Ethical Leadership

1
Ethical Leadership

• Toward a Path of Integrity
• North Carolina Cooperative Extension
• North Carolina State University

2
85

• Percentage of senior level managers who
  identified ethics, integrity and values among the
  most important leadership competencies.
• Joel Schettler Training (Sept, 2002)

3
Ethical Leadership in the 21st Century

• The main ingredient of good leadership is good
  character. This is because leadership involves
  conduct, and conduct is determined by values.
• General H. Norman Schwarzkopf

4
Intro to Ethics

• Using the handout, think of the most ethical
  person you know.
• Write down 3-5 actions or behaviors this person
  exhibits that leads you to your believe they are
  ethical.

5
Exercise 1. Intro to Ethics Think of the most
ethical person you know. Write down 3-5 actions
or behaviors this person exhibits that leads you
to believe they are ethical?
6
What is Ethical Leadership?

• Ethics deals with general principles, or
  guidelines of behavior.
• Patrick Murphy Univ. of Notre Dame

7
What is Ethical leadership?

• Those behaviors that reflect our values. So if
  we act in ways that are consistent with what we
  say we believe in our principles and our values
  that is ethical behavior.
• Frank Navran Ethics Resource Center, Washington
  D.C.

8
What is Ethical Leadership?

• I look at business ethics as the application of
  moral rights and wrongs
• it describes what we ought to be doing, but it
  allows for intense disagreement, because these
  concepts dont give you absolute right or wrong
  answers.
• Joan Elise Dubinsky The Rosentreter Group

9
Objectives of the Module

• Identify core values for decision making.
• Gain an understanding of ethical decisions and
  ethical behavior
• Gain knowledge of impact of values/principles on
  ethical decision making.
• Understand and put into action an effective
  process for ethical leadership and decision
  making.

10
Why Business Ethics

• Substantially improves society
• Maintains a moral course in turbulent times
• Cultivates strong teamwork and productivity
• Supports employee growth and meaning
• Promote a strong public image

11
Foundation of Values

• We are not in control, principles control. We
  control our actions, but the consequences that
  flow from these actions are controlled by
  principles.
• Stephen Covey

12

• Principles, particularly moral principles, can
  never be a weathervane spinning around this way
  and that with the shifting winds of expediency.
  Moral principle is a compass forever fixed and
  forever true
• Edward Lyman

13
Terminal Values
Reflect the conditions which are considered to
be desirable in life or that which one strives
to achieve.
Reflect those behaviors which an individual
believes are desirable to help move one toward
the terminal values or the desired ends.
Instrumental Values
14
Exercise 2 - Values Audit

• Please complete the Values Audit. You will not be
  asked to share your personal values, but you will
  be asked to allow us to do a community ranking of
  values.

15
(No Transcript)
16
In lieu of Values Audit

• Use the six Values/Principle Areas as defined by
  the Josephson Institute of Ethics
• Trustworthiness
• Respect
• Responsibility
• Justice/Fairness
• Caring
• Civic Virtue/Citizenship

17
Trustworthiness

• Honesty
• Integrity
• Promise Keeping
• Loyalty

18
Respect

• Treating others with courtesy, civility
  politeness
• Tolerating others beliefs
• Accepting individual differences without
  prejudice
• Refraining from violence, coercion, intimidation

19
Responsibility

• Accountability
• Pursuit of Excellence

20
Justice Fairness

• Commitment to equity and equality
• Openness to information and ideas
• Resaonableness
• Due Process
• Consistency
• Fair Play

21
Caring

• Kindness
• Compassion
• Consideration
• Unselfishness
• Charity

22
Civic Virtue Citizenship

• Participation in democratic process
• Law abidance
• Protection of environment
• Community service
• Doing ones share

23
Values Role Play

• Can be done with a total group with a
  facilitator raising the issues and asking a
  specific person to take on a role and make a
  decision, or using a group method
• Form Groups of six people (3 players/3 observers)
• Both players observers choose 3 most important
  values to them and write them down
• Players review case study (take on a role) then
  discuss their perspective of the situation
• Observers watch and comment on the role play,
  share alternatives for their player

24
Exercise 3 - Role Plan
Characters Anne County Extension
Director Ellen Area Agent Dans wife Ed
CED in adjacent county
Anne has certain knowledge that the agricultural
agent (Dan) who works in her and Ed counties is
having an affair with an advisory leadership
committee member. Dan and Ellen have three young
children. Ellen is a devoted mother and wife
whose life is tied to her family. But she is a
proud woman and would probably insist on a
divorce regardless of the personal and economic
consequences. Anne is not sure whether Ellen
would really want to know about Dans infidelity.
So far, the affair has not influenced Dans work
and it appears that no one is aware of it. Ed
sees Anne notices that Anne has been upset with
Dan and wants to know what is bothering her. Ann
knows that Ed has never cared for Dan and would
tell Ellen immediately about the affair and
encourage her to leave her husband. Should Ann
tell Ellen? Should she tell her Ed? What should
she say to Dan?
25
Different Filters on Integrity
Leader style
Culture
Personality
Unconscious
26
Impact of Personality on EthicsJUNG
NT Justice
Impersonal Reasoning (Head)
Conscience of Potential (Seeking the Good)
T
N
ENTJ
ENTP
INTJ
INTP
ENFP
ISTP
ESTJ
INFJ
ST Duty
NF Compassion
ISTJ
ESTP
INFP
ENFJ
ISFJ
ISFP
S
F
ESFP
ESFJ
Personal Impression (Heart)
Conscience of Principle (Doing Whats Right)
SF Care
27
ST - Duty

• Doing the right thing consistently!
• Minimizing/Eliminating Ambiguity and Uncertainty
• Making Objective Rules
• The morally right action is the one done out of
  duty as prescribed by a universal principle.

28
SF - Care

• Doing the right thing by serving others
• Attending to the practical needs of individuals
• The morally right action is the one done out of
  respect for duties that guide but do not
  determine personal decisions of care.

29
NT - Justice

• Seeking the good consistently
• Focus on broad, impersonal concepts and issues
• Analyzing complex, objective situations
• The morally right action is the one that
  produces the greatest overall positive
  consequences for a just society.

30
NF - Compassion

• Seeking the good for others
• Promoting harmony in complex interpersonal
  situations
• Making institutions and laws responsive to people
• The morally right action is the one that
  produces the greatest overall positive
  consequences for the welfare of individuals in
  that particular situation.

31
Ethical Decision Making Process

• Get the facts understand the drivers
• Identify Stakeholders Values/Principles
• Who should be involved in the decision
• Evaluate The Alternative Actions From Various
  Moral Perspectives (worst to best case analysis)
• Make Decision
• Reflect on Decision Implement

32
Ethical Decision Making Process
Get the facts understand the drivers
Identify Stakeholders Values/Principles
Who should be involved in the decision
Evaluate The Alternative Actions From
Various Moral Perspectives (worst to best case
analysis)
Make Decision
Reflect on Decision Implement
33
Indicators of Values

• Institutional Ethics Guidelines
• Associations Code of Ethics
• Creeds
• Commonly Accepted Practices

34
Organizational Code of Ethics

• Share your organizations code of ethics and have
  dialog on the importance of a Code of Ethics

35
Most Associations have some sort of Code
36

• North Carolina
• Extension Association of
• Family Consumer Sciences
• Creed
• As an Extension Educator my prime concern is
  people.
• I believe that it is my privilege to give to the
  best of my ability.
• It is my responsibility to develop myself to be a
  better
• teacher and an understanding friend.
• I accept the opportunity to help individuals,
  families,
• and communities to develop to their full
  potential.
• And may I always be willing to accept the
  challenges
• of the times.

Some call them Creeds
37
Frats have them Too!
38
What are some of our more common practices?

• ? ? Specialist Call CED when in County
• ?
• ?
• ?
• ?
• ?
• ?
• ?
• ?
• ?
• ?

39
Moral Perspectives

• Five Common Views on how one might practice
  Ethical Leadership

40
UtilitarianMoral Perspectives

• The principle states "Of any two actions, the
  most ethical one will produce the greatest
  balance of benefits over harms."
• Focuses on the consequences that actions or
  policies have on the well-being ("utility") of
  all persons directly or indirectly affected by
  the action or policy.

41
RightsMoral Perspectives

• The principle states Act in ways that respect
  the dignity of other persons by honoring or
  protecting their legitimate moral rights.
• Identifies certain fundamental civil, political
  and economic rights that merit protection or
  respect
• The dignity of the human person. the right to
  privacy, autonomy, the right to subsistence,
  freedom of conscience, the right to physical
  integrity, etc.

42
Fairness JusticeMoral Perspectives

• The principle states "Treat people the same
  unless there are morally relevant differences
  between them."
• Focuses on how fairly or unfairly our actions
  distribute benefits and burdens among the members
  of a group.
• Fairness requires consistency in the way people
  are treated.

43
Common GoodMoral Perspectives

• The principle states "What is ethical is what
  advances the common good."
• Presents a vision of society as a community whose
  members are joined in a shared pursuit of values
  and goals they hold in common.
• The community is comprised of individuals whose
  own good is inextricably bound to the good of the
  whole.

44
VirtueMoral Perspectives

• The principle states "What is ethical is what
  develops moral virtues in ourselves and our
  communities."
• Focuses on attitudes, dispositions, or character
  traits that enable us to be and to act in ways
  that develop our human potential.
• Examples honesty, courage, faithfulness,
  trustworthiness, integrity, compassion, etc.

45
Five Questions?

• What benefits and what harms will each course of
  action produce, and which alternative will lead
  to the best overall consequences? (Utilitarian)
• What moral rights do the affected parties have,
  and which course of action best respects those
  rights?
• Which course of action treats everyone the same,
  except where there is a morally justifiable
  reason not to, and does not show favoritism or
  discrimination? (Fairness Justice)
• Which course of action advances the common good?
• Which course of action develops moral virtues?

46
(No Transcript)
47
NCCE Case Studies

• Get in Groups of 4-5
• Each group will be assigned a different case
  study
• Come to consensus on the following questions
• Who are the stakeholders?
• What values or principles are involved?
• What are critical actions you should take?
• Be prepared to report your answers!

48
Scenario A
Over the past few weeks, several people, some
with influence in their clientele group, have
called you about the lack of programming efforts
of an extension agent. The agent has several
assigned program areas and does a good job in the
major area, but has a weak program in the others,
including the area from which the complaints are
coming. The agent has just been elected as a
state officer in their professional association
and will need to be attending these meetings
quarterly and will have responsibilities for the
state meeting. The agent has asked for you
approval and support.
49
Scenario B
A tenured agent has been counseled and encouraged
to enroll in a Masters degree program. The agent
has put off enrollment and now has decided to
refuse to enroll, citing family and personal
barriers. The agents programs are well
developed and conducted with very good
performance.
50
Scenario C
The county extension secretary informs you that
your best agent took a forge sampling tool home
to use on his farm. The tool was purchased by
the previous agricultural agent who returns to
the center occasionally to visit with his former
secretary. The former agent noticed the tool was
missing. The tool was in good condition but was
replaced with a more advanced technology
instrument by the new agent. The secretary said
the meter has not been seen in the extension
office for over a year and she is sure it is
being used because forage samples are being
mailed by the agricultural agent for analysis.
51
Scenario D
A tenured 4-H volunteer has implemented a club
fundraising effort that is soliciting major
businesses and organizations in the county. These
same donors also are relied on for funding for
the county 4-H program. The 4-H agent has asked
the leader to stop soliciting these donors, but
he has refused. The two are coming to see you to
resolve this situation.
52
Scenario E
The new 4-H agent has requested 3 weeks vacation
leave in September. The agent conducts a very
full program during the summer requiring several
weekends and very full days. The agent wants to
take this time for renewal and to travel to see
family out-of-state. The county fair is
conducted during the third week of the requested
leave period. The previous 4-H agent was
primarily responsible at the fair for several
exhibit and events.
53
Personal Warning Systems

• Kid on your shoulder
• Front page of the newspaper
• Do unto others as you would have
• Do unto others as they would have

54
Common Pitfalls

• If it is necessary, its ethical
• Overestimate cost of doing right things
• Underestimate cost of not doing right things
• If its legal and permissible, its proper
• I was just doing it for you
• Im just fighting fire with fire

55
Common Pitfalls

• It doesnt hurt anyone
• Everyones doing it
• Its OK if I dont gain personally
• Ive got it coming
• I can still be objective

56

• Trust And the trust you give and have must be
  100 or it is zero. It cannot be given under one
  condition and not under another. There are many
  things we trust with our lives and have no
  concern about. Such as the sun will come up
  every day the law of gravity works all the time
  the pilot who pilots the plane we fly on, is
  competent our garbage is picked up on certain
  days. If we could not trust the things we take
  for granted will occur without any effort on our
  part, the fear for our well being would be so
  great we would not be able to enjoy our lives.
  Can you imagine what the world would be like, if
  we could not trust the food we buy, the water we
  drink or that the people we depend on would not
  manipulate or harm us? But the only way we can
  expect others to trust us is, we need to be
  trustworthy ourselves, and especially to
  ourselves.
• -- Sidney Madwed

57
Acknowledgements

• Course Designers Mitch Owen, Danny Shaw
• Contributors Lanny Hass, Wanda Sykes, Richard
  Liles
• Mary Ellen Blackburn - University of Georgia
• Josephson Institute of Ethics
• the Markkula Center for Applied Ethics at Santa
  Clara University
• Authenticity Consulting
• Harvard Business Review