Ethics (Blog 12)

Last week in Blue Chip’s HED 201, foundations in leadership, we explored the many aspects that are incorporated with ethics and leadership.  We started by going over some of the core definitions centered on ethics. Next we discussed the Universal Code of Ethics, what shapes ethics and touched on the Social Learning Theory. Lastly, we even learned Kitchener’s 5 Ethical Principals. Each of the things we learned from class helped my understanding of ethics and how it is used in leadership.

Definitions:

-Values: Freely chosen personal beliefs

·      I believe it is important to tell the truth

-Morals: Relating to right or wrong, commonly thought to be influenced by religion or values

·      I think it is wrong to lie

-Ethics: Social rules that govern and limit our conduct, especially the ultimate rules concerning right and wrong

·      I act honestly

-Character: Who you are

·      I am an honest person

Universal Code of Ethics:

·      Must apply to all cultures and contexts

·      Must be able to hold others accountable to them

·      Must start with Do/Be or Do not

What Shapes Ethics:

School

Friends

Media

Experiences

Culture

Family

Religion

Social Learning Theory

*People learn from others through observation*

(their action or inaction)

Kitchener’s 5 Ethical Principals:

1) Respecting autonomy: Not unrestricted freedom, providing leaders and members freedom of choice

2) Do no harm: Psychological and physical freedom from harm to others, refrain from harming others

3) Benefiting others: Good for the whole, growth of group, promote what is good for the whole organization and others outside the organization

4) Being just: Fairness and equality

5) Being faithful: Premised on relationships and trust, keep promises

9 Types of Ethics:

1.     Utilitarian ethics: “Do what is the most good for the most number of people.”

2.    Rules ethics: “Do what you would want everyone else in the world to do from now on in this situation.”

3.    Contract ethics: “Do what the group you are working with would agree is the ethical standard.”

4.    Care-taker ethics: “Do whatever will not harm.”

5.    Idol ethics: “Do what your parent/grandfather/mentor/idol would do.”

6.    Stakeholder ethics: Does this create a “win-win situation for relevant parties affected by the decision?”

7.    Servant Leadership ethics: “Is this right for the public interest, society, and humanity at large?”

8.    Publicity ethics: “Do what you would be least ashamed of if your decision appeared in the morning’s paper.”

9.    Golden Rule ethics: “Do what you would want other to do to you.”  

           It is easy for me to relate to some of Kitchener’s 5 ethnical principals; Benefiting Others (3) and Being Just (4).  Anytime that I have been placed in a leadership role, it has been geared towards promoting the best of the entire group, a modern day example that I can relate to can be implemented through SWES club. As an officer, it is my responsibility to make sure everyone is being included and that fairness is always the outcome of a decision. 

          Lastly, when being placed in a group for a class assignment or project, I can only hope that the members of my group will follow the same type of ethic as me: The Golden Rule Ethic. It is nice to gear your group on providing the same amount of work as everyone.

Inclusivity-Social Justice (Blog 11)

            Last week in class we learned about the many aspects of Social Justice as it pertains to inclusion. Two main concepts that were described in class include Privilege and Hard Work. The two concepts will be described bellow; as well how privilege is related to hard work.  We participated in an effect of oppression activity, while learning the effects of oppression and our personal privileges.

-Privilege:

            A privilege is a special advantage exercised at the detriment of others.  People of the upper class are generally associated with this word. Having more than others. Being better off.

-Hard Work:

            Working for what you have, not receiving a hand out or short cut. Generally associated with physical labor. Working to get where you are, or to have what you have.  Trying to have a better life.

-How is privilege related to hard work?

            Some people will overcome the barriers created by oppression and exceed from hard work, while others cannot. However, regardless of privilege, some people just do not work hard.

            The effects of oppression activity consisted of these categories family, crime, social norms, media, geography, business, government, education and health. The task was to connect a way the institution oppresses people based on their identity/social group membership, indicated by the instructor.

            My privileges have shaped and aided me through life. They include; my race, my gender, my sexual orientation, my religion and my ability. The effects of my privileges may have different outcomes depending on the situation. In the sense of education, I have more opportunities, based on my social group identity. Another example includes the business industry, where based on my gender and race, I am more likely to get the job.

            Overall, I can relate the concept of “my privileges” and hard work to my daily life. A privilege, society has created, that in many cases puts me in the upper hand of the situation, would be my race, white. Also, thanks to society, being male is a nice privilege as well. Taken the scenario of getting a job at a bank or business firm, the white male has a better potential of getting the job. I relate to hard work in my daily life when it comes to school. I am usually the one contributing the most in-group projects. I always help clean up after events and even set most of them up before hand. When I am asked to help with something, generally speaking, I tend to go above and beyond what is asked.

            I feel that me fun loving and giving personality go hand in hand with the privileges I have. My privileges have defiantly shaped the aspect of hard work in my life. It is safe to assume that there is always down fall when it comes to privileges. However, I would not change mine for the world. They have helped shape me into the strong willed individual I am.  Hard work is something that is continually, so saying I have all the ability to be the hardest worker would be irrelevant. This is true to me because I believe in always learning and getting better. So working hard will change as I progress. 

Inclusivity-Culture (Blog 10)

Inclusivity-Culture

Last week in my foundations for leadership course we discussed aspects of culture, around the basics of inclusion and how it pertains to leadership.  What is culture? Culture is the basic integrated pattern of human knowledge, behavior and belief. This depends on the individual’s capability for learning and transmitting knowledge to succeeding generations. In other words, the customary social forms, beliefs and material traits of a racial, social or even religious group are at work here. Two main points that we discussed and I will bring fourth in this blog are centered on individualism and collectivism. 

-INDIVIDUALISM:

The concept of individualism is geared around individual and autonomous development. These individuals stand out from the rest to develop their own skills and opportunities. Control, personal choice, competitive, results oriented, impersonal and being future oriented are aspects of this point of view.  These individuals are inevitably in charge of their own fate, strive for the best in every situation and do more with less. The structure of this system or viewpoint is hierarchical. Greed may arise in some situations.

-COLLECTIVISM:

            The concept of collectivism is basically the interdependent development of a group. The members of this group often just tend to blend in with the rest of the people they are associated with. These group members often develop their skills and opportunities from others. Doing what is best for everyone, trust and generosity are major aspects to this view. In order to do what is best for the group, flat; shared leadership should be implemented. These group members are familial, collaborative and process oriented. Along with all that they tend to be past, present and future oriented as well.

            After we briefly became familiar with each view, individualism and collectivism, we began to see just what factors in time have shaped, molded or modeled these views of leadership. Some instances from the past that have shaped our view of individualism were the rise of Capitalism during the sixteenth century and fifteenth-nineteenth-century Pioneering. Along with these past contributions to individualism, there are also current contributions being made in this day and age. With the newest technology, malls, supermarkets and shopping centers just about around any corner you turn, our communities are changing in connection.

            Today, My individualism point of view is applied to my life in my schooling. I have always been a very independent, competitive and result-oriented individual. I base my school around those qualities at times.  I fight for the best grade in every course, as well as do my own work and to the best of my ability. My personal choice was instituted as I chose to attend college, let alone the University of Arizona. Decisions all made on my own for my personal development.

            However, my collectivism point of view is implemented when I am playing sports or hanging out with my friends. I look to my friends for their ideas and support, thus I am developing my skills and opportunities from the influences made by my friends. When I am around my friends I am always generous, displaying and receiving trust, as well as always doing what is best for everyone. 

Groups (Blog 9)

Last week we discussed many aspects of groups and how they pertain in a leadership environment, along with some assets to go with it. Groups are basically two or more people working together to initiate change. One of the developments of groups that we discussed thoroughly was Tuckman’s Model of Group Development.  In our blue prints we are able to look back at his model and see some basic trends that are graphed on page 114. There are five components to this model and they are as follows:

1)   Forming

-Forming is when a group comes together and gets to know one another. At this state in-group development people are polite by letting some of the inappropriate behaviors slide. This can also be referred to as the honeymoon stage.

2)   Storming

-Storming is the point at which the group begins to hit rocky waters as they try to achieve normalcy, create processes and other things of that nature. This marks the end of the honeymoon stage and the start of conflict begins.

3)   Norming

-Norming is the point at which the group begins to start a routine, solving problems that arose from the storming phase.

4)   Performing

-Performing is the time the group surpasses routine and actually gets into a rhythm of things. This is the begging of synergy between everyone.

5)   Adjourning

-Adjourning is the time when a group comes to an end. This is where they let go of the group structure, as well as the processes in an effort to move on.

Assets:

            -Knowledge:

            -Resource:

            -Skill:

            -Network:

Referring back to the chart I explained from page 114, the trends indicate the performance impact of the group as well as their team effectiveness. This trend informs us that the “working group” begins the trend and is an increasing trend as performance impact through the forming and begins to decline in team effectiveness as it passes through the storming phase, indicated as the “Pseudo team”. The trend then continues, labeled as the “Potential team,” through the norming phase increasing in both performance impact and team effectiveness.  Lastly, as the trend reaches the Performing stage it is labeled, “Real team,” and starts to flat line across, with its high point trend going in positive correlation between both performance impact and team effectiveness.  This is now labeled a, “High performing team,” as the trend stays straight across through the adjourning phase as well.

            In conclusion, I can relate this model to the way my Blue Chip Team 10 group interacted, as well as how my Hall Council team did also. At the begging of last semester, when I joined Blue Chip and we began our weekly team meetings, my team and I started off by getting to know one another, the forming stage. This goes in turn with my Hall Council team as well.  I would have to say relating to my blue chip team, we never encountered the rocky water caused from the stormy stage but went straight through to starting a weekly routine, like the norming and performing stages. Lastly, we reached the adjourning stage when the semester came to a close. This is all the same for my hall council team, though the adjourning phase for me occurred when I resigned in November.