™k—llD‚F @IWVQAF 4wor—l w—zesX fure—u™r—™y —nd w—n—geri—l ‡orkD4 in Harvard Business ReviewX ƒept —nd y™t IWVQF
UF t—™k—llD ‚F @IWVVA Moral Mazes: The World of Corporate ManagersF yxfordD …uX yxford
…niversity €ressF
VF w—nnixD iFD —nd xe—leD wFeF @PHHSA 4‡h—t hi'eren™es w—ke — hi'eren™ecX „he €romise —nd ‚e—lity
of hiverse „e—ms in yrg—niz—tionsD4 in American Psychological SocietyD T@PAX QIERWF
WF wilgr—mD ƒF @IWURA Obedience to AuthorityF xew ‰orkX r—rper €erenni—lF
IHF ƒolomonD ‚FgF @PHHQA 4†i™tims of gir™umst—n™escX e hefense of †irtue ithi™s in fusinessD4 in Business Ethics QuarterlyF †olume IQD sssue IX RQETPF
„his option—l se™tion ™ont—ins —ddition—l or supplement—ry inform—tion rel—ted to this moduleF st ™ould
in™ludeX —ssessmentD ˜—™kground su™h —s supporting ethi™—l theories —nd fr—meworksD te™hni™—l inform—tionD
dis™ipline spe™i(™ inform—tionD —nd referen™es or linksF

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1 This module is a WORK-IN-PROGRESS; the author(s) may update the content as
needed
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You can
COLLABORATE to improve this module by providing suggestions and/or feedback on your
experiences with this module
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2
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2 Funded by the National Science Foundation: "Collaborative Development of Ethics
Across the Curriculum Resources and Sharing of Best Practices," NSF-SES-0551779

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(Go to "Files" tab to delete this le and replace
it with your own les
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3:

- The first two links to this module are to sample corporate social
responsibility statements put out by McDonalds and Starbucks
...

- The other link is a story from reporter, Paul Solomon, that reports on
the annual Business for Social Responsibility conference
...
Its title is "Good Business Deeds" and it was
accessed for this module on August 17, 2008 at the following URL:
http://www
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org/newshour/bb/business/july-dec04/corporate_12-23
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3
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org/licenses/by/2
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org/content/m17318/1
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UI
role of one of the st—keholdersFA ‰our gƒ‚ progr—m will —ddress —nd integr—te the needs —nd interests of the
furger w—n st—keholdersF
Three CSR Challenges

€—tri™i— ‡erh—ne dis™usses how six ™orpor—te org—niz—tions de—l with three gƒ‚ ™h—llengesX @IA ™—rrying out
oil drilling in — ™orrupt politi™—l environmentD @PA working with suppliers who impose swe—tshop ™onditions
on employeesD —nd @QA —ddressing the rs†Geshƒ ™h—llenge in efri™—F i—™h ™h—llenge eli™its two ™orpor—te
responsesD one from — sh—reholder or st—keholder perspe™tiveD the other from —n —lli—n™e perspe™tiveF ƒhell
yil9s response to politi™—l ™orruption in xigeri— will ˜e ™omp—red with ixxonGwo˜ile9s response in gh—d
—nd g—meroonF xike9s —nswer to pu˜li™ ™riti™ism of the employment pr—™ti™es of its third world suppliers
will ˜e ™omp—red to ‡—l w—rt9s reputedly he—vyEh—nded tre—tment of its employees —nd suppliersF pin—llyD
while the ph—rm—™euti™—l industry h—s developed —n expensive drug ™o™kt—il to tre—t rs†Geshƒ in p—tients
in developed n—tionsD the xqy @xon qovernment yrg—niz—tionAD the pem—le re—lth gomp—nyD h—s designed
— progr—m to distri˜ute of ™ondoms to prevent infe™tion in the (rst pl—™eF „hese p—ired ™orpor—te responses
to gƒ‚ ™h—llenges —re not provided in support of the position th—t the superiority of the —lli—n™e —ppro—™h
is — 4noE˜r—inerF4 snste—dD they provide you with — menu of gƒ‚ str—tegies th—t you will ev—lu—te using the
gƒ‚ fr—mework you will develop out of the so™i—l ™ontr—™t th—t ˜etween ˜usiness —nd so™ietyF „hese three
gƒ‚ ™h—llenges ™ome from ‡erh—ne @PHHUA
Operating in a Corrupt Environment

• e ˜ig ™h—llenge f—™ing multin—tion—l ™orpor—tions is how they should respond to lo™—l ™orruptionF foth
ƒhell yil —nd ixxonGwo˜ile sought to ™—rry out drilling oper—tions —t sites pl—gued ˜y ™orrupt lo™—l
—nd n—tion—l governmentsF
• ƒhell took — sh—reholder —ppro—™h —rguing th—t their prim—ry gƒ‚ w—s to their sto™kholders —nd th—t
involvement in ™orrupt lo™—l politi™s would ˜e t—nt—mount to p—tern—lismF
• ixxonGwo˜ileD on the other h—ndD —dopted — more —™tive —ppro—™hF „hey took expensive me—sures to
mitig—te the environment—l imp—™t of their oper—tionsF „hey —lso hired —nd provided te™hni™—l tr—ining
to lo™—l residentsF pin—llyD they worked to ensure th—t the revenues they introdu™ed into the lo™—l
™ommunities were not lost through politi™—l —nd ˜usiness ™orruptionF
• ‡h—t —re the gƒ‚s of multin—tion—l ™orpor—tions th—t oper—te in ™orrupt lo™—l environmentsc ere
these f—shioned —round the minim—l o˜lig—tion of ™re—ting no —ddition—l h—rmc yr should they exp—nd
to preventing h—rm @if possi˜leA th—t others —re —˜out to in)i™tc „o move even further up the l—dder of
responsi˜ilityD do multin—tion—l ™orpor—tions h—ve positiveD supererog—tory responsi˜ilities th—t ™onsist
of —dding v—lue to the ™ommunities they do ˜usiness inc
Vicarious CSR: Responding to Supplier Sweatshops

• †i™—rious responsi˜ility o™™urs when one —gent —™™epts responsi˜ility for —™tions exe™uted ˜y —notherF
por ex—mpleD under —gen™y theoryD the prin™ip—l ˜e—rs over—ll mor—l —nd leg—l responsi˜ility for the —™E
tion sin™e he or she h—s origin—ted itF elthough the —gent exe™utes the —™tionD he or she is responsi˜ility
only for exe™uting the —™tion f—ithfully —nd tre—ting the prin™ip—l9s interests —s his or her ownF
• sn this ™ontextD ™—n we hold ™orpor—tions su™h —s xike —nd ‡—l w—rt vi™—riously responsi˜le for the
mor—lly question—˜le —™tions of their suppliersc sf soD then under wh—t ™onditionsc
• xike fell under siege when the press found out th—t its suppliers ˜—sed in the third world imposed
h—rshD swe—tshop ™onditions on their employeesD in™luding ™hild l—˜orF xike ™ould h—ve —rgued th—t
this w—s ˜eyond the s™ope of their repsonsi˜ilityF row ™ould they ˜e held vicariously responsible
for the —™tions of —notherc „heir jo˜ w—s to produ™e shoes —t the lowest possi˜le pri™e to deliver —n
—'ord—˜le qu—lity produ™t to ™ustomers —nd to m—ximize sh—reholder v—lueF fut xike went ˜eyond this
minim—l responsi˜ility to ™—refully vet suppliers —nd to work with them to improve working ™onditionsF
„husD they exp—nded the s™ope of their gƒ‚ to in™lude improving working ™onditions forD not only
their employeesD ˜ut —lso the employees of their suppliersF
• ‡—l w—rt h—s ˜een identi(ed ˜y gollins —nd €orr—s @fuilt to v—stA —s — highly su™™essful —nd vision—ry
™omp—nyF st h—s ™ert—inly led the w—y in providing ™onsumers with high qu—lity produ™ts —t surprisingly

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• Free and Informed ConsentX xo ™ontr—™t is legitim—te th—t is ˜—sed on for™eD fr—ud or de™eptionF
„he p—rties must enter into this —greement freely —nd without ™ompulsionF „hey must underst—nd
the terms of the ™ontr—™t whi™h ex™ludes de™eption —nd fr—udF sn shortD the ™ontr—™t presupposes the
un™oer™ed p—rti™ip—tion of —ll the p—rtiesF „o enter into the ™ontr—™t they must underst—nd —ll the key
issues —nd ™onsent to the ™onstitutive ex™h—ngeF
• Quid Pro QuoX uid €ro uo liter—lly me—ns something in ex™h—nge for somethingF ivery ™ontr—™t
is ˜uilt —round — mutu—lly ˜ene(™i—l ex™h—ngeF s give you my ˜—se˜—ll ™—p in ex™h—nge your i™e ™re—mF
wost ex™h—nges —re simult—neousF fut some —re wh—t ro˜˜es ™—lls 4™oven—ntsF4 rere s give you my
˜—se˜—ll ™—p with the underst—nding th—t l—ter this —fternoon you will p—ss ˜y your refriger—torD get
my i™e ™re—m ™one —nd give it to meF s give you my p—rt now —nd trust you to ™—rry out your p—rt
l—terF

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CHAPTER 3
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• row ™—n the —˜sen™e of for™eD de™eptionD —nd fr—ud ˜e gu—r—nteed in this ™ontr—™tc row should e—™h
side hold the other —™™ount—˜lec @„his is espe™i—lly the ™—se where one side delivers —t one time —nd
the other side is trusted to deliver l—terFA
• ‡h—t ˜ene(ts ™—n ˜usines ˜ring to so™ietyc row ™—n so™iety ˜ene(t ˜usinessF hevelop — t—˜le with one
™olumn listing wh—t ˜usiness h—s to ™ontri˜ute to so™iety —nd the other wh—t so™iety h—s to ™ontri˜ute
to ˜usinessF „his t—˜le is the he—rt of your so™i—l ™ontr—™tF
• essume th—t so™iety —nd ˜usiness —re r—tion—lly self interestedF row does this e'e™t the formul—tion of
the goods of the ex™h—ngec row does this enfor™e the terms of the ™ontr—™tc ere these self interests
divergentc @„hen e—™h side must monitor the other to prevent the ™orruption of the ™ontr—™tFA ere
these interests ™onvergentc @„hen the ™ontr—™t ™onsists l—rgely in ˜uilding so™i—l ™—pit—l —nd trust
˜etween the ™ontr—™ting p—rtiesFA
• hon—ldsonD IWWQ uses so™i—l ™ontr—™t theory to —™™ount for the rights —nd duties of multin—tion—l
™orpor—tions
Exercise 2: CSR and STS

ghoose one of the gƒ‚ ™h—llenges —˜ove —nd ™onstru™t — so™ioEte™hni™—l t—˜le —round it
STS Table
Component Technology Technology Physical
/
Em(Hard(SoftSurbedded
ware)
ware)
roundValue
ings

Stakeholders rocedures Laws
P

continued on next page

Information
and
Information
Systems

US
Justice
Free
Speech
Property
Privacy
Safety
Table 3
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3
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CSR (CORPORATE SOCIAL RESPONSIBILITY)

• ƒe™ondD the —lli—n™e —ppro—™h sees the ™orpor—tion —s — p—rt of — system of interrel—ted —nd interdeE
pendent p—rtsF ren™eD e—™h pro˜lem situ—tion presents — system formed of the ™orpor—tionD ownersD
m—n—gersD employeesD suppliersD ™ustomersD lo™—l ™ommunitiesD —nd governmentsF €ro˜lems emerge
from v—lue ™on)i™ts within —nd ˜etween the ™onstituent p—rts of the systemF „hey —re solved through
the ™ooper—tion of the di'erent ™onstituen™ies of the —lli—n™eF
• ‡hile this —ppro—™h does not lend itself to —lgorithms or rulesD it does promise solutions ˜y highlighting
—nd f—™ilit—ting mor—l im—gin—tion ˜oth in the fr—ming of pro˜lems @pro˜lems —re posed in terms of
fr—mings from multiple perspe™tivesA —nd in terms of the gener—tion of solutions @multiple pro˜lemE
fr—mings help us to visu—lize new solution horizonsAF
• ƒee ‡erh—neD PHHU —nd PHHVF

3
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4 What you will do
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3
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CSR (CORPORATE SOCIAL RESPONSIBILITY)

• ‡h—t —re your group9s st—kes in this ˜o—rd meetingc ‡h—t kind of role should you pl—yc
• ƒt—te your poli™y on —nim—l tre—tmentc ss it — position of —nim—l welf—re ˜—sed on utilit—ri—n ™onsiderE
—tionsc @€eter ƒinger provides su™h — positionFA ss it — deontologi™—l position ˜—sed on the —ssertion of
—nim—l rights th—t impose ™orrel—tive duties on hum—nsc @„om ‚eg—n t—kes this positionFA yr should
you ˜—se your —rguments on —nthropo™entri™ issues su™h —s hum—n he—lthc
• ‡rite — position p—per th—t responds to these questions for present—tion in the furger w—n ˜o—rd
meetingF
Town X Committee for Economic Development

• ‰our townD „own ˆD h—s three furger w—n fr—n™hisesF ‚epresent—tives from the town ™oun™il —re
p—rti™ip—ting in the ˜o—rd meeting in order to ensure th—t furger w—n9s poli™ies on ™orpor—te so™i—l
responsi˜ility enh—n™e the town9s e™onomi™ welf—re —nd developmentF
• ‡h—t —re your st—kesc ‡h—t —re your roles —nd responsi˜ilitiesc
• ‡h—t kind of servi™es —nd produ™ts do you provide for furger w—nc ‡h—t ˜ene(ts do your ™ommunity
dr—w from furger w—nc row ™—n furger w—n —™tivities —nd poli™ies promote or demote your town9s
interests —nd st—kesc
• hevelop — position p—per for the ˜o—rd meeting th—t —ddresses these issuesc €—y spe™i—l —ttention to
the goods —nd risks th—t your town ex™h—nges with furger w—nF
snsert p—r—gr—ph text hereF
Exercises in CSR

• €—rti™ip—te in the furger w—n ƒt—keholder weeting
• „—ke your —ssigned st—keholder group —nd prep—re — short present—tion@(ve minutes m—ximumA on
your st—keholder9s interestsD rightsD needsD —nd vulner—˜ilitiesF
• visten to the st—keholder present—tions from the other groupsF „ry to —void — ™ompetitive st—n™eF
snste—dD look for ™ommon—lities —nd sh—red interestsF ‰ou m—y w—nt to form ™o—litions with one or
more of the other groupsF
• ƒwit™h from the st—keholder role to th—t of furger w—n m—n—gementF ‰ou —re responsi˜le for developing
— ™omprehensive ™orpor—te so™i—l responsi˜ility progr—m for furger w—nF ‰ou jo˜ is to integr—te the
™on™erns expressed ˜y the st—keholders in their present—tion —nd form your pl—n —round this integr—tionF
• „ry to resolve ™on)i™tsF sf you ™—nnot —nd —re for™ed to prioritizeD then you still must (nd — w—y of
re™ognizing —nd responding to e—™h legitim—te st—keholder st—keF ‰ou m—y w—nt to refer to the 4ithi™s
of „e—m ‡ork4 module @mIQUTHA to look for timeEtested methods for de—ling with di0™ult to re™on™ile
st—keF „hese in™lude setting quot—sD negoti—ting interestsD exp—nding the pieD nonspe™i(™ ™ompens—tionD
logrollingD ™ostE™utting —nd ˜ridgingF ‰ou should ˜e —˜le to est—˜lish ˜eyond — sh—dow of — dou˜t th—t
you h—ve m—de every —ttempt to re™ognize —nd integr—te every legitim—te st—keholder st—keF

3
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6 What did you learn?
„his module —nd two others @e ƒhort ristory of the gorpor—tion —nd gorpor—te qovern—n™eA —re designed to
help you underst—nd the ™orpor—te ™ontext of ˜usinessF sn this se™tionD you should re)e™t on three questionsX
@IA ‡h—t h—ve you le—rned —˜out the so™i—l responsi˜ilities of ™orpor—tionsc @PA ‡h—t still perplexes you
—˜out the so™i—l responsi˜ilities of ™orpor—tionsF @QA ho you (nd one model of gƒ‚ ˜etter th—n the othersc
@RA g—n these models of gƒ‚ ˜e ™om˜ined in —ny w—yc

UW

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7 Appendix
Rubric for Partial Exam on CSR

„his medi— o˜je™t is — downlo—d—˜le (leF €le—se view or downlo—d it —t
`€i•‚u˜ri™•gvƒ‚•pHVFdo™xb
Figure 3
...
xew terseyX €renti™e r—llX VUEWI —nd
WUEIHTF
RF ƒee ‡erh—ne PHHU —nd PHHV ˜elow
References

IF gollinsD tFgFD €orr—sD tF sF @IWWRA Built To Last: Successful Habits of Visionary CompaniesF
xew ‰orkX r—rper gollins €u˜lishersF
PF ƒtoneD gF hF @IWUSA ‡here the v—w indsX „he ƒo™i—l gontrol of gorpor—te feh—viorF €rospe™tr
reightsD svX ‡—vel—nd €ressD sxgX IEQHF
QF hes t—rdinsD tF‚F @IWWQA invironment—l ithi™sX en sntrodu™tion to invironment—l €hilosophyF felE
montD geX ‡—dsworth €u˜lishing gomp—nyX QUF
RF gl—rkeD „F @PHHRA 4sntrodu™tionX „heories of qovern—n™e!‚e™on™eptu—lizing gorpor—te qovern—n™e
„heory efter the inron ixperien™eD4 in „heories of gorpor—te qovern—n™eX „he €hilosophi™—l pounE
d—tions of gorpor—te qovern—n™eD edF „hom—s gl—rkeF xew ‰orkX ‚outledgeX IEQHF
SF hon—ldsonD „F @IWWQA The Ethics of International BusinessF xew ‰orkX yxford …niversity €ressF
TF pren™hD €FeF @IWVRA golle™tive —nd gorpor—te ‚esponsi˜ilityF xew ‰orkX golum˜i— …niversity €ressF
UF pren™hD €FeF @IWWUA 4gorpor—te wor—l egen™y4 in ‡erh—neD €FrFD —nd preem—nD ‚FiF fl—™kwell in™yE
™lopedi™ hi™tion—ry of fusiness ithi™sF yxfordD …uX fl—™kwellX IRVEISIF
VF w—yD vF @IWVUA „he wor—lity of qroupsX golle™tive ‚esponsi˜ilityD qroupEf—sed r—rmD —nd gorpor—te
‚ightsF xotre h—meD sxX …niversity of xotre h—me €ressF
WF ‡erh—neD €F rF @PHHVA 4went—l wodelsX wor—l sm—gin—tion —nd ƒystem „hinking in the ege of qlo˜E
—liz—tionD4 in tourn—l of fusiness ithi™sD UVX RTQ!RURF
IHF ‡erh—neD €F @PHHUA 4gorpor—te ƒo™i—l ‚esponsi˜ilityGgorpor—te wor—l ‚esponsi˜ilityX ss „here —
hi'eren™e —nd the hi'eren™e st w—kesD4 in edsFD w—yD ƒFD gheneyD qFD —nd ‚operD tFD „he he˜—te over
gorpor—te ƒo™i—l ‚esponsi˜ilityF yxfordD …uX yxford …niversity €ressX RSWERURF
IIF pisseD fF —nd pren™hD €FeFD edsF @IWVSA gorrigi˜le gorpor—tions —nd …nruly v—wF ƒ—n entonioD „ˆX
„rinity …niversity €ressF
IPF x—derD ‚F —nd qreenD wFtFD edsF @IWUQA gorpor—te €ower in emeri™—F xew ‰orkX qrossm—nF
IQF x—der ‚F qreenD wF —nd ƒeligm—nD tF @IWUTA „—ming the qi—nt gorpor—tionF xew ‰orkX xortonF
IRF h—visD wF @IWWVA „hinking vike —n ingineerX ƒtudies in the ithi™s of — €rofessionF yxfordD …uX
yxford …niversity €ressX IIWEISTF t—™k—llD ‚F @IWVVA wor—l w—zesX „he ‡orld of gorpor—te w—n—gersF
yxfordD …uX yxford …niversity €ressF

VH

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2 Funded by the National Science Foundation: "Collaborative Development of Ethics
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VI
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1 Before You Come to Class
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4‚esponsi˜ility4 is used in sever—l distin™t w—ys th—t f—ll under two ˜ro—d ™—tegoriesD the re—™tive —nd the
pro—™tiveF ‚e—™tive uses of responsi˜ility refer ˜—™k to the p—st —nd respond to wh—t h—s —lre—dy o™™urredF
@‡ho ™—n ˜e pr—ised or ˜l—med for wh—t h—s o™™urredcA €ro—™tive uses emerge through the e'ort to extend
™ontrol over wh—t h—ppens in the futureF en import—nt p—rt of extending ™ontrolD knowledgeD —nd power
over the future is le—rning from the p—stD espe™i—lly from p—st mist—kesF fut pro—™tive responsi˜ility —lso
moves ˜eyond prevention to ˜ringing —˜out the exempl—ryF row do o™™up—tion—l —nd profession—l spe™i—lists
un™over —nd exploit opportunities to re—lize v—lue in their workc €ro—™tive responsi˜ility @responsi˜ility —s —
virtueA explores the skillsD sensitivitiesD motivesD —nd —ttitudes th—t ™ome together to ˜ring —˜out ex™ellen™eF
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CSR (CORPORATE SOCIAL RESPONSIBILITY)

ent—ils —nswering for wh—t mem˜ers of one9s group h—ve doneD it does not extend to t—king the ˜l—me
for the untow—rd —™tions of ™olle—guesF ƒh—ring responsi˜ility does not ™ommit wh—t rFhF vewis ™—lls
the 4˜—r˜—rism of ™olle™tive responsi˜ility4 whi™h ™onsists of ˜l—ming —nd punishing inno™ent persons
for the guilty —™tions of those with whom they —re —sso™i—tedF
PF Preventive ResponsibilityX fy using knowledge of the p—stD one ™—n —void errors or repe—t su™™esses
in the futureF €eter pren™h ™—lls this the 4€rin™iple of ‚esponsive edjustmentF4 @yne —djusts future
—™tions in response to wh—t one h—s le—rned from the p—stFA e™™ording to pren™hD responsive —djustment
is — mor—l imper—tiveF sf one f—ils to responsively —djust to —void the repetition of p—st untow—rd resultsD
this loops ˜—™k into the p—st —nd ™—uses — rev—lu—tion of the initi—l unintention—l —™tionF „he ˜ene(t
of the dou˜t is withdr—wn —nd the individu—l who f—ils to responsively —djust is now held responsi˜le
for the origin—l p—st —™tionF „his is ˜e™—use the f—ilure to —djust inserts the initi—l —™tion into — l—rger
™ontext of negligen™eD ˜—d intentionsD re™klessnessD —nd ™—relessnessF p—ilure to responsively —djust
triggers — retro—™tive —ttri˜ution of ˜l—meF
QF Responsibility as a VirtueX rere one develops skillsD —™quires profession—l knowledgeD ™ultivit—tes
sensitivies —nd emotionsD —nd develops h—˜its of exe™ution th—t ™onsistently ˜ring —˜out v—lue re—liz—E
tion —nd ex™ellen™eF yne w—y of getting —t responsi˜ility —s —n ex™ellen™e it to reinterpret the ™onditions
of imput—˜ility of ˜l—me responsi˜ilityF en —gent es™—pes ˜l—me ˜y restri™ting the s™ope of role responE
si˜ilityD ™l—iming ignor—n™eD —nd ™iting l—™k of power —nd ™ontrolF sn responsi˜ility —s — virtueD one goes
˜eyond ˜l—me ˜y extending the r—nge of role responsi˜ilitiesD seeking situ—tionErelev—nt knowledgeD —nd
working to skillfully extending power —nd ™ontrolF
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IF ƒpe™ify his role responsi˜ilities —nd determine whether he ™—rried them out
PF sdentify situ—tionE˜—sed f—™tors th—t limited his —˜ility to exe™ute his role responsi˜ilities @„hese —re
f—™tors th—t compel our —™tions or ™ontri˜ute to our ignorance of ™ru™i—l fe—tures of the situ—tionFA
QF hetermine if there is —ny mor—l f—ult present in the situ—tionF por ex—mpleD did pred —™t on the ˜—sis
of wrongful intention @hid he intend to h—rm w—nuel ˜y s—˜ot—ging the pl—ntcAD f—il to exer™ise due
careD exhi˜it negligence or recklessnessc
RF sf pred @—A f—iled to ™—rry out —ny of his role responsi˜ilitiesD @˜A this f—ilure ™ontri˜uted to the —™™identD
—nd @™A pred ™—n o'er no mor—lly legitim—te ex™use to get himself o' the hookD then pred is ˜l—meworthyF
predD —nd other sn™ident —t wor—les st—keholdersD ™—n es™—pe or minimize ˜l—me ˜y est—˜lishing mor—lly
legitim—te ex™usesF „he following t—˜le —sso™i—tes ™ommon ex™uses with the form—l ™onditions of imput—˜ility
of ˜l—me responsi˜ilityF @gonditions of imput—˜ility —re those ™onditions th—t —llow us to —sso™i—te —n —™tion
with —n —gent for purposes of mor—l ev—lu—tionFA
Excuse Table
Excuse Source (Capacity Responsibility)

Excuse Statement

gon)i™ts within — role responsibility —nd ˜eE
tween di'erent role responsi˜ilities

s ™—nnotD —t the s—me timeD ™—rry out —ll my ™onE
)i™ting role responsi˜ilities
continued on next page

VQ
Hostile Organizational Environment whi™h
routinely su˜ordin—tes ethi™—l to (n—n™i—l ™onsidE
er—tionsF

„he environment in whi™h s work m—kes it imposE
si˜le to —™t responsi˜lyF wy supervisor routinely
overrules my profession—l judgmentD —nd s ™—n do
nothing —˜out itF

yverly determining situ—tion—l ™onstr—intsX (n—nE
™i—l —nd time

s l—™k the time —nd money to ™—rry out my responE
si˜ilityF

yverly determining situ—tion—l ™onstr—intsX te™hniE
™—l —nd m—nuf—™turing

g—rrying out my responsi˜ility goes ˜eyond te™hniE
™—l or m—nuf—™turing limitsF

yverly determining situ—tion—l ™onstr—intsX perE
son—lD so™i—lD leg—lD —nd politi™—lF

€erson—lD so™i—lD leg—l or politi™—l o˜st—™les prevent
me from ™—rrying out my responsi˜ilitiesF

unowledge vimit—tions

gru™i—l f—™ts —˜out the situ—tion were kept from me
or ™ould not ˜e un™overed given even — re—son—˜le
e'ortF
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3 Proactive Responsibility
Preventive Responsibility: Responsive Adjustment

• ‚esponsi˜ility to —djust future —™tions in response to wh—t h—s ˜een le—rned from the p—st
• Scenario OneX €—st —™tions th—t h—ve led to untow—rd resultsF p—ilure here to —djust future —™tions to
—void repetition of untow—rd results le—ds to re—ssessing the origin—l —™tion —nd retrospe™tively ˜l—ming
the —gentF
• Scenario TwoX €—st —™tions h—ve unintention—lly —nd —™™ident—lly led to positiveD v—lueEre—lizing
resultsF rere the —gent responsively —djusts ˜y ˜eing prep—red to t—ke —dv—nt—ge of ˜eing lu™kyF „he
—gent —djusts future —™tions to repe—t p—st su™™essesF sn this w—yD the —gent ™—ptures p—st —™tions @p—st
lu™kA —nd inserts them into the s™ope of pr—iseF
• Nota BeneX „he prin™iple of responsi˜le —djustment sets the found—tion for responsi˜ility in the sense
of prevention of the untow—rdF
Responsibility as a Virtue or Excellence

IF †irtues —re ex™ellen™es of the ™h—r—™ter whi™h —re reve—led ˜y our —™tionsD per™eptionsD ˜eliefsD —nd
—ttitudesF elong these linesD responsi˜ility —s — virtue requires th—t we reformul—te responsi˜ility
from its re—™tiveD minim—list sense @where it derives mu™h of its ™ontent from leg—l responsi˜ilityA to
responsi˜ility —s —n ex™ellen™e of ™h—r—™terF
PF eristotle situ—tes virtues —s me—ns ˜etween extremes of ex™ess —nd defe™tF g—n you think of ex—mples of
too mu™h responsi˜ilityc @hoes pred try to t—ke on too mu™h responsi˜ility in ™ert—in situ—tionscA g—n
you think of —nyone who exhi˜its too little responsi˜ilityF @hoes pred t—ke on too little responsi˜ility
or shift responsi˜ility to otherscA por eristotleD we ™—n h—ve too mu™h or too little of — good thingF
prom the 4too mu™h4 we derive vi™es of ex™essF from the4too little4 we derive the vi™es of defe™tF
QF †irtues —re more th—n just modes of re—soning —nd thinkingF „hey —lso ™onsist of emotions th—t ™lue
us into —spe™ts of the situ—tion ˜efore us th—t —re mor—lly s—lient —ndD thereforeD worthy of our noti™e
—nd responseF „wo emotions import—nt for responsi˜ility —re ™—re —nd ™omp—ssionF g—re ™lues us into
—spe™ts of our situ—tion th—t ™ould h—rm those who depend on our —™tions —nd vigil—n™eF ho ‡—lly
—nd pred p—y su0™ient —ttention to the e—rly ˜—t™h le—k—ges in the wor—les pl—ntc sf notD does this
stem from — l—™k of ™—re @4vet oper—tions h—ndle it4A —nd — l—™k of ™omp—ssion @4w—nuel ™—n t—ke ™—re
of himself4Ac g—re —nd ™omp—ssion help to sensitize us to wh—t is mor—lly s—lient in the situ—tion —t
h—ndF „hey —lso motiv—te us to —™t responsi˜ility on the ˜—sis of this sensitivityF

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Section Conclusion

sntegr—te the retro—™tive —nd pro—™tive senses of responsi˜ility into your group9s present—tion for the pu˜li™
he—ringF hon9t just work on the re—™tive —ppro—™hD iFeFD try to —void ˜l—me —nd ™—st it on the other st—keholder
groupsF „hink pro—™tively on how to prevent future pro˜lemsD respond to this —™™identD —nd turn the events
into positive opportunities to re—lize v—lueF
Questions to Get Started

• ss pred @˜l—meA responsi˜le for the —™™ident —nd even w—nuel9s de—thc @…se the ™onditions of imE
put—˜ility —nd the ex™use t—˜le to get st—rted on this questionFA
• hid ‡—lly —nd ghu™k ev—de their responsi˜ility ˜y deleg—ting key pro˜lems —nd de™isions to thoseD like
pl—nt m—n—ger w—nuelD in ™h—rge of oper—tionsc @ƒt—rt the —nswer to this question ˜y determining the
di'erent role responsi˜ilities of the st—keholders in this situ—tionFA
• ‡h—t kind of responsi˜ility does the p—rent pren™h ™omp—ny ˜e—r for shifting funds —w—y from €h—ust9s
new pl—nt to (n—n™e further —™quisitions —nd mergersc @vooking —t the modules on ™orpor—te so™i—l
responsi˜ility —nd ™orpor—te govern—n™e will help you to fr—me this in terms of ™orpor—te responsi˜ilityFA
• ho engineering profession—l so™ieties sh—re responsi˜ility with predc @„he gse€‚ —nd xƒ€i ™odes
of ethi™s will help hereF „ry ˜en™hm—rking ™orpor—te ™odes of ethi™s to see if they provide —nything
relev—ntF
• vook —t the positiveD pro—™tive mor—l responsi˜ilities of profession—l so™ietiesF ‡h—t ™—n they do to
provide mor—l support for engineers f—™ing pro˜lems simil—r to those pred f—™esc „hink less in terms
of ˜l—me —nd more in terms of prevention —nd v—lue re—liz—tionF

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IF —pply —nd integr—te the ™on™ept of mor—l repsonsi˜ility @˜l—me responsi˜ilityD sh—ring responsi˜ilityD
responsi˜ility —s — virtueA to situ—tions th—t —rise in the videoD 4sn™ident —t wor—lesF4
PF le—rn the ˜—si™ f—™tsD ™h—r—™ter pro(lesD —nd de™isionEsitu—tions portr—yed in the videoD 4sn™ident —t
wor—lesF4 ‰ou will see the video in ™l—ss —nd ex—mine the s™ript —nd ƒtudy quide —t the xsii we˜siteF
QF work in groups to develop —nd pl—y — st—keholder role in — (™tion—l pu˜li™ he—ringF ‰our group9s
spe™i(™ t—sks —re outlined ˜elow in one of the group pro(les providedF sn gener—lD you will prep—re
— st—tement —dv—n™ing your group9s interests —nd points of viewF „he responsi˜ility fr—meworks will
help you —nti™ip—te questionsD prep—re responsesD —nd defend your role —g—inst those in other roles who
m—y try to shift the ˜l—me your w—yF fut most import—ntD this module provides tools to help you go
˜eyond the re—™tiveD ˜l—me st—ndpointF
RF p—rti™ip—te in — mo™k pu˜li™ he—ring ˜y pl—ying out your group9s —ssigned roleF
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1 Stakeholder Roles
Mexican Government Regulatory Agencies

• vook —t yƒre regul—tions on s—fetyF ho —ny of these —pply to the in™ident —t mor—lesF €—y p—rti™ul—r
—ttendion to responsi˜ilities for providing s—fe working ™onditions —nd to m—nd—ted pro™edures for
—™™ident preventionF row —s — government —gen™y ™—n you en™our—ge ™omp—nies to t—ke —™tive —nd
positive me—sures to in™re—se workpl—™e s—fety —nd prevent —™™identsc
• vook —t i€e or tge for ide—s on environment—l issuesF ‡h—t —re €h—ust9s responsi˜ilities reg—rding
lo™—l environment—l ™onditionsc @ƒhould the wexi™—n government require lining w—ste w—ter pondscA
• es —n o0™i—l representing wexi™—n government regul—tory —gen™iesD how do you ˜—l—n™e the s—fety —nd
environment—l needs of wexi™—n ™itizens —nd workers with the need to —ttr—™t foreign ™omp—nies —nd
investors to wexi™o to promote e™onomi™ developmentF ƒhould s—fety —nd environment—l v—lues ever
˜e tr—ded o' to promote e™onomi™ developmentc
Workers at Morales Plant

• w—nuelD your pl—nt m—n—gerD h—s just diedF ‰ou —nd your ™oEworkers —re ™on™erned —˜out the s—fety
of this new pl—ntF g—n you think of —ny other issues th—t m—y ˜e of ™on™ern herec
• hevelop — st—tement th—t summ—rizes your interestsD ™on™ernsD —nd rightsF ere these ˜eing —ddressed
˜y those —t €h—ust —nd the p—rent ™omp—ny in pr—n™ec
• „he wexi™—n gommission est—˜lished to investig—te this 4in™ident4 will —sk you questions to help
determine wh—t ™—use it —nd who is to ˜l—meF ‡h—t do you think some of these questions will ˜ec
row should you respond to themc ‡ho do you think is to ˜l—me for the in™ident —nd wh—t should ˜e
done in responsec
Designing Engineer: Fred

• ix—mine pred9s —™tions —nd p—rti™ip—tion from the st—ndpoint of the three responsi˜ilty fr—meworks
mentioned —˜oveF
• hevelop — two minute position p—per summ—rizing pred9s interestsD ™on™ernsD —nd rightsF
• enti™ip—te questions th—t the gommission might r—ise —˜out pred9s position —nd develop pro—™tive —nd
e'e™tive responsesFF
• fe sure to use the three responsi˜ility fr—meworksF ss pred to ˜l—me for wh—t h—ppenedc sn wh—t
w—yc ‡h—t ™—n profession—l so™ieties do to provide mor—l support to mem˜ers in di0™ult situ—tionsc
row ™—n interested p—rties provide mor—l supportc pin—llyD wh—t opportunities —rose in the video
pr—™ti™ing mor—l responsi˜ility —s — virtuec @„hink —˜out wh—t —n exempl—ry engineer would h—ve
done di'erentlyFA
Phaust Management: Wally and Chuck

• ghu™k —nd ‡—lley m—de sever—l de™isions reponding to the p—rent ™omp—ny9s ˜udget ™uts th—t pl—™ed
pred under tight ™onstr—intsF sdentify these de™isionsD determine whether there were vi—˜le —ltern—tivesD
—nd de™ide whether to justifyD ex™useDor expl—in your de™isionsF
• hevelop — two minute position p—per th—t you will present to the ™ommissionF
• enti™ip—te gommission questions into your responsi˜ility —nd develop e'e™tive responses to possi˜le
—ttempts ˜y other groups to shift the ˜l—me your w—yF

VU
Corporate Governance: French Parent Company

• ‰ou represent the pren™h owners who h—ve re™ently required €h—ust ghemi™—lF ‰ou h—ve re™ently
shifted funds from €h—ust oper—tions to (n—n™e further mergers —nd —™quisitions for your ™omp—nyF
• ‡h—t —re your supervisory responsi˜ilities in rel—tion to €h—ustc
• hevelop — prelimin—ry two minute present—tion summ—rizing your position —nd interestsF
• enti™ip—te likely ™ommission questions —long with possi˜le —ttempts ˜y other groups to shift the ˜l—me
your w—yF
Engineering Professional Society

• ‰ou represent the profession—l engineering so™iety to whi™h pred ˜elongsF
• hevelop — two minute present—tion th—t outlines your group9s interests —nd positionF
• enti™ip—te possi˜le gommission questionsD develop responsesD —nd —nti™ip—te —ttempts ˜y other groups
to shift the ˜l—me your w—yF
• ‚espond to whether your profession—l so™iety should extend mor—l support to engineers in di0™ult
positions like pred9sF ƒhould they ™l—rify ™ode provisionsc €rovide leg—l support —nd ™ounselingc w—ke
—v—il—˜le — profession—lGethi™—l support hotlinec
Investigative Commission

„his role will ˜e pl—yed ˜y your instru™tor —nd other 4guests4 to the ™l—ssroomF „ry to —nti™ip—te the
™ommissions questionsF „hese will ˜e ˜—sed on the ™onditions of ˜l—me responsi˜ilityD the prin™iple of
responsive —djustmentD —nd responsi˜ility —s — virtueF
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Write a short essay responding
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IF ho you —gree with the gommissions (ndingsc ‡hy or why notc fe sure to fr—me your —rguments in
terms of the responsi˜ility fr—meworks provided —˜oveF
PF ‡ere there —ny opportunities to o'er pred mor—l support ˜y those who sh—red responsi˜ility with himc
‡h—t were these opportunitiesF rowD in gener—lD ™—n profession—l so™ieties support their mem˜ers
when they (nd themselves in ethi™—lly di0™ult situ—tionsc
QF ‡h—t opportunities —rise for exer™ising resonsi˜ility —s —n ex™ellen™ec ‡hi™h were t—ken —dv—nt—ge ofc
‡hi™h were lostc
RF pin—llyD qui™kly list themes —nd issues th—t were left out of the pu˜li™ he—ring th—t should h—ve ˜een
in™ludedc

VV

CHAPTER 3
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5 Ethical Issues in Risk Management for Business

9

note:

„hese links will help you to explore di'erent topi™s rel—ted to this module9s ™ontentsF

- Epidemological studies are "natural" experiments
...

Read the Tuskegee case as presented at the Western Michigan University
Ethics Center to learn about a nororious case in which
patient rights were egregiously violated for the sake of "continuing
the experiment
...
Click on the link above to find out more
about STS analysis and how it can be used to anticipate problems
...
Click on the link to the Belmont Report to
find out more about this right and its historical importance
...

9 This

content is available online at ...
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(Go to "Files" tab to delete this le and replace
it with your own les
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5:

3
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1 Introduction
Tilting at Windmills in Puerto Rico

„he ™omp—nyD ‡indm—rD h—s pur™h—sed l—nd —dj—™ent to the fosque ƒe™o de qu—ni™— in €uerto ‚i™oF „heir
pl—n is to ˜uild — sm—ll windmill f—rm to gener—te ele™tri™ity th—t ™—n ˜e sold to the pu˜li™ utilityD the
eutorid—d de inergi— ile™tri™—F ‡indmill te™hnology is ™onsidered desir—˜le ˜e™—use wind is —n —˜und—ntD
™le—nD —nd renew—˜le resour™eF fut lo™—l opposition h—s st—lled this e'ortF gon™erned ™itizens o˜je™tD (rst
of —llD to ˜eing ex™luded from the pu˜li™ he—rings th—t were held to —ssess ‡indm—r9s windmill proje™tF
ypponents —lso ™l—im th—t windmill te™hnology ™—n kill ˜irds on the end—ngered spe™ies list —nd d—m—ge the
fr—gile e™osystems prote™ted in the foseque ƒe™o de qu—ni™—D —n import—nt n—ture preserve in €uerto ‚i™oF
„hey —lso suspe™t th—t the windmill proje™t h—s the ulterior motive of —ttr—™ting industri—l development
into southern €uerto ‚i™oF ‡h—t risks —™™omp—ny windmill te™hnologyD —nd how ™—n they ˜e de—lt with
ethi™—llyc
The real price of cell phones

‚e™entlyD — series of mi™row—ve —ntenn—s h—ve ˜een ˜uilt in €uerto ‚i™o in the et—l—y— hills ˜etween the
western ™ities of w—y—guez —nd wo™—F hi'erent kinds of —ntenn—s serve di'erent purposesY some provide
™itizens with ™ell phone servi™e while others m—ke it possi˜le to tr—™k hurri™—nes —nd other we—ther develE
opmentsF „he pro˜lem is the imp—™t on the people who live in the surrounding —re—sF w—ny —ntenn—s h—ve
˜een ˜uilt within (ve hundred y—rds of priv—te residen™es with some —s ™lose —s one hundred y—rdsF vo™—l
residents were not ™onsulted when the de™ision w—s m—de to ˜uild themF „hey ™l—im th—t they h—ve su'ered
— disproportion—te num˜er of he—lth pro˜lems ™—used ˜y the iwps @ele™troEm—gneti™ (eldsA gener—ted ˜y
the —ntenn—sF gonstru™tion —nd rep—ir —™tivities o™™ur —t —ll hoursD d—y —nd nightD disrupting sleep —nd
other norm—l —™tivitiesF row should the ™ell phone ™omp—niesD government —gen™iesD —nd other st—keholders
respond to these he—lth —nd s—fety ™on™ernsc row should the possi˜le risks to he—lth —nd s—fety —sso™i—ted
with —ntenn—s ˜e —ssessed —nd ™ommuni™—tedc
No Copper Mines in Puerto Rico

ƒt—rting in the midEIWSH9sD sever—l intern—tion—l mining ™omp—nies h—ve —ttempted to re™eive permission from
the €uerto ‚i™—n government to ™onstru™t mines for gold —nd ™opperF yre˜odies lo™—ted in the mount—inous
™entr—l region of the isl—ndD h—ve —ttr—™ted sever—l propos—ls for mining proje™ts r—nging from l—rge to sm—ll
s™—leF gon™erns —˜out water pollution @produ™ed ˜y t—ilings or mining w—ste produ™tsAD air pollution
@—™™omp—nying the proposed ™opper smelting pl—ntsAD —nd disruption of the agrarian lifestyle still —live
in ™entr—l €uerto ‚i™o ˜e™—me fo™used into ™onsider—˜le politi™—l —nd environment—l oppositionF ƒever—l
mining propos—ls were defe—ted —s ™itizens9 interest groups formed —nd intensively lo˜˜ied the government
not to permit miningF yne mining siteD lo™—ted in the g—l— e˜—jo regionD h—s ˜een re™l—ssi(ed —s — n—ture
preserve to ˜lo™k further —ttempts —t miningF wining ™ould ˜ene(t the —re—s —round the proposed mining
sites ˜y gener—ting mu™h needed jo˜s —nd t—x revenueF fut these ˜ene(ts ™ome —™™omp—nied ˜y in™re—sed

WH

CHAPTER 3
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5
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‡orking responsi˜ly with risk requires ™—reful integr—tion of su˜st—ntive ethi™—l issuesD distinguishing di'erent
senses of riskD —nd m—stering the skills required in mor—lly responsi˜le risk ™ommuni™—tionF sn other wordsD it
is more th—n just implementing — me™h—ni™—l pro™ess th—t imposes unw—nted ™onsensus on disp—r—te groups
—nd individu—lsF @ƒee ƒ—ndel for —n —rgument th—t p—st ethi™—l ™ontroversies su™h —s sl—very h—d to ˜e
settled ˜y me—ns of su˜st—ntive de˜—tes r—ther th—n pro™edur—l m—neuversFA ithi™s is import—nt to risk
˜e™—use s™ienti(™ risk —ssessment is v—lueEl—denF †—lues perme—te de™isions su™h —s ™hoi™e of method —s well
—s de™isions on how to distri˜ute the ˜urden implied ˜y the un™ert—inty involved in risk —ssessment —nd
m—n—gementF „his se™tion will introdu™e you to ˜—si™ mor—l ™on™epts involved in risk —nd o'er inform—tion
on how risk is —ssessedD m—n—gedD per™eivedD —nd ™ommuni™—tedF
Responsible Risk Management: Associated Basic Moral Concepts

IF RightX e ™—p—™ity of —™tion th—t others —re o˜liged to re™ognize —nd respe™tF e key right in the ™ontext
of risk is free —nd informed ™onsentF @ƒee ˜elowA
PF DutyX „he o˜lig—tion to re™ognize —nd respe™t the essenti—l ™—p—™ities of —™tions of othersF huties —re
™orrel—tive to rightsF por ex—mpleD the duty to —void p—tern—lism in the m—n—gement —nd ™ommuni™—E
tion of risk is ™orrel—tive to the right of free —nd informed ™onsentF
QF VirtueX ‚esponsi˜le risk m—n—gement ™—n —lso ˜e formul—ted —s — virtueF †irtues —re tr—its th—t extend
4deep down4 into —n individu—l9s ™h—r—™terF „hey in™lude —n orient—tion tow—rd ex™ellen™e in de™ision
—nd exe™utionD per™eptu—l sensitivities th—t help to un™over mor—l relev—n™eD —nd emotionsG—ttitudes
th—t help motiv—te de™isions —nd —™tions oriented tow—rd —™hieving ex™ellen™eF por ex—mpleD — responE
si˜le risk ™ommuni™—tor h—s ™uriosity th—t drives underst—nding —nd —ppre™i—ting riskD — ™on™ern for
the well ˜eing of the risk ˜e—rerD —nd — strong desire to ™ommuni™—te risk inform—tion truthfully —nd
™le—rlyF
RF JusticeX tusti™e ™—n ˜e gener—lly de(ned —s giving e—™h his or her dueF histri˜utive justi™eD in
the ™ontext of riskD pres™ri˜es — f—ir distri˜ution of the ˜ene(ts —nd h—rms —sso™i—ted with t—king
— ™ert—in riskF sde—l p—ttern —ppro—™hes —rgue th—t distri˜ution should ™onform to — p—ttern su™h
—s equality @equ—l sh—res to everyoneAD need @gre—test sh—re to those with the gre—test needsAD —nd
merit @gre—test sh—re to those who demonstr—te superior meritAF Ideal pattern approaches require
™ontinu—l redistri˜ution ˜y government through me—sures su™h —s — progressive in™ome t—xF Historical
process approaches prefer m—int—ining ™urrent p—tterns of distri˜ution provided the histori™—l pro™ess
le—ding to them h—s ˜een free of for™e or fr—udF tusti™e in the ™ontext of risk lies in determining how
the ˜ene(ts —nd h—rms —sso™i—ted with risk —re distri˜utedD —nd how the un™ert—inty th—t perme—tes
the risk —ssessment —nd m—n—gement pro™ess is distri˜uted —mong those involvedF
SF ResponsibilityX rer˜ert ping—rette de(nes responsi˜ility @in the ™ontext of ™rimin—l ins—nityA —s
@mor—lA response to @mor—lA relev—n™eF hi'erent senses of responsi˜ility in™lude ™—us—lD leg—l @vsF
mor—lAD roleD ™—p—™ityD —nd ˜l—meF ‚esponsi˜ility ™—n ˜e re—™tive when it fo™uses on the p—st —nd the
—ssigning of pr—ise —nd ˜l—meY or it ™—n ˜e pro—™tive when it turns to preventing h—rm @minimizing
riskA —nd re—lizing v—lueF
TF TrustX „he expe™t—tion of mor—l ˜eh—vior on the p—rt of othersF „rust is ˜uilt out of the so™i—l ™—pit—l
—™™umul—ted through su™™essful inter—™tions with othersF st is ™onsumed or undermined ˜y those who
™hoose to free ride on so™i—l ™ooper—tionD iFeFD ™ompete while others —re ™ooper—tingF „he prisoner9s
dilemm— @see link —˜oveA provides — simpli(ed model to show the fr—gility of trust @mIUQTUAF
Key Terms in Risk Practices

IF SafetyX 4e thing is s—fe ifD were its risks fully knownD those risks would ˜e judged —™™ept—˜le in light
of settled v—lue prin™iplesF4 @sii IHVA
PF RiskX 4e risk is the potenti—l th—t something unw—nted —nd h—rmful m—y o™™urF4 @sii IHVA
QF NIMBYX „his —™ronym st—nds for 4xot in my ˜—™ky—rdF4 gitizens often (nd the risks —sso™i—ted
with — proje™t or produ™t —™™ept—˜le only if these —re lo™—ted somewhere elseD iFeFD in —nother person9s

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CHAPTER 3
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•

•

•

•

•

CSR (CORPORATE SOCIAL RESPONSIBILITY)

volunt—rily while living next to the pl—nt is su'ered involunt—rilyF e™™ording to studiesD — volunt—ry
risk is —s mu™h —s IHHH times more —™™ept—˜le th—n —n involunt—ry risk of the s—me m—gnitudeF
ControlX glosely rel—ted to volunt—riness is ™ontrolF e risk under one9s ™ontrol @or under the ™ontrol
of someone trustedA is more —™™ept—˜le th—n — risk of the s—me m—gnitude th—t is not under ™ontrolF
gh—rles €errowD in Normal Accidents —rgues —g—inst nu™le—r energy te™hnology ˜e™—use its design
—llows for ™omponents th—t —re tightly ™oupled —nd inter—™t with nonline—r p—tterns of ™—us—lityF „hese
two ™h—r—™teristi™s m—ke it possi˜le for sm—ll events to st—rt ™h—in re—™tions th—t issue into l—rge s™—le
dis—stersF fe™—use these sm—ll events ™—nnot ˜e isol—ted @they —re tightly ™oupledA —nd ˜e™—use they
inter—™t unpredi™t—˜ly @they displ—y nonline—r ™—us—lityAD they es™—pe ™ontrol —nd le—d to un—™™ept—˜le
risksF
Perceived/Expected BenetsX e risk of — given m—gnitude is more —™™ept—˜le if it ™omes —™™omp—E
nied with su˜st—nti—l expe™ted ˜ene(tsF yne t—kes the risk of driving to the he—rings on the proposed
nu™le—r pl—nt ˜e™—use the ˜ene(ts of getting ™ru™i—l inform—tion on this proje™t outweigh the risks of
h—ving — ™—r —™™identF ‚iding — motor™y™le is — risky ventureF fut the ˜ene(ts re™eived from this
—™tivity in the form of enjoyment m—ke the risk more —™™ept—˜le th—n — risk of the s—me m—gnitude
—™™omp—nied with less ˜ene(tsF
Unknown FactorsX e risk th—t is not understood is less —™™ept—˜le th—n one th—t is well understoodF
‚iding — ˜i™y™le is — risky venture ˜utD ˜e™—use its risks —re well knownD it is more —™™ept—˜le th—n
other —™tivities —™™omp—nied ˜y risks of simil—r m—gnitudesF „his f—™tor is highly pertinent to iwps
@ele™troEm—gneti™ (eldsAF ‡hile iwps —re —sso™i—ted with ™ert—in illnesses like leukemi—D their e'e™ts
—re not well known —nd —re not understood ˜y the pu˜li™F „his unknown element m—kes living ne—r
iwp produ™ing te™hnologies less —™™ept—˜leF
Dread FactorsX e risk m—y ˜e known —nd its ™—us—l rel—tion to ™ert—in illnesses well understoodF
xevertheless it m—y ˜e less —™™ept—˜le ˜e™—use the ™ondition it ™—uses is one th—t is highly dre—dedF
iwpsD ˜e™—use they h—ve ˜een —sso™i—ted with leukemi— in ™hildrenD —re mu™h less —™™ept—˜le ˜e™—use
of this 4dre—d f—™torF4 „he ™—uses of r—di—tion si™kness —re well known —s —re the st—ges of the illnessF
fut ˜e™—use this kind of illness is highly dre—dedD —™™omp—nying risks —re less —™™ept—˜le th—n other
risks of the s—me m—gnitude with less of the dre—d f—™torF eg—inD ™omp—re ™r—shing on — ˜i™y™le with
™oming down with ™—n™er to get —n ide— of how dre—d perme—tes the per™eption of riskF
Against PaternalismX gonsider the possi˜ility th—t predi™t—˜ility is one ™omponent of r—tion—lityF
„hen test this hypothesis in the ™—ses presented —t the ˜eginning of this moduleF g—n the risks posed ˜y
e—™h proje™t ˜e ex—mined in terms volunt—rinessD sus™epti˜ility to ™ontrolD expe™ted ˜ene(tsD unknown
f—™torsD —nd dre—d f—™torsc sf soD then the pu˜li™ per™eption of this risk is r—tion—l ˜e™—use it ™—n ˜e
predi™ted —nd understoodF „husD even though mem˜ers of the pu˜li™ might (nd other risks of the
s—me!or even gre—ter!m—gnitude more —™™ept—˜leD these per™eptu—l f—™tors would render the pu˜li™9s
judgment intelligi˜le —nd predi™t—˜leF sf —ll of this is so @—nd you will ˜e testing this hypothesis in the
exer™ises ˜elowA then p—tern—lism on the p—rt of the expert would not ˜e justi(edF purthermoreD these
insights into how risk is per™eived ˜y the pu˜li™ should provide you with v—lu—˜le insight into how to
™ommuni™—te risk to the pu˜li™F

Responsible Risk Communication

• Telling the TruthX gert—inlyD responsi˜le risk ™ommuni™—tion should st—rt with the ™ommitment to
tell the truthF fut the virtue of truthfulness is more ™ompli™—ted th—n it might seem —t — (rst gl—n™eF
por ex—mpleD were —n expert to tell nonexperts the whole truth this might ™onfuse themD espe™i—lly if
the —™™ount is lo—ded with ™omplex te™hni™—l expl—n—tions —nd j—rgonF „ruthfulness might require some
simpli(™—tion @holding some things ˜—™k or putting them in di'erent termsAD judicious ™omp—risonsD
—nd the use of ™on™rete im—gesF „husD the virtue of truthfulness requires @—Aunderst—nding the —udien™e
—nd @˜A outlining their per™eptionsD ™on™ernsD feelingsD —nd needsF ‡ith this in mindD here —re some
f—™tors th—t —re useful in ™ommuni™—ting risk responsi˜ly —nd truthfullyF
• Know the audienceX ‡h—t is their level of underst—ndingD their needsD —nd their per™eptionsF por
ex—mpleD do they per™eive the risk —s volunt—ryD under ™ontrolD —™™omp—nied with su˜st—nti—l ˜ene(tsD

WS
—™™omp—nied ˜y e'e™ts th—t —re well knownD —nd of — low dre—d f—™torc „he risk per™eption fr—mework
des™ri˜ed —˜ove will help you to ™ommuni™—te risk in — helpful —nd responsi˜le m—nnerF
• Take measures to avoid deceiving the audienceX „he g—p ˜etween the expert @those in the knowA
—nd the pu˜li™ is sometimes quite l—rgeF „his ™re—tes the tempt—tion to (ll th—t g—p with less then
truthful ™ontentF evoiding de™eption requires more th—n just refr—ining from telling outright liesF st
—lso requires t—king me—sures to —void su˜tle m—nipul—tion —nd unintention—l de™eptionF
• Guard against unintentional deceptionX @—A fe ™—reful when using rhetori™—l devisesF @˜A …se risk
™omp—risons —nd —n—logies to provide the pu˜li™ with ˜en™hm—rksD not to persu—de them th—t ˜e™—use
they —™™ept risk ˆ they should —™™ept risk ‰F @™A fe sure to point out the limits of ™omp—risons
—nd —n—logiesF @hriving to the pu˜li™ he—ring is — risk of — gre—ter m—gnitude th—n living next to
— nu™le—r pl—nt ˜ut this does not in™lude key f—™tors su™h —s volunt—rinessD ™ontrolD —nd expe™ted
˜ene(tsF @dA evoid ™on)i™ts of interestF sn exer™ise one ˜elowD you will ˜e looking —t —n ex—mple of
risk ™ommuni™—tion t—ken from the movie SilkwoodF „hink —˜out whether this ™ommuni™—tion is
reponsi˜le —nd honestF ho the interests of the risk ™ommuni™—tors ™oin™ide with those of the —udien™ec
ho the interests of the ™ommuni™—tors ˜i—s the ™ontent of the ™ommuni™—tion in —ny w—yc @por ex—mpleD
does the up™oming vote to keep the union pl—y — role in this risk ™ommuni™—tion —™tcA

3
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3 What you will do
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CSR (CORPORATE SOCIAL RESPONSIBILITY)

Exercise Three: Risk Communication

• ‰ou —re — represent—tive from one of the priv—te ˜usiness involved in the —˜ove ™—se
• ‰our jo˜ is to ™ommuni™—te to the pu˜li™ @whose risk per™eption you studied in exer™ise twoA the risk
—ssessment d—t— you h—ve ™olle™ted on the proje™t in question
• hevelop — str—tegy of ™ommuni™—tion th—t is ˜—sed on @—A legitim—te risk ™omp—risons —nd —n—logiesD @˜A
th—t is nonEp—tern—listi™D @™A th—t responds to the m—nner in whi™h the pu˜li™ is likely to per™eive the
risk@sA in questionD —nd @dA is open to ™ompromise ˜—sed on legitim—te pu˜li™ interests —nd ™on™ernsF
Exercise Four (optional)

• g—rry out exer™ises two —nd three using either the Milagro Beaneld War town meeting or the
union meeting from SilkwoodF
• €retend you —re gh—rlie floom —nd —re ™h—rged with outlining the v—rious risks th—t —™™omp—ny the
hevine ‚e™re—tion—l p—™ilityF „he rest of the ™l—ssD your —udien™eD will pl—y the role of the di'erE
ent st—keholdersF „hese ™ould in™lude the @IA townspeople @owners of lo™—l ˜usinesses su™h —s ‚u˜y
er™hulet—9s ™—r ˜ody shop —nd the gener—l store ownerD xi™k ‚e—lAD @PA f—rmers @su™h —s toe wonE
dr—gonAD @QA lo™—l —nd st—te l—w enfor™ement o0™ers @su™h —s fern—˜e wontoy— —nd uyril wonton—AD
@RA v—dd hevine ‚e™re—tion genter employees @su™h —s rorsethief ƒhorty who le—ds the ™onstru™tion
™rewAD @SA lo™—l government o0™i—ls @su™h —s m—yor ƒ—mmy g—ntuA —nd st—te government o0™i—ls
@in™luding the governorAD —nd v—dd hevine himselfF
• qive — short present—tionF „hen respond to questions —nd ™omment—ries from your ™l—ssm—tes who —re
working with the di'erent roles outlined —˜oveF
• „—ke — vote on whether to go —he—d with the v—dd hevine proje™tF

3
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4 What did you learn?
Business and Risk

‰ou —re — gorpor—te ithi™s gompli—n™e y0™er developing —n ethi™s progr—m for your org—niz—tionF row
should your progr—m respond to the ethi™s of risk issues dis™ussed in this modulec row should your ™orpoE
r—tion go —˜out identifying —nd ™ommuni™—ting risk f—™tors to employeesc row should your ™orpor—tion go
—˜out identifying —nd ™ommuni™—ting risk f—™tors to other st—keholders su™h —s ™ustomersD lo™—l ™ommunityD
—nd government —gen™iesc

3
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5 Appendix
Bibliography

IF govelloD †F„FD ƒ—ndm—nD €FwF —nd ƒlovi™D €F @IWWIA 4quidelines for gommuni™—ting snform—tion e˜out
ghemi™—l ‚isks i'e™tively —nd ‚esponsi˜lyD4 in Acceptable EvidenceX TTEWPF
PF gr—norD gFpF @IWWQA Regulating Toxic Substances: A Philosophy of Science and the LawF
yxford …niversity €ressX vondonF
QF ping—retteD rF @IWUIA Criminal InsanityF …niversity of g—liforni— €ressD ferkeleyD geX IUIF
RF w—yoD hFqFD roll—nderD ‚FhFD iditorsF @IWWIA Acceptable Evidence: Science and Values in Risk
ManagementF yxford …niversity €ressX vondonF
SF w—yoD hFqF @IWWIA 4ƒo™iologi™—l †ersus wet—s™ienti(™ †iews of ‚isk essessmentD4 in Acceptable
EvidenceF yxford …niversity €ressX vondonX PRWEPVHF
TF ƒlovi™D €F @IWWIA 4feyond xum˜ersX e fro—der €erspe™tive on ‚isk €er™eption —nd ‚isk gommuni™—E
tionD4 in Acceptable EvidenceX RVETSF
UF €errowD gF @IWVRA Normal Accidents: Living with high-risk technologiesF f—si™ fooksD x‰Dx‰F
VF ‚e—sonD tF @IWWHGIWWWA Human Error g—m˜ridge …niversity €ressX vondonF
WF ƒ—go'D wF @IWVSA Risk-Benet Analysis in Decisions Concerning Public Safety and HealthF
uend—llGruntX hu˜uqueD sow—F

WU
IHF ƒ—go'D wF The Economy of the Earth: Philosophy, Law, and the EnvironmentF g—m˜ridge
…niversity €ressX vondonF
IIF ƒ—ndelD wFtF @IWVPGIWWVA Liberalism and the Limits of Justice, 2nd EdF g—m˜ridge …niversity
€ressD vondonF
IPF ƒhr—derEpre™hetteF @IWWIA 4‚edu™tionist eppro—™hes to ‚iskD4 in Acceptable RiskF PIVEPRVF
IQF „hompsonD €FfFD @IWWWA 4„he ithi™s of „ruthE„elling —nd the €ro˜lem of ‚iskF4 Science and Engineering Ethics S@RAX RVWESIHF
IRF 4qloss—ry4 ynline ithi™s genter for ingineering IGQIGPHHT TXSUXRT €w x—tion—l e™—demy of ingiE
neering e™™essedX ƒ—turd—yD he™em˜er PUD PHHV wwwFonlineethi™sForgGgwƒGgloss—ryF—spx
„his option—l se™tion ™ont—ins —ddition—l or supplement—ry inform—tion rel—ted to this moduleF st ™ould
in™ludeX —ssessmentD ˜—™kground su™h —s supporting ethi™—l theories —nd fr—meworksD te™hni™—l inform—tionD
dis™ipline spe™i(™ inform—tionD —nd referen™es or linksF

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6 EAC ToolKit Project
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6
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Others are welcome to use this module or create a new derived module
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€le—se see the gre—tive gommons vi™ense10 reg—rding permission to reuse this m—teri—lF
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org/licenses/by/2
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CSR (CORPORATE SOCIAL RESPONSIBILITY)

Chapter 4
CG (Corporate Governance)
4
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It is taken from PBS's Online NewsHour in a report delivered by Margaret Warner on September 22, 2006
...

note:

Arthur Andersen

yn™e — highly respe™ted ™omp—nyD erthur endersen no longer exists h—ving gone ˜—nkrupt in the w—ke of the
inron dis—sterF erthur endersen provided inron with ™onsulting —nd —™™ounting servi™esF „he ™onsulting
division w—s more su™™essful ˜ut the —™™ounting divisionD with its long tr—dition of outst—nding ethi™—l servi™eD
w—s the ™orpor—tion9s ˜—™k˜oneF erthur endersen signed o' on inron9s use of m—rkEtoEm—rket —™™ounting
whi™h —llowed inron to proje™t optimisti™ e—rnings from their de—ls —nd then report these —s —™tu—l pro(ts
ye—rs ˜efore they would m—teri—lize @if —t —llAF „hey —lso signed o' on inron9s de™eptive use of spe™i—l
purpose entities @ƒ€iA to hide de˜t ˜y shifting it from one (™tion—l ™omp—ny to —notherF ‡ith erthur
endersen9s ˜lessingD inron ™re—ted the illusion of — pro(t—˜le ™omp—ny to keep sto™k v—lue highF ‡hen
investors (n—lly s—w through the illusionD sto™k pri™es plummetedF „o hide their ™ompli™ityD erthur endersen
shredded in™rimin—ting do™umentsF por feder—l prose™utors this w—s the l—st str—wF „he tusti™e hep—rtment
indi™ted the on™e proud —™™ounting (rm ™onvin™ed th—t this —nd previous ethi™—l l—pses @ƒun˜e—m —nd ‡—ste
w—n—gementA showed — p—ttern of un—˜—ted wrongdoingF erthur endersen w—s ™on(™ted of o˜stru™ting
justi™e on tune ISD PHHP —nd ™losed its doors shortly —fterF
AA Timeline (Taken from Smartest Guys in the Room)

• IWIQ!pounded ˜y erthur endersenX 4think str—ightD t—lk str—ight4
• ƒtood up to ‚—ilro—d ™omp—ny in e—rly ye—rsF ‡hen —sked to ™h—nge —™™ounting st—nd—rdsD endersen
s—idD 4„here is not enough money in the ™ity of ghi™—go ‘to m—ke ee give into ™lient dem—nds“4
• IWRUEIWTQ!veon—rd ƒp—™ek ˜e™—me president of ee su™™eeding erthur endersenF
• ƒp—™ek helped motiv—te the form—tion of the pin—n™i—l e™™ounting ƒt—nd—rds fo—rdF ee —lso served
—s ™ons™ien™e of —™™ounting profession ™riti™izing the profession —nd the ƒig @ƒe™urities —nd ix™h—nge
gommissionA for 4f—iling to squ—re its soE™—lled prin™iples with its profession—l responsi˜ility to the
pu˜li™F4
• IWTQEIWVW!ƒlow erosion of st—nd—rds —nd development of ™ompetition ˜etween —™™ounting —nd ™onsultE
ing divisionsF @gonsulting division w—s developed to t—ke —dv—nt—ge of — pro(t—˜le dire™tion in the
(n—n™i—l induistryFA
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CG (CORPORATE GOVERNANCE)

IWVW!gonsult—nts —™hieve rel—tive —utonomy —s 4sep—r—te ˜usiness unitF4 @w™ve—nX IRRA
IWWU!gonsult—nts ˜re—k from (rmF
IWVVEIWWI!erthur endersen re™eives SR million in fees from inron
PHHH!inron p—ys ee SP millionF „he lion sh—re of this w—s for ™onsulting feesF
tune ISD PHHP!ee found guilty of o˜stru™tion of justi™eF 4„od—y9s verdi™t is wrongFFFF„he re—lity here
is th—t this verdi™t represents only — te™hni™—l ™on(™tionF4 @w™ve—nX RHTA

Hughes Aircraft

row—rd rughes founded this ™omp—ny —t the ˜eginning of the twentieth ™enturyF rughes ˜e™—me — regul—r
supplier of milit—ry h—rdw—re to the …FƒF milit—ryF sn the IWVH9s this in™luded p—rts for surf—™e to —ir misiles
—nd (ghter —ir™r—ftF yne division spe™i—lized in ™omputer ™hips designed to ™onvert —n—logue inform—tion to
digit—l for use in guid—n™e systems —nd de™ision support systemsF por ex—mpleD these ™hips inter—™ted with
r—d—r to help pilots of (ghter —ir™r—ft —void enemy missiles —nd —lso served —s —n essenti—l ™omponent for
missile guid—n™e systemsD the soE™—lled sm—rt ˜om˜sF rughes h—d won the ™ompetitive ˜ids for these highly
pro(t—˜le milit—ry proje™ts ˜ut they h—d —lso ™ommitted themselves to tight delivery s™hedules with in)exi˜le
de—dlinesF end on top of thisD the …FƒF eirfor™e dem—nded th—t these ™omputer ™hips —nd the systems th—t
integr—ted them ˜e rigorously tested to show th—t they ™ould withst—nd the severe environment—l stresses
of ˜—ttleF rughes soon fell ˜ehind on the delivery of these ™omputer ™hips ™—using — ™h—in re—™tion of other
del—ys ˜oth within the ™omp—ny —nd ˜etween the ™omp—ny —nd other links in the milit—ry supply ™h—inF
„he environment—l tests ™—rried out ˜y qu—lity ™ontrol under the supervision of pr—nk ƒ—i— h—d worked
h—rd to ™omplete the timeE™onsuming tests —nd still rem—in on s™hedule with deliveriesY hot p—rts @p—rts
in high dem—ndA were pulled to the front of the testing line to keep things running ˜ut soon even this
w—sn9t enough to prevent del—ys —nd ™ustomer ™ompl—intsF qiving w—y to these pressuresD some rughes
supervisors pushed employees to p—ss ™hips without testing —nd even to p—ss ™hips th—t h—d f—iled testsF
w—rg—ret qooder—l —nd ‚uth s˜—rr— resigned from the ™omp—ny —nd ˜lew the whistle on these —nd other
ethi™—l f—ilings th—t h—d ˜e™ome r—mp—nt in rughesF ƒo the ™orpor—te so™i—l responsi˜ility question ˜e™omes
how to ™h—nge this ™ulture of dishonesty —nd restore ™orpor—te integrity to this on™e innov—tive —nd le—ding
™omp—nyF @f—™kground inform—tion on rughes ™—n ˜e found —t ™omputing™—sesForgFA
Patricia Dunn v
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IHI
inform—tion sh—red during ˜o—rd meetings to the pressX "The most fundamental duties of a director
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must have in one another's condentiality
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" @ƒtew—rtD ISTA
Questions

row ™—n su™™essful ™orpor—te govern—n™e progr—ms ˜e integr—ted into ™omp—nies with freeEwheelingD innoE
v—tive ™ultures without d—mpening ™re—tive —nd im—gin—tive initi—tivesc row does one m—ke sense of the
fund—ment—l irony of this ™—seD th—t — ™ons™ientious pursuit of ™orpor—te govern—n™e @—tt—™king viol—tions of
˜o—rd ™on(denti—lityA ™—n turn into viol—tion of ™orpor—te govern—n™e @viol—tion of the priv—™y —nd persons
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CG (CORPORATE GOVERNANCE)

• If both A and B confessF e —nd f —re put in j—il for (ve ye—rs e—™hF „he net loss in this s™en—rio
is IHF „his is the le—st desir—˜le —ltern—tive from the ™olle™tive st—ndpointF
• If one confesses and the other does notF „he ™onfessor is rele—sed immedi—tely while the nonE
™onfessor gets seven ye—rs in prisonF „his m—ximizes the ™onfessor9s self interest ˜ut sever—ly punishes
the p—trioti™D nonE™onfessorF xet loss is UF
• If both do not confessF efter six months of h—lfEhe—rted interrog—tion @most of this time is for
pro™essing the prisoners9 rele—seAD ˜oth —re set free for l—™k of eviden™eF ‡hile not m—ximizing self
interest @this lies in ™onfessing while the other rem—ins silentA this does m—ximizes over—ll welf—re ˜y
produ™ing — net loss of only IF
Prisoner Dillema Options Summarized
Prisoner A / Prisoner B

Confess

Not Confess

Confess

foth go to j—il for S ye—rs @xet
loss is IHA

e goes to j—il for U ye—rsF f is
rele—sedF @xet loss is UA

Not Confess

f goes to j—il for U ye—rsF e is
rele—sed @xet loss is UA

foth held for six monthsD then reE
le—sedF @xet los is IFHA

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2 A Short Footnote on Human Nature

• yne import—nt me—ns for ™l—ssifying di'erent —ppro—™hes to ™orpor—te govern—n™e is to re)e™t on the
—sso™i—ted —™™ount of hum—n n—tureF „his is — very ™omplex issue ˜utD fortun—telyD politi™—l philosophy
provides us with some useful insightsF
• „hom—s ro˜˜es in the Leviathan presents — ™omprehensive psy™hologi™—l —n—lysis of hum—n n—ture
˜—sed on seventeenth ™entury physi™sF „he fo™—l point of this —n—lysis is the hum—n individu—l9s
unlimited pursuit of desireF ‡ithout extern—l ™he™ks @prim—rily the thre—t of punishment imposed
˜y — powerful sovereignA the State of Nature @where hum—n individu—ls pursue self interest without
extern—l ™he™ksA is identi™—l to — State of WarF „his w—r of —ll —g—inst —ll is "solitary, poore, nasty,
brutish, and short
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What crimes, wars, murders, what miseries
and horrors would the human race have been spared, had someone pulled up the stakes
or lled in the ditch and cried out to his fellow men: "Do not listen to this imposter
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transcendental subject, totally ideal spectator or dispossessed subject
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3 Approaches to Corporate Governance
Summary Table

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Agency Theory

IF sn —gen™y theoryD the ownersGdire™tors set the ™entr—l o˜je™tives of the ™orpor—tionF w—n—gersD in turnD
—re responsi˜le for exe™uting these o˜je™tives in the ™orpor—tion9s d—yEtoEd—y oper—tionsF gorpor—te
govern—n™e ™onsists of designing stru™tures —nd pro™edures to ™ontrol m—n—gementD iFeFD to keep their
—™tions in line with dire™torEest—˜lished o˜je™tivesF
PF w—n—gers ™—nnot ˜e trusted to rem—in f—ithful —gentsD iFeFD to st—y f—ithful to the interests —nd go—ls
of the ownersGdire™torsF „his presupposes — p—rti™ul—r view of hum—n n—tureF rum—ns —re r—tion—lD
egoistsF „hey h—ve desires —nd use re—son to devise me—ns to re—lize themF ƒin™e one desire ™—n ˜e
™he™ked only ˜y —nother desireD this egoism is potenti—lly without limitF egen™y theory —ssumes th—t
m—n—gers will divert ™orpor—te resour™es to pursue their own sel(sh ends unless ™he™ked ˜y some system
of extern—l ™ontrolsF „husD —nother key element of ™orpor—te govern—n™e under —gen™y theory is to (nd
the most e0™ient systems of ™ontrols to keep m—n—ger egoism in ™he™kF
QF „he ownersGdire™tors pl—y the role of prin™ip—l in —gen™y theoryF „he prin™ip—l origin—tes the —™tion
—nd ˜e—rs prim—ry mor—l —nd leg—l responsi˜ility for itF wost of the time the prin™ip—l of —n —™tion is
—lso its exe™utorF fut there —re times when the prin™ip—l l—™ks the knowledge —nd skill ne™ess—ry for
exe™uting the o˜je™tives he or she origin—tesF sn this ™—seD the prin™ip—l ™ontr—™ts with —n —gentF „he
prin™ip—l —uthorizes the —gent to —™t on his or her ˜eh—lfF „his requires th—t the —gent rem—in f—ithful
to the go—ls —nd interests of the prin™ip—lF ƒee ro˜˜es9s LeviathanD gh—pter IT for —n import—nt
histori™—l —™™ount of the —gentEprin™ip—l rel—tionF
RF w—n—gers —re —gentsF „heir prim—ry responsi˜ility is to serve —s f—ithful exe™utors of the go—ls —nd
interests of the prin™ip—lsF „his requiresD (rstD th—tD m—n—gers —re responsi˜le for exer™ising their proE
fession—l judgment in — ™ompetent w—yF w—n—gers —re —lso responsi˜le for rem—ining f—ithful to the
interests of their prin™ip—lsF „o do this they must —void ™on)i™ts of interests —nd m—int—in ™on(denE
ti—lities @iFeFD keep se™retsAF egent ™—n —lso r—nge from ˜eing free @unguided ˜y prin™ip—lsA to ˜ound
@tightly monitored —nd ™ontrolled ˜y prin™ip—lsAF
SF row does ethi™s enter into ™orpor—te govern—n™e under —gen™y theoryc €rim—ry emph—sis is pl—™ed
on ™ompli—n™eD iFeFD enfor™ed ™onformity to rules th—t ™onstitute minimum thresholds of —™™ept—˜le
˜eh—viorF gompli—n™e —ppro—™hes develop @IA rule ˜—sed ™odesD @PA systems of monitoring to dete™t
viol—tionsD —nd @QA punishments —nd rew—rds to deter nonE™ompli—n™e —nd rew—rd ™ompli—n™eF „revino
—nd ‡e—ver provide —n empiri™—l —n—lysis to the go—ls —™hieved through ™ompli—n™e ethi™sX 4‘R“ the
per™eption th—t ˜etter de™isions —re m—de ˜e™—use of the ethi™s progr—m ‘S“ ethi™—l —dvi™e seekingD ‘T“

IHT

CHAPTER 4
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4 External Controls: Fining, Stock Dilution, Changing Internal Governance, Court Ordered Adverse Publicity, and Community Service
Classications of Corporate Punishments
DescriptionExample

Target of
Punishment

Deterrence NonTrap
nancial
Avoided?
Values
Addressed?

Responsive Interference
Adjustwith
ment
Corporate
Black
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Requirements of Sarbanes-Oxley (From Dyrud: 37)

•
•
•
•
•
•
•

€rovide in™re—sed prote™tion for whistleE˜lowers
edhere to —n est—˜lished ™ode of ethi™s or expl—in re—sons for nonE™ompli—n™e
ing—ge in 4fullD f—irD timely —nd underst—nd—˜le dis™losure4
w—int—in4honest —nd ethi™—l4 ˜eh—viorF
‚eport ethi™s viol—tions promptly
gomply with 4—ppli™—˜le government—l l—wsD rulesD —nd regul—tions4
hyurd ™itesX iv„D Ethics and Code of ConductD nFdFY httpXGGwwwFeltEin™F™omGsolutionGethi™s
•—nd•™ode•of•™ondu™t•tr—ining•o˜lig—tionsFhtml

Ammended Federal Sentencing Guidelines (Dyrud 37)

• ist—˜lishing st—nd—rds —nd pro™edures to prevent —nd dete™t ™rimin—l ™ondu™t

IHW

• €romoting responsi˜ility —t —ll levels of the progr—mD together with —dequ—te progr—m resour™es —nd
—uthority for its m—n—gers
• ixer™ising due diligen™e in hiring —nd —ssigning personnel to positions with su˜st—nti—l —uthority
• gommuni™—ting st—nd—rds —nd pro™eduresD in™luding — spe™i(™ requirement for tr—ining —t —ll levels
• wonitoringD —uditingD —nd nonEintern—l guid—n™eGreporting systems
• €romiting —nd enfor™ing of ™ompli—n™e —nd ethi™—l ™ondu™t
• „—king re—son—˜le steps to respond —ppropri—tely —nd prevent further mis™ondu™t in dete™ting — vioE
l—tion

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CG (CORPORATE GOVERNANCE)

QF gl—rkeD „F @PHHRA 4sntrodu™tionX „heories of qovern—n™e!‚e™on™eptu—lizing gorpor—te qovern—n™e
„heory efter the inron ixperien™eD4 in Theories of Corporate Governance: The Philosophical
Foundations of Corporate GovernanceD edF „hom—s gl—rkeF xew ‰orkX ‚outledgeX IEQHF
RF h—visD tFrFD ƒ™hoorm—nD hFD —nd hon—ldsonD vF 4„ow—rd — ƒtew—rdship „heory of w—n—gementD4in
SF
TF
UF

Theories of Corporate Governance: The Philosophical Foundations of Corporate GovernanceD edF „hom—s gl—rkeF @PHHRA xew ‰orkX ‚outledgeX IEQHF
hyrudD wFeF @PHHUA 4ithi™sD q—mingD —nd sndustri—l „r—iningD4 in IEEE Technology and Society
MagazineF ‡inter PHHUX QTERRF
pein˜ergD tF @IWUHA 4golle™tive ‚esponsi˜ility4 in Doing and Deserving: Essays in the Theory
of ResponsibilityF €rin™etonD xtX €rin™eton …niversity €ressX PQRF
pisseD fF —nd pren™hD €FeFD edsF @IWVSA Corrigible Corporations and Unruly LawF ƒ—n entonioD

„ˆX „rinity …niversity €ressF
VF pren™hD €FeF @IWVRA Collective and Corporate ResponsibilityF xew ‰orkX golum˜i— …niversity
€ressFF
WF ro˜˜esD „F @ITSID IWTVA LeviathanF widdlesexD ingl—ndX €enguin fooksX IVTF
IHF w—™phersonD gFfF @IWTPA The Political Theory of Possessive Individualism: Hobbes to LockeF
vondonD …uX yxford …niversity €ressX QF
IIF w—yD vF @IWVUA The Morality of Groups: Collective Responsibility, Group-Based Harm, and
Corporate RightsF xotre h—meD sxX …niversity of xotre h—me €ressF
IPF w™ve—nD fFD —nd ilkindD €F @PHHQA The Smartest Guys in the Room: The Amazing Rise and
Scandalous Fall of EnronF xew ‰orkX €ortfolioX IRIEIRWF
IQF €—ineD vFƒF @IWWRA 4w—n—ging for yrg—niz—tion—l sntegrityD4 in Harvard Business ReviewD
w—r™hGepril IWWRF
IRF ‚ousse—uD tFtF @IWVUA Jean-Jacques Rousseau: The Basic Political Writings „r—nsl—ted ˜y
hon—ld eF gressF sndi—n—polisD sxX r—™kett €u˜lishing gomp—nyX THF
ISF ƒtew—rtD tFfF @PHHUA 4„he uon— pilesX row —n o˜session with le—ks ˜rought s™—nd—l to rewlettE
€—™k—rdD4 in The New YorkerD pe˜ru—ry IW —nd PTD PHHUX ISPEITUF
ITF ƒtoneD gF hF @IWUSA Where the Law Ends: The Social Control of Corporate BehaviorF
€rospe™tr reightsD svX ‡—vel—nd €ressD sxgX IEQHF
IUF ƒw—rtzD wFD ‡—tkinsD ƒF @PHHQA Power Failure: The Inside Story of the collapse of EnronF xew
‰orkX hou˜led—yX QSTF
IVF ‡e—verD qF‚F —nd „revinoD vFuF @IWWWA 4sntegr—ted —nd de™oupled so™i—l perform—n™eX w—n—gement
™ommitmentsD extern—l pressuresD —nd ™orpor—te ethi™s pr—™ti™esF4 The academy of Management
JournalD RPX SQWESSPF
IWF ‡erh—neD €FrF @IWWWA Moral Imagination and Management Decision MakingF yxfordD …uX
yxford …niversity €ressX QWF
PHF ‡erh—neD €F rF @PHHVA 4went—l wodelsX wor—l sm—gin—tion —nd ƒystem „hinking in the ege of qlo˜E
—liz—tionD4 in Journal of Business EthicsD UVX RTQ!RURF
PIF ‡erh—neD €F @PHHUA 4gorpor—te ƒo™i—l ‚esponsi˜ilityGgorpor—te wor—l ‚esponsi˜ilityX ss „here —
hi'eren™e —nd the hi'eren™e st w—kesD4 in edsFD w—yD ƒFD gheneyD qFD —nd ‚operD tFD The Debate
over Corporate Social ResponsibilityF yxfordD …uX yxford …niversity €ressX RSWERURF

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€le—se see the gre—tive gommons vi™ense2 reg—rding permission to reuse this m—teri—lF
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2 Developing Ethics Codes and Statements of Values

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1 Module Introduction
godes of ethi™s evoke opposite re—™tions from people who te—™hD do rese—r™h inD or —re pr—™titioners of
o™™up—tion—l —nd profession—l ethi™sF ƒome hold th—t te—™hing ™odes of ethi™s is essenti—l to prep—ring students
for their future ™—reersF gorpor—tionsD for ex—mpleD h—ve ™ome to view ™odes —s the ™ornerstone of — su™™essful
™ompli—n™e progr—mF €rofession—l so™ietiesD su™h —s the Puerto Rico State Society of Professional
Engineers and Land SurveyorsD —lso m—ke the dr—ftingD revisingD —nd dissemin—ting profession—l ™odes
of ethi™s — ™entr—l p—rt of pr—™ti™ing profession—l engineering ethi™sF fut m—ny strongly opppose ™odes
˜e™—use they promote the wrong sorts of —ttitudes in those who would ˜e in)uen™ed ˜y themF es you will
see ˜elowD philosophi™—l ethi™ists r—ise o˜je™tions to ™odes ˜e™—use they undermine mor—l —utonomyD le—d to
un™riti™—l —™™ept—n™e of —uthorityD —nd repl—™e mor—l motives with fe—r of punishmentF „hese pol—r st—n™es
—re grounded in the very di'erent perspe™tives from whi™h di'erent groups —ppro—™h ™odesF fut they —re
—lso grounded in the f—™t th—t ™odes t—ke m—ny di'erent forms —nd serve distin™t fun™tionsF por ex—mpleD
™onsider the introdu™tory ™onsider—tions presented in the followingX
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CG (CORPORATE GOVERNANCE)

• vooking —t this pro˜lem from — ™ompletely di'erent —ngleD do ™odes of ethi™s require — ˜—™kground of
trustc sf soD how ™—n trust ˜e ˜uilt up from within highly diverse —nd highly pol—rized ™ommunities or
groupsc
• pin—llyD ™—n ™odes of ethi™s ˜e —˜used ˜y more ruthless groups —nd individu—lsc por ex—mpleD —s those
in the gollege of erts —nd ƒ™ien™es ™l—imedD ™—n ™odes of ethi™s ˜e used ˜y those in positions of power
to strengthen th—t power —nd extend ™ontrol over othersc
A Success Story

• „hree ye—rs l—ter —t the s—me universityD —nother f—™ulty group set out to ™onstru™t — ™ode of ethi™s in
order to respond to —™™redit—tion requirementsF „hey ˜eg—n with the ide— of ™onstru™ting — st—keholder
™odeF
• pirstD they identi(ed the st—keholders of the ™ollege9s —™tivitiesD th—t isD groups or individu—ls who h—d
— vit—l interest in th—t ™ommunity9s —™tionsD de™isions —nd poli™iesF
• ƒe™ondD they identi(ed the goods held ˜y e—™h of these st—keholders whi™h ™ould ˜e vit—lly imp—™ted
˜y the —™tions of the ™ollegeF por ex—mpleD edu™—tion represented the key good held ˜y students th—t
™ould ˜e vit—lly imp—™ted ˜y the —™tivities —nd de™isions of the gollegeF
• ‡orking from e—™h st—keholder rel—tion —nd the good th—t ™h—r—™terized th—t rel—tionD mem˜ers of the
™ollege ˜eg—n ™r—fting ™ode provisionsF ƒome set forth f—™ulty duties su™h —s keeping regul—r o0™e
hoursD gr—ding f—irlyD —nd keeping up to d—te in te—™hing —nd rese—r™hF ythers emph—sized student
duties su™h —s working responsi˜ly —nd e'e™tively in work te—msD —dhering to st—nd—rds of —™—demi™
honestyD —nd —ttending ™l—sses regul—rlyF
fe™—use st—keholder ™odes em˜ody — ™ommunity9s v—luesD the individu—ls in ™h—rge of dr—fting the ™ode
de™ided th—t — more dire™t —ppro—™h would ˜e to identify the em˜odied v—lues —nd re(ne them into —
ƒt—tement of †—luesF „his form—l st—tement ™ould l—ter ˜e developed in di'erent dire™tions in™luding — more
det—iled ™ompli—n™e ™odeF
„urning their e'orts tow—rd prep—ring — ƒt—tement of †—lue €ro™essD the fusiness edministr—tion ™omE
munity went through the following stepsX
IF „hey dis™ussed — )—wed do™umentD the €ir—te gredoF „his ˜rought —˜out three positive resultsX
p—rti™ip—nts ™—me to see how ™odes em˜ody v—luesD th—t ™odes serve di'erent fun™tionsD —nd th—t ™odes
™l—rify rel—tions ˜etween the insiders —nd outsiders of — ™ommunityF
PF €—rti™ip—nts ex—mined 4˜on— (de4 ™odes of ethi™s su™h —s —™—demi™ ™odesD ™odes of honorD ™orpor—te
™odesD —nd profession—l ™odesF ƒin™e ™odes em˜ody v—luesD they developed lists of the v—lues these
™odes em˜odiedF
QF „he s—mple provisions ™r—fted in the e—rlier st—keholder ™ode e'ort were presented so th—t p—rti™ip—nts
™ould identify the v—lues these em˜odiedF €revious e'orts in developing — st—keholder ™ode ™ould ˜e
˜en™hm—rked —g—inst the ™odes studied in the previous stepF gonvergen™es —nd divergen™es were noted
—nd used to further ™h—r—™terize the ™ollege9s ™ommunity in terms of its simil—rities —nd di'eren™es
with other ™ommunitiesF
RF sn this stepD f—™ulty mem˜ers were —sked to redu™e the v—lues list to — m—n—ge—˜le num˜er of (ve to
sevenF „his led to the most ™ontentious p—rt of the pro™essF €—rti™ip—nts dis—greed on the ™on™eption
of v—lueD the me—ning of p—rti™ul—r v—lues like justi™eD —nd on whether rights ™ould ˜e tre—ted —s v—luesF
SF „o resolve this dis—greementD dis™ussion le—ders proposed using ˜—llots to —llow p—rti™ip—nts to vote
on v—luesF „his pro™ess w—s more th—n — simple up or down voteF €—rti™ip—nts —lso r—nked the v—lues
under ™onsider—tionF
TF efter the top (ve v—lues were identi(edD e'orts were m—deD in des™ri˜ing e—™h of the rem—ining v—luesD
to (nd pl—™es to in™lude —t le—st ™omponents of the v—lues left outF por ex—mpleD while ™on(denti—lity
w—s not in™luded in the (n—l v—lue listD it w—s reintegr—ted —s — ™omponent of the more gener—l v—lue
of respe™tF „husD the (n—l v—lues list ™ould ˜e m—de more ™omprehensive —nd more —™™ept—˜le to the
f—™ulty ™ommunity ˜y reintegr—ting some v—lues —s p—rts of otherD more gener—l v—luesF enother w—y
of pi™king up v—lues left ˜ehind in the voting pro™ess w—s to ™om˜ine v—lues th—t sh—red signi(™—nt

IIS
™ontentF †—lues th—t did not m—ke it into the (n—l list were still noted with the provision th—t they
™ould ˜e integr—ted into su˜sequent dr—fts of the ƒt—tement of †—luesF
UF e ™ommittee w—s formed to t—ke e—™h v—lue through — v—lue templ—teF efter des™ri˜ing the v—lueD
they formul—ted — prin™iple summ—rizing the ethi™—l o˜lig—tions it ent—iledD ™r—fted s—mple provisions
—pplying the v—lueD —nd posed di'erent ™h—llenges the v—lue presented to help guide — pro™ess of
™ontinuous improvementF
VF „he ™ommittee presented its results to the f—™ulty who —pproved this (rst dr—ft ƒt—tement of †—lues
WF „he f—™ulty then developed — s™hedule where˜y the ƒt—tement of †—lues would ˜e revisitedD exp—ndedD
revisedD —nd improvedF

4
...
3 Textbox 1: Responding to the Federal Sentencing Guidelines
‚e™ent e'orts to develop ethi™s ™odes in the —™—demi™ ™ontext for ˜oth students —nd f—™ulty m—yD in p—rtD
stem from the su™™ess of ethi™s ™ompli—n™e progr—ms developed in ˜usiness —nd industry in response to
the peder—l ƒenten™ing quidelinesF yrg—niz—tion—l ™odes of ethi™s h—ve ˜een integr—ted —longside other
™ompli—n™e stru™ture —nd —™tivities to prevent ™rimin—l ˜eh—viorD to dete™t ™rimin—l ˜eh—viorD —nd to ensure
prompt —nd e'e™tive org—niz—tion—l response on™e su™h ˜eh—vior h—s ˜een dete™tedF
The following section contains short exerpts from the Federal Sentencing Guidelines
...


• 4„he h—llm—rk of —n e'e™tive progr—m to prevent —nd dete™t viol—tions of l—w is th—t the org—niz—tion
exer™ised due diligen™e in seeking to prevent —nd dete™t ™rimin—l ™ondu™t ˜y its employees —nd other
—gentsF hue giligen™e requires —t — minimum th—t the org—niz—tion must h—ve t—ken the following types
of stepsX
• „he org—niz—tion must h—ve est—˜lished ™ompli—n™e st—nd—rds —nd pro™edures to ˜e followed ˜y ite
employees —nd other —gents th—t —re re—son—˜ly ™—p—˜le of redu™ing the prospe™t of ™rimin—l ™ondu™tF
• ƒpe™i(™ individu—l@sA within high levelpersonnel of the org—niz—tion must h—ve ˜een —ssigned over—ll
responsi˜ility to oversee ™ompli—n™e with su™h st—nd—rds —nd pro™eduresF
• „he org—niz—tion must h—ve used due ™—re not to deleg—te su˜st—nti—l dis™retion—ry —uthority to indiE
vidu—ls whom the org—niz—tion knewD or should h—ve known through the exer™ise of due diligen™eD h—d
— propensity to eng—ge in illeg—l —™tivitiesF
• „he org—niz—tion must h—ve t—ken steps to ™ommuni™—te e'e™tively its st—nd—rds —nd pro™edures to —ll
employees —nd other —gentsD eFgFD ˜y requiring p—rti™ip—tion in tr—ining progr—ms or ˜y dissemin—ting
pu˜li™—tions th—t expl—in in — pr—™ti™—l m—nner wh—t is requiredF
• „he org—niz—tion must h—ve t—ken re—son—˜le steps to —™hieve ™ompli—n™e with its st—nd—rdsD eFgFD
˜y utilizing monitoring —nd —uditing systems re—son—˜ly designed to dete™t ™rimin—l ™ondu™t ˜y its
empoyees —nd other —gents —nd ˜y h—ving in pl—™e —nd pu˜li™izing — reporting system where˜y emE
ployees —nd other —gents ™ould report ™rimin—l ™ondu™t ˜y others within the org—niz—tion without fe—r
of retri˜utionF
Recommendations by the Federal Sentencing Guidelines for an Eective Compliance Program

• eppointing individu—ls to serve —s ethi™s or ™ompli—n™e o0™ers
• heveloping ™orpor—te ™redos —nd ™odes of ethi™s th—t e'e™tively ™ommuni™—te —n org—niz—tion9s ethi™—l
st—nd—rds —nd expe™t—tions to employeesF
• hesigning ethi™s tr—ining progr—ms for —ll employees
• hesigning —nd implementing monitoring —nd —uditing systems
• hesigning —nd implementing —n e'e™tive system of punishments —nd s—n™tionsF „hese must ˜e —™™omE
p—nied ˜y investig—tive pro™edures th—t respe™t employee due pro™ess rightsF

IIT

CHAPTER 4
...
2
...
2
...
Then answer the following questions individually

• ‡h—t is good —˜out the €ir—te gredoc
• ‡h—t is ˜—d —˜out the €ir—te gredoc
• ‡h—t is the purpose served ˜y the €ir—te gredoc por the €ir—te gommunityc por nonEmem˜ersc

4
...
6 Exercise 2: Developing Corporate Codes of Ethics
IF ithi™s fowl gorpor—tionsF ‰ou h—ve ˜een —ssigned ™orpor—tions ™orresponding to two of the six ethi™s
˜owl ™—sesF por your presenting ™orpor—tionD you will ˜e developing — p—rti—l ™ode of ethi™sF por the
™ommenting ™orpor—tionD you need to f—mili—rize yourself with the mor—l e™ology of the ™orpor—tionD
its needsD —nd ˜e re—dy to ™omment on the ™ode o'ered ˜y —nother groupF
PF ‡h—t kind of mor—l e™ology is predomin—te in your ™orpor—tionc ss it (n—n™i—lED ™ustomerED or qu—lityE
drivenF vook —t how the type of mor—l e™ology stru™tures other org—niz—tion—l —™tivitiesX —llo™—tion
of pr—ise —nd ˜l—meD ex™h—nge of inform—tionD tre—tment of dissenting opinionsD —nd ™entr—l of mor—l
™on™ernsF ell of these issues need to ˜e —ddressed dire™tly or indire™tly in your ™odeF
QF ‡h—t is the ethi™—l ™h—llenge th—t is highlighted in the ethi™s ˜owl s™en—rio ˜—sed on your ™—seF por
this inform—tion go to the 4ithi™s fowl in the invironment of the yrg—niz—tion4 moduleF mPIIWIF
RF ‡h—t fun™tions —re you —ddressing in your ™ode outlinec vooking —˜oveD these would in™lude edu™—teD
inspireD ™re—te di—logueD dis™iplineD empowerD se™ure —nd express identityF
SF hevelop within the time —v—il—˜le — sket™h of — ™odeF „his ™ould ˜e — se™tion of — ™ompli—n™e ™odeD —
™orpor—te ™redoD or — st—tement of v—luesF sn ™hoosing your formD think ™—refully —˜out the fun™tion@sA
of your ™odeF r—ve something th—t you ™—n presentD inform—llyD for —round Q to S minutesF

4
...
7 Exercise 3: Evaluating Bona Fide Codes of Ethics
Form small work teams of four to ve individuals
...


IF
PF
QF
RF

Review — few s—mple ™odes per te—mF
List the v—lues you identify in the ™odesF
Identify —ny re™urring v—luesF
Record —nd post the list of v—luesF

ixpress e—™h v—lue —s — word or in —s few words —s possi˜leF

IIV

CHAPTER 4
...
2
...

You can rene your list by integrating or synthesizing values, grouping specic values under
more general ones, and integrating values into others as parts
...


IF BrainstormX list the v—lues for your groupF ueep in mind th—t v—lues —re multiEdimension—lF por
ex—mpleD in the —™—demi™ ™ontextD the v—lues will ˜re—k down into dimensions ™orresponding to st—keE
holderX f—™ultyD studentsD —dministr—tionD —nd other —™—demi™ st—keholdersF
PF ReneX redu™e your list to — m—n—ge—˜le size @SEUAF ho this ˜y rewordingD synthesizingD ™om˜iningD
—nd elimin—tingF
QF PostX sh—re your list with the entire groupF
RF ReviseX m—ke —ny l—st minute ™h—ngesF
SF CombineX — moder—tor will org—nize the lists into — ˜—llot
TF VoteX i—™h person r—nks the top (ve v—lues

4
...
9 Exercise 5Conveying Our Values: Crafting a Values-Based Code
Each value in your Statement of Values needs to be accompanied by a Value Prole
...
Think concretely
...
Try to think of general guidelines to
keep in mind when working to realize your value
...
Think of specic ways values challenge us
...
They can further spell out what
kinds of actions and attitudes this might require
...
This could require actions like developing rubrics and
rening exams to make them clearer
...
The following
steps ennumerated below will help
...
2
...
2
...
She has been
overwhelmed for the last few weeks with assignments from other classes and doesn't really
have time to complete this exercise
...
She considers using her roommate's
report
...
A recent study has revealed that plagiarism, which is a
university-wide problem, is especially bad in your department
...
This program does everything
...
Its new search engine quickly connects to existing online
paper data bases, greatly expanding the ability of a professor to detect the sources from which
their students have copied
...
Professors can zero in on students using recycled papers, and the former students
who have become their suppliers
...

In short, this new and exciting software package allows you to monitor the work of present
and past students to a degree thought impossible even in the recent past
...


• hoes this —ntiEpl—gi—rism progr—m thre—ten —ny of the v—lues in the ehiw ƒy†c sf soD whi™h v—luesc
• ss the dep—rtment ™h—irperson tre—ting students disrespe™tfully ˜y —dopting —nd implementing the —ntiE
pl—gi—rism softw—rec g—n f—™ulty tre—t students disrespe™tfully —s 4justi(—˜le4 ret—li—tion for student
™he—ting —nd pl—gi—ringc ho two wrongs m—ke — rightc
• ‡h—t is the ™—use of pl—gi—rismc ho students do it out of ignor—n™e of st—nd—rds —nd pr—™ti™es of
do™ument—tion —nd —™hnowledgmentc ho they do it ˜e™—use they pro™r—stin—te until they do not h—ve
time to do the —ssignment properlyc ho students resort to pl—gi—rism ˜e™—use they h—ve too m—ny
™on)i™ting o˜lig—tions su™h —s f—milyD jo˜D l—rge ™ourse lo—dsD et™Fc
You teach an advanced course in Engineering Economics that has both graduate and undergraduate students
...
One of the groups complains to you that only 4 out of the 5
members have done any work
...
The others are graduate students
...
What should you do?

IPH

CHAPTER 4
...
It will be very
dicult
...
When you ask why, he tells you that he has a copy of the exam
...
(They installed a Trojan horse called Sub-Seven into the professor's
computer which allows unauthorized access; then they searched through the professor's les,
found the exam and downloaded it
...
What should you do?

• e group of students in — ™omputer ethi™s ™l—ss ™re—ted — survey th—t —sked students if they would
—v—il themselves of ex—ms o˜t—ined through me—ns su™h —s th—t des™ri˜ed in the s™en—rio —˜oveF ƒixty
per™ent of the respondents s—id th—t they wouldF gomp—re this to the v—lue ™ommitments expressed in
the ehiw ƒy†c ss there — g—p ˜etween —spir—tion —nd ˜eh—viorc ‡h—t ™—n ˜e done to redu™e this
g—pc
• ƒuppose you took the ex—mF ‡ould this h—ve —ny long term e'e™ts on your ™h—r—™terc ‡ould —™ting
dishonestly this time m—ke it e—sier to do so in the futurec
• ƒuppose you wish to uphold st—nd—rds of —™—demi™ integrity in this ™—se —nd not t—ke the ex—mF ƒhould
you turn your roomm—te in to the te—™herc ‡ould keeping this ex—m theft — se™ret undermine —ny of
the …€‚w ehiw v—luesc sf soD whi™h onesc
‰ou h—ve now dis™ussed some or —ll of the —˜ove ™—ses in terms of the ehiw ƒt—tement of †—luesF ‡h—t do
you think —re the strengths of this do™umentc ‡h—t —re its we—knessesc ho you re™ommend —ny ™h—ngesc
‡h—t —re thesec
Sources for Cases

• g—se I h—s ˜een developed ˜y ‡illi—m preyD ghu™k ru'D —nd tosé gruz for their ˜ookD qood gomE
putingX e †irtue eppro—™h to gomputer ithi™sF „his ˜ook is ™urrently in dr—ft st—ge —nd is under
™ontr—™t with tones —nd f—rtlett €u˜lishing gomp—nyF
• g—ses P —nd Q were developed ˜y …€‚w f—™ulty te—ms from the gollege of ingineering during workE
shops held for the efi„ PHHI ƒteering gommittee —nd the hep—rtment of sndustri—l ingineeringF
„hese workshops took pl—™e epril TD PHHI —nd w—y IRD PHHIF
• g—se R h—s ˜een modi(ed from „he €l—gi—rism hete™tor written ˜y woshe u—mF st ™—n ˜e found
—t the ˜eginning of the ethi™s ™h—pter in €r—™ti™—l ingineering hesignD edited ˜y w—j— fystrom —nd
fru™e iisensteinF woshe u—mF „he €l—gi—rism hete™torD in €r—™ti™—l ingineering hesignD edited ˜y
w—j— fystrom —nd fru™e iisensteinF fo™— ‚—tonD pveX gpg €ressD PHHSX PUEPVF

IPI

4
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12 Assessment Tools
Ethics Across the Curriculum Matrix

„his medi— o˜je™t is — downlo—d—˜le (leF €le—se view or downlo—d it —t
`iegw—trix•„empl—te•ehiw•pe˜•IUFdo™b
Figure 4
...


Muddy Point Exercise

„his medi— o˜je™t is — downlo—d—˜le (leF €le—se view or downlo—d it —t
`w€Fdo™b

Clicking on this media le will open a word format for the Muddiest Point Exercise
...

Figure 4
...
This form will help you assess the SOV activity as well as other EAC modules
...
4:

4
...
13 Bibliography
IF vynn ƒh—rp €—ine @IWWRA 4w—n—ging for yrg—niz—tion—l sntegrityD4 in r—rv—rd ˜usiness reviewD w—r™hE
eprilX IHTEIIU
PF q—ry ‚F ‡e—ver —nd vind— ule˜e „revino @IWWWA 4gompli—n™e —nd †—lues yriented ithi™s €rogr—msX
sn)uen™es on imployees9 ettitudes —nd feh—viorD4 in fusiness ithi™s ithi™s u—rterly W@PAX QISEQQS
QF ƒtu—rt gF qilm—n @PHHQA 4qovernment ithi™sX sf ynly engels ‡ere to qovernD4 in €rofessioin—l ithi™sD
edited ˜y xeil ‚F vue˜ke in €h u—pp— €hi porumD ƒpring PHHQX PWEQQF
RF ƒtephen rF …nger @IWWRA gontrolling „e™hnologyX ithi™s —nd the ‚esponsi˜le ingineerD Pnd iditionF
xew ‰orkX tohn ‡iley —nd ƒonsX IHTEIQSF
SF 4peder—l ƒenten™ing quidelines!ƒenten™ing of yrg—niz—tionsD4 in ithi™—l „heory —nd fusinessD Sth
iditionD edited ˜y „om v fe—u™h—mp —nd xorm—n iF fowieD xew terseyX €renti™e r—llX IVPEIVUF
„his —rti™le w—s reprinted with permission from „he …nited ƒt—tes v—w ‡eekD †olF SH ppF RPPTEPW
@w—r™h PTD IWWIA @fure—u of x—tion—l ef—irsD sn™F

IPP

CHAPTER 4
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3 Pirate Code for Engineering Ethics

4

4
...
1 Statements of Value/Codes of Ethics
• ‡illi—m tF prey
• genter for ithi™s in the €rofessions
• …niversity of €uerto ‚i™o —t w—y—guez

4
...
2 Module Introduction
sn this moduleD you will le—rn —˜out profession—l —nd o™™up—tion—l ™odes of ethi™s ˜y looking —t — ˜—d ™odeD
writing your own ™odeD —nd then ™riti™—lly ex—mine — profession—l ™ode of ethi™sD the engineering ™ode for
the golegio de sngenieros y egrimensores de €uerto ‚i™oF „hree exer™ises will t—ke you through the pro™ess
of ex—mining the €ir—te greedD writing your own ™odeD —nd ex—mining the golegio9s ™odeF „ext ˜oxes will
provide helpful ˜—™kground inform—tion on purposes served ˜y profession—l ™odesD philosophi™—l o˜je™tionsD
—nd — fr—mework for working your w—y through — st—keholderE˜—sed ™ode like th—t of the gse€‚ or the
x—tion—l ƒo™iety of €rofession—l ingineersF „his module provides — ƒp—nish tr—nsl—tion of the €ir—te greed
prep—red ˜y hrF h—n— vivingston gollins of the hep—rtment of rum—nities in the …niversity of €uerto ‚i™o
—t w—y—guezF
¨
gon™luding this module —re two word do™uments uplo—ded —s medi— (lesF yne provides the exer™ises
th—t —re presented in this module in ˆwv form—tF „he other provides the ˜—™kground inform—tion th—t h—s
˜een presented in this module —s „ext˜oxesF

4
...
3 Module Activities
IF ‰ou will —n—lyze the €ir—te greed in terms of @—A its di'erent fun™tionsD @˜A the ™ommunity v—lues it
em˜odiesD —nd @™A how it st—nds tow—rd nonmem˜ers of the pir—te ™ommunity —s well —s mem˜ersF
PF ‰ou will write — ™ode of ethi™s for —n o™™up—tion—l or profession—l —re— su™h —s ˜usiness or engineeringF
QF ‰ou will de˜rief the rest of the ™l—ss on your group9s ™odeD ™l—rify its fun™tions —nd v—luesD —nd defend
it if ne™ess—ryF
RF „his module will ™on™lude with — look —t the ™ode of ethi™s of the €uerto ‚i™o ƒt—te ƒo™iety of
€rofession—l ingineers —nd v—nd surveyors or Colegio de Ingenieros y Agrimensores de Puerto
RicoF

4
...
4 Pirates Creed of Ethics (translated into Spanish by Dana Collins)
IF il ™—pitán tendrá ™om—ndo tot—l dur—nte un— ˜—t—ll— y tendrá l— —utorid—d p—r— dirigir el ˜—r™oF il
que no sigu— —l ™—pitán podrá ser ™—stig—do se l— tripul—™ión no vot— en ™ontr— del ™—stigoF
PF ƒi el ˜—r™o n—ufr—g—D l— tripul—™ión perm—ne™erá unidos h—st— el ™—pitán ™onsigue otr— n—veF ƒi l— n—ve
es propied—d ™omún de l— tripul—™iónD l— primer— n—ve ™—ptur—d— pertene™erá —l ™—pitán ™on un— @IA
p—rte de ˜otínF
QF il ™iruj—no del ˜—r™o re™i˜irá dos™ient—s @PHHA ™oron—s p—r— el m—ntenimiento de su equipo médi™o y
re™i˜irá un— @IA p—rte del ˜otínF
RF vos otros o(™i—les re™i˜irán un— @IA p—rte ™—d— unoD y si se distinguenD l— tripul—™ión determin—rá
™u—nto re™i˜irán ™omo re™ompens—F
SF il ˜otín de un— n—ve ™—ptur—d— será distri˜uido en p—rtes igu—lesF
TF il primero que señ—le l— —p—ri™ión de un ˜—r™o que se— ™—ptur—do re™i˜irá ™ien @IHHA ™oron—sF
UF il que pierd— un ojoD un— m—noD o un— piern— mientr—s está en servi™ioD re™i˜irá h—st— seis es™l—vos o
seis™ient—s @THHA ™oron—sF
4 This

content is available online at ...
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CG (CORPORATE GOVERNANCE)

leg—lc ho they overl—p with existing l—wc ho they imply ™riti™isms of existing l—wsc sf they imply
punishments or s—n™tionsD wh—t me—sures does your ™ode pres™ri˜e to —dminister justly —nd properly
these s—n™tionsc pin—llyD ˜e sure to gu—rd —g—inst the equ—l ˜ut opposite sins of overEspe™i(™ity —nd
too mu™h gener—lityF yverly spe™i(™ ™odes try to provide — rule for every possi˜le situ—tionF fe™—use
this is impossi˜leD these ™odes tend tow—rd rigidityD in)exi˜ilityD —nd irrelev—n™eF godes th—t —re too
gener—l f—il ˜e™—use they ™—n ˜e interpreted to r—tion—lize —ny kind of ™l—im —ndD thusD m—sk immor—l
—™tions —nd intentionsF

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7 Exercise 3: Studying the code of Ethics of the Colegio de Ingenieros y
Agrimensores de Puerto Rico
• sdentify the provisions th—t tou™h upon the rel—tion of the engineer to the pu˜li™F ‡h—t goods —re —t
st—ke in this rel—tionc ‡h—t ™—n engineers do to preserve or promote these goodsc
• sdentify provisions th—t tou™h upon the rel—tion of the engineer to the ™lientF ‡h—t goods —re —t st—ke
in this rel—tionc ‡h—t ™—n engineers do to preserve or promote these goodsc
• sdentify provisions th—t tou™h upon the rel—tion of the engineer to the gse€‚ @profession—l engineering
so™ietyA ‡h—t goods —re —t st—ke in this rel—tionc wh—t ™—n engineers do to preserve or promote these
goodscF
• pin—llyD identify provisions th—t tou™h upon the rel—tion of the engineer to other engineers @peer rel—E
tionsAF ‡h—t goods —re —t st—ke in this rel—tionc ‡h—t ™—n engineers do to preserve or promote these
goodsc

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8 Textbox 1: Code of Ethics of Colegio de Ingenieros y Agrimensores de
Puerto Rico (Puerto Rico State society of Professional Eng
• „he gse€‚ ™ode of ethi™s h—s three p—rtsX
• €—rt yneX „hree pund—ment—l €rin™iples whi™h express ™—rdin—l o˜je™tives for engineering pr—™ti™e in
€uerto ‚i™o
• €—rt „woX „en g—nons whi™h set forth gener—l rules for ethi™—l engineering pr—™ti™e
• €—rt „hreeX i—™h ™—non is repe—ted followed ˜y sever—l pr—™ti™—l normsF ˜y setting forth det—iled rulesD
pr—™ti™—l norms spe™ify —nd interpret the ˜—si™ ™—nonsF „hey —lso set forth spe™i(™ —nd ™on™rete rules
for profession—l —nd ethi™—l ™ondu™t
• „he gse€‚ ™ode of ethi™s is — st—keholder ™odeF „his me—ns it identi(es engineering st—keholdersD the
goods they depend uponD —nd the duties engineers h—ve in prote™ting or promoting these goodsF
Key Engineer Relations

• „he rel—tion ˜etween engineer —nd public is founded on the goods of he—lthD s—fety —nd welf—reF
• „he rel—tion ˜etween engineer —nd client is founded on the good of f—ithful —gen™y @trustAF
• „he rel—tion ˜etween the individu—l engineer —nd the profession is founded on the engineer working
to m—int—in the good reput—tion —nd integrity of the professionF
• „he peer rel—tion ˜etween pr—™ti™ing engineers is founded on the good of ™ollegi—lityF
Engineer and Public

• huties —rising in this rel—tion —re tied to m—int—ining or promoting the goods of he—lthD s—fetyD —nd
welf—reF „hey in™lude minimizing h—rmD —voiding p—tern—lism @m—king de™isions for others who h—ve
the right —nd —˜ility to m—ke these for themselvesAD free —nd informed ™onsent @the right of those t—king
— risk to ™onsent to th—t riskAF
• p€IX he˜erán ™onsider—r su prin™ip—l fun™ión ™omo profesion—les l— de servir — l— hum—nid—dF ƒu
rel—™ión ™omo profession—l y ™lienteD y ™omo profession—l y p—tronoD de˜erá est—r sujet— — su fun™ión
fund—ment—l de promover el ˜ienest—r de l— hum—nid—d y l— de proteger el interés pú˜li™oF

IPS

• g—non IX †el—r por so˜re tod— otr— ™onsider—™ión por l— segurid—dD el —m˜ienteD l— s—lud y el ˜ienest—r
de l— ™omunid—d en l— eje™u™ión de sus respons—˜ilid—des profesion—lesF
• €r—™ti™—l xorm IdX gu—ndo teng—n ™ono™imiento o su(™iente r—zón p—r— ™reer que otro ingeniero
o —grimensor viol— l—s disposi™iones de este gódigoD o que un— person— o (rm— pone en peligro l—
segurid—dD el —m˜ienteD l— s—lud o el ˜ienest—r de l— ™omunid—dD present—rán t—l inform—™ión por es™rito
— l—s —utorid—des ™on™ernid—s y ™ooper—rán ™on di™h—s —utorid—des proveyendo —quell— inform—™ión o
—sisten™i— que les se— requerid—F
Engineer to Client

• huties stemming from this rel—tion —rise out of f—ithful —gen™yD th—t isD the responsi˜ility of —n engineer
to rem—in true to the ™lient9s interestsF €ositively this in™ludes exer™ising due ™—re for the ™lient ˜y
™—rrying out the ™lient9s interests through the exer™ise of soundD ™ompetent engineering profession—l
judgmentF xeg—tively this ent—ils —voiding ™on)i™ts of interest —nd reve—ling the ™lient9s ™on(denti—l
inform—tionF
• Faithful AgencyX g—non R"e™tu—r en —suntos profesion—les p—r— ™—d— p—trono o ™liente ™omo —gentes
(eles o (du™i—riosD y evit—r ™on)i™tos de intereses o l— mer— —p—rien™i— de éstosD m—nteniendo siempre
l— independen™i— de ™riterio ™omo ˜—se del profesion—lismoF
• Conict of InterestX R—"ivit—rán todo ™on)i™to de intereses ™ono™ido o poten™i—l ™on sus p—tronos
o ™lientes e inform—rán ™on prontitud — sus p—tronos o ™lientes so˜re ™u—lquier rel—™ión de nego™iosD
intereses o ™ir™unst—n™i—s que pudier—n in)uen™i—r su jui™io o l— ™—lid—d de sus servi™iosF
• CondentialityX Ri"„r—t—rán tod— inform—™iónD que les llegue en el ™urso de sus en™omiend—s proE
fesion—lesD ™omo ™on(den™i—l y no us—rán t—l inform—™ión ™omo medio p—r— logr—r ˜ene(™io person—l si
t—l —™™ión es —dvers— — los intereses de sus ™lientesD de sus p—tronosD de l—s ™omisiones o junt—s — l—s
que pudier— pertene™er o del pú˜li™oF
Engineer to Profession

• „his in™ludes working to promote the profession9s autonomy and independence —s well —s m—inE
t—ining its good reputationF woreover it requires th—t engineers p—rti™ip—te in their profession—l
so™ietyD work to —dv—n™e engineeringD ˜e o˜je™tive —nd imp—rti—l in their workD —nd —sso™i—te only with
persons of good reputationF
• Canon 3X imitir de™l—r—™iones pú˜li™—s úni™—mente en un— form— ver—z y o˜jetiv—F
• Practical Norm 3aX ƒerán o˜jetivos y ver—™es en informes profesion—lesD de™l—r—™iones o testimoniosF
sn™luirán tod— l— inform—™ión relev—nte y pertinente en t—les informesD de™l—r—™iones o testimoniosF
Engineer to Engineer

• „his rel—tion is ˜—sed on the good of CollegialityF st requires th—t engineers work to m—int—in friendly
—nd ™oll—˜or—tive rel—tions with other engineers ˜y —voiding disloy—l ™ompetition —nd ™omp—r—tive
—dvertising —nd ˜y —lw—ys giving peers due ™redit for their ™ontri˜utions to engineering proje™ts —nd
designsF
• Practical Norm 4lX entes de re—liz—r tr—˜—jos p—r— otrosD en los ™u—les pued—n h—™er mejor—sD pl—nosD
diseñosD inventosD u otros registrosD que pued—n justi(™—r l— o˜ten™ión de dere™hos de —utor o p—tentesD
lleg—rán — un —™uerdo en rel—™ión ™on los dere™hos de l—s respe™tiv—s p—rtesF @qive due ™redit to
™olle—gues for their workAF
• Canon 5X idi(™—r su reput—™ión profesion—l en el mérito de sus servi™ios y no ™ompetir desle—lmente
™on otrosF @Avoid disloyal competitionA
• Practical Norm 6bX enun™i—rán sus servi™ios profesion—les sin —utoE—l—˜—nz— y sin lengu—je enE
g—ñoso y de un— m—ner— en que no se menos™—˜e l— dignid—d de sus profesionesF @Non-comparative
advertisingA
• Practical Norm 5hX xo tr—t—rán de supl—nt—rD ni supl—nt—rán otro ingeniero o —grimensorD después de
que un— gestión profesion—l le h—y— sido ofre™id— o ™on(—d— — ésteD ni t—mpo™o ™ompetirá injust—mente
™on élF @Avoid disloyal competitionA

IPT

CHAPTER 4
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Society grants autonomy, prestige, and monopoly control to the profession of engineering
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• godes —llow the profession to do™ument to so™iety th—t it h—s developed proper st—nd—rds —nd intends
to enfor™e themF „hey express the profession9s trust in so™iety to keep its side of the ˜—rg—in ˜y
gr—nting —utonomyD prestigeD —nd monopolyF yf ™ourse this ™ontr—™t h—s never ˜een expli™itly en—™ted
—t — point in histori™—l timeF fut the notion of — so™i—l ™ontr—™t with — mutu—lly ˜ene(™i—l ex™h—nge
@— quid pro quoA provides — useful devi™e for modeling the rel—tion th—t h—s —™tu—lly evolved ˜etween
so™iety —nd its professionsF
Professions and Responsibility

• €rofessions h—ve ˜een ™re—ted to exer™ise stew—rdship over knowledge —nd skill dom—insF
• ixer™ising stew—rdship over ˆ gener—lly me—ns w—t™hing overD preservingD prote™tingD —nd even imE
proving ˆF ƒtew—rdship is — forw—rdElooking kind of responsi˜ility simil—r to the responsi˜ility th—t —
p—rent exer™ises tow—rd his or her ™hildrenF „he stew—rd is — trusted serv—nt or —gent of the l—ndowner
who —™ts in the owner9s pl—™e while the l—ter is —˜sent or in™—p—™it—tedF

IPU

• 4ƒtew—rdshipD4 thusD refers to the profession9s responsi˜ility to s—fegu—rd its spe™i(™ dom—in of knowlE
edge —nd skillF „his dom—in is essenti—l to so™iety in some w—y @it provides so™iety with — ˜—si™D ™ommon
goodA —nd so™iety deleg—tes responsi˜ility for this dom—in to its mem˜ers who —re spe™i—lly suited to
exer™ise itF
• ƒoD gener—lly spe—kingD professions ™—n ˜e ™h—r—™terized in terms of epistemologi™—l —nd ethi™—l responE
si˜ilitiesF
• „he epistemologi™—l responsi˜ility refers to stew—rdship over the knowledge —nd skills th—t ™h—r—™terizes
the professionF „he profession preservesD tr—nsmitD —nd —dv—n™es this dom—in of knowledge —nd skillF
@ipistemology a study of knowledgeFA
• „he ethi™—l dimension refers to the responsi˜ility of the profession to s—fegu—rd knowledge —nd skill
for the good of so™ietyF ƒo™iety trusts the profession to do this for the s—ke of the ™omnmon goodF
ƒo™iety —lso trusts the profession to regul—te its own —™tivities ˜y developing —nd enfor™ing ethi™—l —nd
profession—l st—nd—rdsF

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10 Objections to and Mischievous Side Eects of Codes of Ethics
These objections are taken from John Ladd, "The Quest for a Code of Professional Ethics: An
Intellectual and Moral Confusion
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Johnson, editor,
(1991) Ethical Issues in Engineering, New Jersey: Prentice Hall: 130-136
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• Codes "confuse ethics with law-making" @v—ddD IQHAF ithi™s is deli˜er—tive —nd —rgument—tive
while l—wEm—king fo™uses on —™tivities su™h —s m—king —nd enfor™ing rules —nd poli™iesF
• A code of ethics is an oxymoron
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On the other hand, obedience to civil law is motivated by fear of punishment
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ithi™—l prin™iples
™—n ˜e used to judge or ev—lu—te — dis™iplin—ry or leg—l ™odeF fut the reverse is not trueY existing l—ws
™—nnot trump ethi™—l prin™iples in de˜—tes over ethi™—l issues —nd ethi™—l de™isionsF es v—dd puts itD
4„h—t is not to s—y th—t ethi™s h—s no relev—n™e for proje™ts involving the ™re—tionD ™erti(™—tion —nd
enfor™ement of rules of ™ondu™t for mem˜ers of ™ert—in groupsFFFF‘s“ts ‘ethi™s9s“ role in ™onne™tion with
these proje™ts is to —ppr—iseD ™riti™ize —nd perh—ps even defend @or ™ondemnA the proje™ts themselvesD
the rulesD regul—tions —nd pro™edures they pres™ri˜eD —nd the so™i—l —nd politi™—l go—ls —nd institutions
they representF4 @v—dd IQHA
• Codes have been used to justify immoral actionsF €rofession—l ™odes h—ve ˜een misued ˜y
individu—ls to justify —™tions th—t go —g—inst ™ommon mor—lityF por ex—mpleD l—wyers m—y use the f—™t
th—t the l—w is —n —dvers—ri—l system to justify lyingF v—dd responds in the following w—y to this dodgeX
4{„}here is no spe™i—l ethi™s ˜elonging to profession—lsF €rofession—ls —re notD simply ˜e™—use they
—re profession—lsD exempt from the ™ommon o˜lig—tionsD duties —nd responsi˜ilities th—t —re ˜inding on
ordin—ry peopleF „hey do not h—ve — spe™i—l mor—l st—tus th—t —llows them to do things th—t no one
else ™—nF4 @v—dd IQIA
Mischievous Side-Eects of Codes (from John Ladd)

• Codes make professionals complacentF @v—dd IQSA pirstD they redu™e the ethi™—l to the minim—lly
—™™ept—˜leF ƒe™ondD they ™over up wrongful —™tions or poli™ies ˜y ™—lling them!within the ™ontext

IPV

CHAPTER 4
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" @v—dd IQSA por ex—mpleD in €uerto ‚i™oD the —™tions of the
his™iplin—ry „ri˜un—l of the golegio de sngenieros y egrimensores de €uerto ‚i™o tend to fo™us on
individu—l engineers who viol—te ™ode provisions ™on™erned with individu—l —™ts of ™orruptionY these
in™lude ™on)i™ts of interestD f—iling to serve —s f—ithful —gents or trusteesD —nd p—rti™ip—ting in ™orrupt
—™tions su™h —s t—king or giving ˜ri˜esF yn the other h—ndD the gse€‚ does not pl—™e equ—l —ttention
on m—™roEethi™—l pro˜lems su™h —s 4the so™i—l responsi˜ilities of profession—ls —s — group4 @v—dd IQPAD
the role of the profession —nd its mem˜ers in so™iety @v—dd IQSAD —nd the 4role professions pl—y in
determining the use of te™hnologyD its development —nd exp—nsionD —nd the distri˜ution of the ™ostsF4
@v—dd IQSA

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11 Exercise: Questions for Reection
IF ‡hi™h of v—dd9s ™riti™isms —pply to the €ir—te greedc
PF row does your group9s ™ode of ethi™s st—nd in rel—tion to v—dd9s ™riti™ismsc
QF ho v—dd9s o˜je™tions —pply t the efi„D xƒ€iD or gse€‚ ™odesc

WORD FILE

„his is —n unsupported medi— typeF „o viewD ple—se see
httpXGG™nxForgG™ontentGmIQVRWGl—testGgode•iˆ•fx•IFdo™
Figure 4
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org/content/m18646/1
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IPW

- Pirate Code for Engineering Ethics (m13849)
- Moral Ecologies in Corporate Governance (m17353)
- Three Views of Corporate Social Responsibility (m17318)
- Different Approaches to Corporate Governance (m17367)
These modules have links of their own that will prove invaluable for this activity
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The media file below provides a generic poster presentation template geared toward this assignment
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" The dierent sections can be lled in by
preparing PowerPoint slides, pressing control + Print Screen when in presentation viewing mode, and
copy-pasting into appropriate part of poster template slide
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6:

4
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1 Introduction
‰ou —re the gigy of your ™omp—nyF feing f—mili—r with the requirements of ƒ—r˜—nesEyxley —nd the peder—l
ƒenten™ing quidelinesD you h—ve ˜een ™h—rged with developing — ™omprehensive ethi™s progr—m th—t in™ludes
@IA — so™ioEte™hni™—l system studyD @PA — ™orpor—te ™ode of ethi™sD @QA —n ethi™s tr—ining progr—m for new —nd
ongoing employeesD @RA —n ethi™s hotline or some other reporting me™h—nismD @SA — gƒ‚ @™orpor—te so™i—l
responsi˜ilityA ™h—llengeD —nd @TA re™ruitment —nd le—dership str—tegies for implementing ethi™sF ‰our report
will ˜egin with —n exe™utive summ—ry —nd end with — ™on™luding se™tion th—t dis™usses implement—tion
issues —nd needsF

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2 What you need to know
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CG (CORPORATE GOVERNANCE)

TF ‚e™ruitment —nd ve—dership ƒtr—tegies for smplementing ithi™s into your org—niz—tion @QES p—gesA
UF e gon™lusion th—t in™ludes — summ—ry of the reportD — time fr—me for implementing your ethi™s
progr—mD —nd —n inventory of progr—m needs —nd resour™es @I p—geA

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3 What you will do
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CG (CORPORATE GOVERNANCE)

to ev—lu—te yourself —long with your te—mm—tes on the ™riteri— mentioned in the formF …se the s™—le
suggested in the formF‰our (rst item here
Team Member Evaluation Form

„his is —n unsupported medi— typeF „o viewD ple—se see httpXGG™nxForgG™ontentGmIVTRTGl—testG„iew
wiwfi‚ ‚e„sxq ƒrii„Fdo™x

This Team Member Evaluation Form must be lled out by each team member
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It is preferable if you do this anonymously
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7:

Group Pledge

• s ™ertify th—t these m—teri—ls h—ve ˜een prep—red ˜y those who h—ve signed ˜elowD —nd no one elseF
s ™ertify th—t the —˜ove items h—ve ˜een ™he™ked —nd th—t those items with ™he™k m—rks indi™—te
m—teri—ls th—t we h—ve turned inF s —lso ™ertify th—t we h—ve not pl—gi—rized —ny m—teri—l ˜ut h—ve
given due —™knowledgment to —ll sour™es usedF ell who sign ˜elow —nd whose n—mes —re in™luded on
the title p—ge of this report h—ve p—rti™ip—ted fully in the prep—r—tion of this proje™t —nd —re equ—lly
—nd fully responsi˜le for its resultsF
• wem˜er sign—ture here ••••••••••••••••••••••••••
• wem˜er sign—ture here ••••••••••••••••••••••••••
• wem˜er sign—ture here ••••••••••••••••••••••••••
• wem˜er sign—ture here ••••••••••••••••••••••••••
• wem˜er sign—ture here ••••••••••••••••••••••••••
• wem˜er sign—ture here ••••••••••••••••••••••••••

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5 Appendix
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6 EAC ToolKit Project
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6
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Others are welcome to use this module or create a new derived module
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€le—se see the gre—tive gommons vi™ense6 reg—rding permission to reuse this m—teri—lF
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5 Being an Ethical Job Candidate

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1 Module Introduction
gh—n™es —re th—t you —re either —™tively involved in —n e'ort to (nd work or soon will ˜eF f—sed on stories th—t
™ome from the jo˜Ehunting experien™es of …€‚w students in €r—™ti™—l —nd €rofession—l ethi™s ™l—ssesD this
6 http://creativecommons
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0/
7 This content is available online at ...
7/>
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Bring Your Friends:

w—ri—D — t—lented student in me™h—ni™—l engineering h—s —™™epted —n o'er to work for — prestigious (rmF
„hen she re™eives — ™—ll for —n interview with (rm ˆF ƒhe tells them th—t she h—s —lre—dy —™™epted —n o'er
from ‰D ˜ut the ™—ller s—ys th—t doesn9t m—tterF ‡e w—nt to interview you —nyw—y so th—t we ™—n do™ument
—0rm—tive —™tion ™ompli—n™eF sn f—™tD if you h—ve —ny friends who —re simil—rly situ—ted ‘iFeFD women who
™ome from minority groups“ ple—se give us their n—mesF ‡e will )y —ll of you to our ™entr—l he—dqu—rters for
interviews —t our expenseF st will ˜e — good v—™—tionF
What would you do if you were in Maria's place?

e™™ept the interview o'er ˜ut not try to re™ruit —ny of your friendsF
e™™ept the interview o'er —nd try to re™ruit some of your friends to go —longF
‚efuse to —™™ept the interview on mor—l groundsF
‚efuse to —™™ept the interview ˜e™—use it would interfere with the ™l—ss in €r—™ti™—l —nd €rofession—l
ithi™s th—t you —re ™urrently t—kingF
• ‚eport this ™omp—ny to the —ppropri—te government—l —gen™y sin™e they —re ™le—rly distinguishing
—g—inst ™—ndid—tes from soE™—lled minority groups
• ‰our solutionFFFF

•
•
•
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CG (CORPORATE GOVERNANCE)

• torge should not go to the interview ˜e™—use he is not 4sin™erely interested4 in this positionF ris
p—™i(sm ™—n™els out —ny possi˜ility of 4sin™ere interest4F
• torge should —™™ept this interview request ˜e™—use his o˜lig—tions to his f—mily outweigh m—tters of
person—l mor—lity —nd person—l ™ons™ien™e su™h —s his p—™i(smF
• torge should —™™ept this interview —nd — jo˜ o'erD if one followsD pre™isely ˜e™—use of his p—™i(smF sf
he refuses then weg— ‡e—pons will (nd — w—r monger who will do —ll kinds of h—rmF fy t—king the
jo˜ —nd using his skills to minimize h—rm in we—pons development torge is doing his ˜est to re—lize
the p—™i(st —gend—F
• torge should set —side his p—™i(sm —nd use his engineering skills to ™—rry out politi™—lly s—n™tioned
we—pons proje™ts just —s — do™tor should set —side person—l likes or dislikes of — p—tient —nd exer™ise
his or her skills disp—ssion—tely —nd profession—llyF
• ‰our solutionFFF

4
...
3 Full and Honest Disclosure
• „he jo˜ ™—ndid—te is required to provide full inform—tion rel—tive to the jo˜ des™ription —s —dvertisedF
„his would in™lude elements su™h —sX
• idu™—tion—l ixperien™e
• €rior work experien™e
• yther jo˜ relev—nt skills —nd knowledge
• ho religionD sexu—l preferen™eD m—rit—l st—tusD politi™—l viewpointsD —nd re™re—tion—l pr—™ti™es ™onstitute
jo˜ relev—nt m—ttersc sn other wordsD —re these m—tters priv—te to the jo˜ ™—ndid—te or —re there
o™™—sions when the prospe™tive employer h—s — right to —™™ess this inform—tionc
• histinguish ˜etween inform—tion to whi™h —n interviewer h—s — right —nd the me—ns the interviewer
h—s the right to use to un™over this inform—tionF ho interviewers h—ve the right to require th—t jo˜
™—ndid—tes @IA t—ke polygr—ph ex—min—tionsD @PA undergo drug testsD @QA t—ke psy™hologi™—l pro(ling
ex—msD @RA ˜e su˜je™ted to 4st—ged ™rises4 to (nd out how — ™—ndid—te would h—ndle su™h —n eventc
„hese m—y ™onstitute inform—tion —re—s to whi™h the prospe™tive employer h—s — rightD ˜ut does the
interviewer —lso h—ve — right to use these me—ns to o˜t—in this inform—tionc
The following scenario examines whether full disclosure requires that one make known one's
personal moral convictions
...
Are You a Bleeding-Heart Pacist?

torge is — p—™i(stF re is —lso —n unemployed ™omputing profession—lF eg—inst his ˜etter judgmentD his wife
—nd friendD entonioD h—ve t—lked him into interviewing with weg— ‡e—pons for — new opening working on the
guid—n™e systems of nonEnu™le—r missilesF huring the interviewD the employer rem—rks th—t weg— ‡e—pons
h—s h—d trou˜le in the p—st with employees who h—ve mor—l qu—lms —˜out working on we—pons proje™tsF re
then turns to torge —nd —sksD ‰ou9re not one of those ˜leedingEhe—rt p—™i(sts —re youc row should torge
—nswer this questionc

• torge should not reve—l his p—™i(smF st is o˜vious th—t this would prejudi™e weg— ‡e—pons —g—inst
hiring himF re must try to get the jo˜ —t —ll ™ostsF
• torge should t—ke the time to expl—in his p—™i(smD —nd how he sees himself (tting into di'erent
milit—ry proje™tsF por ex—mpleD he ™ould emph—size his ™on™ern —nd expertise in m—king we—pons
guid—n™e systems —s —™™ur—te —s possi˜le to minimize 4™oll—tor—l4 d—m—ge during useF re ™ould use
this interview to negoti—te guidelines for proje™ts th—t he would (nd ™omp—ti˜le with his ™onvi™tionsF
• torge should immedi—tely exit the interviewF st is o˜vious th—t weg— ‡e—pons would exhi˜it no
symp—thy or support for his p—™i(smF
• ‰our solutionF

IQS

4
...
4 Moral Conicts and Full and Honest Disclosure
Consider this Analogy

‰ou —re — physi™i—n on ™—ll for ƒ—turd—y night in — remote ™ountry hospit—lF ‰ou re™eive —n emergen™y ™—ll to
™ome immedi—tely —nd performD lifeEs—ving surgery on — p—tient in ™riti™—l ™onditionF „he surgery is routine
for someone of your skills ˜ut the situ—tion for the p—tient is ™riti™—lF ‰ou ™—n s—ve his life if you —™t qui™klyF
‰ou speed to the hospit—lD s™ru˜D suit up —nd w—lk into the oper—ting roomF „here lying un™ons™ious on
the oper—ting t—˜le is your worst enemyF „his is — person whose entire life h—s ˜een devoted to m—king you
miser—˜leF ‰ou h—ve no dou˜t th—t if you s—ve his life he will ™ontinue to in)i™t even more su'ering on youF
‰ou hesit—teF ‰ou ™ould ˜ot™h the oper—tion —nd pro˜—˜ly get —w—y with itF fut no one else ™—n perform
the surgeryF ‰ou su™™essfully exe™ute the oper—tion —nd s—ve the p—tient9s lifeF efter —llD —s — physi™i—n you
h—ve the o˜lig—tion to set —side person—l issues —nd feelings —nd do your duty —s — profession—l to the ˜est
of your —˜ilitiesF
„he gener—l ™onsensus is th—t the do™tor is mor—llyD profession—llyD —nd even leg—lly o˜lig—ted to perform
the oper—tionF €rofession—lismD most —rgueD requires th—t we set —side person—l issues —nd person—l mor—lity
—nd do our duties —s profession—lsF ƒ—muel plorm—n —rgues th—t engineers —s profession—ls h—ve the s—me
duty ˜y —n—logyF sf so™iety —sks —n engineer to ™—rry out — t—sk th—t is so™i—lly s—n™tioned —nd politi™—lly
v—lid—tedD then the engineer h—s the duty to set —side wh—tever mor—l or ™ons™ien™eE˜—sed o˜je™tions he or
she m—y h—ve —nd ™—rry out the engineering —™tivityF ƒo even those who —re p—™i(sts —nd o˜je™t to we—pons
proje™ts m—y h—veD under the right ™onditionsD the o˜lig—tion or duty to set —side person—l mor—lity —nd
work on the proje™tF ho you think plorm—n9s —n—logy holdsc €ut yourself into the position of torgec hoes
he h—ve the o˜lig—tion to set —side his p—™i(sm —s — merely person—l ˜elief —nd ™—rry out his orders —s —n
engineerc
Here is the central part of Florman's argument from analogy quoted from his article, "Moral
Blueprints" (Harper's, October 1978, pp
...


CG (CORPORATE GOVERNANCE)

These quotes are taken from: Nathaniel S
...

A Thought Exercise

• „hink of forenstein9s ™on™erns —nd eventu—l —™tions in light of plorm—n9s —n—logyF
• hoes forenstein h—ve the o˜lig—tion to set —side his p—™i(sm to work on ™orre™ting this tr—ining
pro˜lemc
• hoes plorm—n9s —n—logy provide the justi(™—tion for thisc yr is forenstein —™ting on the ˜—sis of —
very di'erent set of —rgumentsc
• essume th—t you —re — ™ommitted p—™i(stF ‡—s forenstein right to set —side his ˜eliefs to work on
this proje™tc hid he re—lly set —side his ˜eliefsc

4
...
5 Honoring Condentiality Agreements and Waiving Employment Rights
• wore —nd moreD prospe™tive jo˜ ™—ndid—tes —re ˜eing required to sign 4nonEdis™losure —greements4 —s
— p—rt of their employment ™ontr—™tF „hese —greements ™ommit engineers —nd profession—lsD not only
to nonEdis™losure of ™omp—ny se™retsD ˜ut to not seeking employment with ™ompetitors for three to (ve
ye—rs —fter le—ving the ™omp—nyF
• xonEdis™losure —greements —re designed to ˜—l—n™e —n employer9s ™on™ern for prote™ting ™on(denti—l
inform—tion with —n employee9s right to jo˜ mo˜ility ˜—sed on freedom of —sso™i—tionF fut — new —nd
vit—l ™on™ern to engineers —nd profession—ls on the point of employment is just wh—t they —re ™ommiting
themselves to when they —gree to su™h ™ontr—™tu—l provisionsF
• „he prospe™tive employee9s responsi˜ility to honor ™on(denti—lity —greements is grounded in the emE
ployer9s o˜lig—tion to full dis™losure of the terms of employmentF f—l—n™ing these is di0™ult in the
interviewing —nd hiring pro™esses —s the following ™—ses demonstr—teF
• xew employees —re —lso ˜eing —sked to sign —greements w—iving their right to sue the ™omp—ny should
they ˜e (redF sn lieu of the right to sue for wrongful dismiss—lD ™omp—nies —sk th—t employees —gree
to ˜inding —r˜itr—tion ™—rried out ˜y —n outside —r˜itr—torF finding —r˜itr—tion isFFF˜indingD th—t isD it
o˜lig—tes ˜oth of the disputing p—rties to — de™ision de™ided upon ˜y —n outsiderF end the ™omp—ny
reserves the right to n—me the —r˜itr—torF gomp—nies h—ve done this to prote™t themselves —g—inst the
erosion of the do™trine of 4employment —t will4 tow—rd the notion of 4just ™—useF4 fut the s™en—rios
˜elow invites you to think —˜out how mu™h jo˜ ™—ndid—tes —re ˜eing —sked to give up when they w—ive
their right to sue for wrongful dismiss—lF
4
...
You Can't Sue Us

w—rt—D — student —t —n risp—ni™ university h—s just —™™epted — jo˜ with — m—jor …FƒF ™orpor—tionF „he
jo˜ seems ide—lF roweverD she noti™es th—t her employment ™ontr—™t in™ludes — ™l—use to the e'e™t th—t she

IQU
™—nnot sue the ™orpor—tion for wrongful dismiss—l should she ˜e (red or l—id o'F snste—dD the dispute would
˜e resolved ˜y —n outside —r˜itr—torF „he —r˜itr—tor9s de™ision would ˜e ˜inding on ˜oth p—rtiesF woreoverD
the —r˜itr—tor would ˜e ™hosen ˜y the ™omp—nyF w—rt— suspe™ts th—t this —greement represents — h—rd line
st—n™e th—t the ™omp—ny h—s t—ken on wrongful dismiss—l suitsF ‡h—t should she doc
What should Marta do?

• ƒhe should refuse to —gree to w—iving —ny of her leg—l rightsF xot to do so would le—ve her vulner—˜le
to ˜eing (red ˜y the ™omp—ny for —ny re—son wh—tsoeverD even mor—lly question—˜le re—sonsF
• ƒhe should —sk for more time to study the employment ™ontr—™t ˜efore signingF „hen she should ex—mE
ine very ™—refully the ™omp—ny9s p—st employment issuesF w—y˜e the ™omp—ny9s re™ord is question—˜le
—nd this h—s led them to t—ke su™h — st—n™e tow—rd wrongful dismiss—l suitsF
• w—rt— should —sk for more time to think —˜out the employment o'er —nd the ™ontr—™tu—l termsF „hen
she should try to (nd —nother position —nd only if she f—ils in this e'ort should she —™™ept the o'er —s
the ˜est thing she ™—n doF
• ‰our solutionFFFF
6
...
You Can't Take It With You

‰ou —re le—ving gomputing ƒystemsD sn™F to work for gompw—reD sn™DF — ™ompetitorF fefore you le—ve
gomputing ƒystemsD you —re de˜riefed ˜y the €ersonnel y0™e —nd — ™omp—ny l—wyer on the propriet—ry
inform—tion you h—ve h—d —™™ess to while working with gomputing ƒystemsF „hey h—ve itemized the inforE
m—tion th—t you ™—nnot divulge to or use in your work with gompw—reF st is your profession—l judgment
th—t they —re in™luding inform—tion th—t is gener—l knowledge —nd should not ˜e ™onsidered ™on(denti—l or
propriet—ryF st is —lso inform—tion th—t would ˜e useful"even essenti—l"for wh—t you will ˜e doing in your
new jo˜F ‰ou feel th—t this ™on(denti—lity —greement is overly restri™tive —nd would h—ndi™—p you in your
new jo˜F ‡h—t should you doc
How should you respond to CSI's restrictions on what you can and cannot disclose in your
new work with Compware?

IF ‰ou should —ssert your rights to m—ke use of —ll the inform—tion th—t your tr—ining h—s provided youF
„his in™ludes espe™i—lly the innov—tions you introdu™ed to gƒsF fe™—use this is the result of your h—rd
work you should ˜e —˜le to t—ke it with you to your new jo˜F

IQV

CHAPTER 4
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5
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• pull dis™losure would in™lude providing the jo˜ ™—ndid—te with — det—iled itiner—ry of the interview
pro™essF es we will see in the ™—se ˜elowD some interviewers deli˜er—tely le—ve o' ™ert—in items to
™re—te surprisesF
• pull dis™losure of the n—ture of the jo˜ should in™lude — det—iled des™ription of routine —™tivities —s well
—s nonEroutine possi˜ilitiesF en ex—mple of — signi(™—nt nonEroutine t—sk would ˜e th—t o™™—sions m—y
—rise where —n employee m—y —t some point ˜e ™—lled upon to work on — we—pons proje™tF
• sn shortD the jo˜ ™—ndid—te should ˜e givenD during the interviewD —n orient—tion on work responsi˜ilitiesD
pl—™es in whi™h the work will ˜e ™—rried outD —nd the ™olle—gues with whom he or she will ˜e workingF
8
...


€edroD who will gr—du—te —t the end of the ™urrent semesterD is — student —t — well known risp—ni™ serving
universityF re —nd two of his ™l—ssm—tes —re )own ˜y gompEyrg for —n interview —t ™omp—ny he—dqu—rtersF
huring — phone ™onvers—tion with the ™omp—ny represent—tive setting up the interviewD he —sks if there
is —nything he should do to prep—re for the interviewF „he ™omp—ny represent—tive —nswersD 4xoF4 €edro
re™eives — f—xed itiner—ry of the interview!it looks routineF ƒo €edro —nd his ™l—ssm—tes ˜o—rd the pl—ne —nd
—rrive —t their destin—tionD the ™omp—ny he—dqu—rtersF „he ™omp—ny o0™i—l who meets them —t the —irport
tells them th—t the (rst item on the interview —gend— is — drug testF ‡hen €edro o˜je™ts!4‡hy weren9t we
told —˜out this ˜efore we —greed to the interviewc4!he is told th—t if this is un—™™ept—˜le to himD he ™—n get
right ˜—™k on the pl—ne ˜e™—use the interview is over for himF
What should Pedro do?

• re should get on the pl—neF „his —™t on the p—rt of the interviewer viol—tes his right of prior dis™losure
of the terms of the interviewF
• re should su˜mit to the drug testF efter —llD he should h—ve re—son—˜ly expe™ted th—t the ™omp—ny
would do something like thisF ƒin™e whether or not he h—s — drug h—˜it is highly jo˜ relev—ntD the
™omp—ny h—s — right to this inform—tionF
• re should (le — griev—n™e —g—inst the ™omp—ny for dis™rimin—ting —g—inst risp—ni™sF
• ‰our solutionFFFF
Employers should also treat information about job candidates and employees as condential

sn the following ™—seD ex—mine whether inform—tion —˜out why — former employee with your ™omp—ny h—d
˜een (red is or is not ™on(denti—l —nd should or should not ˜e in™luded in —ny re™ommend—tion you write
for th—t employeeF
9
...
This includes respecting privacy and refraining from harassment
...


• e re™ent gr—du—te from …niversity ˆD w—rt— h—s — strong —nd su™™essful interview with — represent—tive
from — lo™—lD respe™ted ™omp—nyF ƒhe dis™ussed her skillsD experien™eD —nd —sked sever—l per™eptive
questions —˜out working ™onditionsD jo˜ responsi˜ilitiesD —nd ˜ene(tsF „he interviewerD o˜viously
impressedD —sked w—rt— ˜—™k for — se™ond interview with his supervisorF
• „he se™ond interview followed — di'erent ™ourseF „he interviewerD —n older m—nD did not —sk her —˜out
her skills or experien™eF snste—d he reminis™ed —˜out his d—ys —s — ™ollege studentF re t—lked —˜out his
™hildren!wh—t they were studying —nd their ™—reer pl—nsF re mentioned his wife in p—ssingF „hen he
told w—rt— th—t the people who do well in his ™omp—ny —re h—rd workersF 4„he strongest personD4 he
s—idD 4will do wh—tever is ne™ess—ry to survive in — h—rshD ™ompetitive environmentF4 „hen he looked
—t her h—nds —nd —sked if she w—s single —nd if she still lived with her p—rentsF
• row should w—rt— —nswer these questionsc
• ho these questions inv—de w—rt—9s priv—™yc
• ho the interviewer9s questionsD ™ommentsD —nd gestures ™onstitute sexu—l h—r—ssmentc

4
...
7 Decision Making Exercise and Ethics Tests
Your Task

•
•
•
•

‰ou will ˜e divided into groups —nd —ssigned — s™en—rioF
i—™h s™en—rio involves — di0™ulty with interpreting —nd —pplying —n employee guideline ™on™eptF
snterpret —nd —pply the ™on™ept —s ˜est you ™—nF
hevelop — v—lue integr—tive solution th—t resolves the de™ision point of your s™en—rioF

Values

• ValueX e v—lue 4refers to — ™l—im —˜out wh—t is worthwhileD wh—t is goodF e v—lue is — single word
or phr—se th—t identi(es something —s ˜eing desir—˜le for hum—n ˜eingsF4 frin™—t —nd ‡ikeD wor—lity
—nd the €rofession—l vifeX †—lues —t ‡ork
• JusticeX tusti™e —s f—irness fo™uses on giving e—™h individu—l wh—t is his or her dueF „hree senses of jusE
ti™e —re @IA the properD f—irD —nd proportion—te use of s—n™tionsD punishments —nd dis™iplin—ry me—sures
to enfor™e ethi™—l st—nd—rds @retri˜utive justi™eAD @PA the o˜je™tiveD disp—ssion—teD —nd imp—rti—l distriE
˜ution of the ˜ene(ts —nd ˜urdens —sso™i—ted with — system of so™i—l ™ooper—tion @distri˜utive justi™eAD
@QA —n o˜je™tively determined —nd f—irly —dministered ™ompens—tion for h—rms —nd injusti™es su'ered
˜y individu—ls @™ompens—tory justi™eAD —nd @RA — f—ir —nd imp—rti—l formul—tion —nd —dministr—tion of
rules within — given groupF
• RespectX ‚e™ognizing —nd working not to ™ir™umvent the —utonomy in others —nd ourselvesF @euE
tonomy is the ™—p—™ity to m—ke —nd exe™ute de™isions —s well —s to set forth ends —nd go—lsD integr—te
them into life pl—nsD —nd use these to ™onstitute —™tive identitiesFA ‚espe™t involves re™ognizing —nd
respe™ting rights su™h —s priv—™yD propertyD free spee™hD due pro™essD —nd free @—nd informedA ™onsentF
hisrespe™t undermines —utonomy through de™eptionD for™eD or m—nipul—tionF

IRH

CHAPTER 4
...


IF „ry to design — solution th—t re—lizes —s m—ny v—lues —s possi˜leF
PF ‡ikeX elthough v—lues ™—n ™ompeteD they don9t ™on)i™tF „ry to solve the v—lue ™ompetitions in your
s™en—rio ˜y integr—ting the ™ompeting v—lues in — solutionF
QF ‡ikeX xo v—lue ne™ess—rily overrides —ny otherF
RF ‡ikeX eim to re—lize —ll v—luesD ˜ut where th—t is impossi˜leD en—™t the most import—nt v—lues —ndGor
the gre—test num˜er of v—luesF
Having Trouble? Try this
...
5
...
5
...
5
...

Figure 4
...
It provides a
useful handout as well as an abbreviated version of this activity
...
9:

IRP

CHAPTER 4
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1 Biomatrix Case Exercises - Student Module

1

‡rite your module for — student —udien™eF „o ™omplete or edit the se™tions
˜elow er—se the provided textu—l ™omment—ries then —dd your own ™ontent using one or more of
the following str—tegiesX

HOW TO EDIT:

- Type or paste the content directly into the appropriate section
- Link to a published CNX module or an external online resource
using the ``Links'' tabs (see example on the right)
- Link to a document or multimedia file within the content after
uploading the file using the ``Files'' tab (see example below)
- Cite content not available online

Word Version of this Template

„his medi— o˜je™t is — downlo—d—˜le (leF €le—se view or downlo—d it —t
` ieg „u ƒ„h „iw€ve„iFdo™b

This is an example of an embedded link
...
)

Figure 5
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1
...
org/content/m15187/1
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IRQ

IRR

CHAPTER 5
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1
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1
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BUSINESS ETHICS CASE STUDIES

eugust QD PHHH

ƒumm—ry tudgment —g—inst
‚—ymond gost—nzoD ‚i™h—rd
gost—nzoD —nd iphr—im worris

€l—inti'sX fiom—trixD f—l—zsD
—nd henlinger

xovem˜er UD PHHH

ƒig —pprov—l of qenzyme pl—n
to pur™h—se fiom—trix

qenzyme —nd fiom—trix „op
w—n—gement plus ƒig

xovem˜er UD PHHH

fiom—trix sto™k rises from 6IW to
6IWFWR

t—nu—ry QD PHHI

‰—hoo —lters ˜ulletin ˜o—rd poliE
™ies
X g—se events from epril IWWW to t—nu—ry PHHI

Table 5
...
Fƒhort selling is
—™™omplished ˜y selling sto™k whi™h the investor does not yet ownY norm—lly this is done ˜y ˜orrowing
sh—res from — ˜roker —t —n —greed upon fee or r—te of interestF et this pointD the investor9s ™ommitment
to the ˜uyer of the sto™k is ™ompleteY the ˜uyer h—s his sh—res —nd the short seller his pur™h—se pri™eF
„he short seller is o˜lig—tedD howeverD to ˜uy —n equiv—lent num˜er of sh—res in order to return the
˜orrowed sh—resF sn theoryD the short seller m—kes this ™overing pur™h—se using the funds he re™eived
from selling the ˜orrowed sto™kF rerein lies the short seller9s potenti—l for pro(tX if the pri™e of the
sto™k de™lines —fter the short s—leD he does not need —ll the funds to m—ke his ™overing pur™h—seY the
short seller then po™kets the di'eren™eF yn the other h—ndD there is no limit to the short seller9s
potenti—l lossX if the pri™e of the sto™k risesD so too does the short seller9s lossD —nd sin™e there is no
™—p to the sto™k9s pri™eD there is no limit—tion on the short seller9s riskF „here is no time limit on this
o˜lig—tion to ™overF
Short Selling: Step by Step

• gonsider how investor  ™—n pro(t from IHH sh—res of sto™k ˆ th—t he ˜orrows from ˜roker eX
• IF  ˜orrows IHH sh—res of ˆ from e —t — ™ert—in timeD „I @s—y wond—yD y™to˜er IID PHHRAF ˆ is worth
6IH — sh—re —t this time so IHH sh—res of ˆ —re worth 6IHHHF
• PF  immedi—tely sells these IHH ˜orrowed sh—res of ˆ —t its m—rket v—lue of 6IH per sh—re or 6IHHHF
„his still o™™urs within time fr—meD „IF
• QF  opens —n —™™ount with ‰—hoo —nd st—rts spre—ding f—lse rumors —˜out the (n—n™i—l he—lth of ˆ on
‰—hoo9s (n—n™i—l ˜ulletin ˜o—rdF re uses sever—l usern—mesD ™opies the s—me mess—ge over —nd overD
—nd ™re—tes the illusion th—t ˆ is going down the tu˜esX
• By c_smear/c1_smear/c_smearrr/etc
...
They also DRESS FUNNY too
...
1
...
1
...

5
...
5
...
STS have seven broad components: hardware, software, physical surroundings, people/groups/roles, procedures, laws, and data/data structures
...
Socio-technical systems embody values

• „hese in™lude mor—l v—lues like s—fetyD priv—™yD propertyD free spee™hD equity —nd —™™essD —nd se™urityF
xonEmor—l v—lues ™—n —lso ˜e re—lized in —nd through ƒo™io „e™hni™—l ƒystems su™h —s e0™ien™yD ™ostE
e'e™tivenessD ™ontrolD sust—in—˜ilityD reli—˜ilityD —nd st—˜ilityF
• wor—l v—lues present in ƒo™io „e™hni™—l ƒystems ™—n ™on)i™t with other em˜edded mor—l v—luesY for
ex—mpleD priv—™y often ™on)i™ts with free spee™hF xonEmor—l v—lues ™—n ™on)i™t with mor—l v—luesY
developing — s—fe system requires time —nd moneyF endD nonEmor—l v—lues ™—n ™on)i™tY reli—˜ility
undermines e0™ien™y —nd ™ost e'e™tivenessF „his le—ds to three pro˜lems th—t ™ome from di'erent
v—lue ™on)i™ts within ƒo™io „e™hni™—l ƒystems —nd ˜etween these systems —nd the te™hnologies th—t
—re ˜eing integr—ted into themF
• wism—t™hes often —rise ˜etween the v—lues em˜edded in te™hnologies —nd the ƒo™io „e™hni™—l ƒysE
tems into whi™h they —re ˜eing integr—tedF es …xsˆ w—s integr—ted into the …niversity of g—liforni—
e™—demi™ gomputing ƒ„ƒ @see w—™h—do ™—se —t gomputing g—sesAD the v—lues of openness —nd tr—nsE
p—ren™y designed into …xsˆ ™l—shed with the needs of students in the e™—demi™ gomputing ƒ„ƒ —t
…gs for priv—™yF
• „e™hnologies ˜eing integr—ted into ƒo™io „e™hni™—l ƒystems ™—n m—gnifyD ex—gger—teD or ex—™er˜—te
existing v—lue mism—t™hes in the ƒ„ƒF „he use of €P€ softw—re ™om˜ined with the e—se of digit—l
™opying h—s m—gni(ed existing ™on)i™ts ™on™erning musi™ —nd pi™ture ™opyrightsF

IRV

CHAPTER 5
...
Socio-technical systems change

• „hese ™h—nges —re ˜ought —˜outD in p—rtD ˜y the v—lue mism—t™hes des™ri˜ed —˜oveF et other timesD
they result from ™ompeting needs —nd interests ˜rought forth ˜y di'erent st—keholdersF por ex—mpleD
˜i™y™le designsD the ™on(gur—tion of typewriter keysD —nd the design —nd uses of ™ellul—r phones h—ve
™h—nged —s di'erent users h—ve —d—pted these te™hnologies to their spe™i—l requirementsF
• „hese ™h—nges —lso exhi˜it wh—t so™iologists ™—ll — tr—je™toryD th—t isD — p—th of developmentF „r—E
je™tories themselves —re su˜je™t to norm—tive —n—lysisF por ex—mpleD some ƒ„ƒs —nd the te™hnologies
integr—ted into them displ—y — line of development where the ƒ„ƒ —nd the integr—ted te™hnology —re
™h—nged —nd redesigned to support ™ert—in so™i—l interestsF „he inform—ting ™—p—™ities of ™omputing
systemsD for ex—mpleD provide inform—tion whi™h ™—n ˜e used to improve — m—nuf—™turing pro™esses
™—n or to monitor workers for enh—n™ing m—n—gement powerF @ƒee ƒhosh—nn— u˜o'D The Age of
the Smart Machine

• „r—je™toriesD thusD outline the development of ƒ„ƒs —nd te™hnologies —s these —re in)uen™ed ˜y intern—l
—nd extern—l so™i—l for™esF
sn this se™tionD you will le—rn —˜out this module9s exer™isesF „he required links —˜ove provide inform—tion on
the fr—meworks used in e—™h se™tionF por ex—mpleD the ƒo™ioE„e™hni™—l ƒystem module provides ˜—™kground
inform—tion on so™ioEte™hni™—l —n—lysisF „he 4„hree pr—meworks4 module provides — further des™ription of
the ethi™s testsD their pitf—llsD —nd the fe—si˜ility testF „hese exer™ises will provide step ˜y step instru™tions
on how to work through the de™ision points presented —˜oveF
For more information see Hu and Jawer below
...
Several issues have arisen that demand your
immediate attention:

IF „he identity of the ™y˜erEsl—nderers is unknownF ‡h—t ™—n you doD if —nythingD to (nd out who these
individu—ls —rec

IRW
PF yne of the sl—nderers ™l—ims to h—ve worked for fiom—trix in the p—stF reGshe uses this to lend ™reden™e
to the —tt—™ks m—de on the ™omp—ny —nd its m—n—gersF sf trueD is there —nything th—t ™—n ˜e done to
prevent future employees from resorting to sl—nder —s — w—y of ret—li—ting —g—inst the ™omp—nyc
QF sf the re—l identities of the individu—ls posting the ‰—hoo mess—ges —re reve—ledD should they ˜e suedc
‡h—t —re the —dv—nt—ges of def—m—tion l—wsuits if those sued do not h—ve the (n—n™i—l resour™es to
™ompens—te the vi™tim for d—m—ges su'eredc
RF ƒhould the ™y˜erEsl—nderers ˜e —tt—™kedc sf soD howc rowD in gener—lD should ™orpor—tions —nd their
m—n—gers respond to ™y˜erEsl—nderc fy pu˜li™ly refuting the mess—gesc fy ignoring these —tt—™ksc
fy ignoring them until they produ™e ™le—r d—m—gec yr ˜y responding qui™kly —nd pro—™tively ˜efore
they produ™e d—m—gec
Decision Point Two: Defending Against Defamation:

„he ™—t is out of the ˜—gF „he fˆw €oli™eD those selfEstyled whistleE˜lowers —g—inst the ™orpor—te greed of
fiom—trixD h—ve ˜een reve—led —s ‚i™h—rd —nd ‚—ymond gost—nzo —nd iphr—im worrisF @‚i™h—rd gost—nzo
—nd iphr—im worris were former fiom—trix employeesFA „hese —re the re—l world n—mes ˜ehind the PQ
pseudonyms under whi™h ITDHHH —ntiEfiom—trix em—ils were posted on the pin—n™i—l fulletin fo—rd of ‰—hoo
˜etween epril IWWW —nd eugust PHHHF „hese mess—ges —™™used fiom—trix m—n—gers of sexu—l h—r—ssment
—nd x—zi w—r ™rimes —nd fiom—trix of ™orpor—te greedF
Biomatrix managers feel that the company has a problem if its former employees nd the
motivation to behave in this manner
...
What should you do?

• fring — def—m—tory l—wsuit —g—inst the threec ‡ould this help to re™oup d—m—gesc ‡h—t other
˜ene(ts ™ould — su™™essful def—m—tion l—wsuit ˜ringc ‡h—t would ˜e the downside of su™h —n —™tionc
• elter the w—y in whi™h employees —re let goF @sn other words develop pro™edures for (ring or l—ying
o' employees th—t would defuse the desire to get evenFA ‡h—t ™ould ˜e done to sever — rel—tion with
—n employee in —s good — f—shion —s possi˜lec
• ‡h—t steps ™ould ˜e t—ken to redu™e the possi˜ility of — former employee t—king — short selling
str—tegyc por ex—mpleD ™ould steps ˜e t—ken to restri™t the w—ys in whi™h former employees use the
™on(denti—l inform—tion they h—ve —˜out the ™omp—nyc gould risk identi(™—tion me—sures ˜e t—ken to
un™over those who ™ould or —re ˜ene(ting from short selling — ™omp—ny9s sto™kc
• gould rum—n ‚esour™es develop —n e'e™tive progr—m to ™ounter ™y˜er sme—r ˜y e'e™tive ™ommuniE
™—tion of true —nd —™™ur—te inform—tionc row ™—n — good reput—tion ˜e est—˜lished th—t ™ould serve
—s — ˜—sis for ™ounterE—™ting def—m—tionc
• sn shortD design — str—tegy for fiom—trix th—t ™ould minimize the risk of future ™y˜erEsme—r —tt—™ks
—ndGor minimize the imp—™t of these —tt—™ksF hefend your str—tegy in the ithi™s fowl de˜—teF
Decision Point Three: How far does free speech go?

‰ou work with — pu˜li™ servi™e org—niz—tion devoted to the defense of free spee™hD ˜oth o' —nd onlineF por
this re—son you immedi—tely noti™ed — newsp—per story th—t three individu—lsD ‚i™h—rd gost—nzoD ‚—ymond
gost—nzoD —nd iphr—im worrisD were found guilty in — summ—ry judgment of def—m—tionF st seems they
pu˜lishedD under PQ psuedonymsD some ITDHHH mess—ges th—t m—de neg—tive ™l—ims —g—inst fiom—trix —nd
its m—n—gers th—t they were un—˜le to su˜st—nti—teF
The claims made by these individuals in their emails were pretty strong:

• fiom—trix9s most popul—r produ™tD ƒynvis™D h—s produ™ed signi(™—nt h—rmful side e'e™ts —nd the ™omE
p—ny h—s t—ken wrongful me—sures to suppress this inform—tionF ƒynvis™ is — m—nuf—™tured su˜st—n™e
th—t resem˜les the n—tur—l )uids th—t lu˜ri™—te knee movementsF „hese )uids dis—ppe—r with —ge proE
du™ing — ™ondition ™—lled osteo—rthritisF ƒynvis™ h—s ˜een presented —s — highly promising tre—tment
for this pro˜lemF
• „hey —lso —™™use fiom—trix of ™overing up th—t f—™t th—t they —re t—rgets of potenti—lly d—m—ging
l—wsuitsF

ISH

CHAPTER 5
...
1
...

sn this se™tionD you will le—rn —˜out this module9s exer™isesF „he required links —˜ove provide inform—tion on
the fr—meworks used in e—™h se™tionF por ex—mpleD the ƒo™ioE„e™hni™—l ƒystem module provides ˜—™kground
inform—tion on so™ioEte™hni™—l —n—lysisF „he 4„hree pr—meworks4 module provides — further des™ription of
the ethi™s testsD their pitf—llsD —nd the fe—si˜ility testF „hese exer™ises will provide step ˜y step instru™tions
on how to work through the de™ision points presented —˜oveF

5
...
7 Exercise One: Problem Specication
sn this exer™iseD you will spe™ify the pro˜lem using so™ioEte™hni™—l —n—lysisF „he ƒ„ƒ se™tion of the fiom—trix
g—se n—rr—tive @found —t gomputing g—sesA provides — good st—rting pointF sn the (rst t—˜leD enter the
inform—tion from the fiom—trix ™—se m—teri—ls pertinent to the gener—l ™omponents of — ƒ„ƒD its h—rdw—reD
softw—reD physi™—l surroundingsD peopleGgroupsGrolesD pro™eduresD l—wsD d—t—F ƒome ex—mples t—ken from
the ƒ„ƒ des™ription —t gomputing g—ses —re provided to get you st—rtedF „henD using the se™ond t—˜leD

ISI
identify the v—lues th—t —re em˜edded in the di'erent ™omponents of the ƒ„ƒF por ex—mpleD €sgƒ @pl—tforms
for internet ™ontent sele™tionA em˜ody the v—lues of se™urity —nd priv—™yF pin—llyD using the d—t— from your
so™ioEte™hni™—l —n—lysisD formul—te — ™on™ise pro˜lem st—tementF
Exercise 1a:

‚e—d the so™ioEte™hni™—l system —n—lysis of the fiom—trix ™—se —t httpXGG™omputing™—sesForgF pill in the
t—˜le ˜elow with elements from this —n—lysis th—t pert—in to your de™ision pointF
Socio-Technical System Table

r—rdw—re

ƒoftw—re

€hysi™—l
ƒurroundE
ings

€eopleGqroupsG‚oles
€ro™edures

v—wsD
godesD
‚egul—tions

h—t—
—nd
h—t— ƒtru™E
tures

€l—nt m—nE
uf—™turing
ƒynvis™

‰—hoo softE
w—re

™y˜er vs re—l
sp—™e

fiom—trixD
qenzymeD
‰—hoo

tohn
hoe
v—wsuits

yƒ€ user inE
form—tion

qetting
—
‰—hoo
—™™ount

Table 5
...


BUSINESS ETHICS CASE STUDIES

tusti™e @iqE
uityGe™™essA
pree ƒpee™y
Table 5
...
See references below
...
1
...
This requires that
...
Solution generation requires prociency in the skills of moral imagination and moral creativity
...
Problems can be formulated as interest conicts
...


• Gather Information
...
xolo gontendere is l—tin for not opposing or ™ontendingF ‰our interests m—y
™on)i™t with your supervisor ˜ut he or she m—y ˜e too powerful to re—son with or opposeF ƒo your only
™hoi™e here is to give in to his or her interestsF „he pro˜lem with nolo ™ontendere is th—t nonEopposition
is often t—ken —s —greementF ‰ou m—y need to do™ument @eFgFD through memosA th—t you dis—gree with
— ™ourse of —™tion —nd th—t your ™hoosing not to oppose does not indi™—te —greementF
Negotiate
...
sf nolo ™ontendere —nd negoti—tion —re not possi˜leD then opposition m—y ˜e ne™ess—ryF
ypposition requires m—rsh—lling eviden™e to do™ument one9s position persu—sively —nd imp—rti—llyF st
m—kes use of str—tegies su™h —s le—ding —n 4org—niz—tion—l ™h—rge4 or 4˜lowing the whistleF4 por more
on whistleE˜lowing ™onsult the dis™ussion of whistle ˜lowing in the rughes ™—se th—t ™—n ˜e found —t
™omputing ™—sesF
Exit
...
Solutions can be generated by readjusting dierent components of the STS
...
sf the pro˜lem is fr—med —s — te™hni™—l puzzleD then solutions would revolve —round
developing designs th—t optimize ˜oth ethi™—l —nd te™hni™—l spe™i(™—tionsD th—t isD resolve the te™hni™—l
issues —nd re—lize ethi™—l v—lueF sn this inst—n™eD the pro˜lemEsolver must ™on™entr—te on the h—rdw—re
—nd softw—re ™omponents of the ƒ„ƒF
• Social Problem
...
sf the pro˜lem is fr—med —s — ™on)i™t ˜etween di'erent st—keholder interestsD
then the solution would ™on™entr—te on getting st—keholders @˜oth individu—ls —nd groupsA to —gree on
integr—tive or interest ™ompromising solutionsF „his requires ™on™entr—ting on the peopleGgroupGrole
™omponent of the ƒ„ƒF @xoteX e st—keholder is —ny group or individu—l with — vit—l interest —t pl—y in
the situ—tionFA
• Management Problem
...
Brainstorming
...
Here are some guidelines to get you started
...


BUSINESS ETHICS CASE STUDIES

• ƒt—rt the group ˜r—instorming pro™ess ˜y h—ving the group review —nd —ssem˜le —ll the individu—l
solutionsF ho this qui™kly —nd without ™riti™ismF feginning ™riti™ism —t this st—ge will kill the ™re—tivity
ne™ess—ry for ˜r—instorming —nd shut down the more timid @˜ut ™re—tiveA mem˜ers of the groupF
• ‚eview the list —nd identify solutions th—t —re identi™—l or overl—pF fegin the re(ning pro™ess ˜y
™om˜ining these solutionsF
• r—ving reviewed —ll the ˜r—instormed solutionsD it is now time to ˜ring in ™riti™ismF fegin ˜y elimin—ting
solutions with m—jor ethi™—l pro˜lems su™h —s those th—t viol—te rightsD produ™e injusti™esD or ™—use
extensive h—rmF
• sdentify ˜ut do not elimin—te solutions th—t —re ethi™—l ˜ut r—ise serious pr—™ti™—l pro˜lemsF ho not
initi—lly elimin—te —n ethi™—l solution ˜e™—use there —re o˜st—™les st—nding in the w—y of its impleE
ment—tionF fe des™riptiveF sdentify —nd imp—rti—lly des™ri˜e the o˜st—™lesF v—terD in the solution
implement—tion st—geD you m—y ˜e —˜le to design ™re—tive responses to these o˜st—™lesF
• sdentify solutions th—t do not 4(t4 your pro˜lem st—tementF „hese require — de™isionF ‰ou ™—n throw
out the solution ˜e™—use it does not solve the pro˜lem or you ™—n ™h—nge the pro˜lemF sf — solution
does not (t the pro˜lem ˜utD intuitivelyD seems goodD this is — sign th—t you need to t—ke —nother look
—t your pro˜lem st—tementF
• hon9t —utom—ti™—lly reje™t p—rti—l solutionsF por ex—mpleD sending memos through em—il r—ther th—n
printing them out —nd w—sting p—per m—y not solve the entire re™y™ling pro˜lem for your ™omp—nyF
fut it represents — goodD p—rti—l solution th—t ™—n ˜e ™om˜ined with other p—rti—l solutions to —ddress
the ˜igger pro˜lemF
• „hrough these di'erent me—suresD you will gr—du—lly integr—te ™riti™ism into your ˜r—instorming proE
™essF „his will f—™ilit—te working tow—rd — m—n—ge—˜leD re(ned list of solutions for testing in the next
st—geF
Exercise 3: Develop a Solution List

• r—ve e—™h mem˜er of your te—m prep—re — solution list —nd ˜ring it to the next group meetingF ƒet —
quot— for this individu—l listD s—yD S to IH solutionsF
• €rep—re — group list out of the lists of the individu—l mem˜ersF ‡ork to ™om˜ine simil—r solutionsF fe
sure to set —side ™riti™ism until the prelimin—ry group list is ™ompleteF
• w—ke use of the following t—˜leF
• ‚e(ne the group list into — m—n—ge—˜le num˜er of solutions for testing in the next st—geF gom˜ine
overl—pping solutionsF ilimin—te solutions th—t do not respond to the requirements —nd the pro˜lem
st—tement th—t you prep—red in the previous exer™iseF ilimin—te solutions th—t viol—te import—nt ethi™—l
™onsider—tionsD iFeFD solutions th—t viol—te rightsD produ™e h—rmsD et™F
• ghe™k your re(ned solution list with your pro˜lem st—tementF sf they do not m—t™hD elimin—te the
solution or rede(ne the pro˜lem
Rened Brainstorm List

ƒolution ‚—nking

hes™ription of ƒolution

tusti(™—tion @(ts requirementsD (ts pro˜lemA

fest ƒolution
ƒe™ond fest ƒolution
„hird fest ƒolution
pourth fest ƒolution
pifth fest ƒolution
Table 5
...


ISS

5
...
9 Exercise Three: Solution Testing
sn this se™tionD you will test the solutions on the re(ned list your group produ™ed in the previous exer™iseF
„hree ethi™s testsD des™ri˜ed ˜elowD will help you to integr—te ethi™—l ™onsider—tions in the pro˜lemEsolving
pro™essF e glo˜—l fe—si˜ility test will help to identify solutions with serious pr—™ti™—l pro˜lemsF pin—llyD —
ƒolution iv—lu—tion w—trix summ—rizes the results for ™l—ss de˜rie(ngsF
Setting up for the test
...
sn this 4€—r—lysis of en—lysis4 one f—™tor in too m—ny ™onsequen™esF „o —void

the f—ll—™y restri™t the —n—lysis to the most likely ™onsequen™es with the gre—test m—gnitude @w—gnitude
indi™—tes the r—nge —nd severity of imp—™tAF
QF PitfallToo Little
...
gonsiderD not only the over—ll ˜—l—n™e of h—rms —nd ˜ene(ts
˜ut —lso how h—rms —nd ˜ene(ts —re distri˜uted —mong the st—keholdersF sf they —re equ—lly or f—irly
distri˜utedD then this ™ounts in the solution9s f—vorF sf they —re unequ—lly or unf—irly distri˜utedD
then this ™ounts —g—inst the solutionF fe re—dy to redesign the solution to distri˜ute ˜etter @amore
equit—˜ly or f—irlyA the h—rmful —nd ˜ene(™i—l resultsF
Reversibility Test

IF Would this solution alternative be acceptable to those who stand to be most aected by
PF

it? To answer this question, change places with those who are targeted by the action and
ask if from this new perspective whether the action is still acceptable?
PitfallToo much
...
sn this pitf—llD mor—l im—gin—tion f—lls shortD —nd the —gent f—ils to view the
—™tion from —nother st—keholder st—ndpointF „he key in the reversi˜ility test is to (nd the middle
ground ˜etween too mu™h immersion in the viewpoint of —nother —nd too littleF
RF PitfallReducing Reversibility to Harm/Benecence
...


BUSINESS ETHICS CASE STUDIES

SF PitfallIncomplete survey of stakeholders
...
„his pitf—ll is ™ontinuous with the
previous oneF hi'erent st—keholders h—ve di'erent interests —nd view events from unique perspe™tivesF
„he reversi˜ility test requires reviewing these interests —nd perspe™tivesD weighing them —g—inst one
—notherD —nd ˜—l—n™ing out their di'eren™es —nd ™on)i™ts in —n over—llD glo˜—l —ssessmentF
Publicity (or Public Identication) Test

IF Would you want to be publicly associated or identied with this action? In other words,

PF

assume that you will be judged as a person by others in terms of the moral values
expressed in the action under consideration
...
sn the pu˜li™ity testD the

spotlight of —n—lysis moves from the —™tion to the —gentF ƒu™™essfully ™—rrying out this test requires
identifying the —gentD des™ri˜ing the —™tionD —nd —sso™i—ting the —gent with the —™tionF „he mor—l
qu—lities exhi˜ited in the —™tion —re seen —s expressing the mor—l ™h—r—™ter of the —gentF „he pu˜li™ity
testD thusD rests on the ide— th—t —n —gent9s responsi˜le —™tions —rise from —nd express his or her
™h—r—™terF
QF PitfallFailure to appreciate the moral color of the action
...
snste—d of —sking wh—t the —™tion s—ys
—˜out the —gentD m—ny redu™e this test to ™onsidering the ™onsequen™es of pu˜li™izing the —™tionF ƒo
one might —rgue th—t —n —™tion is wrong ˜e™—use it d—m—ges the reput—tion of the —gent or some other
st—keholderF fut this doesn9t go deep enoughF „he pu˜li™ity test requiresD not th—t one ™—l™ul—te the
™onsequen™es of wideEspre—d knowledge of the —™tion under ™onsider—tionD ˜ut th—t one dr—ws from the
—™tion the inform—tion it reve—ls —˜out the ™h—r—™ter of the —gentF „he ™onsequen™es of ˜—d pu˜li™ity
—re ™overed ˜y the h—rmG˜ene(™en™e test —nd do not need to ˜e repe—ted in the pu˜li™ identi(™—tion
testF „he pu˜li™ity test provides new inform—tion ˜y turning from the —™tion to the —gentF st fo™uses
on wh—t the —™tion @its mor—l qu—lities —nd the goods it seeksA s—ys —˜out the —gentF
Comparing the Test Results: Meta-Tests

IF „he ethi™s tests will not —lw—ys ™onverge on the s—me solution ˜e™—use e—™h test @—nd the ethi™—l
theories it en™—psul—tesA ™overs — di'erent dimension of the —™tionX @IA h—rmG˜ene(™en™e looks —t the
out™omes or ™onsequen™es of the —™tionD @PA reversi˜ility fo™uses on the form—l ™h—r—™teristi™s of the
—™tionD —nd @QA pu˜li™ity zeros in on the mor—l ™h—r—™ter of the —gentF
PF „he met—Etests turn this surf—™e dis—greement into —n —dv—nt—geF „he ™onvergen™e or divergen™e
˜etween the ethi™s tests ˜e™ome indi™—tors of solution strength —nd we—knessF
QF Convergence
...
‡hen tests diverge on — solution"— solution does well under one test ˜ut poorly under
—nother"this signi(es th—t it needs further development —nd revisionF „est divergen™e is not — sign
th—t one test is relev—nt while the others —re notF hivergen™e indi™—tes solution we—kness —nd is — ™—ll
to modify the solution to m—ke it strongerF

ISU
Exercise 3: Summarize your results in a Solution Evaluation Matrix

IF €l—™e test results in the —ppropri—te ™ellF
PF edd — ver˜—l expl—n—tion to the ƒiw t—˜leF
QF gon™lude with — glo˜—l fe—si˜ility test th—t —sksD simplyD whether or not there exist signi(™—nt o˜st—™les
to the implement—tion of the solution in the re—l worldF
RF pinish ˜y looking —t how the tests ™onverge on — given solutionF gonvergen™e indi™—tes solution strengthY
divergen™e sign—ls solution we—knessF
Solution Evaluation Matrix

ƒolutionG„est

r—rmGfene(™en™e

‚eversi˜ility

€u˜li™ity @pu˜li™ identi(™—tionA

pe—si˜ility

pirst ƒolution
ƒe™ond ƒolution
„hird ƒolution
pourth ƒolution
pifth ƒolution
Table 5
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See references below
...


5
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10 Exercise Four: Solution Implementation
sn this se™tionD you will trou˜leEshoot the solution implement—tion pro™ess ˜y un™overing —nd defusing
potenti—l o˜st—™lesF „hese ™—n ˜e identi(ed ˜y looking —t the ™onstr—ints th—t ˜order the —™tionF elthough
™onstr—ints spe™ify limits to wh—t ™—n ˜e re—lized in — given situ—tionD they —re more )exi˜le th—n gener—lly
thoughtF €romptly identifying these ™onstr—ints —llows for pro—™tive pl—nning th—t ™—n push ˜—™k o˜st—™les
to solution implement—tion —nd —llow for re—liz—tion of —t le—st some of the v—lue em˜odied in the solutionF
e Feasibility Test fo™uses on these situ—tion—l ™onstr—ints —nd poses useful questions e—rly on in the
implement—tion pro™essF ‡h—t ™onditions ™ould —rise th—t would hinder the implement—tion of — solutionc
ƒhould the solution ˜e modi(ed to e—se implement—tion under these ™onstr—intsc g—n the ™onstr—ints ˜e
removed or modi(ed through —™tivities su™h —s negoti—tionD ™ompromiseD or edu™—tionc g—n solution impleE
ment—tion ˜e f—™ilit—ted ˜y modifying ˜oth the solution —nd the ™onstr—intsc
Feasibility Constraints
Category

‚esour™e

Sub-Category

woneyGgost

„imeGhe—dlines

w—teri—ls
continued on next page

ISV

CHAPTER 5
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6

Resource Constraints:

• Does the situation pose limits on resources that could limit the realization of the solution
under consideration?

• Time
...
ere there ™ost ™onstr—ints on implementing the ethi™—l solutionc g—n these ˜e extended
˜y r—ising more fundsc g—n they ˜e extended ˜y ™utting existing ™ostsc g—n —gents negoti—te for more
money for implement—tionc
• Resource
...
hoes the solution thre—ten the interests of supervisorsc ‡ould they t—ke
me—sures to ˜lo™k its re—liz—tionc por ex—mpleD — supervisor might per™eive the solution —s undermining
his or her —uthorityF yrD ™on)i™ting su˜Egroup interests ™ould gener—te opposition to the implement—tion
of the solution even though it would promote ˜ro—der org—niz—tion—l o˜je™tivesF
• Organizational Interests
...
ere there l—wsD st—tutesD regul—tionsD or ™ommon l—w tr—ditions th—t oppose the
implement—tion of the solutionc ss it ne™ess—ry to write —n imp—™t st—tementD develop — leg—l ™ompli—n™e
pl—nD or re™eive regul—tory —pprov—l in order to implement the solutionc
• Political/Social/Historical Constraints
...
‡ould the implement—tion of the solution require ˜re—king new
te™hnologi™—l groundc
• Technology Protected by Patent
...
„he te™hnology required to implement solution exists ˜ut
needs to ˜e modi(ed to (t the ™ontext of the solutionF smport—nt ™onsider—tions to f—™tor in would ˜e
the extent of the modi(™—tionD its ™ostD —nd how long it would t—ke to ˜ring —˜out the modi(™—tionF

ISW

5
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11 Ethical Perspective: Free Speech
fy this timeD you h—ve —lre—dy worked through the v—rious rights relev—nt to ˜usiness —nd ™omputingF „he
rights justi(™—tion fr—mework we h—ve ˜een using is ˜—sed on the followingX
IF e right is — capacity of action essential to autonomy th—t others —re o˜liged to re™ognize —nd
respe™tF
PF e duty is — prin™iple th—t obliges us to recognize and respect the legitim—te rights ™l—ims of othersF
QF Rights and duties are correlative
...

„he m—in ™l—im of freedom of spee™h ™onsists of the right to express our opinionsD even if!—nd espe™i—lly
when!these —re o'ensive to othersF ss this — legitim—te or v—lid ™l—imc sf soD it must ˜e essenti—lD vulner—˜leD
—nd fe—si˜leF ‡hy would freedom of spee™h ˜e essenti—l to —utonomyc @‡ould you —gree th—t expressing
one9s ide—s —nd re™eiving feed˜—™k from others is — ne™ess—ry p—rt of developing these thoughtsc „hen how
would developing thoughts ™ontri˜ute to —utonomycA ss the st—nd—rd thre—t th—t our thoughts m—y ˜e
o'ensive to others who would then try to ™ensor themc hoes this ™onstitute vulner—˜ility —nd the need to
prote™t spee™h —s the ™—p—™ity to express —nd develop thoughtc pin—llyD does re™ognizing —nd respe™ting free
spee™h in others deprive us of something essenti—lc @ss the leg—l punishment for def—m—tion — viol—tion of
the right of free spee™hc hoes re™ognizing —nd respe™ting the right of free spee™h of others deprive us of the
—˜ility to defend ourselves —g—inst def—m—tioncA
tohn ƒtu—rt will limits freedom of spee™h ˜y his 4h—rm prin™ipleF4 sf the spee™h thre—tens to h—rm
someone @the spe—ker not in™ludedA then so™iety ™—n suppress or ™ensor th—t spee™h in its own defenseF „his
is — ˜ro—d st—tement of the rightF por ex—mpleD free spee™h need not ˜e responsi˜le spee™hF st need not even
˜e true spee™h for will @see ˜elowA dis™usses the ˜—d ™onsequen™es of ™ensoring f—lse spee™hF sn f—™t only
spee™h th—t dire™tly ™—uses h—rm f—lls under this prin™ipleX yelling 4(re4 in — ™rowded the—terD in™iting —n
—ngry mo˜ to riotD —nd motiv—ting others to in)i™t h—rmF ƒo will pushes ˜—™k the limits to free spee™h ˜ut
not entirelyF iven for its most eloquent —dvo™—teD free spee™h h—s its limitsF
ƒtill free spee™h is —llo™—ted generous territory ˜y willF re ˜—ses his —rgument —g—inst ™ensorship on
the content of opinionsF re shows how ™ensorship is founded on the unten—˜le position of inf—lli˜ilityF sf
one ™ensors opinion ™ontr—ry to re™eived opinionD then one insul—tes re™eived opinion from every —venue of
™riti™ism —nd improvement!this —ssumes inf—lli˜ilityF @‚e™eived opinion is th—t whi™h every˜ody t—kes for
true without question or ex—min—tionF ƒl—very w—s re™eived opinion in the southern st—tes of the …FƒF in
the IVth —nd IWth ™enturiesFA woreoverD this —ssumesD without proofD the ver—™ity of wh—t so™iety ™urrently
—™™epts —s truthF wills9 —rgument for free spee™h —nd —g—inst ™ensorship looks —t three possi˜ilitiesX
IF The content of the speech to be censored is true
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BUSINESS ETHICS CASE STUDIES

„here is —nother —rgument for ™ensorship ˜—sedD this timeD on the spe—kerF gorpor—tions —re ™onsidered leg—l
persons —nd h—ve ˜een endowed with leg—l rights in™luding free spee™hF …ntil IWUV this in™luded ™ommer™i—l
free spee™h rights ˜ut not politi™—l free spee™h rightsY ™orpor—tions ™ould —dvertise their produ™ts @within
regul—ted p—r—meters of truthA ˜ut they ™ould not —dvo™—te — politi™—l ™—ndid—teF fut First National
Bank of Boston v Belotti ™h—nged —ll th—tF „o deny ™orpor—tionsD —s leg—l personsD the right to politi™—l
spee™h is to t—rget the spe—kerD not the spee™hF „his opens the w—y for the suppression of spee™h ˜—sed on
genderD r—™eD politi™—l persu—sionD or religion ˜e™—use with e—™h of these we h—ve turned from the spee™h
itself to the ™h—r—™teristi™s of the spe—kerF ƒo the ƒupreme gourt of the …nited ƒt—tesD using this —rgumentD
extended ™orpor—te free spee™h rights to in™lude politi™—l spee™hF
„he minority opinion issued ˜y the ƒupreme gourt in this ™—se —lso found — d—ngerous pre™edentF gorpoE
r—te spee™h ˜—™ked ˜y the huge (n—n™i—l resour™es of these ™ommer™i—l entities ™—n e—sily silen™e the spee™h
of hum—n individu—ls ˜y drowning it outF gorpor—tions h—ve the money to ˜uy —™™ess to the m—ss medi— to
dissemin—te their spee™hF rum—n individu—ls ™—nnot do this so e—silyF
fut ™onsider spee™h in ™y˜ersp—™eF yutside ™y˜ersp—™eD —udien™es —re ˜est re—™hed through the expensive
m—ss medi— giving the —dv—nt—ge to the ™orpor—tion with its huge (n—n™i—l resour™esF sn ™y˜ersp—™eD the
networking ™—p—™ities of the snternet put the spe—ker in dire™t ™ont—™t with the —udien™e —ndD thusD ™ir™umE
s™ri˜es the need for pur™h—sing —™™ess to —udien™es through the expensive m—ss medi—F „he import—n™e of
the spe—ker diminishes —nd the spotlight fo™usesD —g—inD on the ™ontent of the spee™hF xoti™e how in fiom—E
trixD three individu—ls were —˜le to ˜l—nket the snternet with def—m—tory spee™h —g—inst fiom—trixF ‡ith
this new found equ—lity in ™y˜ersp—™eD how ™—n ™orpor—te org—niz—tions like fiom—trix prote™t themselves
—g—inst ™y˜ersl—ndersc yne possi˜ilityX hold online servi™e provides or yƒ€s responsi˜le for the def—m—tory
™ontent pu˜lished within their port—lsF „his issue is —ddressed in the next ethi™s perspe™tive pie™eF

5
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12 Ethical Perspective: OSP Responsibility
Legal Responsibility: Criminal

veg—l responsi˜ility is — highly stru™tured pr—™ti™eF „here —re two ˜—si™ kindsD ™rimin—l —nd ™ivilF grimin—l
responsi˜ility requires est—˜lishing three thingsX
IF „h—t the —gent under investig—tion h—d — mens reaD — guilty st—te of mind or —n intention to do wrongF
ƒupposeD for ex—mpleD th—t the fˆw €oli™e intended to def—me fiom—trix —nd its top o0™i—ls in order
to drive down the v—lue of its sto™k —nd to m—ke money ˜y short selling itF yr suppose th—t the two
former fiom—trix employees de™ided to get even with their former employersF „his st—te of mind or
intention would ˜e termed — mens re—F
PF „h—t the —gent under investig—tion —™tu—lly ™ommitted the actus reusD the wrongful —™tionF eg—inD
the fˆw poli™e posted thous—nds of mess—ges in ‰—hoo th—t were f—lse —nd def—m—toryF „his —™tion
™onstitutes the —™tus reusF
QF „h—t the mens re— sh—ped —nd guided the —™tus reusF „he mess—ges of the fˆw €oli™e must ˜e
def—m—tory —nd they must ˜e so intention—llyF sn other wordsD the fˆw €oli™e ™—nnot ˜e punished if
they unintention—lly pu˜lished def—m—tory mess—ges even if they h—d formed —n intention to get ˜—™k —t
fiom—trixF „heir guilty mind must h—ve informed the guilt —™tD guiding it —nd sh—ping it in its pl—nning
—nd exe™utionF „husD the ™rimin—l responsi˜ility fr—mework presupposes this ™onne™tion ˜etween mens
re— —nd —™tus reus in order to justify punishmentF ‡e ™—n9t punish —n individu—l for h—ving — guilty
intentionY he or she must —™t on itF end we ™—n9t punish those who do wrong —™™ident—llyD —lthough
we m—y ˜e —˜le to est—˜lish negligen™e under ™ivil l—w @tortAF „he intention to do wrong must issue
forth into —n —™tu—l wrongful —™tion in order for punishment to ki™k inF
Legal Responsibility: Civil

• ‚esponsi˜ility under ™ivil l—w requires est—˜lishing f—ult su™h —s negligen™eD ™—relessnessD or re™klessnessF
@„he l—ter two f—ults when egregious —™tu—lly provide —n opportunity for ™rimin—l responsi˜ility to spill
into ™ivil responsi˜ilityF sf — negligen™e exp—nds into re™klessnessD then it seems to ˜e in so™iety9s

ITI

•

•

•

•

•

interest to punish —nd deter itFA ‰—hoo m—y not h—ve intended to h—rm fiom—trix —nd its top o0™i—ls
˜ut they m—y not h—ve t—ken re—son—˜le pre™—utions from preventing others from using their ˜ulletin
˜o—rd to ™—use this h—rmF sf the h—rm @tortA o™™urs ˜e™—use of some f—ult on the p—rt of ‰—hooD then
those who su'er this h—rm h—ve the right to re™eive ™ompens—tion to m—ke them wholeD iFeFD to restore
them to the ™ondition they were in prior to the h—rmF
en—logi™—lly extending def—m—tion l—w —s it —pplies o1ine requires ™onsidering three possi˜le w—ys
th—t ‰—hoo m—y h—ve ˜een negligentF „he l—w needs to settle on whi™h role to —s™ri˜e to the yƒ€X
pu˜lisherD distri˜utorD —nd ™ommon ™—rrierF their responsi˜ility for displ—ying def—m—tory ™ontent
depends on whi™h role the l—w settles in onF sn —ll three ™—sesD responsi˜ility follows from power —nd
™ontrolY we —re responsi˜le for those things th—t f—ll within the s™ope of our power —nd ™ontrolF
@IA sf yƒ€s —re ™onsidered pu˜lishersD then they —re responsi˜le for the def—m—tory m—teri—l th—t
—ppe—rs within their v—rious forumsF „his is ˜e™—use pu˜lishers exer™ise editori—l ™ontrol over wh—t
they pu˜lishF „he n—ture of the spee™hD its ™ontentD is within the s™ope of their power —nd ™ontrolF
„hey —reD thereforeD responsi˜leF yƒ€s will dispute thisF por ex—mpleD the st—li—n ™ourt re™ently found
qoogle exe™utives guilty in —˜stenti— for — video displ—yed in ‰ou„u˜e th—t showed — ™hild with hown
syndrome ˜eing —˜used ˜y his ™l—ssm—tesF „he p—rents su™™essfully sued qoogle for viol—ting priv—™y ˜y
—llowing the pu˜lishing of the videoF qoogle removed it immedi—tely upon noti(™—tionF fut they h—ve
˜een —dmonished ˜y the ™ourt for —llowing the video to ˜e pu˜lished in the (rst pl—™eF qoogle ™l—ims
th—t th—t they do not exer™ise editori—l ™ontrol over wh—t ™—n ˜e pu˜lished —nd —re only responsi˜le
for timely remov—l of o˜je™tion—˜le ™ontentF
@PA sf yƒ€s —re ™onsidered distri˜utorsD then they —re responsi˜le only for removing o˜je™tion—˜le
™ontent promptly on noti(™—tionF „hey do not exer™ise editori—l ™ontrol over the ™ontent distri˜uted
through their port—lsF „hereforeD they mus‡h—t is within the power of the yƒ€ is to remove ™ontent
qui™kly upon noti(™—tion ˜y usersF
@QA yƒ€s ™—n —lso ˜e tre—ted —s ™ommon ™—rriers like telephone ™omp—niesF sn this ™—seD they would ˜e
responsi˜le for (ltering o˜je™tion—˜le ™ontent —s it m—kes its w—y into their forumsF „o — ™ert—in extentD
this te™hnology exists sin™e (ltering progr—ms —re used to dete™t —nd elimin—te sp—mF @„he —uthor —lso
found in ‰—hoo userE—™tiv—ted (lters th—t would remove o'ensive l—ngu—geFA fut (lters ˜ring their own
pro˜lems —s v—wren™e vessig points out in CodeF „hey ™—n never ˜e ™—li˜r—ted sensitively enough
to prevent them from (ltering out legitim—te ™ontentF eg—inD in referen™e to the st—ly tri—lD qoogle
exe™utives —rgued th—t holding them responsi˜le —s ™ommon ™—rriers imposes on them the impossi˜le
t—sk of reviewing —ll ™ontent ˜efore it is pu˜lishedF „hey —lso —rgue th—t this would h—ve — ™hilling
e'e™t on the ™re—tivity —nd innov—tion engendered on the snternetF
„he l—w in the …FƒF h—s gener—lly settled on tre—ting yƒ€s —s distri˜utorsF ƒo —ssume th—t ‰—hoo
is responsi˜le —s — distri˜utor in the fiom—trix ™—seF @—A ere they responsi˜le for the def—m—tory
™ontent displ—yed in the (n—n™i—l ˜ulletin ˜o—rdc @˜A sf soD —re they required to ™ompens—te fiom—trix
for the de™line in fiom—trix sto™k th—t o™™urred during the time these mess—ges —ppe—redc @™A hid
fiom—trix notify ‰—hoo promptly of the presen™e of def—m—tory m—teri—lc yrD w—s it th—t fiom—trix
did not qui™kly dis™over the def—m—tory mess—gesc @dA ‡—s it ‰—hoo9s nonEresponsivenessD iFeFD th—t
they f—iled to remove the def—m—tory mess—ges promptly —fter noti(™—tion th—t led to the h—rmc @eA
qiven the long period over whi™h fiom—trix sto™k de™linedD ™—n it ˜e proven th—t the def—m—tory
mess—ges were the ™—usec iven —ssuming ‰—hoo responsi˜ility —s distri˜utor hereD there —re still m—ny
f—™tu—l issues th—t must ˜e settled ˜efore proving th—t ‰—hoo owes d—m—ges to fiom—trixF

Moral Responsibility

• Moral responsibility is — more nu—n™ed ™on™eptF ‡hile leg—l responsi˜ility ™on™entr—tes on est—˜E
lishing minimum st—nd—rds of —™™ept—˜le ™ondu™tD mor—l responsi˜ility ™—n move from the minimum
—ll the w—y to the exempl—ryF ‡hile leg—l responsi˜ility looks to where individu—ls ™—n ˜e punished
for untow—rd —™tionsD mor—l responsi˜ility ™onsiders so™iet—l responses th—t r—nge from so™i—l ostr—™ism
to re™ognition —nd pr—ise for ™ondu™t th—t is outst—ndingF ‚oughly spe—kingD mor—l responsi˜ility is —
mu™h more )exi˜le —nd wide r—nging ™on™ept —nd pr—™ti™eF

ITP

CHAPTER 5
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1
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• studied — re—l world ™—se th—t r—ised serious pro˜lems with intelle™tu—l propertyD priv—™yD se™urityD —nd
free spee™hF ‡orking with these pro˜lems h—s helped you to develop — ˜etter working underst—nding
of these key ™on™eptsD
• studied —nd pr—™ti™ed using four de™isionEm—king fr—meworksX @IA using so™ioEte™hni™—l —n—lysis to
spe™ify the pro˜lem in — ™omplexD re—l world ™—seD @PA pr—™ti™ed ˜r—instorming te™hniques to develop
—nd re(ne solutions th—t respond to your pro˜lemD @QA employed three ethi™s tests to integr—te ethi™—l
™onsider—tions into your solutions —nd to test these solutions in terms of their ethi™sD —nd @RA —pplied
— fe—si˜ility —n—lysis to your solutions to identify —nd trou˜leEshoot o˜st—™les to the implement—tion of
your ethi™—l solutionD
• explored the —n—logy ˜etween solving ethi™—l —nd design pro˜lemsD
• pr—™ti™ed the skills of mor—l im—gin—tionD mor—l ™re—tivityD re—son—˜lenessD —nd persever—n™eD —nd
...
1
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Please view or download it at
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BUSINESS ETHICS CASE STUDIES

3

[Media Object]

5
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15 Appendix
„his option—l se™tion ™ont—ins —ddition—l or supplement—ry inform—tion rel—ted to this moduleF st ™ould
in™ludeX —ssessmentD ˜—™kground su™h —s supporting ethi™—l theories —nd fr—meworksD te™hni™—l inform—tionD
dis™ipline spe™i(™ inform—tionD —nd referen™es or linksF
References on Biomatrix

IF fiom—trix hr—ft ƒig ‚eport @for (s™—l ye—r ending on he™ QID IWWWAF
e™™essed on
epril PD PHHIF httpXGGwwwFse™FgovGer™hivesGedg—rGd—t—GURUWSPGHHHHWIPHSUHHHRTHSTGHHHHWIPHSUE
HHEHRTHSTFtxtF ‚eport —ddresses risk f—™ts with fiom—trix in™luding prote™ting intelle™tu—l property
—nd de—ling with government regul—tionsF yutlines (n—n™i—l we—k spots with fiom—trix in™luding
p—tent prote™tion —nd ™onforming to government regul—tionsF
PF fussD hF 4„ender tointsF4 sn Wall Street Journal xovem˜er TD PHHHF €resents pros —nd ™ons of vis™o
supplement—iton using fiom—trix produ™tD ƒynvis™F
QF quernseyD vF 4‰—hoo to „ry r—rder to ‚id €ostings of r—teful w—teri—l4 sn The New York Times
t—nu—ry QD PHHIF yutlines ‰—hoo response to fiom—trix —nd other in™idents of ™y˜ersl—nderF
RF rinesD tFsF —nd gr—merD wFrF @w—yEtune PHHQAF 4€rote™ting ‰our yrg—niz—tion9s ‚eput—tion eg—inst
gy˜ersme—rF4 sn Legal ReportX IEVF €rovides suggestions on how to respond to ™y˜ersl—nderF
SF he—nD tF‡F @eugust PHHQAF 4hef—m—tion smmunity yn „he snternetF4 sn Modern PracticeF e™™essed
online httpXGGpr—™ti™eF(ndl—wF™omGfe—tureEHVHQEhtml onUGSGHRF he—n expl—ins —n—logy of online serE
vi™e provider responsi˜ility with pu˜lishersD distri˜utorsD —nd ™ommon ™—rriersF
TF €izziD €FtF —nd f—rnesD tFvF @@PHHIAF 4 row to ‚espond to gy˜ersme—r4 gonnell poleyD vv€F e™™essed
on WGPVGIH —t httpXGGwwwF™onnellfoleyF™omGsemin—rGemploysme—rFhtmlF
UF w—rg—ret w—nnixD „oni vo™yD uim gl—rkD enne u—tes ƒmithD toellen €erryD pr—nk w™goyD to—nnie
pis™herD te' ql—sser —nd h—vid iF u—pl—nF 4„he ‡e˜9s h—rk ƒideX sn the sh—dows of ™y˜ersp—™eD —n
ordin—ry week is — frightening timeF4 sn U
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New and World ReportF VGPHGHHF e™™essed online
httpXGGwwwFusnewsF™omGusnewsG˜izte™hG—rti™lesGHHHVPVG—r™hive•HIQPVP•RFhtm on WGPVGIHF
References

IF fr—dleyD pFrF @IWPUGIWTQAF Ethical Studies: Essay IF yxfordD …uX yxford …niversity €ressD QERF
PF frin™—tD gynthi— eF —nd ‡ikeD †i™tori— ƒF @PHHHA wor—lity —nd the €rofession—l vifeX †—lues —t ‡orkF
…pper ƒ—ddle ‚iverD xtX €renti™e r—llF
QF gruzD tF eFD preyD ‡F tF @PHHQA en i'e™tive ƒtr—tegy for sntegr—tion ithi™s e™ross the gurri™ulum in
ingineeringX en efi„ PHHH gh—llengeD Science and Engineering EthicsD W@RAX SRQESTVF
RF h—visD wFD Ethics and the UniversityD ‚outledgeD vondon —nd xew ‰orkD IWWWX ITTEITUF
SF ‚i™h—rd „F he qeorgeD 4ithi™—l ‚esponsi˜ilities of ingineers in v—rge yrg—niz—tionsX „he €into g—seD4
in ithi™—l sssues in ingineeringD edF he˜or—h qF tohnson @IWWIA xew terseyX €renti™eEr—llX IUSEIVTF
TF gh—rles r—rrisD wi™h—el €rit™h—rd —nd wi™h—el ‚—˜ins @PHHSA Engineering Ethics: Concepts and
CasesD Qrd idF felmontD geX „homsonG‡—dsworthX PHQEPHTF
UF ru'D ghu™k —nd t—werD fru™eD 4„ow—rd — hesign ithi™s for gomputing €rofession—ls in ƒo™i—l sssues
in Computing: Putting Computing in its PlaceD ru'D ghu™k —nd pinholtD „hom—s idsF @IWWRA
xew ‰orkX w™qr—wErillD sn™F
VF willD tFƒF @IWUVAF On Liberty: Chapter 1F sndi—n—polisD sxX r—™kett €u˜lishing gomp—nyF
WF ƒolomonD ‚o˜ert gF @IWWWA A Better Way to Think About Business: How Personal Integrity
Leads to Corporate SuccessF yxfordD …uX yxford …niversity €ressF
IHF ƒpinelloD ‚FeF @PHHIAF 4snternet ƒervi™e €roviders —nd hef—m—tionX xew ƒt—nd—rds of vi—˜ilityF4 sn
Readings in CyberethicsF ƒud˜uryD weX tones —nd f—rtlett €u˜lishersD IWVEPHWF
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IIF „—v—niD rF„F @PHHRAF Ethics and Technology: Ethical Issues in an Age of Information and
Communication TechnologyF h—nversD weX tohn ‡iley —nd ƒonsD PSIEPSSF
IPF enthony ‡estonF @PHHIA A Practical Companion to EthicsD Pnd edF …ƒeX yxford …niversity
€ressD PHHID gh—pter QF
IQF g—rolyn ‡hit˜e™k @IWWVA Ethics in Engineering Practice and ResearchF …FuF g—m˜ridge …niE
versity €ressX SSEUP —nd IUTEIVIF
IRF ‡ikeD †i™tori— ƒF @PHHIA 4€rofession—l ingineering ithi™s f—h—viorX e †—luesE˜—sed eppro—™hD4 Proceedings of the 2001 American Society for Engineering Education Annual Conference and
Exposition, Session 2461F

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€le—se see the gre—tive gommons vi™ense4 reg—rding permission to reuse this m—teri—lF
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2 Gray Matters for the Hughes Aircraft Case

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Directions

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‚e—d the following s™en—rios —nd the —™™omp—nying solutions
iv—lu—te the —ltern—tives in terms of the tests des™ri˜ed ˜elowF
ghoose the one you think ˜est or design your own solution if you ˜elieve you ™—n do ˜etterF
ƒumm—rize your results ˜y (lling in the solution ev—lu—tion m—trix th—t —ppe—rs on the p—ge following
the s™en—rioF xoti™e th—t the (rst ™olumn repe—ts the solution —ltern—tivesF

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BUSINESS ETHICS CASE STUDIES

• fe prep—red to present your m—trix to the ™l—ssF ‰ou will —lso provide the other groups in the ™l—ss
with — ™opy of your m—trix for their ethi™s portfolios
Scenario One: Responding to Organizational Pressure

pr—nk ƒ—i— h—s worked —t rughes eir™r—ft for — long timeF xow he is f—™ed with the most di0™ult de™isions of
his ™—reerF re h—s ˜een h—ving pro˜lems in the environment—l testing ph—se of his mi™ro™hip m—nuf—™turing
pl—ntY the det—iled n—ture of these tests h—s ™—used rughes to ˜e ™onsistently l—te in delivering the ™hips to
™ustomersF fe™—use of the time pressure to deliver ™hipsD ƒ—i— h—s ˜een working to m—ke the produ™tion of
™hips more e0™ient without losing the qu—lity of the produ™tF ghips —re m—nuf—™tured —nd then testedD —nd
this provides two pl—™es where the pro™ess ™—n ˜ottle upF iven though you might h—ve — perfe™tly (ne ™hip
on the )oor of the pl—ntD it ™—nnot ˜e shipped without testingF endD sin™e there —re sever—l thous—nd other
™hips w—iting to ˜e testedD it ™—n sit in line for — long timeF ƒ—i— h—s devised — method th—t —llows testers to
put the import—nt ™hipsD the hot p—rtsD —he—d of the others without disrupting the )ow —nd without losing
the ™hips in the shu1eF re h—s —lso —dded — gross le—k test th—t qui™kly tells if — ™hip in — se—led ™ont—iner
is —™tu—lly se—led or notF edding this test e—rly in the testing sequen™e —llows environment—l testing to —void
w—sting time ˜y qui™kly elimin—ting ™hips th—t would f—il — more (neEgr—ined le—k test l—ter in the sequen™eF
fe™—use environment—l testing is still f—lling ˜ehindD ƒ—i—9s supervisors —nd rughes ™ustomers —re getting
—ngry —nd h—ve ˜egun to —pply pressureF u—rl ‚eismuellerD the dire™tor of the hivision of wi™roele™troni™s —t
rughesD h—s given ƒ—i—9s telephone num˜er to sever—l ™ustomersD whose own produ™tion lines were shut down
—w—iting the p—rts th—t ƒ—i— h—s h—d trou˜le deliveringF ris ™ustomers —re now ™—lling him dire™tly to s—y
we9re dying out here for need of p—rtsF pr—nk ƒ—i— h—s dis™overed th—t —n employee under his supervisionD
hon—ld v—‚ueD h—s ˜een skipping tests on the ™omputer ™hipsF ƒin™e v—‚ue ˜eg—n this pr—™ti™eD they h—ve
™ert—inly ˜een more on time in their shipmentsF fesidesD ˜oth v—‚ue —nd ƒ—i— know th—t m—ny of the hot
p—rts —re —™tu—lly for systems in the testing ph—seD r—ther th—n for ones th—t will ˜e put into —™tive useF ƒo
testing the ™hips for longEterm dur—˜ility th—t go into these systems seems unne™ess—ryF ƒtillD v—‚ue w—s
™—ught ˜y u—lity gontrol skipping — testD —nd now ƒ—i— needs to m—ke — de™isionF …pper m—n—gement h—s
provided no guid—n™eY they simply told him to h—ndle it —nd to keep the p—rts on timeF re ™—n9t let v—‚ue
™ontinue skipping testsD or —t le—st he shouldn9t let this skipping go unsupervisedF v—‚ue is — good employeeD
˜ut he doesn9t h—ve the s™ien™e ˜—™kground to know whi™h tests would do the le—st d—m—ge if they were
skippedF re ™ould work with v—‚ue —nd help him (gure out the ˜est tests to skip so the le—st h—rm is doneF
fut getting dire™tly involved in skipping the tests would me—n viol—ting ™omp—ny poli™y —nd feder—l l—wF
Alternatives

IF ho nothingF v—‚ue h—s st—rted skipping tests on his own initi—tiveF sf —ny pro˜lems —riseD then v—‚ue
will h—ve to t—ke responsi˜ilityD not ƒ—i—D ˜e™—use v—‚ue w—s —™ting independently of —nd even —g—inst
ƒ—i—9s ordersF
PF g—ll v—‚ue in —nd tell him to stop skipping tests immedi—telyF „hen ™—ll the ™ustomers —nd expl—in
th—t the p—rts ™—nnot ˜e shipped until the tests —re ™—rried outF
QF gonsult with v—‚ue —nd identify non essenti—l ™hips or ™hips th—t will not ˜e used in systems ™riti™—l
to s—fetyF ƒkipping tests on these ™hips will do the le—st d—m—geF
RF ‰our solution
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F
Scenario 3: Goodearl, Ibarra, and the AMRAAM Incident

xow th—t qoode—rl h—d few symp—thizers —mong upper m—n—gementD she in™re—singly turned to ‚uth s˜—rr—
in u—lity —ssur—n™e for support in her ™on™erns —˜out test skipping —nd the f—lsi(™—tion of p—perworkF yne
d—yD qoode—rl noti™ed th—t some ew‚eew ™hips with le—k sti™kers were left on her proje™t desk in the
environment—l testing —re—F „he le—k sti™kers me—nt th—t the se—l on the ™hips9 supposedly —irtight en™losure
h—d f—iled — test to see if they le—kedF ew‚eew me—nt th—t the ™hips were destined to ˜e — p—rt of —n
edv—n™ed wedium ‚—nge eirEtoEeir wissileF qoode—rl knew th—t these p—rts ™ould not ˜e retested —nd
needed to ˜e simply thrown —w—yF ƒo why w—s someone keeping themc ƒhe —lso knew th—t these were
o0™i—lly 4hot p—rts4 —nd th—t the ™omp—ny w—s ˜ehind s™hedule in shipping these p—rtsF efter ™onsulting
with ‚uth s˜—rr—D the two of them de™ided to do some sleuthingF „hey took the ™hips —nd their lot tr—velers
to — photo™opy m—™hine —nd m—de ™opies of the tr—velers with 4f—iled4 noted on the le—k testF „hey then
repl—™ed the ™hips —nd their tr—velers on the deskF v—ter th—t d—yD —s hon v—‚ue p—ssed the deskD qoode—rl
—sked hon v—‚ue if he knew —nything —˜out the ™hipsF 4xone of your ˜usinessD4 he repliedF „he ™hips
dis—ppe—redD —nd l—ter the tr—velers showed up in ™omp—ny (les with the 4f—iled4 —ltered to 4p—ssedF4 ƒoD
qoode—rl —nd s˜—rr— h—d ™le—r eviden™e @in their photo™opy of the 4f—iled4 on the tr—velerA th—t someone
w—s p—ssing o' f—iled ™hips to their ™ustomersF end these were import—nt ™hipsD p—rt of the guid—n™e system
of —n —irEtoE—ir missileF
Alternatives: Since they have clear evidence, Gooderal and Ibarra should blow the whistle
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Solution Evaluation Matrix

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„his timeline is t—ken from the gomputing g—ses we˜site developed —nd m—int—ined ˜y hrF gh—rles ru' —t
ƒtF yl—f gollegeF gomputing g—ses is funded ˜y the x—tion—l ƒ™ien™e pound—tionD xƒp h…iEWWUPPVH —nd
h…i WWVHUTVF

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Civil Suit Timeline

IWWHEIWWT

…nited ƒt—tes of emeri™—D ex relF
„—xp—yers
eg—inst pr—udD ‚uth eldred @w—s s˜—rr—AD —nd w—rE
g—ret qoode—rl vF rughes eir™r—ft gomp—nyD sn™F

IWWH

qoode—rl (les wrongful dis™h—rge suit —g—inst
rughes —nd — num˜er of individu—l m—n—gersD
whi™h w—s eventu—lly dropped in f—vor of the ™ivil
suitF
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Criminal Suit Timeline

IWWIEIWWQ

…nited ƒt—tes of emeri™— vF rughes eir™r—ft goFD
—nd hon—ld v—‚ue

he™em˜er IQD IWWI

efter — lengthy investig—tionD the …FƒF hep—rtment
of hefense ™h—rges rughes —nd hon—ld eF v—‚ue
with — SIE™ount indi™tment —™™using it of f—lsifying
tests of mi™roele™troni™ ™ir™uits @™rimin—l suitAF

tune ISD IWWP

rughes found guilty of ™onspiring to defr—ud the
…FƒF qovernment in ™rmin—l ™—seD ™oEdefendent
v—‚…i —™quitted following REweek tri—lF qoodE
e—rlGeldred ™—lled —s witnesses in tri—lF rughes —pE
pe—lsF

y™tF PWD IWWP

rughes (ned QFS million in ™rimin—l tri—l de™isionF

he™em˜er PD IWWQ

eppell—te ™ourt upholds IWWP ™rimin—l ™onvi™tion
—nd senten™eF rughes —ppe—lsF
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BUSINESS ETHICS CASE STUDIES

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IF
PF
QF
RF
SF

ƒerious —nd gonsider—˜le r—rm
xoti(™—tion of immedi—te supervisorF
ixh—ustion of intern—l ™h—nnels of ™ommuni™—tionG—ppe—lF
ho™umented ividen™eF
vikelihood of su™™essful resolutionF

References

IF ‚i™h—rd „F he qeorgeD 4ithi™—l ‚esponsi˜ilities of ingineers in v—rge yrg—niz—tionsX „he €into g—seD4
in Ethical Issues in EngineeringD edF he˜or—h qF tohnson @IWWIA xew terseyX €renti™eEr—llX IUSE
IVTF
PF g—rolyn ‡hit˜e™k @IWWVA ithi™s in ingineering €r—™ti™e —nd ‚ese—r™hF …FuF g—m˜ridge …niversity
€ressX SSEUP —nd IUTEIVIF
QF gh—rles r—rrisD wi™h—el €rit™h—rd —nd wi™h—el ‚—˜ins @PHHSA ingineering ithi™sX gon™epts —nd g—sesD
Qrd idF felmontD geX „homsonG‡—dsworthX PHQEPHTF

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BUSINESS ETHICS CASE STUDIES

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Fƒhe ™—me ˜—™k for further tre—tment on tuly PW —nd ™ompl—ined of
˜urningD hip p—inD —nd ex™essive swelling in the region of tre—tmentF „he p—tient w—s hospit—lized for the
™ondition on tuly QHD —nd the m—™hine w—s t—ken out of servi™eF @hes™ription t—ken from x—n™y vevesonD
ƒ—few—reD pp SPQERA
‰ou give the unit — thorough ex—min—tion —nd —re —˜le to (nd nothing wrongF ‡orking with the oper—torD
you try to dupli™—te the tre—tment pro™edure of tuly PTF xothing out of the ordin—ry h—ppensF ‰our
responsi˜ility is to m—ke — re™ommend—tion to eigv —nd to the ynt—rio g—n™er pound—tionF ‡h—t will it
˜ec
IF sdentify key ™omponents of the ƒ„ƒ
€—rtGvevel
of en—lyE
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r—rdw—re

ƒoftw—re

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ƒurroundE
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8
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QF hevelop — gener—l solution str—tegy —nd then ˜r—instorm spe™i(™ solutionsX
€ro˜lem G ƒoE
lution ƒtr—tegy

his—greement
p—™tu—l

†—lue gon)i™t
gon™eptu—l

sntegr—tec

ƒitu—tion—l
gonstr—ints
„r—deo'c

‚esour™ec„e™hni™—lcsnterest

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SF smplement solution over fe—si˜ility ™onstr—ints
eltern—tive ‚esour™e
gonE
str—int

snterest

„e™hni™—l

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sn this module you will study — re—l world ethi™—l pro˜lemD the „oysm—rt ™—seD —nd employ fr—meworks ˜—sed
on the softw—re development ™y™le to @IA spe™ify ethi™—l —nd te™hni™—l pro˜lemsD @PA gener—te solutions th—t
integr—te ethi™—l v—lueD @QA test these solutionsD —nd @RA implement them over situ—tionE˜—sed ™onstr—intsF
„his module will provide you with —n opportunity to pr—™ti™e integr—ting ethi™—l ™onsider—tions into re—l
world de™isionEm—king —nd pro˜lemEsolving in ˜usiness —nd ™omputingF „his whole —ppro—™h is ˜—sed on —n
—n—logy ˜etween ethi™s —nd design @‡hit˜e™kAF
v—rge re—l world ™—ses like „oysm—rt pivot —round ™ru™i—l de™ision pointsF ‰ou will t—ke on the role of
one of the p—rti™ip—nts in the „oysm—rt ™—se —nd pro˜lemEsolve in te—ms from one of three de™ision pointsF
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1 Toysmart Narrative

„oysm—rt w—s — hisneyEsupported ™omp—ny th—t sold edu™—tion—l toys online from he™em˜er IWWV to w—y
PHHHF efter dis—ppointing ghristm—s s—les in IWWWD hisney withdrew its (n—n™i—l supportF „he gre—tly
we—kened dotE™om ™omp—ny l—sted less th—n — ye—r —fter thisF yn w—y PPD PHHHD „oysm—rt —nnoun™ed th—t
it w—s ™losing down —nd ˜rought in — ™onsulting (rmD „he ‚e™overy qroupD to ev—lu—te its —ssetsD in™luding
— ™ustomer d—t— ˜—se of PTHDHHH pro(lesD e—™h worth up to 6SHHF
pier™e opposition emerged when „oysm—rt pl—™ed —ds in the Wall Street Journal —nd the Boston
Globe to sell this d—t— ˜—seF gustomer interest groups pointed out th—t „oysm—rt h—d promised not to
sh—re ™ustomer inform—tion with third p—rtiesF „oysm—rt —lso prominently displ—yed the „‚…ƒ„e se—l whi™h
testi(ed further to the ™omp—ny9s o˜lig—tions to respe™t ™ustomer priv—™y —nd se™urityF ƒelling this d—t— to
third p—rties would ˜re—k „oysm—rt promisesD viol—te „‚…ƒ„e poli™iesD —nd undermine ™onsumer ™on(den™e
in the se™urity —nd priv—™y of online tr—ns—™tionsF „oysm—rt9s o˜lig—tions to its ™ustomers ™—me into dire™t
™on)i™t with its (n—n™i—l o˜lig—tions to its investors —nd ™reditorsF
„‚…ƒ„e reported „oysm—rt9s intention to sell its d—t— ˜—se to the p„g @peder—l „r—de gommissionA who
on tuly IHD PHHH (led — ™ompl—int 4seeking injun™tive —nd de™l—r—tory relief to prevent the s—le of ™on(denti—lD
person—l ™ustomer inform—tion4 @p„g —rti™leA „oysm—rt9s promise never to sh—re ™ustomer €ss with third
p—rties provided the leg—l found—tion for this ™ompl—intF e™™ording to the p„gD „oysm—rt 4viol—ted ƒe™tion
S of the p„g e™t ˜y misrepresenting to ™ustomers th—t person—l inform—tion would never ˜e sh—red with

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Time Line

IWWU

h—vid vordD former ™ollege foot˜—ll pl—yerD ™ome to
work for rolt idu™—tion yutlet in ‡—lth—mD w—ssF

he™em˜er IWWV

vord —nd ƒt—n pung @ero ƒt—ge g—pit—lA ˜uy
rolt idu™—tion yutlet —nd ren—me it 4„oysm—rtF4
@vorekA „oysm—rt fo™uses on providing ™ustomers
with —™™ess to USDHHH toys through online ™—t—logueF
@x—shelskyAF

eugust IWWW

„oysm—rt turns down — PS million o'er from —n
investment (rmF e™™epts hisney o'er of PH million
in ™—sh —nd PS million in —dvertisingD
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ƒeptem˜er IWWW

„oysm—rt post priv—™y poli™y whi™h promises not to
rele—se inform—tion ™olle™ted on ™ustomers to third
p—rtiesF et —˜out this timeD „oysm—rt re™eives perE
mission from „‚…ƒ„e to displ—y its se—l ™ertifying
th—t„oysm—rt h—s —dopted „‚…ƒ„e pro™edures for
prote™ting priv—™y —nd m—int—ining inform—tion seE
™urityF

ghristm—s IWWW

efter dis—ppointing ghristm—s toy s—lesD hisney
withdr—ws its support from „oysm—rtF

epril PHHH

gy€€e goes into e'e™tF @ghildhood ynline €riE
v—™y €rote™tion e™tA €rohi˜its soli™iting inform—E
tion from ™hildren under IQ without p—rent—l ™onE
sentF

tune PHHH @—pproxim—telyA

„oysm—rt er—ses ISHH to PHHH ™ustomer pro(les
from d—t— ˜—se to ™omply with gy€€e @inform—E
tion ™olle™ted —fter l—w went into e'e™tA

w—y PPD PHHH

„oysm—rt —nnoun™es th—t it is ™losing its oper—tions
—nd selling its —ssetsF sts initi—l intention is to reorE
g—nize —nd st—rt overF

tune WD PHHH

„oysm—rt ™reditors (le —n involunt—ry ˜—nkrupt™y
petition reje™ting „oysm—rt propos—l to reorg—nizeF
„hey petition the …FƒF „rustee to form — greditors
gommittee to oversee the liquid—tion of „oysm—rt
—ssetsF

tune PQD PHHH

„oysm—rt ™onsents to involunt—ry ˜—nkrupt™y petiE
tionF piles gh—pter II ˜—nkrupt™yF st reje™ts reorE
g—niz—tion —nd works with l—wyers —nd the ‚e™ovE
ery qroup to liquid—te its —ssetsF

tune PHHH

‚e™overy qroup —n—lyzes „oysm—rt —ssets —nd idenE
ti(es its ™ustomer inform—tion d—t— ˜—se —s one of
its most v—lu—˜le —ssets @— 4™rown jewel4A

tune WD PHHH

hisney su˜sidi—ryD —™ting —s „oysm—rt ™reditorD
pl—™es —ds in Wall Street Journal —nd Boston
Globe o'er „oysm—rt ™ustomer d—t— ˜—se for s—leF

efter tune WD PHHH

„‚…ƒ„e dis™overs „oysm—rt —dF snforms p„g
@peder—l „r—de gommissionA th—t selling of ™usE
tomer d—t— ˜—se to third p—rties viol—tes „‚…ƒ„e
guidelines —nd viol—tes „oysm—rt9s promises to ™usE
tomers@IQDPA
continued on next page

IVR

CHAPTER 5
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18

snsert p—r—gr—ph text hereF
5
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1
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19

snsert p—r—gr—ph text hereF
5
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1
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BUSINESS ETHICS CASE STUDIES

• snstitution—l ‚ese—r™h fo—rds or s‚fs now require do™ument—tion of informed ™onsent on rese—r™h
proje™ts ™—rried out under the university9s —uspi™iesF „his is in response to requirements ˜y gr—nting
—gen™ies su™h —s the x—tion—l snstitute for re—lth —nd the x—tion—l ƒ™ien™e pound—tionF
• Consenting to the transfer of PII (personal identifying information) onlineXoptEin —nd optE
outF
• Opt-inX snform—tion is tr—nsferred only upon o˜t—ining express ™onsentF hef—ult is not tr—nsferring
inform—tionF
• Opt-inX snform—tion tr—nsfer is h—lted only when person to whom inform—tion —pplies does something
positiveD iFeFD refuses to ™onsent to tr—nsferF hef—ult is on tr—nsferring the inform—tionF
• Liability Rules and Property RulesX „hese —lso h—ve to do with ™onsentF ƒ—go' m—kes this
distin™tion with referen™e to —™tivities th—t h—ve —n imp—™t on the environmentF —n injun™tion referring
to li—˜ility rules stops the —™tivity to prote™t the individu—l who proves imp—™tF €roperty rules require
only th—t the produ™er of the environment—l imp—™t ™ompens—te the one who su'ers the imp—™tF
Cases Employing Informed Consent

• Therac-25X €—tients re™eiving r—di—tion ther—py should ˜e m—de —w—re of the risks involved with
tre—tment ˜y the m—™hineF pree —nd informed ™onsent is involved when shutting down the m—™hines to
investig—te —™™ident reports or ™ontinuing oper—ting the m—™hines while investig—ting —™™ident reportsF
sn ˜oth ™—sesD it is ne™ess—ryD under this rightD to let p—tients know wh—t is going on —nd their risksF
• Toysmart CaseX „oysm—rt ™reditors —re —˜out to viol—te „oysm—rt9s promise not to tr—nsfer ™ustomer
inform—tion pro(les to third p—rtiesF „his tr—nsfer ™—n o™™urD mor—llyD ˜ut only with the express ™onsent
of the ™ustomers who h—ve provided the inform—tionF „he devil is in the det—ilsF ho optEin or optEout
pro™edures ˜est re™ognize —nd respe™t free —nd informed ™onsent in this ™—sec
• Hughes CaseX rughes ™ustomers w—nt their ™hips right —w—y —nd —re pressuring ƒ—i— —nd ™rowd to
deliver themF ‡ould they ™onsent to renegoti—ting the ™onditions under whi™h environment—l tests ™—n
˜e skippedc

5
...
2 What you need to know
...
4
...
1 What you need to know about socio-technical systems
1
...

2
...
Socio-technical systems change

• „hese ™h—nges —re ˜ought —˜outD in p—rtD ˜y the v—lue mism—t™hes des™ri˜ed —˜oveF et other timesD
they result from ™ompeting needs —nd interests ˜rought forth ˜y di'erent st—keholdersF por ex—mpleD
˜i™y™le designsD the ™on(gur—tion of typewriter keysD —nd the design —nd uses of ™ellul—r phones h—ve
™h—nged —s di'erent users h—ve —d—pted these te™hnologies to their spe™i—l requirementsF
• „hese ™h—nges —lso exhi˜it wh—t so™iologists ™—ll — tr—je™toryD th—t isD — p—th of developmentF „r—E
je™tories themselves —re su˜je™t to norm—tive —n—lysisF por ex—mpleD some ƒ„ƒs —nd the te™hnologies
integr—ted into them displ—y — line of development where the ƒ„ƒ —nd the integr—ted te™hnology —re
™h—nged —nd redesigned to support ™ert—in so™i—l interestsF „he inform—ting ™—p—™ities of ™omputing
systemsD for ex—mpleD provide inform—tion whi™h ™—n ˜e used to improve — m—nuf—™turing pro™esses
™—n or to monitor workers for enh—n™ing m—n—gement powerF @ƒee ƒhosh—nn— u˜o'D The Age of
the Smart Machine

• „r—je™toriesD thusD outline the development of ƒ„ƒs —nd te™hnologies —s these —re in)uen™ed ˜y intern—l
—nd extern—l so™i—l for™esF
sn this se™tionD you will le—rn —˜out this module9s exer™isesF „he required links —˜ove provide inform—tion on
the fr—meworks used in e—™h se™tionF por ex—mpleD the ƒo™ioE„e™hni™—l ƒystem module provides ˜—™kground
inform—tion on so™ioEte™hni™—l —n—lysisF „he 4„hree pr—meworks4 module provides — further des™ription of
the ethi™s testsD their pitf—llsD —nd the fe—si˜ility testF „hese exer™ises will provide step ˜y step instru™tions
on how to work through the de™ision points presented —˜oveF
For more information see Hu and Jawer below
...


BUSINESS ETHICS CASE STUDIES

with —n online trustD se™urity me—sures to prote™t ™ustomer d—t— during online tr—ns—™tionsD —nd me—sures
to prevent un—uthorized —™™ess to ™ustomer d—t— while storedD —nd @QA — ™omprehensive online ™—t—logue
th—t would provide ™ustomers with —™™ess to edu™—tion—l toys from — v—riety of sm—ll ˜usines m—nuf—™turersF
en ex—mple of sm—ll toy m—nuf—™turers to whi™h „oysm—rt should ˜e linked is frio gorpor—tion whi™h
m—nuf—™tures wooden toys su™h —s ˜lo™ksD tr—insD —nd tru™ksF hevelop gener—l re™ommend—tions for „oysm—rt
—round these three —re—sF
snform—tion for this s™en—rio ™omes from v—ur— vorekD
4‡hen „oysm—rt frokeD4
httpXGGwwwFzdnetF™omGeweekGstoriesGgener—lGHDIIHIDPTIPWTPDHHFhtmlF e™™essed tuly ITD PHHIF
Things to consider in your decision-making

• „oysm—rt is — f—irly new dotE™omF ‡hile it is supported ˜y hisneyD it is still — risky ventureF ƒhould
you —sk them for —dv—n™e p—yment for wh—tever servi™es you renderc ‡h—t kind of poli™ies does your
™omp—ny h—ve for identifying —nd —ssessing (n—n™i—l riskc
• ‡h—t kind of priv—™y —nd d—t— se™urity poli™y should you re™ommend to „oysm—rtc ‡h—t kind of
v—lues ™ome into ™on)i™t when — ™omp—ny like „oysm—rt develops —nd implements priv—™y —nd d—t—
se™urity me—suresc @…se your ƒ„ƒ des™ription to —nswer this questionFA
• ƒhould „oysm—rt ˜e™ome ˜—nkruptD their d—t— ˜—se would turn into — v—lu—˜le —ssetF ‡h—t re™omE
mend—tions should you m—ke to help „oysm—rt pl—n —round this possi˜ilityc ‡h—t v—lues ™ome into
™on)i™t when pl—nning to dispose of —ssets during ˜—nkrupt™y pro™eedingsc ‡h—t kind of o˜lig—tions
does — ™omp—ny t—ke on during its oper—tion th—t ™ontinue even —fter it h—s ˜e™ome ˜—nkruptc
• …sing the link provided with this moduleD visit the „‚…ƒ„e we˜site —nd (nd its white p—per on
developing — priv—™y poli™yF iv—lu—te this priv—™y poli™y for „oysm—rtF ‡h—t ˜ene(ts ™—n — strong
priv—™y poli™y ˜ring to — dotE™omc ƒhould „oysm—rt work to qu—lify to displ—y the „‚…ƒ„e se—l on
its we˜sitec ix—mine „‚…ƒ„e pro™edures for tr—nsferring ™on(denti—l ™ustomer €ss to third p—rtiesc
‡h—t o˜lig—tions will this ™re—tec ‡ould this overE™onstr—in „oysm—rtc
Decision Point Three:

‰ou work for €ex gommuni™—tions —nd h—ve ˜een providing —dvertising servi™es for „oysm—rtF xow you
(nd out th—t „oysm—rt h—s (led — gh—pter II ˜—nkrupt™yD —nd it h—s —n outst—nding de˜t to your ™omp—ny
for 6IUIDQWHF es — p—rt of this (ling pro™edureD „oysm—rt h—s reported its —ssets —t 6IHDSHHDHHH with
de˜ts of 6PWDHHHDHHHF „oysm—rt ™reditorsD in™luding €ex gommuni™—tionsD h—ve petitioned the y0™e of the
…nited ƒt—tes „rustee for — 4greditors9 gommittee ƒoli™it—tion pormF4 „his will —llow for the form—tion of
— ™ommittee ™omposed of „oysm—rt ™reditors who de™ide on how the —ssets of the ˜—nkrupt (rm will ˜e
distri˜utedF ‰ouD ˜e™—use of your knowledge of ˜—nkrupt™y —nd —™™ounting pro™eduresD h—ve ˜een —sked
to represent your ™omp—ny on this ™ommitteeF „his ˜le—k situ—tion is somewh—t remedied ˜y the ™ustomer
d—t— ˜—se th—t „oysm—rt ™ompiled during its oper—tionF st ™ont—ins pro(les of the €ss @person—l identifying
inform—tionA of PTHDHHH individu—lsF fe™—use selling edu™—tion—l toys is pro(t—˜leD there is — good ™h—n™e
th—t this d—t— ˜—se ™ould ˜e sold for up to 6SHH — pro(le to — third p—rtyF ƒhould you re™ommend selling
this d—t— ˜—sec ƒhould „oysm—rt ™ustomers ˜e noti(ed of the pending tr—nsfer of their €ss —ndD if soD how
should they ˜e noti(edc
Here are some constraints that outline your decision

• es — mem˜er of the greditors9 gommitteeD you h—ve — (du™i—ry duty to „oysm—rt ™reditors in workE
ing to distri˜ute f—irly the rem—ining „oysm—rt —ssetsF „his wouldD —ll things ˜eing equ—lD le—d to
re™ommending selling the „oysm—rt ™ustomer d—t— ˜—se
• „here —re some provisions in the ˜—nkrupt™y ™ode th—t m—y require or —llow overriding (du™i—ry duties
given prior leg—l ™ommitments m—de ˜y „oysm—rtF „hese ™ommitmentsD in the form of strong priv—™y
gu—r—ntees m—de to ™ustomers ˜y „oysm—rt on its we˜p—geD m—y ™onstitute —n 4exe™utory ™ontr—™tF4
ƒee the veg—l „r—il t—˜le in the „oysm—rt ™—se n—rr—tive —nd —lso v—rren wF x—shelskyD 4ynEvine
€riv—™y gollides ‡ith f—nkrupt™y greditorsD4 xew ‰ork v—w tourn—lD xew ‰ork v—w €u˜lishing
gomp—nyD eugust PVD PHHHF

IVW

• pin—llyD x—shelsky m—kes —n interesting —rgumentF ‡hile deontologi™—l ™onsider—tions would require
setting —side ™reditor interests —nd honoring „oysm—rt priv—™y promisesD — justi™eE˜—sed —rgument
would re™ommend — ™ompromiseF f—nkrupt™y pro™eedings st—rt from the f—™t th—t h—rm @(n—n™i—lA
h—s ˜een doneF gonsequentlyD the import—nt justi™e ™onsider—tion is to distri˜ute f—irly the h—rms
involved —mong the h—rmed p—rtiesF r—rm distri˜utions —re ™orrel—ted with ˜ene(t distri˜utionsF
fe™—use „oysm—rt ™ustomers ˜ene(ted from „oysm—rt o'eringsD they should —lso ˜e—r — sh—re of the
h—rms produ™ed when the ™omp—ny goes ˜—nkruptF „his requires th—t they —llow the distri˜ution of
their €ss under ™ert—in ™onditionsF
Things to consider in your decision-making

• row do you ˜—l—n™e your o˜lig—tions to €ex with those to other „oysm—rt ™reditors —s — mem˜er of
the greditors9 gommitteec
• row should you —ppro—™h the ™on)i™t ˜etween honoring „oysm—rt promises —nd ™—rrying out greditor
gommittee (du™i—ry dutiesc ho you —gree with x—shelsky9s —rgument ™h—r—™terized —˜ovec
• ƒhould the f—nkrupt™y gode ˜e ™h—nged to re)e™t issues su™h —s thesec ƒhould priv—™y promises
˜e ™onsidered —n exe™utory ™ontr—™t th—t overrides the duty to f—irly —nd exh—ustively distri˜ute —
™omp—ny9s —ssetsc
• pin—llyD wh—t do you think —˜out the p„g9s re™ommend—tionc „he f—nkrupt™y gourt9s responsec
„he (n—l —™™ommod—tion ˜etween „oysm—rt —nd fuen— †ist— „oy gomp—nyc

5
...
3 What you will do
...
4
...


rolt idu™—E
tion yutlet

€l—tforms
for snternet
gontent
ƒele™tion

gy˜er ƒp—™e

„oysm—rt
the ™orpor—E
tion

BUSINESS ETHICS CASE STUDIES

fuying „oys
ynline

gy€€e

„oysm—rt
gustomer
h—t— f—se

Table 5
...
21

Exercise 1b

ix—mine the v—lues em˜edded in the ƒ„ƒ surrounding this de™ision pointF vo™—te your v—lues under the
—ppropri—te ™omponent in the „oysm—rt ƒ„ƒF por ex—mpleD —™™ording to the ƒ„ƒ des™ription for „oysm—rt
found —t gomputing g—sesD the softw—re progr—ms prominent in this ™—se em˜ody ™ert—in v—luesY ƒƒvs
em˜ody se™urity —nd priv—™yD €Q€ propertyD —nd €sgƒ priv—™yF xextD look for —re—s where key v—lues ™—n
™ome into ™on)i™tF
Value Table

r—rdw—re

ƒoftw—re

€hysi™—l
ƒurroundE
ings

€eopleGqroupsG‚oles
€ro™edures

v—wsGgodesG‚egul—tions
h—t—Gh—t—
ƒtru™tures

ƒe™urity
€riv—™y
€roperty
tusti™e @iqE
uityGe™™essA
pree ƒpee™y
Table 5
...


BUSINESS ETHICS CASE STUDIES

Exercise 1c:

‡rite out the requirements @ethi™—l —nd pr—™ti™—lA for — good solutionF sdentify the p—rts of the ƒ„ƒ th—t
need ™h—ngingF „henD develop — ™on™ise summ—ry st—tement of the ™entr—l pro˜lem your de™ision point
r—isesF es you design solutions to this pro˜lemD you m—y w—nt to revise this pro˜lem st—tementF fe sure to
experiment with di'erent w—ys of fr—ming this pro˜lemF
Harris, Pritchard, and Rabins provide a useful approach to problem specication
...


5
...
5 Exercise Two: Solution Generation
Generate solutions to the problem(s) you have specied in Exercise 1
...


• e—™h mem˜er of your group develop — list of solutionsD
• the group ™om˜ines these individu—l lists into — group listD —ndFFF
• the group redu™es this prelimin—ry list to — m—n—ge—˜le num˜er of re(ned —nd ™l—ri(ed solutions for
testing in the next st—geF
Helpful Hints for Solution Generation
1
...


wor—l im—gin—tion is the —˜ility to open up —venues of solution ˜y fr—ming — pro˜lem in di'erent w—ysF
„oysm—rt ™ould ˜e fr—med —s — te™hni™—l pro˜lem requiring pro˜lemEsolving skills th—t integr—te ethi™—l
™onsider—tions into innov—tive designsF wor—l ™re—tivity is the —˜ility to formul—te nonEo˜vious solutions
th—t integr—te ethi™—l ™onsider—tions over v—rious situ—tion—l ™onstr—intsF
2
...
In this case dierent solution options are
available
...
w—ny dis—greements ™—n ˜e resolved ˜y g—thering more inform—tionF fe™—use
this is the e—siest —nd le—st p—inful w—y of re—™hing ™onsensusD it is —lmost —lw—ys ˜est to st—rt hereF
q—thering inform—tion m—y not ˜e possi˜le ˜e™—use of di'erent ™onstr—intsX there m—y not ˜e enough
timeD the f—™ts m—y ˜e too expensive to g—therD or the inform—tion required goes ˜eyond s™ienti(™ or
te™hni™—l knowledgeF ƒometimes g—thering more inform—tion does not solve the pro˜lem ˜ut —llows for
— newD more fruitful formul—tion of the pro˜lemF r—rrisD €rit™h—rdD —nd ‚—˜ins in ingineering ithi™sX
gon™epts —nd g—ses show how solving — f—™tu—l dis—greement —llows — more profound ™on™eptu—l
dis—greement to emergeF
• Nolo Contendere
...
qood ™ommuni™—tion —nd diplom—ti™ skills m—y m—ke it possi˜le to negoti—te — solution
th—t respe™ts the di'erent interestsF †—lue integr—tive solutions —re designed to integr—te ™on)i™ting
v—luesF gompromises —llow for p—rti—l re—liz—tion of the ™on)i™ting interestsF @ƒee the moduleD The
Ethics of Team WorkD for ™ompromise str—tegies su™h —s logrolling or ˜ridgingFA ƒometimes it m—y
˜e ne™ess—ry to set —side one9s interests for the present with the underst—nding th—t these will ˜e t—ken
™—re of —t — l—ter timeF „his requires trustF
• Oppose
...
ypposition m—y not ˜e possi˜le if one l—™ks org—niz—tion—l power or do™umented eviden™eF xolo
™ontendere will not su0™e if nonEopposition impli™—tes one in wrongdoingF xegoti—tion will not su™™eed
without — ne™ess—ry ˜—sis of trust or — serious v—lue integr—tive solutionF As a last resort, one m—y
h—ve to exit from the situ—tion ˜y —sking for re—ssignment or resigningF
3
...


• Technical Puzzle
...
sf the pro˜lem is fr—med —s — so™i—l pro˜lemD then solutions would revolve —round
™h—nging l—ws or ˜ringing —˜out systemi™ reform through politi™—l —™tionF „his would le—d one to fo™us
on the peopleGgroupsGroles ™omponent @working to so™i—l pr—™ti™esA or the leg—l ™omponentF
• Stakeholder Conict
...
pin—llyD if the pro˜lem is fr—med —s — m—n—gement pro˜lemD then the
solution would revolve —round ™h—nging —n org—niz—tion9s pro™eduresF elong these linesD it would
—ddress the @IA fund—ment—l go—lsD @PA de™ision re™ognition pro™eduresD @QA org—niz—tion—l rolesD or @RA
de™isionEm—king hier—r™hy of the org—niz—tionF „hese —re the four ™omponents of the gsh @™orpor—te
intern—l de™isionA stru™ture des™ri˜ed in the ithi™—l ‚e)e™tions se™tion of the „oysm—rt ™—seF
• Nota Bene: pin—n™i—l issues —re ™overed ˜y the fe—si˜ility test in the solution implement—tion st—geF
es su™hD they pose side issues or ™onstr—ints th—t do not enter into the solution gener—tion ph—se ˜ut
the solution implement—tion ph—seF
4
...
Moral creativity, which involves designing non-obvious solutions, forms an
essential part of solution generation
...


• sndividu—lly m—ke out — list of solutions ˜efore the group meetingF ‡ork qui™kly to re—lize — preE
est—˜lished quot— of (ve to ten solutionsF efter ™omposing — qui™k (rst dr—ftD revise the list for ™l—rity
onlyY m—ke no su˜st—nti—l ™h—ngesF
• ƒt—rt the group ˜r—instorming pro™ess ˜y h—ving the group review —nd —ssem˜le —ll the individu—l
solutionsF ho this qui™kly —nd without ™riti™ismF feginning ™riti™ism —t this st—ge will kill the ™re—tivity
ne™ess—ry for ˜r—instorming —nd shut down the more timid @˜ut ™re—tiveA mem˜ers of the groupF
• ‚eview the list —nd identify solutions th—t —re identi™—l or overl—pF fegin the re(ning pro™ess ˜y
™om˜ining these solutionsF
• r—ving reviewed —ll the ˜r—instormed solutionsD it is now time to ˜ring in ™riti™ismF fegin ˜y elimin—ting
solutions with m—jor ethi™—l pro˜lems su™h —s those th—t viol—te rightsD produ™e injusti™esD or ™—use
extensive h—rmF
• sdentify ˜ut do not elimin—te solutions th—t —re ethi™—l ˜ut r—ise serious pr—™ti™—l pro˜lemsF ho not
initi—lly elimin—te —n ethi™—l solution ˜e™—use there —re o˜st—™les st—nding in the w—y of its impleE
ment—tionF fe des™riptiveF sdentify —nd imp—rti—lly des™ri˜e the o˜st—™lesF v—terD in the solution
implement—tion st—geD you m—y ˜e —˜le to design ™re—tive responses to these o˜st—™lesF
• sdentify solutions th—t do not 4(t4 your pro˜lem st—tementF „hese require — de™isionF ‰ou ™—n throw
out the solution ˜e™—use it does not solve the pro˜lem or you ™—n ™h—nge the pro˜lemF sf — solution
does not (t the pro˜lem ˜utD intuitivelyD seems goodD this is — sign th—t you need to t—ke —nother look
—t your pro˜lem st—tementF
• hon9t —utom—ti™—lly reje™t p—rti—l solutionsF por ex—mpleD sending memos through em—il r—ther th—n
printing them out —nd w—sting p—per m—y not solve the entire re™y™ling pro˜lem for your ™omp—nyF

IWR

CHAPTER 5
...
23

Anthony Weston provides an illuminating and useful discussion of creative problem solving in
the reference provided below
...
4
...


• sdentify the —gent perspe™tive from whi™h the de™ision will ˜e m—de
• hes™ri˜e the —™tion —s ™on™isely —nd ™le—rly —s possi˜leF
• sdentify the st—keholders surrounding the de™isionD iFeFD those who will su'er strong imp—™ts @positively
or neg—tivelyA from the implement—tion of your de™isionF ƒt—keholders h—ve — vit—l or essenti—l interest
@rightD goodD moneyD et™A in pl—y with this de™isionF
• sn the h—rmG˜ene(™en™e testD identify the likely results of the —™tion —nd sort these into h—rms —nd
˜ene(tsF
• por the reversi˜ility testD identify the st—keholders with whom you will reverse positionsF

IWS

• por the pu˜li™ identi(™—tion testD identify the v—luesD virtuesD or vi™es your —™tion em˜odiesF esso™i—te
these with the ™h—r—™ter of the —gentF
Harm/Benecence Test

IF What are the harms your solution is likely to produce? What are its benets? Does this
PF

solution produce the least harms and the most benets when compared to the available
alternatives?
PitfallToo much
...
e ˜i—sed or in™omplete —n—lysis results when signi(™—nt imp—™ts —re overlookedF
„—ke time to un™over —ll the signi(™—nt imp—™tsD ˜oth in terms of likelihood —nd in terms of m—gnitudeF
RF PitfallDistribution of Impacts
...
‡hen reversing with ritlerD — mor—l —™tion —ppe—rs immor—l —nd —n immor—l

—™tion —ppe—rs mor—lF „he pro˜lem here is th—t the —gent who proje™ts into the immor—l st—ndpoint
loses his or her mor—l ˜e—ringsF „he reversi˜ility test requires viewing the —™tion from the st—ndpoint
of its di'erent t—rgetsF fut underst—nding the —™tion from di'erent st—keholder views does not require
th—t one —˜—ndon himself or herself to these viewsF
PitfallToo little
...
„he reversi˜ility test requires th—t one
—ssess the imp—™ts of the —™tion under ™onsider—tion on othersF fut it is more th—n — simple listing of
the ™onsequen™es of the —™tionF „hese —re viewed from the st—ndpoint of di'erent st—keholdersF „he
reversi˜ility test —lso goes ˜eyond ™onsidering imp—™ts to ™onsidering whether the —™tion tre—ts di'erent
st—keholders respe™tfullyF „his espe™i—lly holds when the —gent dis—grees with — st—keholderF sn these
dis—greementsD it is import—nt to work out wh—t it me—ns to dis—gree with —nother respe™tfullyF
PitfallIncomplete survey of stakeholders
...
„his pitf—ll is ™ontinuous with the
previous oneF hi'erent st—keholders h—ve di'erent interests —nd view events from unique perspe™tivesF
„he reversi˜ility test requires reviewing these interests —nd perspe™tivesD weighing them —g—inst one
—notherD —nd ˜—l—n™ing out their di'eren™es —nd ™on)i™ts in —n over—llD glo˜—l —ssessmentF

Publicity (or Public Identication) Test

IF Would you want to be publicly associated or identied with this action? In other words,
assume that you will be judged as a person by others in terms of the moral values

IWT

PF

CHAPTER 5
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Does this accord with how you would want
to or aspire to be judged?
PitfallFailure to association action with character of agent
...
„he pu˜li™ity test —ssumes th—t
—™tions —re ™olored ˜y the ends or goods they pursueF „his me—ns th—t —™tions —re mor—lly ™oloredF „hey
™—n express responsi˜ility or irresponsi˜ilityD ™our—ge or ™ow—rdi™eD re—son—˜leness or unre—son—˜lenessD
honesty or dishonestyD integrity or ™orrputionD loy—lty or ˜etr—y—lD —nd so forthF en —n—lysis ™—n go
—str—y ˜y f—iling to ˜ring out the mor—l qu—lity @or qu—litiesA th—t —n —™tion expressesF
RF PitfallReducing Publicity to Harm/Benecence Test
...
‡hen the ethi™s tests ™onverge on — given solutionD this indi™—tes solution strength
—nd ro˜ustnessF
RF Divergence
...
24

The ethics tests are discussed in Cruz and Davis
...
Wike and Brincat
also discuss value based approaches in the two references below
...
4
...
25

Resource Constraints:

• Does the situation pose limits on resources that could limit the realization of the solution
under consideration?

• Time
...
ere there ™ost ™onstr—ints on implementing the ethi™—l solutionc g—n these ˜e extended
˜y r—ising more fundsc g—n they ˜e extended ˜y ™utting existing ™ostsc g—n —gents negoti—te for more
money for implement—tionc

IWV

CHAPTER 5
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ere ne™ess—ry resour™es —v—il—˜lec ss it ne™ess—ry to pl—n —he—d to identify —nd pro™ure
resour™esc sf key resour™es —re not —v—il—˜leD is it possi˜le to su˜stitute otherD more —v—il—˜le resour™esc
‡ould —ny signi(™—nt mor—l or nonEmor—l v—lue ˜e lost in this su˜stitutionc
Interest Constraints

• Does the solution threaten stakeholder interests? Could it be perceived as so threatening
to a stakeholder's interests that the stakeholder would oppose its implementation?

• Individual Interests
...
hoes the solution go —g—inst —n org—niz—tion9s ƒy€s @st—nd—rd oper—ting
pro™eduresAD form—l o˜je™tivesD or inform—l o˜je™tivesc gould —™ting on this solution disrupt org—niE
z—tion power stru™turesc @€erh—ps it is ne™ess—ry to enlist the support of —n individu—l higher up in
the org—niz—tion—l hier—r™hy in order to re—lize — solution th—t thre—tens — supervisor or — powerful
su˜EgroupFA
• Legal Interests
...
‡ould the solution thre—ten or —ppe—r to thre—ten the
st—tus of — politi™—l p—rtyc gould it gener—te so™i—l opposition ˜y thre—tening or —ppe—ring to thre—ten
the interests of — pu˜li™ —™tion group su™h —s —n environment—l groupc ere there histori™—l tr—ditions
th—t ™on)i™t with the v—lues em˜edded in the solutionc
Technical Constraints

• Technology does not yet exist
...
„he te™hnology exists ˜ut is in—™™essi˜le ˜e™—use it is still under
— p—tent held ˜y — ™ompetitorF
• Technology Requires Modication
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4
...
4
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• studied — re—l world ™—se th—t r—ised serious pro˜lems with intelle™tu—l propertyD priv—™yD se™urityD —nd
free spee™hF ‡orking with these pro˜lems h—s helped you to develop — ˜etter working underst—nding
of these key ™on™eptsD
• studied —nd pr—™ti™ed using four de™isionEm—king fr—meworksX @IA using so™ioEte™hni™—l —n—lysis to
spe™ify the pro˜lem in — ™omplexD re—l world ™—seD @PA pr—™ti™ed ˜r—instorming te™hniques to develop
—nd re(ne solutions th—t respond to your pro˜lemD @QA employed three ethi™s tests to integr—te ethi™—l
™onsider—tions into your solutions —nd to test these solutions in terms of their ethi™sD —nd @RA —pplied
— fe—si˜ility —n—lysis to your solutions to identify —nd trou˜leEshoot o˜st—™les to the implement—tion of
your ethi™—l solutionD
• explored the —n—logy ˜etween solving ethi™—l —nd design pro˜lemsD
• pr—™ti™ed the skills of mor—l im—gin—tionD mor—l ™re—tivityD re—son—˜lenessD —nd persever—n™eD —nd
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BUSINESS ETHICS CASE STUDIES

PF €resent the re(ned solution gener—tion list your group developed in exer™ise PF
QF €resent —nd provide — qui™k summ—ry expl—n—tion of the results of your group9s solution ev—lu—tion
m—trixF
RF ƒhow your group9s fe—si˜ility m—trix —nd summ—rize your —ssessment of the fe—si˜ility of implementing
the solution —ltern—tives you tested in exer™ise threeF
Group Debrieng

IF ‡ere there —ny pro˜lem you group h—d working together to ™—rry out this ™—se —n—lysisc ‡h—t were
the pro˜lems —nd how did you go —˜out solving themc
PF ‡h—t pro˜lems did you h—ve with underst—nding —nd pr—™ti™ing the four fr—meworks for solving pro˜E
lemsc row did you go —˜out solving these pro˜lemsc hoes your group h—ve —ny outst—nding questions
or dou˜tsc
QF xow th—t you h—ve he—rd the other groups present their resultsD wh—t di'eren™es emerged ˜etween
your group9s —n—lysis —nd those of the other groupsc r—ve you modi(ed your —n—lysis in light of the
—n—lyses of the other groupsc sf so howc ho the other groups need to t—ke into —™™ount —ny —spe™ts of
your group9s de˜rie(ngc

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10 Toysmart Presentations
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[Media Object]

12

[Media Object]

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[Media Object]

5
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11 Appendix
Toysmart References

IF worehe—dD xF „oysm—rtX f—nkrupt™y vitmus „estF ‡ired w—g—zineD UGIPGHHF e™™essed IHGRGIHF
httpXGGwwwFwiredF™omGte™h˜izGmedi—GnewsGPHHHGHUGQUSIU
PF „oysm—rt ƒettlesX h—t—˜—se uilledF esso™i—ted €ressF e™™essed through ‡ired w—g—zine on IHGRGIH
—t httpXGGwwwFwiredF™omGpoliti™sGl—wGnewsGPHHIGHIGRIIHPere
QF u—ufm—nD tF —nd ‡r—th—llD tF 4snternet gustomer h—t— f—ses4 x—tion—l v—w tourn—lD ƒeptem˜er IVD
PHHHF e™™essed tuly IPD PHHI vexis xexis e™—demi™ …niversityF
RF 4p„g ƒues p—iled ‡e˜siteD „oysm—rtF™omD for he™eptively y'ering for ƒ—le €erson—l snform—tion of
‡e˜site †isitorsF4 tuly IHD PHHHF e™™essed —t wwwFft™Fgov on IHGRGIHF
SF 4p„g ennoun™es ƒettlement ‡ith f—nkrupt ‡e˜siteD „oysm—rtF™omD ‚eg—rding elleged €riv—™y €olE
i™y †iol—tionsF4 tuly PID PHHHF e™™essed —t wwwFft™F™om on IHGRGIH
TF 4QU ettorneys qener—l ‚evolve €rote™tion of gonsumer €riv—™y4 x—tion—l esso™i—tion of ettorneys
qener—lF eq fulletinF he™em˜er PHHHF e™™essed PGIPGHI through vexis xexis e™—demi™ …niversityF
UF ƒ—liz—rD vF 4„he hi0™ulties €r—™titioners g—n p—™e ‡hen he—ling with hotEgom f—nkrupt™iesF4 xov
PHHHF e™™essed through vexis xexis e™—demi™ …niversity on UGIPGHIF
VF 4p„g
ƒues
„oysm—rt
yver
h—t—˜—se4
‚eutersF
UGIHGHH
e™™essed
—t
httpXGGwwwFwiredF™omGpoliti™sGl—wGnewsGPHHHGHUGQURVR on IHGRGIHF
WF 4yn ƒh—ky qround4 u—renF ƒeptem˜er PHHHF emeri™—n v—wyer xewsp—persF e™™essed from vexis
xexis e™—demi™ …niversity on tuly IPD PHHHF
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PHI
IHF 4p„g piles ƒuit eg—inst p—iled „oy ‚et—iler yver €riv—™y €romise4 esso™i—ted €ressF UGIHGHHF e™E
™essed UGIVGHIF „‚…ƒ„e ƒpokespersonX 4fottom line!it9s un—™™ept—˜leD ethi™—lly wrongD —nd potenE
ti—lly illeg—l for — ™omp—ny to s—y one thing —nd do something di'erentF4
IIF vorekD v—ur—F 4‡hen „oysm—rt froke4 snterd™tive weekF eugust PID PHHHF zdnetF™omF €rovides
˜iogr—phi™—l inform—iton on vord —nd ˜ri™k —nd mort—r ™omp—ny rold idu™—tion—l yutletF
IPF ‚osen™r—n™eD vind—F 4p„g ƒettles ‡ith „oysm—rt4 gomputer ‡orldF tuly PID PHHHF e™™essed
UGITGHIF
IQF x—sholskyD v—rrenF 4 ynline €riv—™y gollides with f—nkrupt™y greditorsX €otenti—l ‚esolutions fo
r™omputing gon™ernsF xew ‰our v—w tourn—lD VGPVGHHF e™™essed through vexis xexis e™—demi™
…nivesity on UGIPGHHF
IRF „—v—niD rF @PHHRAF Ethics and Technology: Ethical Issues in an Age of Information and
Communication Technology
...
4
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4
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1 This module is a WORK-IN-PROGRESS; the author(s) may update the content as
needed
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You can
COLLABORATE to improve this module by providing suggestions and/or feedback on your
experiences with this module
...
org/licenses/by/2
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BUSINESS ETHICS CASE STUDIES

5
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12
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5 Ethics and Laptops: Identifying Social Responsibility Issues in
Puerto Rico
15

Module Introduction

‡hile so™i—l responsi˜ility h—s ˜een re™ognized —s one of the key —re—s of ˜usiness ethi™sD mu™h more needs
to ˜e done to develop fr—meworks —nd tools to ™l—rify the ™on™ept itself —nd to implement it in ˜usiness —nd
profession—l pr—™ti™e on — d—yEtoEd—y ˜—sisF „his module will give students the opportunity to pr—™ti™e using
fr—meworks —nd te™hniques th—t —ddress these two needsF
heveloping so™ioEte™hni™—l system —n—lyses provides —n e'e™tive me—ns to highlight issues of so™i—l reE
sponsi˜ilityF ƒin™e so™ioEte™hni™—l systems em˜ody v—luesD ˜uilding their des™riptions —llows us to re—d o'
potenti—l pro˜lems due to h—rmful imp—™ts —nd v—lue ™on)i™tsF „o f—™ilit—te thisD you will ˜e ˜uilding so™ioE
te™hni™—l system des™riptions using — grid or m—trix th—t provides the ™omponents of so™ioEte™hni™—l systemsD
levels under whi™h they ™—n ˜e —n—lyzedD —nd the v—lues th—t they tend to em˜odyF fuilding so™ioEte™hni™—l
system des™riptions —lso requires using methods of p—rti™ip—tory o˜serv—tionF „hese in™lude ™onstru™ting surE
veys —nd questionn—iresD developing interviewsD —nd ˜uilding d—yEinEtheElife s™en—riosF „his module will help
you fr—me —nd respond to so™i—l responsi˜ility issues ˜y providing — fr—mework for so™ioEte™hni™—l —n—lysis
—nd — set of methodologi™—l tools t—ken from p—rti™ip—tory o˜serv—tionF
wodule mIRHPS @ƒo™i—lE„e™hni™—l ƒystems in €rofession—l he™ision w—kingA provides ˜—™kground inforE
m—tion on ƒ„ƒsD their ™onstru™tion —nd their usesF vinks to this module —nd to the we˜siteD gomputing
g—sesD ™—n ˜e found in the upper left h—nd ™orner of this moduleF „hey provide useful ˜—™kground inform—E
tionF „his module m—kes use of — ™—seD „ex—s v—ptopsD th—t w—s developed ˜y ghu™k ru' —nd gF x—th—n
he‡—ll for xƒp proje™tsD h…iEWWUPPVH —nd h…iEWWVHUTVF
Texas Laptop Case

IF sn the l—te IWWH9sD the „ex—s ƒt—te fo—rd of idu™—tion proposed the —m˜itious pl—n of providing e—™h of
the st—te9s four million pu˜li™ s™hool students with their own l—ptop ™omputerF „his pl—n w—s devised
to solve sever—l pro˜lems ™onfronting „ex—s pu˜li™ edu™—tionF
PF v—ptop ™omputers ™ould m—ke edu™—tion—l resour™es more —™™ess—˜le to students who were f—™ed with
spe™i—l ™h—llenges like de—fness or ˜lindnessF gomputers o'er softw—re options @su™h —s —udio ˜ooksA
th—t promise to re—™h more students th—n tr—dition—l printed text˜ooksF
QF v—ptops —lso promised to solve the pro˜lem of o˜solete text˜ooksF „ex—s pur™h—sed text˜ooks for their
students —t ™onsider—˜le ™ostsF „he pur™h—sing ™y™le r—n six ye—rsF fy the end of this ™y™leD text˜ooks
were out of d—teF por ex—mpleD in the l—te IWWH9s when the l—ptop pl—n w—s proposedD history text˜ooks
still referred to the ƒoviet …nion —nd to the existen™e of the ferlin ‡—llF v—ptopsD on the other h—ndD
would present text˜ook ™ontent in digit—l form whi™h would elimin—te printing —nd shipping ™osts —nd
f—™ilit—te upd—tes through online downlo—dsF
RF „ex—s ˜usiness le—ders were ™on™erned —˜out the ™omputer liter—™y of the up™oming gener—tion of
studentsF fy employing l—ptops in more —nd more te—™hing —™tivitiesD students would le—rn how to
inter—™t with ™omputers while t—king —dv—nt—ge of the new —nd more e'e™tive modes of present—tion
o'eredF
IF roweverD —dopting l—ptops —lso presented pro˜lems th—t ™riti™s qui™kly ˜rought forthF
PF „e—™hers would need to le—rn how to use l—ptop ™omputers —nd would h—ve to ™h—nge their te—™hing to
—™™omod—te them in the ™l—ssroomF
QF epp—rent ™ost s—vings dis—ppe—red upon furtherD ™loser ex—min—tionF por ex—mpleD it ˜e™—me ™le—r
th—t text˜ook pu˜lishers would not so e—sily give up the revenues they h—d ™ome to depend upon th—t
15 This

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BUSINESS ETHICS CASE STUDIES

• ghoose one of the following three pro˜lem —re—s to help fo™us your workX @IA v—lue pro˜lems th—t m—y
—rise when l—ptops with their ™urrent design —re integr—ted in the €‚ ƒ„ƒY @PA v—lue pro˜lems th—t
m—y —rise ˜y the digit—liz—tion of text˜ooks —nd other edu™—tion—l m—teri—lsY @QA v—lue pro˜lems —nd
potenti—l h—rms th—t m—y —rise during the dispos—l of spent l—ptopsF
• gomp—re v—lues em˜odied in ™urrent l—ptop design with those em˜odied in the €uerto ‚i™—n pu˜li™
s™hool ƒ„ƒF ere there —ny ™on)i™tsc ‡h—t —re thesec
• vook more ™losely —t the €uerto ‚i™—n pu˜li™ s™hool ƒ„ƒF ere there —ny ™on)i™ts th—t will ˜e highE
lightedD ex—gger—tedD or in™re—sed ˜y the integr—tion of l—ptop ™omputersF
• pin—llyD look for potenti—l h—rms th—t ™ould o™™ur in the shortD middleD —nd long term futureF
Exercise 3: Develop Counter-Measures to Problems

• qener—te S to IH options to respond to the pro˜lems you h—ve identi(edF w—ke sure th—t you in™lude
the st—tus quo —mong your optionsF
• ghe™k e—™h option —g—inst the pro˜lems you h—ve identi(edF hoes the option solve the pro˜lems
identi(ed in your ƒ„ƒ —n—lysisc hoes it integr—te the ™on)i™ting v—lues —nd —void untow—rd resultsc
hoes it give rise to new pro˜lemsc
• €rep—re — short present—tion for the ™l—ss @S to IH minutesA where you outline your pro˜lemD set forth
the r—nge of solutions you h—ve identi(edD —nd des™ri˜e —nd justify your solutionF fe sure to —ddress
issues th—t m—y —rise when you turn to implementing your solutionF
• €rovide — one or two senten™e —rgument th—t your solution is ˜est for delivering on so™i—l responsi˜ilityF
Exercise 4: Evaluate the Microsoft Philadelphia Public Schools Project

• visten toGre—d the news report on the wi™rosoft pound—tion9s proje™t to integr—te ™omputing te™hnology
in €hil—delphi—F @‰ou ™—n (nd it ˜y ™li™king on the link in this moduleFA
• ss this —n ex—mple of — ™orpor—tion ™—rrying out its so™i—l responsi˜ility to the surrounding ™ommunitycF
• iv—lu—te wi™rosoft gener—lly in terms of its so™i—l responsi˜ilityF

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• — te—™hing introdu™tion whi™h —lso provides — useful overviewD
• —n ethi™—l —n—lysis th—t ™—n ˜e —™™essed ˜y ™li™king on the —ppropri—te ™on™ept in the t—˜le displ—yed
@™li™king on s—fety will open — short do™ument th—t dis™usses the s—fety impli™—tions of the ™—seA
• — ƒo™ioE„e™hni™—l en—lysis whi™h spells out the di'erent ™omponents of the ™—ses so™ioEte™hni™—l sysE
tem su™h —s h—rdw—reD softw—reD physi™—l surroundingsD peopleGgroupsGrolesD pro™eduresD l—wsD —nd
d—t—Gd—t— stru™turesF
• supporting do™uments su™h —s three ‚pgs @‚equest for gommentsA on the …nix (nger ™omm—ndD —
pro(le of students —t …gsD —nd —n interview with ellen ƒ™hi—no from the …niversity of g—liforni— —t
srvine9s y0™e of e™—demi™ gomputingF
„hese m—teri—ls —ll posted —t wwwF™omputing™—sesForg18 provide the ˜—™kground inform—tion ne™ess—ry for
— det—iled —nd exh—ustive ™—se —n—lysisF @e suggestionX sin™e you will ˜e working in groupsD divide these
re—dings —mong your group mem˜ers —nd t—ke —dv—nt—ge of ™l—ss time to report to one —nother on the
™ontents of the links you h—ve individu—lly exploredF fe sure to tri—ngul—te ˜y —ssigning more th—n one
mem˜er to e—™h linkF „his will help to identify —nd solve pro˜lems in interpret—tionFA
„he ™—se —˜str—™t —nd timeline in this module outline the ™—seF „he following de™ision point t—ken from
the w—™h—do ™—se will provide the fo™us for —n inEdepth ™—se —n—lysisF ‰ou will respond to the de™isionEpoint
˜y working through — four st—ge de™ision m—king pro™edure inspired ˜y the st—nd—rd ƒoftw—re hevelopment
™y™leX

•
•
•
•

pro˜lem spe™i(™—tionD
solution gener—tionD
solution testingD —nd
...
computingcases
...
computingcases
...


BUSINESS ETHICS CASE STUDIES

IIGITGWS

w—™h—do sends em—il thre—t to xew …niversity p—E
per @…gsA vi— his roomm—te9s ™omputerF„he em—il
is tr—™ed to the roomm—te9s ™omputerF‚oomm—te
l—ter s—id w—™h—do h—d —™™ess to the ™omputerw—E
™h—do identi(ed —s senderF

IIGPIGWS

‡—rr—nt for —rrest is (led —g—inst w—™h—doD issued
˜y srvine €oli™e hep—rtment"the w—rr—nt is — no
˜—il felony w—rr—ntFw—™h—do ™onsents to — propE
erty se—r™hFg—se given up shortly —fter"w—™h—do9s
roomm—te took the ˜l—me so he wouldn9t ˜e ˜othE
ered —nymoreF

@fetween IGIGWT —nd WGPHGWTA

w—™h—do9s older ˜rother murdered in —rmed ro˜E
˜ery prior to following in™identYw—™h—do is doing
poorly in s™hoolD getting pressure from f—mily to
uphold high expe™t—tionsF

WGPHGWT@prid—yD IHXSR —mA

w—™h—do sends h—te esi—nsGthre—t em—il to —˜out
SW …gs studentsw—™h—do sent mess—ge — se™ond
time shortly —fterD when he did not re™eive replies to
the (rst em—ilFsn™ident ˜rought to the —ttention of
esso™F hire™tor of „he e™—demi™ gomputing genE
terD ˜y her employeesFw—™h—do identi(ed in ™omE
puter l—˜ —nd w—s —sked to le—ve ˜y gore ƒervi™es
m—n—gerF

WGPIGWT

hire™tor of yeg re—ds w—™h—do9s em—il —nd de™ides
th—t it is — poli™e m—tterF

WGPRGWT@wond—yA

„he in™ident is reported to …niversity €oli™e heE
p—rtmenten o0™er is —ssigned to the ™—seF

WGPTGWT

‚etriev—l of surveill—n™e video ™on(rmed w—™h—do
—s the senderFsrving gity €oli™e noti(ed —nd inE
volved in ™—seF

WGPUGWT

‚egistr—r9s o0™e helps poli™e lo™—te w—™h—do9s —dE
dress —nd phone num˜erF

WGPVGWT

en o0™er phones w—™h—do9s residen™e —nd le—ves
mess—gew—™h—do ™—lls ˜—™k —nd —grees to meet with
—n o0™er th—t —fternoon —t SpmF„wo ™h—rges (led
—fter meetingX w—™h—do @IA knowingly —nd without
permission uses ™omputer servi™es —nd @PA m—kes
telephone ™—lls with intent to —nnoyF
continued on next page

PHU
IIGIRGWT

e stolen vehi™le report is (led for w—™h—do9s se™E
ond roomm—te9s ™—rFw—™h—do h—d told one roomE
m—te he w—s ˜orrowing his other roomm—te9s
™—rFw—™h—do did not h—ve permission to ˜orrow ™—rF

IIGIVGWT

pfs —ttempts investig—tionFen —gent goes to
w—™h—do9s residen™eY w—™h—do is not there —nd
h—sn9t ˜een seen there sin™e IIGIQFw—™h—do —lE
legedly left with ‰oung9s keys on IIGIRFyther susE
pi™ionsX 6VH missing from roomm—te9s ™oin j—rY 6ISR
vis— ™h—rges to roomm—te9s ™—rdD 6SR of whi™h were
un—uthorizedY ™—lls on IIGIHD IID —nd IPF

IIGPIGWT

pfs —gent phones w—™h—do9s roomm—te for ™on(rE
m—tion of stolen ™—rGinfo on w—™h—do9s dis—ppe—rE
—n™eF

IIGPPGWT

‚oomm—te interviewedF

IIGPQGWT

„—mmy w—™h—do @w—™h—do9s sisterA interviewed
—nd s—id w—™h—do h—d dis—ppe—red on the d—y
his ˜rother ™—lled him to inquire —˜out w—™h—do9s
n—me —ppe—ring in newsp—per reg—rding esi—n h—te
m—ilsFw—™h—do denied the reports in the p—per to
his ˜rotherY ™l—imed it to ˜e someone elseF„—mmy
is informed th—t ™ourt d—te is set for IIGPS —nd if
‚i™h—rd doesn9t showD they would issue — w—rr—nt
for his —rrestF

PGTGWU

w—™h—do is —rrested when —ttempting to enter …ƒ
from wexi™o"™—ught ˜y …ƒ smmigr—tion snspe™E
torFw—™h—do is reported —s looking homelessD h—vE
ing no possessionsD looking for ™onstru™tion work in
wexi™oF

WGITGWU

w—™h—do is ™h—rged with IH ™ounts of interfering
with — feder—lly prote™ted —™tivity"in this ™—seD
students —ttending — universityFw—™h—do is told he
will f—™e up to IH ye—rs if ™onvi™tedF

IIGIPGWU

„ri—l t—kes pl—™e —nd on this d—te — reE
™ess is gr—nted when new inform—tion is unE
™overedGpresentedFuestionn—ires were reve—led in
whi™h W of the students who got the mess—ges s—id
they were not overtly ˜othered ˜y w—™h—do9s em—ilF
continued on next page

PHV

CHAPTER 5
...
26

ƒ™en—rio 5IX
‰ou —re — systems —dministr—tor —t the y0™e of e™—demi™ gomputing —t the …niversity of g—liforni— —t
srvine —nd h—ve ˜een —sked to modify the …nix system to prevent the reo™™urren™e of the w—™h—do in™ident
ƒ™en—rio 5PX
‰ou —re — systems —dministr—tor —t the y0™e of e™—demi™ gomputing —t the …niversity of g—liforni— —t
srvine —nd h—ve ˜een —sked to develop —n orient—tion progr—m for students who will use university ™omputing
l—˜or—tories —nd f—™ilitiesF ƒpe™i—l emph—sis is put on preventing — reo™™urren™e of the w—™h—do in™identF
IF sdentify key ™omponents of the ƒ„ƒ
€—rtGvevel
of en—lyE
sis

r—rdw—re

ƒoftw—re

€hysi™—l
ƒurroundE
ings

€eopleD
qroupsD 8
‚oles

€ro™edures

v—ws
8
‚egul—E
tions

h—t—
8
h—t—
ƒtru™tures

Table 5
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28

QF hevelop — gener—l solution str—tegy —nd then ˜r—instorm spe™i(™ solutionsX
€ro˜lem G ƒoE
lution ƒtr—tegy

his—greement
p—™tu—l

†—lue gon)i™t
gon™eptu—l

sntegr—tec

ƒitu—tion—l
gonstr—ints
„r—deo'c

‚esour™ec„e™hni™—lcsnterest

Table 5
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30

SF smplement solution over fe—si˜ility ™onstr—ints
eltern—tive ‚esour™e
gonE
str—int

snterest

„e™hni™—l

continued on next page

gode

PIH

CHAPTER 5
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31

Machado Summary

„his is —n unsupported medi— typeF „o viewD ple—se see
httpXGG™nxForgG™ontentGmIQVIVGl—testGw—™h—do•pHTFppt
Figure 5
...


w—nuf—™tur—˜ility

Chapter 6
Business Ethics Bowl
6
...
1
...
1
...
org/content/m13759/1
...


PII

PIP

CHAPTER 6
...
1

xƒ€iEfi‚ g—se
‡orksheets
IF sdentify —nd st—te the @ethi™—llyA relev—nt f—™ts
ƒt—keholders @w—trix C †er˜—l ixpl—n—tionA

PF sdentify the st—keholders —nd their st—kesF

€ro˜lem gl—ssi(™—tion @w—trix C gon™ise †er˜—l
€ro˜lem ƒt—tementA

QF sdentify the ethi™—l pro˜lem or pro˜lems
RF ƒt—te the fi‚ de™ision —nd summ—rize their
™odeE˜—sed justi(™—tion @™ite ™ode provisionsD sumE
m—rize prin™iplesD —nd list relev—nt pre™edentsA
continued on next page

PIQ
ƒolution iv—lu—tion @w—trix C det—iled ver˜—l exE
pl—n—tion —nd justi(™—tionA

SF iv—lu—te the fi‚ de™ision using the three ethi™s
testsD ™ode testD —nd glo˜—l fe—si˜ility testF
TF gonstru™t — strong ™ounterEposition —nd ™ounterE
—rgument to the fi‚ de™ision

ƒolution iv—lu—tion @w—trix C det—iled ver˜—l exE
pl—n—tion —nd justi(™—tionA

UF iv—lu—te ™ounterEposition —nd ™ounterE—rgument
using the Q ethi™s testsD fe—si˜ility testD —nd ™ode
test

ƒolution smplement—tion @pe—si˜ility w—trix C †erE
˜—l ixpl—n—tionA

VF iv—lu—te ™ounterEposition —nd ™ounterE—rgument
in terms of relev—nt fe—si˜ility ™onsider—tionsF €roE
vide — m—trixGt—˜le C ver˜—l expl—n—tionF

Table 6
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1
...


BUSINESS ETHICS BOWL

RF yn the ˜—sis of your ƒ„ƒ —n—lysis —nd v—lue ™on)i™t —n—lysisD provide — shortD ™on™ise pro˜lem st—teE
mentF w—ke sure your the pro˜lem you h—ve identi(ed is grounded in your ƒ„ƒ —nd v—lue —n—lysisF sf
notD one or the other @or ˜othA needs to ˜e ™h—ngedF
SF e ˜r—instorm list in whi™h you re™ord the solutions your group h—s designed to solve the pro˜lem
st—ted —˜oveF „he rough unre(ned list should in™lude —round IH solutionsF „hen re(ne this list into
threeF ƒpend time det—iling how you re—™hed your re(ned listF hid you synthesize rough solutionsc yn
wh—t ˜—sis did you le—ve — solution out —ll togetherc hid you (nd other w—ys of rel—ting or ™om˜ining
solutionsc ƒpend time do™umenting your ˜r—instorming —nd re(ning pro™essF ƒhow in det—il how you
™—me up with the re(ned listF
TF ho — ™omp—r—tive ev—lu—tion of three of the re(ned solutions you developed in the previous stepF pirstD
prep—re — solution ev—lu—tion m—trix th—t summ—rizes your ™omp—r—tive ev—lu—tionF …se the t—˜le
provided ˜elowF ƒe™ondD provide — ver˜—l —™™ount of the solution ev—lu—tion —nd ™omp—rison pro™ess
you present in the solution ev—lu—tion m—trixF
UF ‚e—™h — (n—l de™isionF hefend your de™ision using the ethi™s —nd fe—si˜ility testsF sf the de™ision
situ—tion in whi™h you —re working is — dyn—mi™ oneD then proppose — series of solutions th—t you will
pursue simult—neouslyD in™luding how you would respond to ™ontingen™ies th—t might —riseF @‰ou ™ould
express this in the form of — de™ision treeFA
VF pill out — pe—si˜ility w—trixF ƒee m—trix ˜elow
WF €resent —n implement—tion pl—n ˜—sed on your pe—si˜ility w—trixF „his pl—n should list the o˜st—™les
th—t might —rise —nd how you pl—n to over™ome themF @por ex—mpleD don9t just s—yD 4flow the whistleF4
his™uss whenD howD whereD to whomD —nd in wh—t m—nnerF row would you de—l with repris—lsc ‡ould
your —™tion seriously disrupt intern—l rel—tions of trust —nd loy—ltyc row would you de—l with thiscA
‡ork out — det—iled pl—n to implement your de™ision using the fe—si˜ility ™onstr—ints to 4suggest4
o˜st—™les —nd impedementsF
IHF pin—llyD dis™uss preventive me—sures you ™—n t—ke to prevent this type of pro˜lem from —rising —g—in
in the futureF
Socio-Technical System Table

r—rdw—re

ƒoftw—re

€hysi™—l
ƒurroundE
ings

€eopleD
qroupsD
‚oles

€ro™edures

v—wsD
ƒt—tutesD
‚egul—tions

h—t—
—nd
h—t— ƒtru™E
tures

Table 6
...
4

Solution Evaluation Matrix

ƒolutionG„est ‚eversi˜ility
or ‚ights

r—rmsGfene(™en™e
†irtue
or xet …tilE
ity

†—lue

gode

qlo˜—l pe—E
si˜ility

hes™ription

hoes
the
solution
produ™e the
˜est
˜enE
e(tGh—rm
r—tioc hoes
the solution
m—ximize
utilityc

wor—l v—lE
ues re—lizedc
wor—l v—lues
frustr—tedc
†—lue ™onE
)i™ts
reE
solved
or
ex—™erE
˜—tedc

hoes
the
solution
viol—te
—ny
™ode
provisionsc

‡h—t
—re
the resour™eD
te™hni™—lD
—nd interest
™onstr—ints
th—t ™ould
impede
implement—E
tionc

fest
tion

ss
the
solution
reversi˜le
with st—keE
holdersc
hoes
it
honor ˜—si™
rightsc

hoes
the
solution
express —nd
integr—te
key virtuesc

soluE

fest
—lE
tern—te
solution
‡orst soluE
tion
Table 6
...


gost

ev—il—˜le
m—teE
ri—lsD
l—˜orD
et™

eppli™—˜le w—nuf—™turE
€erEsonE
te™hnolE
—˜ility
—lities
ogy

BUSINESS ETHICS BOWL

yrg—niz—E veg—l
tion—l

ƒo™i—lD
€oliti™—lD
gultur—l

Table 6
...
1
...
F4 @RA
„he num˜er 4R4 refers to the forth item in the 4‡orks gited4 se™tion —t the end of your p—perFA
QF €r—™ti™—l norm Sj of the gse€‚ ™ode of ethi™s sets forth the o˜lig—tion of the profession—l engineer to
give others due ™redit for their workF por this re—sonD pl—gi—rism will not ˜e toler—ted in —ny formF €ossi˜le
forms of pl—gi—rism in™lude ˜ut —re not limited to the followingX

• uoting dire™tly from other sour™es without do™umenting @footnote or ˜i˜liogr—phyA —ndGor without
using quot—tion m—rksF gl—iming th—t this is —n —ppendix will not ex™use this —™tionF gl—iming
ignor—n™e will not ex™use this —™tionF
• …sing the ide—s or work of others without giving due ™redit or proper —™knowledgmentF 4€roper —™E
knowledgmentD in this ™ontextD requires — st—nd—rd ˜i˜liogr—phi™—l referen™e —nd the use of quot—tion
m—rks if the m—teri—l is ˜eing dire™tly quotedF
• sf your p—per relies ex™lusively or prim—rily on extensively quoted m—teri—ls or m—teri—ls ™losely p—r—E
phr—sed from the work of othersD then it will not ˜e ™redited —s your work even if you do™ument itF „o
m—ke it your ownD you h—ve to summ—rize it in your own wordsD —n—lyze itD justify itD or ™riti™ize itF
• ‰ou will not ˜e ™redited for m—teri—l th—t you tr—nsl—te from inglish to ƒp—nish unless you —dd to it
something su˜st—nti—l of your ownF
• sn gener—lD wh—t you —ppropri—te from —nother sour™e must ˜e properly digestedD —n—lyzedD —nd exE
pressed in your own wordsF sf you h—ve —ny questions on thisD ple—se —sk meF
• eny pl—gi—rized do™ument"one whi™h viol—tes the —˜ove rules"will ˜e given — zeroF ‰ou will ˜e given
— ™h—n™e to m—ke this upD —nd the gr—de on the m—keEup proje™t will ˜e —ver—ged in with the zero given
to the pl—gi—rized do™umentF ƒin™e this is — group gr—deD everyone in the group will ˜e tre—ted the
s—meD even though the pl—gi—rizer m—y ˜e only one personF i—™h mem˜er of the group is responsi˜le
to —ssure th—t other mem˜ers do not pl—gi—rize in the n—me of the groupF @ƒin™e the due d—te for
the written proje™t is l—te in the semesterD this will pro˜—˜ly require th—t s give the entire groupD iFeFD
—ll mem˜ersD —n sn™ompleteFA i—™h mem˜er of the group will ˜e held individu—lly responsi˜le in the
—˜oveEdes™ri˜ed m—nner for the (n—l ™ontent of the written reportF
RF „his is not — rese—r™h proje™t ˜ut —n exer™ise in integr—ting ethi™s into re—l world ™—sesF sn gh—pters
P —nd Q of ingineering ithi™sX gon™epts —nd g—sesD the —uthors present — thorough dis™ussion of the ™—se
study —n—lysisGpro˜lem solving method dis™ussed in ™l—ssF ‰ou —lso h—ve supporting h—ndouts in your (le
folders from w—gi™ gopy genter —s well —s m—teri—ls s h—ve presented dire™tly in ™l—ssF ingineering ithi™sX
gon™epts —nd g—ses —lso ™ont—ins sever—l s—mple ™—se studies th—t ™—n help guide you in ™onstru™ting your
own present—tionF ‡h—t s —m looking for is — dis™ussion of the ™—se in terms of the ethi™—l —ppro—™hes —nd
de™isionEm—king fr—meworks we h—ve dis™ussed this semesterF ‰ou do not need to 4wow4 me with rese—r™h

PIU
into other —re—s peripher—lly rel—ted to the ™—seY you need to show me th—t you h—ve pr—™ti™ed de™isionEm—king
—nd m—de — serious e'ort to integr—te ethi™—l ™onsider—tions into the pr—™ti™e of engineeringF
SF „he usu—l ™riteri— ™on™erning form—l present—tions —pply when ™ompeting in the ithi™s fowlF hress
profession—llyF
TF ‰ou m—y write your groupD te—mEwritten proje™t in either ƒp—nish or inglishF
UF ell ™ompetitions will t—ke pl—™e in the regul—r ™l—ssroomF

6
...
5 Media Files Beginning Spring 2007
„hese medi— (les provide inform—tion on the ethi™s ˜owl —nd the followEup —™tivities in™luding individu—l
de™ision point summ—riesD inEdepth ™—se —n—lysisD —nd group selfEev—lu—tionF „hey h—ve ˜een integr—ted into
the fusiness ithi™s ™ourse during the ƒpring semesterD PHHV —nd will —pply from this d—te on into the futureF
Team Member Evaluation Form

„his medi— o˜je™t is — downlo—d—˜le (leF €le—se view or downlo—d it —t
`„iew wiwfi‚ ‚e„sxq ƒrii„Fdo™b
Figure 6
...


Final Project and Group Self-Evaluation Rubrics

„his medi— o˜je™t is — downlo—d—˜le (leF €le—se view or downlo—d it —t
`fe•‚u˜ri™•ƒHUFdo™b

This rubric will be used to grade the in-depth case analysis, the group self-evaluation, and
the Ethics Bowl case summaries
...
2:

Basic Moral Concepts for Ethics Bowl

„his medi— o˜je™t is — downlo—d—˜le (leF €le—se view or downlo—d it —t
`fwi•†P•WUFdo™b

Clicking on this gure will download the basic moral concepts that you will be integrating
into the ethics bowl and your nal in-depth case analysis
...

Figure 6
...


BUSINESS ETHICS BOWL

Intermediate Moral Concepts for Ethics Bowl

„his medi— o˜je™t is — downlo—d—˜le (leF €le—se view or downlo—d it —t
`swg•†P•WUFdo™b

Clicking on this future will open a table that summarizes the intermediate moral concepts
that are at play in the four cases that are being used in the Ethics Bowl: Hughes, Therac, Toysmart,
and Biomatrix
...
4:

Ethics Bowl Cases for ADMI 4016: Environment of the Organization
2
[Media Object]

6
...
6 Check List
fre—kdown of €roje™t qr—deX
Group Team-Written Project: 200 points, group grade
...
Checking signies that
your group has completed and turned in the item checked
...
Please view or download it at
...


• •••• — list of the go—ls your group set for itself
• •••• — ™—refully prep—redD justi(edD —nd do™umented —ssessment of your group9s su™™ess in re—™hing
these go—ls
• •••• — ™—reful —ssessment of wh—t you did —nd did not le—rn in this —™tivity
• •••• — dis™ussion of o˜st—™les you en™ountered —nd the me—sures your group took to over™ome these
• •••• — dis™ussion of mem˜er p—rti™ip—tion —nd ™ontri˜ution in™luding the mem˜er ™ontriution forms
• •••• — gener—l dis™ussion of wh—t worked —nd wh—t did not work for you —nd your group in this
—™tivity
•••••i—™h mem˜er will turn in — (lled out „e—m wem˜er iv—lu—tion pormF „his form ™—n ˜e —™™essed
through the medi— (le listed —˜oveF st is suggested th—t you do this —nonomously ˜y turning in your „e—m
wem˜er iv—lu—tion porm in — se—led envelop with the rest of these m—teri—lsF ‰ou —re to ev—lu—te yourself
—long with your te—mm—tes on the ™riteri— mentioned in the formF …se the s™—le suggested in the formF
Group Portfolios Include
...
"

• •••••„he ™ode or st—tement of v—lues summ—ry prep—red ˜y your group —s — p—rt of the €ir—te
gode of ithi™s moduleF „his summ—ry fo™used on one of six org—niz—tionsX i—st „ex—s g—n™er genterD
fiom—trixD „oysm—rtD rughes eir™r—ftD gse€‚D or eigv @in the „her—™ ™—seAF
gopyEp—ste this ™he™klistD ex—mine the —ssem˜led m—teri—ls prep—red ˜y your groupD —nd ™he™k the items
your group h—s ™ompletedF „hen re—dD ™opyEp—steD —nd sign the following pledgeF
Group Pledge

• I certify that these materials have been prepared by those who have signed below, and
no one else
...
I also certify that we have not
plagiarized any material but have given due acknowledgment to all sources used
...


• wem˜er sign—ture here ••••••••••••••••••••••••••
• wem˜er sign—ture here ••••••••••••••••••••••••••

PPH

•
•
•
•

CHAPTER 6
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2 Ethics Bowl: Cases and Score Sheets

3

6
...
1 Module Introduction
„his module is designed to give you — ˜rief orient—tion in the ithi™s fowl ™ompetitionF st is designed to
™ompliment —nd ™omplete other modules ™on™erning the ethi™s ˜owl th—t you will (nd in the gorpor—te
qovern—n™e ™ourseF

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2 Ethics Bowl Rules (briey)
• „he moder—tor will ˜egin the ™ompetition ˜y )ipping — ™oin to determine whi™h te—m will present (rstF
sf the te—m th—t ™—lls wins the tossD they ™hoose whether they or the other te—m go (rstF
• wond—yX @IA „e—m I will h—ve one minute to ™onsult —nd seven minutes to give its initi—l present—tionF
„he present—tion must ˜e tied to the questionGt—sk given to it ˜y the moder—torF @PA „e—m P h—s —
minute to ™onsult —nd seven minutes to m—ke its gomment—ry on „e—m I9s present—tionF „e—m P ™—n
™lose its ™omment—ry ˜y posing — question to „e—m IF @QA „e—m I then h—s — minute to ™onsult —nd
(veminutes to respond to „e—m P9s gomment—ryF @RA „e—m I will then —nswer questions posed ˜y the
two peer review te—msF i—™h peer review te—m will —sk — questionF e qui™k followEup is —llowedF „he
peer review question —nd —nswer session will go for IS minutesF @SA „he peer review te—ms will s™ore
the (rst h—lf of the ™ompetition ˜ut not —nnoun™e the resultsF
• ‡ednesd—yX „he s—me pro™edure will o™™ur while reversing the roles ˜etween „e—ms I —nd PF „husD
te—m P will presentD te—m I ™ommentD te—m P respondD —nd then te—m P will —nswer questions from the
peer review p—nelsF „he peer review p—nels will —dd the s™ores for the se™ond p—rt of the ™ompetition
˜ut will hold o' on —nnoun™ing the results until prid—y9s ™l—ssF
• prid—yX „he two peer review te—ms will present —nd expl—in their s™oresF €eer ‚eview te—ms will t—ke
noteX you9re o˜je™tive is not to ™riti™ize or ev—lu—te the de˜—ting te—ms ˜ut to provide them feed˜—™k
in terms of the four ™—tegoriesF
• he˜—ting te—ms m—y tr—de minutes from ™onsulting to presentingF por ex—mpleD „e—m I m—y de™ide to
t—ke two minutes to ™onsult when given their ™—se —nd t—skF „his me—ns th—t they will h—ve T minutesD
inste—d of UD to presentF
• xot— feneX he˜—ting te—ms —nd €eer ‚eview te—ms —re not —llowed to ˜ring notes into the ™ompetitionF
‰ou will ˜e provided with p—per to t—ke notes on™e the ™ompetition st—rtsF
• iven though the n—tion—l ithi™s fowl ™ompetition —llows only one presenterD de˜—ting te—ms will ˜e
—llowed to 4p—ss the ˜—tonF4 ‡hen one person (nishes spe—kingD —nother ™—n step in his or her pl—™eF
st is —˜solutely for˜idden th—t more th—n one person spe—k —t — timeF elsoD the ™ompeting te—m9s
spe—king time is limited to its ™omment—ryF yn™e th—t is overD they —re instru™ted to quitely listenF
snfr—™tions will ˜e followed (rst ˜y — w—rningF ƒe™ond infr—™tions will result in points ˜eing t—ken
—w—yF

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3 Competition Time Line
IF „e—m I €resent—tionX yne minute to ™onsultD seven minutes to presentF
PF „e—m P gomment—ryX yne minute to ™onsultD seven minutes to presentF
QF „e—m I ‚esponse to gomment—ryX yne minute to ™onsultD (ve minutes to respondF
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BUSINESS ETHICS BOWL

QF Feasibility implies th—t the positions t—ken —nd the —rguments formul—ted demonstr—te full re™ognition
—nd integr—tion of interestD resour™eD —nd te™hni™—l ™onstr—intsF ‡hile solutions —re designed with
™onstr—ints in mindD these do not serve to trump ethi™—l ™onsider—tionsF
RF Moral Imagination and Creativity demonstr—te four skill setsX @IA —˜ility to ™le—rly formul—te —nd
fr—me ethi™—l issues —nd pro˜lemsY @PA —˜ility to provide multiple fr—mings of — given situ—tionY @QA
—˜ility to identify —nd integr—te ™on)i™ting st—keholders —nd st—kesY @RA —˜ility to gener—te solutions
—nd positions th—t —re nonEo˜viousD iFeFD go ˜eyond wh—t is given in the situ—tionF

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7 Peer Review Team Responsibilities
• ettend the de˜—te sessions —nd the feed˜—™k session on prid—y —fter the ™ompetitionF ‚emem˜er this
is the ™—pstone event of the ™ourseF st looks ˜—d if you do not ˜other to —ttendF
• ‰ou te—m will —sk questions during the de˜—teF „his will ™onstituteD —t — minimumD one question —nd —
qui™k follow up if ne™ess—ryF ‰ou —re not to de˜—te with the presenting te—mF ƒo your questions should
not ˜e designed to tr—p themF ‚—therD seek through your questions to explore seeming we—k pointsD
un™le—r st—tementsD —nd in™omplete thoughtsF …se your questions to help you line up the de˜—ting
te—m —g—inst the four ™riteri—F
• pill out the s™ore sheet —nd —ssess the de˜—ting te—ms in terms of intelligi˜ilityD integr—ting ethi™sD
fe—si˜ility —nd mor—l im—gin—tionG™re—tivityF
• ve—dD with the other €eer ‚eview te—mD the feed˜—™k sessionsF „his requires th—t you prep—re — shortD
inform—l present—tion th—t shows your s™oring —nd then expl—ins itF
• elw—ysD —lw—ysD —lw—ys ˜e ™ourteous in your feed˜—™k ™ommentsF „ry to present things positively —nd
pro—™tivelyF „his is di0™ult ˜ut pr—™ti™e now will serve you well l—ter when you —re trying to expl—i˜n
to — supervisor how he or she h—s m—de — mist—keF

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8 Media Files with Cases and Score Sheets
Engineering Ethics Bowl

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httpXGG™nxForgG™ontentGmIQVSPGl—testG‚evised•ƒ™oreƒheet•„I•†PFdo™
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PPQ

Engineering Ethics Bowl

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Ethics Bowl Cases

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fowl g—ses for ƒpring PHHUFdo™
Figure 6
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Click here to open the word le containing the 12 Ethics Bowl classes for Business Ethics

Ethics Bowl Cases for Fall 2007

„his is —n unsupported medi— typeF „o viewD ple—se see httpXGG™nxForgG™ontentGmIQVSPGl—testGif•
p—llHU•‡WUFdo™

These are the cases for the Ethics Bowl Competition for the Fall Semester in the year 2007
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Figure 6
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BUSINESS ETHICS BOWL

Debrieng for Ethics Bowl, Round Two

„his is —n unsupported medi— typeF „o viewD ple—se see
httpXGG™nxForgG™ontentGmIQVSPGl—testGhe˜rie(ng•‚ound•PFppt

This presentation was given Friday, April 27 to the Ethics Bowl teams that debated on the
Therac-25 case and the Inkjet case
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Chapter 7
Course Procedures
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CHAPTER 7
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Course Requirements, Timeline, and Links

Business Ethics Syllabus, Spring 2008

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Business Ethics Syllabus Presentation

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`fi•sntro•pHUFpptb

Clicking on this gure will open the presentation given on the rst day of class in Business
Ethics, Fall 2007
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Figure 7
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Figure 7
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Figure 7
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It includes
the three frameworks referenced in the supplemental link provided above
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CHAPTER 7
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classes
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2 Realizing Responsibility Through Class Participation

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1 Module Introduction
gl—ss —ttend—n™e is — norm—l p—rt of every ™ollege ™ourseF sn the p—stD —ttend—n™e w—s left up to the individu—l
studentF xow universitiesD —dopting the responsi˜ility of ˜eing lo™—l p—rentsD require th—t te—™hers monitor
™l—ss —ttend—n™e ™losely ˜y t—king —ttend—n™e e—™h ™l—ss —nd reporting students who —re ™hroni™—lly —˜sentF
„his m—kes use of wh—t —re termed 4™ompli—n™e systems4X minimum st—nd—rds of —™™ept—˜le —ttend—n™e —re
est—˜lished —nd ™ommuni™—ted to studentsD ˜eh—vior is regul—rly monitoredD —nd nonE™ompli—n™e is punishedF
sn ™ompli—n™e —ppro—™hesD the fo™us is pl—™ed on m—int—ining the minimum level of ˜eh—vior ne™ess—ry to
—void punishmentF fut this le—ves unmentioned higher levels —nd st—nd—rds of ™ondu™tF ƒtudents who miss
more th—n ˆ num˜er of ™l—sses —re punished ˜y h—ving points su˜tr—™ted from their over—ll gr—deF fut
wh—t ™onstitutes outst—nding —ttend—n™e orD more positivelyD ex™ellent p—rti™ip—tionc „his module uses ™l—ss
—ttend—n™e —s —n o™™—sion to te—™h the di'erent ™on™epts of mor—l responsi˜ilityF efter outlining ˜l—me
responsi˜ility —nd ex™useEm—kingD it explores responsi˜ility —s — virtue or ex™ellen™eF feing —˜sent ™re—tes its
own responsi˜ilities @IA to the te—™her @you —re responsi˜le for (nding out the m—teri—l ™overed —nd le—rning
it on your ownAD @PA to your ™l—ssm—tes @wh—t did your ™l—ss group do in your —˜sen™e —nd how will you
reintegr—te yourself into the group —s —n equ—l p—rti™ip—ntAD —nd @QA to yourself @wh—t h—˜its will you ™h—nge
to improve your p—rti™ip—tion in ™l—ssAF

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2 Where excuses come from
Understanding Morally Legitimate Excuses

• „he t—˜le ˜elow lists ™h—r—™teristi™s of wh—t ethi™ists ™—ll 4™—p—™ity responsi˜ilityF4 „hese ™onditions!
presented ˜y pFrF fr—dley!des™ri˜e when we ™—n —sso™i—te —n —gent with —n —™tion for the purposes
of mor—l ev—lu—tionF „hey ™onsist of @IA self-samenessD @PA moral senseD —nd @QA ownershipF
• Self-sameness ˜—ses responsi˜ility on the —˜ility to m—int—in —n identity over timeY you must ˜e the
s—me person —t the moment of —™™ount—˜ility th—t you were when you performed the —™tionF ‰ou
™—nnot ˜e ˜l—med for —™tions performed ˜y some˜ody elseF ƒo torge ™—nnot ˜e ˜l—med for ™l—sses
missed ˜y toseF ‰our professor should ˜e held responsi˜le for t—king —™™ur—te —ttend—n™e —nd not
m—rking you —˜sent when you —re —™tu—lly in ™l—ssF
• „he moral sense ™ondition requires th—t you h—ve the ™—p—™ity to —ppre™i—te —nd ™omply with mor—l
dire™tivesF „his in™ludes ™ert—in per™eptu—l sensitivities @the —˜ility to re™ognize elements of — situE
—tion th—t —re mor—lly relev—ntAD emotion—l responses @th—t you respond to mor—l elements with the
—ppropri—te emotionAD —nd the —˜ility to sh—pe —™tion in —™™ord—n™e with mor—l st—nd—rdsF „hose who
l—™k mor—l senseD whether tempor—rily —s with ™hildren or ˜e™—use of psy™hologi™—l limit—tions —s with
psy™hop—ths —re nonEresponsi˜le r—ther th—n guilty or inno™entF „hey simply l—™k the gener—l ™—p—™ity
to ˜e held —™™ount—˜leF
• Ownership gets down to the spe™i(™s of — given situ—tionF hid f—™tors in the situ—tion ™ompel you
to miss ™l—ssc hid you miss ™l—ss ˜e™—use you l—™ked ™ert—in ™ru™i—l ˜its of knowledgec ‡hy were
you un—˜le to —ttend ™l—ss —nd ™—n this 4why4 ˜e tr—nsl—ted into — mor—lly legitim—te ex™useF sn
ex™using —n —™tionD you 4disown4 itF „here —re three w—ys to do thisX —A ˜y showing unavoidable
and conicting obligationsD ˜A by pointing to compelling circumstancesD or ™A by citing
excusable ignoranceF
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COURSE PROCEDURES

• porm—lly de(nedD compulsion is the produ™tion in —n individu—l of — st—te of mind or ˜ody —g—inst
the —™tu—l willF ƒi™kness is — st—te of mind —nd ˜ody th—t ™ould ™ompel you to st—y —t home even
though you w—nt to ™ome to ™l—ss —nd t—ke the testF r—ving — )—t tire on the w—y to s™hool ™ould —lso
produ™e — st—te of ˜ody @˜eing stu™k —t the side of the ro—dA —g—inst —™tu—l will @driving to ™l—ss in
order to t—ke the testAF ‡ith ™ompulsionD the key test is whether the ™ompelling ™ir™umst—n™es were
under your ™ontrolF hid your tire go )—t ˜e™—use you postponed getting — new set of tiresD even when
it w—s ™le—r th—t you needed themc ere you si™k —nd in ˜ed now ˜e™—use you overdid it —t the p—rty
l—st nightc sf the ™ompelling ™ir™umst—n™es resulted from —™tions th—t you performed volunt—rily in
the p—stD then you —re still responsi˜leF
• ‰ou —lso need to h—ve the knowledge ne™ess—ry to —™t responsi˜ly in — given situ—tionF sm—gine th—t
your ™l—ss w—s ˜eing t—ught ˜y — professor who ™l—imed to ˜e — gse —gentF re would repe—tedly ™h—nge
the times —nd lo™—tions of ™l—ss meetings —t the l—st minute to keep from ˜eing dis™overed ˜y enemy
spiesF xot knowing where @or whenA the next ™l—ss would ˜e held would m—ke it impossi˜le to —ttendF
rere you would get o' the hook for missing ™l—ss ˜e™—use of ex™us—˜le ignor—n™eF fut suppose ™h—nges
in ™l—ss s™hedule were —nnoun™ed during ™l—ss ˜y the professorD ˜ut you were —˜sent on th—t d—yF ‰ou
—re now responsi˜le for your ignor—n™e ˜e™—use you should h—ve found out wh—t w—s ™overed while you
were —˜sent in the p—stF sn other wordsD your ignor—n™e in the present w—s ™—used ˜y your negle™ting
to (nd things out in the p—stF ‰ou —re responsi˜le ˜e™—use volunt—ry —™tions in the p—st @—nd in—™tionA
™—used the st—te of ignor—n™e in the presentF
• „he t—˜le ˜elow provides s—mple ex™uses given ˜y students for —˜sen™esF „hese —re ™orrel—ted with
™onditions of ™—p—™ity responsi˜ility su™h —s ignor—n™e —nd ™ompulsionF gorrel—ting ex™uses with
™onditions of imput—˜ility is one thingF †—lid—ting them is something elseD —nd none of these excuses
have been validatedF
• rere —re some more typi™—l ex™uses o'ered ˜y students for missing ™l—ssF „ry ™orrel—ting them with
the ™onditions of imput—˜ility to whi™h they t—™itly —ppe—lX @IA s missed your ™l—ss ˜e™—use s needed
the time for studying for — test in —nother ™l—ssF @PA s missed ™l—ss ˜e™—use the ele™tri™ity went out
during the night —nd my ele™tri™ —l—rm ™lo™k didn9t go o' on timeF @QA s pl—nned on going to ™l—ss ˜ut
got ™—lled into work —t the l—st minute ˜y my ˜ossF sn —ll these ™—sesD you h—ve missed ™l—ss —nd h—ve
— re—sonF g—n your re—son ˜e ™orrel—ted with ignor—n™e or ™ompulsionc ‡ere you negligentD ™—relessD
or re™kless in —llowing these ™onditions of ignor—n™e —nd ™ompulsion to developc
• ix™uses @—nd ˜l—meA emerge out of — nu—n™ed pro™ess of negoti—tionF wu™h depends on trustF ‰our
professor might ex™use you for missing — ™l—ss —t the end of the semester if your —ttend—n™e up to th—t
point h—d ˜een exempl—ryF re ™ouldD on this ˜—sisD tre—t the —˜sen™e —s —n ex™eption to —n otherwise
exempl—ry p—ttern of —ttend—n™e —nd p—rti™ip—tionF
• fut you m—y h—ve trou˜le getting o' the hook this timeD if there h—ve ˜een sever—l previous —˜sen™esD
˜e™—use the new —˜sen™e f—lls into — p—ttern of poor p—rti™ip—tion —™™omp—nied ˜y l—me ex™usesF
ix™use negoti—tion @—nd ˜l—me responsi˜ilityA o™™ur over the ˜—™kground of other v—lues su™h —s trust
—nd honestyF
Retroactive Responsibility Table
Retroactive Responsibility

Excuse

Excuse Statement (Some Examples)

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IF gon)i™ts within — role responE
si˜ility —nd ˜etween di'erent role
responsi˜ilitiesF

s h—ve — spe™i—l proje™t due in —nE
other ™l—ss —nd (nishing it ™onE
)i™ts with —ttending your ™l—ssF

PF yverly determining situ—tion—l
™onstr—intsX ™on)i™ting interestsF

s —m interviewing for — position
—fter s gr—du—teD —nd s must ˜e
o' the isl—nd for — few d—ysF

QF yverly determining situ—tion—l
™onstr—intsX resour™e ™onstr—ints

wy ™—r h—d — )—t tireF wy
˜—˜ysitter ™ouldn9t ™ome so s h—d
to st—y home with my ™hildF wy
—l—rm ™lo™k didn9t go o' ˜e™—use
of — power out—geF

RF unowledge limit—tions

gl—ss w—s res™heduledD —nd s w—s
un—w—re of the ™h—ngeF

SF unowledge limit—tions

s didn9t know the —ssignment for
™l—ss so s ™—me unprep—redF @xot
—n ex™use for missing ™l—ssA

X gorrel—tion of ™ondition of imput—˜iloity with ™ommon ex™usesF

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reev—lu—tion of the p—st —™tY wh—t when t—ken in isol—tion w—s not ˜l—meworthy ˜e™omes ˜l—meworthy
when inserted into this ˜ro—der ™ontextF ƒhowing —n unwillingness to le—rn from the p—st ˜etr—ys
entren™hed —ttitudes of negligen™eD ™—relessnessD or re™klessnessF @ƒee €eter eF pren™hD Corporate
and Collective Responsibility)
Responsibility as a Virtue

• ‚esponsi˜ility ™—n ˜e re™on(gured —s — virtue or ex™ellen™eF
• „he t—˜le ˜elow des™ri˜es the ™h—r—™teristi™s of — preventive st—n™e where we ˜egin ˜y identifying
potenti—l wrongs —nd h—rmsF yn™e we identify these then we t—ke serious me—sures to prevent them
from o™™urringF
• pin—llyD responsi˜ility —s — virtue opens up the horizon of the exempl—ryF €ursuing ex™ellen™e requires
our identifying opportunities to go ˜eyond preventing h—rm to re—lizing v—lueF
• sn this ™ontextD ™l—ss —ttend—n™e ˜e™omes ™l—ss p—rti™ip—tionF es w—s s—id in the introdu™tionD missing
— ™l—ss ™re—tes — series of new t—sks th—t —rise out of your ™ommitment to ex™ellen™e in p—rti™ip—tionF
„hese in™lude the followingX
• IF ‡h—t w—s ™overed while you were —˜sentc yr ˜etterD if you know in —dv—n™e th—t you —re going to
miss — ™l—ssD wh—t will ˜e ™overedc row ™—n you ™over this m—teri—l on your ownc ‡h—t ™—n you doD
pro—™tivelyD to st—y with the ™l—ss during your —˜sen™ec
• PF row will your —˜sen™e imp—™t the rest of the ™l—ss @espe™i—lly those in your ™l—ss groupAD —nd wh—t
™—n you do to minimize —ny h—rmful e'e™tsc rere you should notify your te—m mem˜ers th—t you —re
going to miss ™l—ss —nd develop pl—ns for m—int—ining your equ—l p—rti™ip—tion in the group —nd ™l—ss
during —nd —fter your —˜sen™eF
• QF sn —™™ord—n™e with the €rin™iple of ‚esponsive edjustmentD wh—t ™h—nges —re you m—king to —void
—˜sen™es in the future or!putting it —s positively —s possi˜le!to —™hieve — level of ex™ellen™e in ™l—ss
p—rti™ip—tionc
• xote how —ll these items fo™us on improvement or ˜etterment r—ther th—n 4m—king upF4 es hewey
re™ognizesD the re—l fun™tion of mor—l responsi˜ility is to t—ke the lessons we le—rn from the p—st —nd
use them to improve ourselvesF

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Responsibility as a Virtue or Proactive Responsibility

Characteristic

Proactive Response

hi'use ˜l—me —void—n™e
str—tegies

evoid trying to di'use
the ˜l—me for missing
™l—ss on some other perE
son or situ—tionF por exE
—mpleD s ™ouldn9t ™ome
to ™l—ss ˜e™—use s h—d
— proje™t due in —nE
other ™l—ss is not —
mor—lly legitim—te exE
™use ˜e™—use it pl—™es
the ˜l—me on the other
™l—ssF
‰ou h—ve not
t—ken responsi˜ility for
your —˜sen™eF

hesign
responsi˜iliE
ties with overl—pping
dom—ins

sf you f—il to p—rti™iE
p—te in — group —™tivE
ityD des™ri˜e the group9s
€l—n fD iFeFD how they
worked —round your —˜E
sen™eF

ixtend the s™ope —nd
depth of knowledgeF

hes™ri˜e how you found
out wh—t w—s ™overed in
™l—ss —nd do™ument how
you h—ve le—rned this
m—teri—l

ixtend power —nd ™onE
trol

hes™ri˜e the me—sures
you h—ve t—ken to elimE
in—te the responsi˜ility
g—p ˜etween you —nd
your work groupF por
ex—mpleD how did you
m—ke up for not p—rE
ti™ip—ting in the —™tivE
ity held in the ™l—ss you
missedF

edopt — pro—™tive pro˜E
lem solvingGpreventive
—ppro—™h for the future

hes™ri˜e wh—t me—sures
you h—ve t—ken to —void
missing ™l—sses in the fuE
tureF

Table 7
...


COURSE PROCEDURES

™—t™h — ™oldF xow everything ˜e™omes th—t mu™h h—rder ˜e™—use you —re not working to full ™—p—™ityF
„he lesson here is to set up your s™hedule from the ˜eginning with — ™ert—in —mount of )exi˜ility ˜uilt
inF „his ™ould ˜e —s simple —s t—king four inste—d of (ve ™l—sses or working IH inste—d of PH hours per
weekF
PF vook for in™entives or motives to ™ome to ™l—ssF yne import—nt in™entive is th—t you m—y get — ˜etter
gr—deF „e—™hers tend to know students who ™ome to ™l—ss ˜etterY they ™onsider them more responsi˜le
—nd more ™ommittedF
QF qet pro—™tive when you returnF snste—d of —sking the professorD 4hid we do —nything import—nt while
s w—s —˜sentc4 ™onsult the syll—˜us —nd — ™l—ssm—te to (nd out wh—t you missedF „hen ™he™k your
underst—nding with the professorF 4wy underst—nding is th—t you dis™ussed mor—l responsi˜ility with
the ™l—ss —nd —pplied the fr—mework to — ™—seF ss this ™orre™tc4 snste—d of —sking the professorD 4‡h—t
should s do to m—ke up for wh—t s missedc4 ™ome with your own pl—nF ƒhow th—t you h—ve t—ken
responsi˜ility for your —˜sen™e ˜y getting pro—™tive —nd pl—nning the future —round re—lizing v—lueF
RF e˜sen™es h—ve —n imp—™t on your fellow students —s mu™h —s on you or your instru™torF sf you —re
working in groupsD (nd out from your peers wh—t w—s ™overedF sf your group is depending on your
™ompleting — t—sk for the ™l—ss you —re missingD try to develop — 4workE—roundF4 @4s won9t ˜e in ™l—ss
tomorrow ˜ut s —m sending you my p—rt of the group —ssignment vi— em—il —tt—™hmentF4A vet your
te—m know wh—t is h—ppening with you —nd m—ke sure th—t you keep up on —ll your ™ommitment —nd
responsi˜ilities to the groupF
Exercise 2: Getting Proactive about your absence

• hevelop — pl—n for 4getting ˜—™k into the loopF4 ‡h—t —re you going to do to ™over the m—teri—l —nd
—™tivities you h—ve missedc
• qet €reventiveF hes™ri˜e wh—t you —re going to do now to —void —˜sen™es in the futureF
• ƒhoot for the ide—lF ‡h—t ™—n you do!—˜ove —nd ˜eyond ™l—ss —ttend—n™e!to re—lize exempl—ry p—rti™E
ip—tion in your ethi™s ™l—ssF

7
...
4 Conclusion
Exercise #3: Getting and Staying Honest

• felow is — templ—te th—t you need to dupli™—teD (ll outD —nd pl—™e in the ™l—ss —ttend—n™e (le th—t will
˜e on the desk in front of ™l—ssF
• hupli™—te —nd sign the honesty pledge —t the end of this moduleF
• ƒtudents often wish to provide eviden™e do™umenting their ™l—ims reg—rding their —˜sen™esF ‰ou m—y
do thisD ˜ut remem˜er th—t this is neither required nor in the spirit of prospe™tive responsi˜ilityF
• purthermoreD ˜e —w—re th—t you —re not to provide ™on(denti—l inform—tion su™h —s person—l he—lth
inform—tion or student id num˜ers or so™i—l se™urity num˜ersF re—lth issues —re to ˜e referred to
generi™—lly ˜y s—ying something likeD s w—s un—˜le to ™ome to ™l—ss „uesd—y ˜e™—use of he—lth re—sonsF
IF gl—ss wissed @h—y of week —nd d—teAX
PF w—teri—l ™overed during ™l—ssX
QF ‚e—son for missing ™l—ss @ple—se do not provide ™on(denti—l inform—tionAX
RF e™tion €l—n for e˜sen™eX row you intend to t—ke responsi˜ility for the m—teri—l ™overed while you were
—˜sentY row you intend to m—ke rep—r—tions to your group for not p—rti™ip—ting in group le—rning —™tivities
for the ™l—ss you missedY
SF row do you pl—n to —void —˜sen™es in the futureX
Honesty Pledge

• „o re—lize the v—lue of honestyD you will m—ke the following —0rm—tionX

PQS

• The information I have provided above is truthful, the excuses I have ennumerated rigorously examined from a moral point of view, and the responsive commitments I have
made above are serious, and I will take active and realistic eorts to carry them out
...
2
...
Ethical StudiesF yxfordX yxford …niversity €ressD QERF
QF h—visD wF @IWWVA Thinking Like an Engineer: Studies in the Ethics of a ProfessionF yxfordD
…uX yxford …niversity €ressX IIWEISTF
RF ping—retteD rF @IWUIA Criminal InsanityF …niversity of g—liforni— €ressD ferkeleyD geX IUIF
SF pren™hD €FeF @IWVRA Collective and Corporate ResponsibilityF golum˜i— …niversity €ressX xew
‰orkD x‰F
TF t—™k—llD ‚F @IWVVA Moral Mazes: The World of Corporate ManagersF yxfordD …uX yxford
…niversity €ressF
UF v—ddD tF @IWWIA fhop—lX en ess—y on mor—l responsi˜ility —nd ™ivi™ virtueF Journal of Social PhilosophyD QP@IAF
VF w—yD vF @IWVUA The Morality of Groups: Collective Responsibility, Group-Based Harm, and
Corporate RightsF …niversity of xotre h—me €ressX xotre h—meD sxF
WF w—yD vF @IWWRA The Socially Responsive Self: Social Theory and Professional EthicsF …niE
versity of ghi™—go €ressX ghi™—goD svF
IHF €rit™h—rdD wF @IWWTA Reasonable Children: Moral Education and Moral LearningF …niversity
of u—ns—s €ressD v—wren™eD uƒF
IIF €rit™h—rdD wF @IWWVA 4€rofession—l responsi˜ilityX fo™using on the exempl—ry4D Science and Engineering EthicsD †ol RD pp PISEPQRF
IPF €rit™h—rdD wF @PHHTA Professional Integrity: Thinking EthicallyF …niversity of u—ns—s €ressD
v—wren™eD uƒF
IQF ƒtoneD gF hF @IWUSA Where the Law Ends: The Social Control of Corporate BehaviorF
€rospe™tor reightsD svX ‡—vel—nd €ressD sxgF

PQT

INDEX

Index of Keywords and Terms
—re listed ˜y the se™tion with th—t keyword @p—ge num˜ers —re in p—renthesesAF ueywords
do not ne™ess—rily —ppe—r in the text of the p—geF „hey —re merely —sso™i—ted with th—t se™tionF Ex
...
—pplesD I
Keywords

A

e™—demi™ sntegrityD Ÿ UFP@PPWA
essessmentD Ÿ UFI@PPSA

B

fusinessD Ÿ PFQ@RHAD Ÿ PFR@RRAD Ÿ QFP@TIAD
Ÿ QFQ@UHAD Ÿ QFR@VHAD Ÿ TFP@PPHA
fusiness —nd €rofession—l ithi™sD Ÿ SFS@PHIA
fusiness ithi™sD Ÿ PFR@RRAD Ÿ QFI@SQAD Ÿ QFS@VVAD
Ÿ RFI@WWAD Ÿ RFP@IIIAD Ÿ RFR@IPVAD Ÿ SFI@IRQAD
Ÿ SFR@IUWA

C

g—se en—lysisD Ÿ SFQ@IURA
gigyD Ÿ RFR@IPVA
gl—ss ettend—n™eD Ÿ UFP@PPWA
gode of ithi™sD Ÿ RFQ@IPPA
godes of ithi™sD Ÿ RFP@IIIA
goll—˜or—tive ve—rningD Ÿ IFR@IUA
gompli—n™eD Ÿ RFP@IIIA
gomputerD Ÿ SFP@ITSA
gomputer ithi™sD Ÿ IFI@IAD Ÿ PFP@PWAD
Ÿ SFI@IRQAD Ÿ SFR@IUWA
gomputersD Ÿ SFT@PHQA
gomputingD Ÿ SFQ@IURA
gorpor—teD Ÿ QFQ@UHA
gorpor—te govern—n™eD Ÿ PFQ@RHAD Ÿ QFI@SQAD
Ÿ QFP@TIAD Ÿ RFR@IPVA
gorpor—te wor—l ‚esponsi˜ilityD Ÿ RFI@WWA
gorpor—tionsD Ÿ RFI@WWA

D

E

he˜—tingD Ÿ TFP@PPHA
he™isionD Ÿ SFP@ITSA
he™ision w—kingD Ÿ PFP@PWA
he™isionEm—kingD Ÿ PFQ@RHAD Ÿ RFP@IIIA
heontologyD Ÿ PFI@PQA
hutyD Ÿ PFI@PQA
ieg „oolkitD Ÿ QFI@SQAD Ÿ RFI@WWAD Ÿ SFI@IRQAD
Ÿ SFR@IUWA
ingineeringD Ÿ PFR@RRAD Ÿ RFQ@IPPA
ingineering ithi™sD Ÿ IFI@IAD Ÿ PFI@PQAD
Ÿ PFP@PWAD Ÿ TFI@PIIA
ithi™—l hilemm—D Ÿ IFI@IA
ithi™—l ve—dershipD Ÿ PFQ@RHA

ithi™—l „heoryD Ÿ IFI@IAD Ÿ IFP@SAD Ÿ PFI@PQA
ithi™—l †—luesD Ÿ IFR@IUA
ithi™sD Ÿ IFI@IAD Ÿ IFQ@IPAD Ÿ IFR@IUAD Ÿ PFI@PQAD
Ÿ PFP@PWAD Ÿ PFQ@RHAD Ÿ PFR@RRAD Ÿ QFP@TIAD
Ÿ QFQ@UHAD Ÿ QFR@VHAD Ÿ QFS@VVAD Ÿ RFI@WWAD
Ÿ RFP@IIIAD Ÿ RFQ@IPPAD Ÿ RFR@IPVAD Ÿ RFS@IQPAD
Ÿ SFI@IRQAD Ÿ SFP@ITSAD Ÿ SFQ@IURAD Ÿ SFR@IUWAD
Ÿ SFT@PHQAD Ÿ TFP@PPHAD Ÿ UFI@PPSAD Ÿ UFP@PPWA
ithi™s fowlD Ÿ PFP@PWAD Ÿ TFI@PIIAD Ÿ TFP@PPHA
ithi™s g—se en—lysisD Ÿ TFI@PIIA
ithi™s in he™isionEw—kingD Ÿ TFI@PIIA
ithi™s of ‚iskD Ÿ QFS@VVA
ithi™s y0™erD Ÿ RFR@IPVA
ix—msD Ÿ UFI@PPSA

G

qroup €roje™tsD Ÿ UFI@PPSA

H

ronestyD Ÿ UFP@PPWA
rum—nitiesD Ÿ RFS@IQPAD Ÿ SFI@IRQAD Ÿ SFR@IUWAD
Ÿ TFI@PIIA

I

sn™ident —t wor—lesD Ÿ QFR@VHA

J

to˜ g—ndid—™yD Ÿ RFS@IQPA

M

wor—l
wor—l
wor—l
wor—l
wor—l

P

€ir—te greed or godeD Ÿ RFQ@IPPA
€rofession—lD Ÿ QFR@VHA
€rofession—l ithi™sD Ÿ IFP@SAD Ÿ RFS@IQPA

R

‚esponsi˜ilityD Ÿ QFQ@UHAD Ÿ QFR@VHAD Ÿ UFP@PPWA
‚ightD Ÿ PFI@PQA
‚u˜ri™D Ÿ UFI@PPSA

S

ƒ—fetyD Ÿ SFQ@IURA
ƒo™i—lD Ÿ QFQ@UHA
ƒo™i—l smp—™tsD Ÿ PFR@RRA
ƒo™i—l ‚esponsi˜ilityD Ÿ PFQ@RHAD Ÿ SFS@PHIA
ƒo™ioEte™hni™—l —n—lysisD Ÿ PFP@PWA

g—reerD Ÿ QFP@TIA
i™ologyD Ÿ QFP@TIA
ixempl—rsD Ÿ IFQ@IPA
€sy™hologyD Ÿ IFQ@IPA
‚esponsi˜ilityD Ÿ QFI@SQA

PQU

INDEX

ƒo™ioE„e™hni™—l ƒystemD Ÿ PFR@RRA
ƒo™ioEte™hni™—l systemsD Ÿ SFT@PHQA
ƒt—tement of †—lueD Ÿ UFP@PPWA

T

„e™hni™—l smp—™tsD Ÿ PFR@RRA
„empl—teD Ÿ RFI@WWA
„oolkitD Ÿ RFI@WWA

V

†—lueD Ÿ RFP@IIIAD Ÿ UFP@PPWA
†—luesD Ÿ SFS@PHIA
†—luesEf—sedD Ÿ RFP@IIIA
†irtue ithi™sD Ÿ IFP@SAD Ÿ IFQ@IPA

W ‡ork „e—msD Ÿ IFR@IUA

PQV

ATTRIBUTIONS

Attributions
golle™tionX Business Ethics
idited ˜yX ‡illi—m prey
…‚vX httpXGG™nxForgG™ontentG™olIHRWIGIFWG
vi™enseX httpXGG™re—tive™ommonsForgGli™ensesG˜yGPFHG
woduleX 4„heory fuilding e™tivitiesX wount—in „errorist ixer™ise4
fyX ‡illi—m prey
…‚vX httpXGG™nxForgG™ontentGmIQUTRGIFIIG
€—gesX IES
gopyrightX ‡illi—m prey
vi™enseX httpXGG™re—tive™ommonsForgGli™ensesG˜yGPFHG
woduleX 4„heoryEfuilding e™tivitiesX †irtue ithi™s4
fyX ‡illi—m prey
…‚vX httpXGG™nxForgG™ontentGmIQUSSGIFIQG
€—gesX SEIP
gopyrightX ‡illi—m prey
vi™enseX httpXGG™re—tive™ommonsForgGli™ensesG˜yGQFHG
woduleX 4wor—l ixempl—rs in fusiness —nd €rofession—l ithi™s4
fyX ‡illi—m preyD tose eF gruzEgruz
…‚vX httpXGG™nxForgG™ontentGmIRPSTGIFIHG
€—gesX IPEIU
gopyrightX ‡illi—m preyD tose eF gruzEgruz
vi™enseX httpXGG™re—tive™ommonsForgGli™ensesG˜yGQFHG
woduleX 4ithi™s of „e—m ‡ork4
fyX ‡illi—m prey
…‚vX httpXGG™nxForgG™ontentGmIQUTHGIFIHG
€—gesX IUEPI
gopyrightX ‡illi—m prey
vi™enseX httpXGG™re—tive™ommonsForgGli™ensesG˜yGQFHG
woduleX 4ithi™—l ‚ights for ‡orking ingineers —nd yther €rofession—ls4
fyX ‡illi—m prey
…‚vX httpXGG™nxForgG™ontentGmISSSRGIFIG
€—gesX PQEPW
gopyrightX ‡illi—m prey
vi™enseX httpXGG™re—tive™ommonsForgGli™ensesG˜yGPFHG
f—sed onX „heoryEfuilding e™tivitiesX ‚ights
fyX ‡illi—m prey
…‚vX httpXGG™nxForgG™ontentGmIQUSVGIFRG
woduleX 4„hree pr—meworks for ithi™—l he™ision w—king —nd qood gomputing ‚eports4
fyX ‡illi—m prey
…‚vX httpXGG™nxForgG™ontentGmIQUSUGIFIUG
€—gesX PWERH
gopyrightX ‡illi—m prey
vi™enseX httpXGG™re—tive™ommonsForgGli™ensesG˜yGPFHG

ATTRIBUTIONS

woduleX 4†—luesEf—sed he™isionEw—king in qil˜—ne qold4
fyX ‡illi—m prey
…‚vX httpXGG™nxForgG™ontentGmISUVQGIFRG
€—gesX RHERR
gopyrightX ‡illi—m prey
vi™enseX httpXGG™re—tive™ommonsForgGli™ensesG˜yGPFHG
woduleX 4ƒo™ioE„e™hni™—l ƒystems in €rofession—l he™ision w—king4
fyX ‡illi—m prey
…‚vX httpXGG™nxForgG™ontentGmIRHPSGIFWG
€—gesX RRESP
gopyrightX ‡illi—m prey
vi™enseX httpXGG™re—tive™ommonsForgGli™ensesG˜yGPFHG
woduleX 4e ƒhort ristory of the gorpor—tion4
fyX ‡illi—m preyD tose eF gruzEgruz
…‚vX httpXGG™nxForgG™ontentGmIUQIRGIFIG
€—gesX SQETI
gopyrightX ‡illi—m prey
vi™enseX httpXGG™re—tive™ommonsForgGli™ensesG˜yGPFHG
f—sed onX ieg „oolkit E ƒtudent wodule „empl—te
fyX tose eF gruzEgruzD ‡illi—m prey
…‚vX httpXGG™nxForgG™ontentGmIRPWIGIFWG
woduleX 4wor—l i™ologies in gorpor—te qovern—n™e4
fyX ‡illi—m prey
…‚vX httpXGG™nxForgG™ontentGmIUQSQGIFTG
€—gesX TIEUH
gopyrightX ‡illi—m prey
vi™enseX httpXGG™re—tive™ommonsForgGli™ensesG˜yGPFHG
f—sed onX ieg „oolkit E ƒtudent wodule „empl—te
fyX tose eF gruzEgruzD ‡illi—m prey
…‚vX httpXGG™nxForgG™ontentGmIRPWIGIFWG
woduleX 4„hree †iews of gƒ‚ @gorpor—te ƒo™i—l ‚esponsi˜ilityA4
fyX ‡illi—m preyD tose eF gruzEgruz
…‚vX httpXGG™nxForgG™ontentGmIUQIVGIFTG
€—gesX UHEVH
gopyrightX ‡illi—m prey
vi™enseX httpXGG™re—tive™ommonsForgGli™ensesG˜yGPFHG
f—sed onX ieg „oolkit E ƒtudent wodule „empl—te
fyX tose eF gruzEgruzD ‡illi—m prey
…‚vX httpXGG™nxForgG™ontentGmIRPWIGIFWG
woduleX 4„heory fuilding e™tivitiesX 4‚esponsi˜ility —nd sn™ident —t wor—les44
fyX ‡illi—m prey
…‚vX httpXGG™nxForgG™ontentGmISTPUGIFSG
€—gesX VHEVV
gopyrightX ‡illi—m prey
vi™enseX httpXGG™re—tive™ommonsForgGli™ensesG˜yGQFHG

PQW

PRH
woduleX 4ithi™—l sssues in ‚isk w—n—gement for fusiness4
fyX ‡illi—m prey
…‚vX httpXGG™nxForgG™ontentGmIWHVSGIFIG
€—gesX VVEWU
gopyrightX ‡illi—m prey
vi™enseX httpXGG™re—tive™ommonsForgGli™ensesG˜yGPFHG
f—sed onX ieg „oolkit E ƒtudent wodule „empl—te
fyX tose eF gruzEgruzD ‡illi—m prey
…‚vX httpXGG™nxForgG™ontentGmIRPWIGIFWG
woduleX 4hi'erent eppro—™hes to gorpor—te qovern—n™e4
fyX ‡illi—m preyD tose eF gruzEgruz
…‚vX httpXGG™nxForgG™ontentGmIUQTUGIFIG
€—gesX WWEIII
gopyrightX ‡illi—m prey
vi™enseX httpXGG™re—tive™ommonsForgGli™ensesG˜yGPFHG
f—sed onX ieg „oolkit E ƒtudent wodule „empl—te
fyX tose eF gruzEgruzD ‡illi—m prey
…‚vX httpXGG™nxForgG™ontentGmIRPWIGIFWG
woduleX 4heveloping ithi™s godes —nd ƒt—tements of †—lues4
fyX ‡illi—m preyD tose eF gruzEgruz
…‚vX httpXGG™nxForgG™ontentGmIRQIWGIFWG
€—gesX IIIEIPP
gopyrightX ‡illi—m preyD tose eF gruzEgruz
vi™enseX httpXGG™re—tive™ommonsForgGli™ensesG˜yGPFHG
woduleX 4€ir—te gode for ingineering ithi™s4
fyX ‡illi—m prey
…‚vX httpXGG™nxForgG™ontentGmIQVRWGIFIHG
€—gesX IPPEIPV
gopyrightX ‡illi—m prey
vi™enseX httpXGG™re—tive™ommonsForgGli™ensesG˜yGPFHG
woduleX 4gorpor—te ithi™s gompli—n™e y0™er ‚eport4
fyX ‡illi—m prey
…‚vX httpXGG™nxForgG™ontentGmIVTRTGIFIG
€—gesX IPVEIQP
gopyrightX ‡illi—m prey
vi™enseX httpXGG™re—tive™ommonsForgGli™ensesG˜yGPFHG
f—sed onX ieg „oolkit E ƒtudent wodule „empl—te
fyX tose eF gruzEgruzD ‡illi—m prey
…‚vX httpXGG™nxForgG™ontentGmIRPWIGIFWG
woduleX 4feing —n ithi™—l to˜ g—ndid—te4
fyX ‡illi—m prey
…‚vX httpXGG™nxForgG™ontentGmIRRTVGIFUG
€—gesX IQPEIRI
gopyrightX ‡illi—m prey
vi™enseX httpXGG™re—tive™ommonsForgGli™ensesG˜yGPFHG

ATTRIBUTIONS

ATTRIBUTIONS

woduleX 4fiom—trix g—se ixer™ises E ƒtudent wodule4
fyX ‡illi—m preyD tose eF gruzEgruz
…‚vX httpXGG™nxForgG™ontentGmISIVUGIFVG
€—gesX IRQEITS
gopyrightX ‡illi—m preyD tose eF gruzEgruz
vi™enseX httpXGG™re—tive™ommonsForgGli™ensesG˜yGQFHG
f—sed onX „oysm—rt g—se ixer™ises E ƒtudent wodule
fyX tose eF gruzEgruzD ‡illi—m prey
…‚vX httpXGG™nxForgG™ontentGmIRUVWGIFIG
woduleX 4qr—y w—tters for the rughes eir™r—ft g—se4
fyX ‡illi—m prey
…‚vX httpXGG™nxForgG™ontentGmIRHQTGIFUG
€—gesX ITSEIUR
gopyrightX ‡illi—m prey
vi™enseX httpXGG™re—tive™ommonsForgGli™ensesG˜yGPFHG
woduleX 4g—se en—lysis woduleX „her—™EPS4
fyX ‡illi—m prey
…‚vX httpXGG™nxForgG™ontentGmIQUTSGIFIG
€—gesX IUREIUW
gopyrightX ‡illi—m prey
vi™enseX httpXGG™re—tive™ommonsForgGli™ensesG˜yGPFHG
woduleX 4„oysm—rt g—se ixer™ises E ƒtudent wodule4
fyX ‡illi—m preyD tose eF gruzEgruz
…‚vX httpXGG™nxForgG™ontentGmIRUVWGIFRG
€—gesX IUWEPHI
gopyrightX ‡illi—m prey
vi™enseX httpXGG™re—tive™ommonsForgGli™ensesG˜yGQFHG
f—sed onX ieg „oolkit E ƒtudent wodule „empl—te
fyX tose eF gruzEgruzD ‡illi—m prey
…‚vX httpXGG™nxForgG™ontentGmIRPWIGIFWG
woduleX 4ithi™s —nd v—ptopsX sdentifying ƒo™i—l ‚esponsi˜ility sssues in €uerto ‚i™o4
fyX ‡illi—m preyD tose eF gruzEgruz
…‚vX httpXGG™nxForgG™ontentGmIRPSUGIFQG
€—gesX PHIEPHQ
gopyrightX ‡illi—m preyD tose eF gruzEgruz
vi™enseX httpXGG™re—tive™ommonsForgGli™ensesG˜yGPFHG
woduleX 4g—se en—lysis —nd €resent—tionX w—™h—do4
fyX ‡illi—m prey
…‚vX httpXGG™nxForgG™ontentGmIQVIVGIFPG
€—gesX PHQEPHW
gopyrightX ‡illi—m prey
vi™enseX httpXGG™re—tive™ommonsForgGli™ensesG˜yGPFHG
woduleX 4€r—™ti™—l —nd €rofession—l ithi™s fowl e™tivityX pollowE…p snEhepth g—se en—lysis4
fyX ‡illi—m prey
…‚vX httpXGG™nxForgG™ontentGmIQUSWGIFIPG
€—gesX PIIEPPH
gopyrightX ‡illi—m prey
vi™enseX httpXGG™re—tive™ommonsForgGli™ensesG˜yGPFHG

PRI

PRP
woduleX 4ithi™s fowlX g—ses —nd ƒ™ore ƒheets4
fyX ‡illi—m prey
…‚vX httpXGG™nxForgG™ontentGmIQVSPGIFTG
€—gesX PPHEPPR
gopyrightX ‡illi—m prey
vi™enseX httpXGG™re—tive™ommonsForgGli™ensesG˜yGPFHG
woduleX 4‚u˜ri™s for ix—ms —nd qroup €roje™ts in ithi™s4
fyX ‡illi—m prey
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woduleX 4‚e—lizing ‚esponsi˜ility „hrough gl—ss €—rti™ip—tion4
fyX ‡illi—m preyD tose eF gruzEgruz
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€—gesX PPWEPQS
gopyrightX ‡illi—m preyD tose eF gruzEgruz
vi™enseX httpXGG™re—tive™ommonsForgGli™ensesG˜yGPFHG

ATTRIBUTIONS

Business Ethics

fusiness ithi™s is — derived ™opy from the gorpor—te qovern—n™e ™ourse previously pu˜lished in gonnexionsF
‡hile m—ny ™ourses using this title pl—™e emph—sis on —pplying ™l—ssi™—l philosophi™—l —nd ethi™—l theoryD this
™ourse9s —ppro—™h is de™idedly interdis™iplin—ry —nd pr—™ti™—lF st is not designed —s — so™ioEhum—nisti™ ele™tiveD
— servi™e philosophy ™ourseD or even —n —pplied philosophi™—l ethi™s ™ourse ˜ut —s — l—˜or—toryD skillsE˜—sed
™ourse where students developD pr—™ti™eD —nd re(ne de™isionEm—king —nd pro˜lemEsolving str—tegies th—t they
will ™—rry with them into the world of ˜usiness pr—™ti™eF imph—sis h—s ˜een pl—™ed on responding to the
four ethi™—l themes identi(ed ˜y the eegƒf ethi™s t—sk for™eX ithi™—l ve—dershipD ithi™—l he™isionEw—kingD
ƒo™i—l ‚esponsi˜ilityD —nd gorpor—te qovern—n™eF wodules in™lude @IA theory ˜uilding —™tivities @responsiE
˜ilityD rightsD virtueAD @PA pro˜lem spe™i(™—tion fr—meworks emph—sizing so™ioEte™hni™—l system ˜uilding —nd
—n—logies with designD @QA spe™i(™ modules responding to eegƒf ethi™s themes @mor—l e™ologiesD ™orpor—te
so™i—l responsi˜ilityD ™orpor—te govern—n™eD —nd — history of the modern ™orpor—tionA —nd @RA modules th—t
provide the ™ourse with — ™—pstoneD integr—tive experien™e @fusiness ithi™s fowlD ƒo™i—l smp—™t ƒt—tement
‚eportsD —nd gorpor—te ithi™s gompli—n™e y0™er ‚eportsAF ‡hile — qui™k gl—n™e shows th—t this ™olle™E
tion holds more modules th—n ™—n possi˜ly ˜e ™overed in — single semesterD this —ppro—™h gives the user
)exi˜ility —s to the method used for integr—ting ethi™s into the ˜usiness —dministr—tion ™urri™ulumF wodules
™—n ˜e re™om˜ined into di'erent st—nd—lone ™ourses su™h —s ˜usiness ethi™sD ˜usinessGgovernmentGso™ietyD
or environment of org—niz—tionsF ƒin™e e—™h module ™—n ˜e ™overed independentlyD they ™—n ˜e integr—ted
into the ˜usiness —dministr—tion ™urri™ulum —s spe™i(™ interventions in m—instre—m ˜usiness ™ourses in —re—s
like —™™ountingD (n—n™eD m—n—gementD inform—tion systemsD hum—n resour™es or o0™e —dministr—tionF @sn
f—™t m—ny h—ve ˜een written for —nd tested in these ™ir™umst—n™esFA fusiness ithi™s h—s ˜een developed
through the xƒpEfunded proje™tD 4goll—˜or—tive hevelopment of ithi™s e™ross the gurri™ulum ‚esour™es
—nd ƒh—ring of fest €r—™ti™esD4 xƒp ƒiƒ HSSIUUWF

About Connexions

ƒin™e IWWWD gonnexions h—s ˜een pioneering — glo˜—l system where —nyone ™—n ™re—te ™ourse m—teri—ls —nd
m—ke them fully —™™essi˜le —nd e—sily reus—˜le free of ™h—rgeF ‡e —re — ‡e˜E˜—sed —uthoringD te—™hing —nd
le—rning environment open to —nyone interested in edu™—tionD in™luding studentsD te—™hersD professors —nd
lifelong le—rnersF ‡e ™onne™t ide—s —nd f—™ilit—te edu™—tion—l ™ommunitiesF
gonnexions9s modul—rD inter—™tive ™ourses —re in use worldwide ˜y universitiesD ™ommunity ™ollegesD uEIP
s™hoolsD dist—n™e le—rnersD —nd lifelong le—rnersF gonnexions m—teri—ls —re in m—ny l—ngu—gesD in™luding
inglishD ƒp—nishD ghineseD t—p—neseD st—li—nD †ietn—meseD pren™hD €ortugueseD —nd „h—iF gonnexions is p—rt
of —n ex™iting new inform—tion distri˜ution system th—t —llows for Print on Demand BooksF gonnexions
h—s p—rtnered with innov—tive onEdem—nd pu˜lisher yy€ to —™™eler—te the delivery of printed ™ourse
m—teri—ls —nd text˜ooks into ™l—ssrooms worldwide —t lower pri™es th—n tr—dition—l —™—demi™ pu˜lishersF

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Title: Business Ethics Notes
Description: Business Ethics notes in simple language which is beneficial for you

Buy These NotesPreview