Please write this paper follow the description below. And please make sure write this paper based on “Chapter 4: Addressing Individuals’ Common Ethical Problems”. Thank you.
We, and those around us, encounter ethical situations with varying frequency in our daily lives. These events occur in our daily lives in person, in the media, or in our conversations with acquaintances and work colleagues. The journal is intended for you to observe, record and reflect on those crucial moments. We also improve the learning process by sharing our knowledge with others. Consequently, you must keep a journal and share your insights in class using the Blackboard Discussion Board. This means making one weekly journal post in the Personal Journal Postings section of the Discussion Board. Your personal action journal posting is due Saturday at midnight Eastern Time.
The Signature Assignment Final Paper: “I am an ethical leader” – Reflection Journal is a four to five-page summary of your journal entries and the key lessons learned during the class. In essence, it should encapsulate what you learned from the class readings and discussions, how taking this course has contributed to your understanding of ethics and leadership, and what lessons you intend to apply to your personal and professional lives in terms of ethical analysis, decision making and ethical leadership.
This assignment is focused on your personal level of ethical leadership. In this assignment, students work on understanding, analyzing and implementing choices, related to their own ethics-related situations. Students are expected to demonstrate an understanding of the theoretical foundation of ethical thought as they reflect on their own personal challenges. They apply course frameworks in analyzing their own choices and dilemmas [see the section “Key Concepts” above]. Students will develop their own personal plan for development as an ethical leader.
Please read the example:
“Identifying Your Values and Voicing Them’ is the title of chapter 4. Excerpt: “If we anticipate the need to take risks—to make decisions that might turn out to be good ones or not—we will prepare ourselves. We’ll internalize the idea that these situations are normal and survivable and that others are experiencing the same thing.” This week’s readings have reminded me of an ethical dilemma I encountered while a graduate student at Northeastern, and I suspect I’m not alone in this experience.
Many courses, particularly leadership courses, require students to work in groups to complete various written projects and assignments. During the first such assignment I thought about my values in the context of shared work and made the assumption that graduate students have made a choice to participate in a curriculum, and are likely to do the best work possible in order to succeed. Everyone has different standards, but for the most part I believed we would be able to divide the work fairly and come to an agreement about the work before submitting it for grading. After taking several courses without any issues, and after having received strong grades for the assignments, I put together my section of an assignment for a particular class and posted it the group board. Later, when I went to check if anyone had suggestions or critiques, I found my work had been altered. Nobody had discussed the changes with me, and I felt the equality of the situation suddenly took a turn. The student who changed my work tried several times to rationalize why she had done it without discussing it first with me and/or the group, but I felt strongly that she overstepped and I explained several times that we all want our work to be represented, it’s a mistake to assume the work of others won’t be adequate. I tried to get the student to see how appointing herself as sole editor was not only not agreed upon, but not considerate as a group member. Ultimately she called me names and refused to discuss it. I had the feeling she was used to pushing people around, or maybe had little experience working with others. I’m an older student so I was surprised.The entire conversation was on the group’s board, so it was visible to the instructor. When all the work was done and we were actually ready for group editing, I pointed out grammatical errors, but the corrections never made it to the final product. Again, available for the instructor to see. My ethical dilemma had to do with two issues. Should I say anything to the instructor, and should I say anything to the student who took it upon herself to change my work. When she tried to push me out of the coordinated effort I contacted the instructor just so she would be sure to read the exchange. And of course, I tried to get the other student to see the group project for what it was – a group project.
After this experience I learned that students often face conflict during these projects, and it continues to highlight my own values about sharing work. We all want the end result to be as good as it can be, but assuming our work is superior to everyone else’s and then acting on that assumption, is a mistake. After that experience, I began group projects by establishing some ground rules regarding editing and collaboration with group members. Another quote from the text is about using our voice during these situations: “Voice can mean dialogue or listening or other communication techniques such as researching and providing new data, questioning, negotiating,leading by example, identifying allies.” And, “voice is not always about sounding off. In fact, it’s more often about analyzing the situation, your audience, your own motivations and style, and then figuring out the best way to get your point across to others.” I think it’s so important to use everything at our disposal when faced with ethical dilemmas, because some approaches simply won’t work for every situation. (Trevino & Nelson, 2013)
