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Ethical dilemmas in the workplace. essay
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Case Study Analysis Template
Case Study Number and Name
Case Study #2 - Odd One Out: Confronting Corruption in the Workplace
Introduction
Jenny, who was a recent MPA degree graduate, had gotten her dream job at a local county government agency. During her first year of employment, she noticed that funds from grants were being mismanaged and misallocated, and some of her coworkers were also abusing their employment privileges by using county-owned materials, vehicles, for personal uses, which is a violation.
She later also stumbled upon equal opportunity violation where the proctor who was assigned to the government exams were allowing applicants to cheat while already being chosen for the job. Which also is a violation, she also
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Jenny – Level 1 – Pre-Conventional Morality
Matt – Level 1 – Pre-Conventional Morality
Proctor – Level 3 – Post – Conventional Morality
Other Employees - Level 3 – Post – Conventional Morality
What actions, statements or indicators make you think they are in that stage?
Jenny – Level 1 – Pre-Conventional Morality – Stage 1 – Obedience and Punishment Orientation – avoid being punished – so, she resolves to keep findings to herself.
Matt – Level 1 – Pre-Conventional Morality – State 1 – Obedience and Punishment Orientation - avoid being punished – fearing being dismissed from his responsibilities – he advises Jenny to keep Intel to herself.
Proctor – Level 3 – Post – Conventional Morality - Stage 6 – Universal Principle – developed their circle of moral guidelines which may or may not conform to the law.
Other Employees - Level 3 – Post – Conventional Morality - Stage 6 – Universal Principle – developed their circle of moral guidelines which may or may not conform to the law.
As the Moral Agent(s) did they: (Address each actor identified above)
Act with
Principles of Morality. Seattle: Ponster Printing, pp. 89-92. 2010. Print. The. Gevinson, Matilda.
Rest, J., Narvaez, D., Thoma, S., & Bebeau, M. (1999). DIT2: Devising and testing a revised instrument of moral judgment. Journal of Educational Psychology, 91(4), 644-659.
For this experiment we asked Norma Tapia to interview her to find out where exactly she lies in Kohlberg and Piagets moral stages. She is a seventeen year old high school senior who
In the history of ethics there are three principal standards of conduct, each of which has been proposed as the highest good: happiness or pleasure; du...
In result, Bebe’s mother told her she was disappointed in her, then sent her to her room, leaving her alone with her own consciousness, and leaving her alone to think about what she had done. On her way to her room she stopped to watch her neighbor, who was beating his son for something that was seemingly less important than what Bebe had done herself. She recalls a time when all the kids, the neighbors, her siblings, and herself, had all gotten in trouble together and the neighbors had said he was going to beat them all (128). Even though the neighbors boys were beaten and spanked they continued to get into trouble and do the things that caused them punishment, knowing they would get into trouble for it. Yet, even before Bebe's mother told her she was disappointed in her, she felt guilt and remorse, due to the way her mother had raised her, instilling values in her that saying and doing certain things wasn’t acceptable. This is one of the main examples of how there is no specific set of values, and that each family gets to choose their own values and how they instil them in their family.
Sherman, Mitchell. “Equal Employment Opportunity: Legal Issues and Societal Consequences.” Public Personnel Management. Washington: March-April 2008. Print.
Beauchamp, T. L.(2003). A Defense of the Common Morality. Kennedy Institute of Ethics Journal 13(3), 259-274.
We must see then that the child should accustom himself to act in accordance with maxims and not from certain ever-changing springs of action (211).” Maxims, as distinct from disciplinary rules “proceed from the understanding of man (211).” Thus where rules say a child will be punished for “x” and rewarded for “y,” maxims of right and wrong are things one should understand automatically, regardless of punishment or reward. In following a maxim of, say, “do not lie, cheat, or murder”—one does not lie, cheat or murder, not because they fear punishment or seek reward, but because they know such things are inherently wrong.
To analyze this situation, Kohlberg 's model for Moral Development was used. Lawrence Kohlberg, indicates that the highest stage of moral development “comes when life decisions and actions are rooted in an autonomous, principled judgment of right and wrong, in full consciousness of
moral duty and obligations. Such as employee theft and fraud, dishonesty like Bernard Ebbers a
Kohlberg is a well-known theorist in social development, who built on to Jean Piaget’s theory of moral development. Piaget’s theory was based on two-stages of moral development, however Kohlberg’s theory is based on six stages with in three levels of moral development. Kohlberg wanted to develop his ideas further with the hopes of discovering the ways in which children develop moral reasoning and how it changes as they grow older. People can only pass through these levels in the order given. Each new stage replaces the reasoning of the earlier stage. And not everyone achieves all the
In this paper I will be determining the moral development stages in which the individuals I interviewed belong. I chose four individuals all from different backgrounds of life, male and female, with their ages ranging from
For this assignment, I will be using Lawrence Kohlberg’s theory on moral development to analyze my educational development as a student at Binghamton University. This theory was chosen because of the different moral development stages that occurs. The theory addresses three different stages with two sub-stages in each level. As such, each stage have two deciding factors of how a student’s development changes and evolve as they progress on. By using this theory, I hope to examine my own moral development from my freshman year as an undergraduate student, moving onward towards my final semesters here as a graduate student. In addition to exploring my years at Binghamton University, this reflection will examine whether this theory holds true
Kohlberg, L. (1984). The psychology of moral development: the nature and validity of moral stages. San Francisco: Harper & Row.
The relationship between law and morality has been argued over by legal theorists for centuries. The debate is constantly be readdressed with new cases raising important moral and legal questions. This essay will explain the nature of law and morality and how they are linked.