LEADERS OF CHARACTER GIVING VOICE TO VALUES

Transcription

1 LEADERS OF CHARACTER GIVING VOICE TO VALUES February 6, 2015

2 v Introductions (3 min) v Overview of Session Open Discussion Interactive (2 min) v Description of Principles and Framework (20 min) v Ethical issue determination Focus on Take Action step v Basis/Premise for a Framework for Successfully Acting/Speaking v Framework/steps in Successful Approach to Action (20 min) v Reasons and Rationalizations v 4 Common Arguments, Patterns or Categories of Rationalization v 10 Key Patterns of Reasoning and Levers v Discuss issues in Transferring the Framework into High School environments (10 min) v Summary of insights, possible actions to develop student leaders (5 min) v Review of ideas captured (butcher block) during the session

3 Overview Ethical Leadership Leadership & Ethics Ethical leadership is influencing people through personal example and providing purpose, direction, & motivation to accomplish goals consistent with the moralistic ideals of the organization.

4 Faculty Curriculum Developing a Culture of Ethical Leadership What? VALUES Recognizing and Developing Student Leaders Who? STUDENT LEADERS Giving Voice to Values How? MAKE IT HAPPEN TAKE ACTION

5 Ethical Decision-Making Model v Develop the Situation v Identify the Problem v Identify Justifications v Identify Alternatives & Possible Consequences v Evaluate Alternatives vs. your Values and what s legal v Select the Best Option v Plan for Success v Lead & Follow Through: Make it happen! 5

6 Ethical Decision-Making Model v Develop the Situation v Identify the Problem v Identify Justifications v Identify Alternatives & Possible Consequences v Evaluate Alternatives vs. your Values and what s legal v Select the Best Option v Plan for Success v Lead & Follow Through: Make it happen!

7 Ethical Decision Making Model Last Step v Take Action Sounds Simple v But Key Question is. HOW?

8 v Introductions (3 min) v Overview of Session Open Discussion Interactivity Desired (2 min) v Description of Principles and Framework (20 min) v Ethical issue determination Focus on Take Action step v Basis/Premise for a Framework for Successfully Acting/Speaking v Framework/steps in Successful Approach to Action (20 min) v Reasons and Rationalizations v 4 Common Arguments, Patterns or Categories of Rationalization v 10 Key Patterns of Reasoning and Levers v Discuss issues in Transferring the Framework into High School environments (10 min) v Summary of insights, possible actions to develop student leaders (5 min) v Review of ideas captured (butcher block) during the session

9 v Objective: Discuss a Framework that can lead to taking action successfully based on the Ethical Decision Making Model v Successfully Taking Action Requires: v Knowledge of a Best Practice Framework v Confidence in the Use of the Framework v Courage to Speak

10 Issues Around the Decision to Speak or Act v What Might Keep a Student from Acting or Speaking? Worksheet v What is the Goal of Successful Action? What does a Successful Outcome Look Like? v Ideas What Tools or Approaches might Lead to More Students Taking Successful Action?

11 Basis/Premise for a Framework v Key Point Don t Need to Preach v Courage to Act/Speak Up Confidence in the Outcome [from Framework, Expectations, Preparation, Practice] v This is a Learnable Skill Students can take Action to Increase Success

12 Framework is Flexible v There are many ways to Express Values v Each Person will Likely be more Comfortable with one Approach over Another [NOT one size fits all] v Organizational and Social Contexts have a Strong Impact on the Decision and Approach

13 v Introductions (3 min) v Overview of Session Open Discussion Interactivity Desired (2 min) v Description of Principles and Framework (20 min) v Ethical issue determination Focus on Take Action step v Basis/Premise for a Framework for Successfully Acting/Speaking v Framework/steps in Successful Approach to Action (20 min) v Reasons and Rationalizations v 4 Common Arguments, Patterns or Categories of Rationalization v 10 Key Patterns of Reasoning and Levers v Discuss issues in Transferring the Framework into High School environments (10 min) v Summary of insights, possible actions to develop student leaders (5 min) v Review of ideas captured (butcher block) during the session

14 Reasons and Rationalizations Framework Analyze the Situation Before Acting v What are the Main Arguments Being Made to Support the Prevailing Action? v What s at Stake for the Key Parties for Those that may Disagree for You for the Organization? v What Levers can be Used to Influence the Existing Thinking? v What is the most Powerful and Persuasive Response to the Main Arguments? v To Whom, When and Where Should they be Made?

15 Reasons and Rationalizations v Key Insight: The act of Recognizing and Naming the Argument can Reduce it s Power v It is no Longer Unconscious, Unspoken or Assumed it is Now Discussable v Choice of Other Options Becomes Possible

16 4 Common Arguments or Patterns v Truth vs Loyalty (to another, to group) v Individual vs Community (well being or benefit) v Short Term vs Long Term (impact of issue) v Justice vs Mercy (right thing vs convenient thing) v Other Examples from Faculty Capture

17 5 Common Arguments Examples v Expected or Standard Practice: Everyone does this; Always Done it This Way v Materiality: Doesn t Hurt Anyone v Locus of Responsibility: Not my Concern v Locus of Loyalty: Not Right to Another, but Don t Want to Hurt a Friend v Cultural Norm: Don t Want to Be a Rat; Don t Want to be UnCool v Other examples from Teachers? Capture

18 10 Key Levers in Reasoning v Think Long Term, not just Short Term v Consider Wider Purpose of School, v Make Impact on Individuals Real v Advantage or Winning for us Versus the Fairness to Others v Improve the System versus Game the System v Focus on Actionable Alternatives vs Shall Not Rules

19 10 Key Levers in Reasoning v Point out Sequence of Worse Consequences (cover-up is always worse than the crime) v Consider Allies that can be Accessed to Help v Consider the Real Costs to Each Party and Look for Alternative Ways to Mitigate v Assume others are Open to Practical Alternatives v Recognize and Compare Real Outcomes of Alternative Actions

20 Enablers for Voicing Values Framework v Enlisting Allies v Selecting, sequencing audiences v Securing more information v Use questions, not assertions v Understand others needs, fears, motivations v Off-line, one-on-one conversations v Working through incremental steps v Reframe problems: opportunity vs risk, learning vs debate v Find win-win solutions v Question assumptions, rationalizations, truisms v Appeal to shared purpose, values v Normalizing/expected issues and rationalizations v Organizational policies, values v Coaching, practice, role play v Play to one s strengths v Forums for open debate

21 v Introductions (3 min) v Overview of Session Open Discussion Interactivity Desired (2 min) v Description of Principles and Framework (20 min) v Ethical issue determination Focus on Take Action step v Basis/Premise for a Framework for Successfully Acting/Speaking v Framework/steps in Successful Approach to Action (20 min) v Reasons and Rationalizations v 4 Common Arguments, Patterns or Categories of Rationalization v 10 Key Patterns of Reasoning and Levers v Discuss issues in Transferring the Framework into High School environments (10 min) v Summary of insights, possible actions to develop student leaders (5 min) v Review of ideas captured (butcher block) during the session

22 Worksheet Issues of Implementing the Framework in High School Environments v List of Key Issues, Rationalizations Most Common v Which of the 10 Levers Most Relevant? v List of Possible Actions to Implement Developing Student Leaders v Summary of Teacher Insights and Possible Actions

23 Example of Student Ethical Issue and Action Missing Money No I in Team Individual or Small Group Discussion and Sharing

24 Conclusion and Summary v Speaking and Taking Action requires: v Clear set of Values - Standards against which to determine right and wrong in the Organization s Culture v Knowledge of the Framework for Speaking Effectively v Preparation (Know Self, Expected Issues), Practice v Confidence in Using Framework Successfully v Courage and Commitment to Change Attitudes and Behaviors in Unethical Decisions and Actions v Communicate a Clear Set of Expected Values in the Culture (Is there a Code in the School?) v Establish the Expectation of Speaking with Education on the Framework, and Practice of the Skills (How implement in the school?)

25 Final Faculty Questions, Comments, Ideas, Suggestions Capture

26 Case Study The Missing Money 1 Developed by Andrea Green and Jessica McManus Warnell, University of Notre Erica, a sophomore at a large university, served as the Treasurer of the Class of 2011 Spirit Club, which had been a big part of her life in college. She had become great friends with the members of the club and her fellow officers, particularly the president, Matt, and the vice president, Laura. Early in the fall semester, the Spirit Club decided to purchase and sell T-shirts as a way to raise money for the club. The club wanted to buy T-shirts from an outside vendor, which meant they could not use funds already in the club s account. To purchase the T-shirts, the club required that members pre-pay Matt in cash, who would then buy the shirts with his personal credit card. The club decided to charge $15 per T-shirt. Since the T-shirts cost about $10 each, the club would make about $5 per T-shirt sold. In the end, the club sold about 70 shirts. In the middle of the spring semester, Erica and Laura had to write out the club s projected budget for the next academic year, using the revenues and expenses from the current year. When Erica reached the point where she needed to record fundraising revenues, she realized that the bank account report did not have an entry corresponding to the fall T-shirt sales. Erica thought that Matt most likely did not realize that the club members had given him more cash than the actual cost of the T-shirts. As a result, Matt had money in his account that actually belonged to the Spirit Club. Erica never knew what the actual cost of the shirts was because of bulk pricing, taxes, and shipping and handling. She knew the T-shirts cost somewhere between $10 and $14 each, meaning Matt may have forgotten to deposit anywhere from $70 to $350 of money back to the club account.

27 Case Study Erica didn t know what she should do. She was conflicted because Matt was a senior and had been an officer of the Spirit Club for two years, while she was the youngest and only sophomore officer of the club. Matt was also a good friend, and Erica did not want the money issue to become a problem in their friendship. However, Erica knew Matt was planning on hosting a speaker later in the semester which would likely use up most of the remaining money in the club account. Because the club did not receive any additional funds for the next year, she knew that $70 might make a difference to the club next year. Erica first brought up the missing money to Laura. After she explained that there should have been money deposited to the club account from the fall T-shirt sales, Laura immediately said that Erica needed to talk to Matt about the money. The nonchalant manner in which Laura told Erica to talk to Matt gave Erica the confidence that Matt would realize that it was a simple mistake, not a big deal, and that he would not be personally offended. Erica then approached Matt and explained the situation. She told him that he should have had more cash than the total cost of the T-shirts, and that the extra should have been deposited into the club account. She also offered to help Matt figure out exactly how much money he owed the club. Matt ended the conversation by turning down Erica s help but promising to correct the mistake. The entire conversation lasted less than two minutes. However, at the end of the semester, Erica looked at another report of the club bank account and realized that Matt never actually deposited the money. Furthermore, the final speaker that Matt had brought to campus ended up leaving the club with only $400 for the next academic year. At this point, club activities for the year were done and with only weeks left before going home for the summer, Erica had to make a decision. She knew she wanted to do something but was not sure how to proceed. Should she approach Matt again? Should she consult an advisor? Should she go so far as to involve an administrator in the Student Activities Office?

28 Case Study No I in TEAM Billy was absolutely thrilled about the upcoming soccer season. It was his senior season and he had been elected captain by his teammates and coaches. For the past three years, his dedication and work ethic had been among the best on the team. Being the natural leader he had always been, this season and team meant the world to him. Billy and his senior classmates wanted to make their final season the most memorable one in the school s men s soccer history. Before every season, the seniors met together and created the team rules and goals that everyone followed throughout the year. Although there were many small team goals, there was only one ultimate goal that everyone wanted to achieve winning a national championship. Because the team knew there were many distractions that could possibly prevent them from accomplishing this goal, they created rules that were intended to eliminate any obstacles. For example, attendance at every practice was required for all members of the team. The team determined that violation of team rules could involve suspension. The coaches also took part in these discussions and the rules were shared with all team members. Billy and his fellow senior teammates knew that a very real and significant distraction that could hurt their national championship dreams was alcohol. Billy and the team leaders the captainsǁ had seen the damaging effects of alcohol use during the season and knew that the players would often be tempted. Billy knew that if his teammates could stay disciplined and stay away from alcohol then his team would be successful. Therefore, the team agreed to have a dryǁ season, meaning no one was allowed to drink at all during the entire season. The penalty for breaking this rule would be a one game suspension. These rules were explicitly relayed to the team before the season started, and the captains made it extremely clear how serious and vital it was to follow team rules.

29 Case Study Being a team captain, Billy had to deal with a lot of minor problems, such as teammates being late to practice, teammates getting into arguments, or teammates complaining about playing time. All of these problems were typically dealt with quickly without further problems. Billy s style was to immediately sit down one-on-one with the player and listen to his concerns. He would then work to resolve the concern in a way that was reasonable to the player and consistent with team rules and goals. However, on the verge of the school s biggest game against their biggest rival, Billy s best friend, and best player on the team, Joseph, violated a major team rule. Billy was notified by a mutual friend, who was not on the team, that Joseph was out at a party drinking alcohol. Billy was speechless and shocked. He could not believe that Joseph would do something like this to jeopardize their season. As team captain, Billy knew he had to confront Joseph about what he had heard. As much as he did not want to believe this, Joseph admitted that temptation got the best of him and he had indeed been drinking that night. Joseph was extremely apologetic and knew he had let Billy and the team down. However, it was clear from their discussion that Joseph assumed that, since Billy was his best friend, this situation would be kept between the two of them. Billy was completely torn. Billy knew he was the leader of the team and 30 other players looked up to him as a role model. On the other hand, his best friend was counting on him to sweep the situation under the rug and forget about it. However, he always had believed that no one individual was bigger than the team. Billy knew the right thing to do was to keep his loyalty to his teammates and to bring this issue to them and to the coaches. However, Billy was afraid that Joseph would feel betrayed. Billy knew he had to speak up. How should address this situation? With whom should he speak? What should he say to Joseph and the team?