LEADERSHIP ETHICS SEMINARY SYLLABUS TEMPLATE



-571504381500BUSINESS LEADERSHIP AND HUMAN VALUES SEMINAR2 CreditsBU 131.601.00___days, 0-0 A/PM, StartMonth 0 – EndMonth 0, 2015Fall/Spring/Summer 1/2, ___ CampusInstructor NameContact InformationPhone Number: Email Address:Office Hours: I am eager to talk with you about your work in this course. Please contact me to arrange a time.Required Learning MaterialsThis course is a series of thematic conversations about human values and your responsibilities as an emerging/aspiring business leader. There is no traditional textbook, but there is much reading. You are required to read The Moral Compass: Leadership for a Free World, a workbook by Lindsay Thompson available online as a PDF in Course Documents. You will find details about required learning materials In the Bibliography and Theme Briefs sections of the Syllabus. Course Description and OverviewThis course explores ethical leadership as a framework for enterprise value creation in a complex environment of competing economic and moral claims. Students examine the intrinsic ethical challenges of leadership and the concept of a moral compass as a foundation for responding effectively to the ethical challenges of corporate citizenship and value creation in a competitive global economy. (2 credits)Syllabus Table of ContentsPageTopic2Bibliography, Learning Resources6Calendar, Seminar Structure, Theme Briefs and Content42Seminar Preparation Toolkit49Learning Objectives, Graded Assignments and Deliverables60General Academic Policies62Supplementary Readings on Learning Theorybibliographylearning resourcesBibliography of Required and Suggested ReadingsRequired:Appiah, Kwame (2010).?The Honor Code: How Moral Revolutions Happen. New York & London: Norton. Chapters 1 & 5.Ariely, Dan (2012). “Why We Lie.”?The Wall Street Journal. May 26, 2011.Bazerman, Max, & Tenbrunsel, Ann (2011), “Blind Spots,”?Rotman Magazine.Brooks, David (2011). “If It Feels Right . . .“?New York Times Op-Ed, September 12, 2011Freeland, Chrystia (2011), “The Rise of the New Global Elite,”?The Atlantic. January-February, 2011.Haidt, Jonathan (2012).?The Righteous Mind: Why Good People Are Divided By Politics and Religion. New York: Random House. Introduction and Chapter 1.Heifetz, Ronald, Grashow, A., Linsky, M. (2009).?The Practice of Adaptive Leadership. Cambridge MA: Harvard Business School Press. Chapter 2.Ibarra, Herminia and Hansen, Morten T (2011), “Are You A Collaborative Leader?”?Harvard Business Review, 7-8:68.Kidder, Rushworth,(1995).?How Good People Make Tough Choices.?New York NY: Fireside Press. Chapter 1.Martin, James. (2011).?Unexpected Consequences: Why The Things We Trust Fail.?McCabe, Donald (2009).?“MBAs Cheat, But Why?”?Harvard Business Review Blog Network, April 13, 2009.Narvaez, Darcia (2010). “Moral Complexity: The Fatal Attraction of Truthiness and the Importance of Mature Moral Functioning.”?Perspectives on Psychological Science,?5(2), 163-181.??Page, Antony & Katz, R. (2012). “The Truth about Ben and Jerry’s,”?Stanford Social Innovation Review,?Fall 2012.Porter, Michael & Kramer, M. (2011), ‘Creating Shared Value”?Harvard Business Review,?January-February 2011.Post, James, Preston, L., Sachs, S. (2002).???Redefining the Corporation: Stakeholder Management and Organizational Wealth. Stanford CA: Stanford University Press. Chapters 1, 2 & 4.Sandel, Michael (2012).?What Money Can’t Buy: The Moral Limits of Markets.?New York: Farrar, Strauss & Giroux. Introduction & Chapter 1.Schramm, Carl, Litan, R. Baumol, W. (2007).?Good Capitalism, Bad Capitalism, and the Economics of Growth and Prosperity. London and New Haven: Yale University Press. Preface, Chapters 1 & 4.Singer, Peter (2010),?One World:?The Ethics of Globalization. New Haven: Yale University Press. Chapter 1.Stout, Lynn A. (2013). “The Shareholder Value Myth.” European Financial Review, April-May 2013.Sullivan, William, & Kymlicka, W. (2010).?The Globalization of Ethics: Religious and Secular Perspectives. Cambridge & New York: Cambridge University Press. Chapter 1.Thompson, Lindsay (2012). “Livable Cities: The Moral Measure of Wealth,” In Review.?Journal of Business Ethics.Thompson, Lindsay (2010). “The Global Moral Compass for Business Leaders,”?Journal of Business Ethics. 93(S1).?Suggested:Beinhocker,?Eric (2006).?The Origin of Wealth: Evolution, Complexity, and the Radical Remaking of Economics.?Cambridge MA: Harvard Business School Press.Ciulla, Joanne (2009). ”Leadership and Ethics of Care,”?Journal of Business Ethics.Eubanks, Dawn, Brown, A., Ybema, S. (2012). “Leadership, Identity, and Ethics,” “Journal of Business Ethics.Giddens, Anthony (1991).?Modernity and Self-Identity: Self and Society in the Late Modern Age.?Stanford CA: Stanford University Press. Chapters 1 & 2.Hawken, Paul (2010).?The Ecology of Commerce: A Declaration of Sustainability,?Revised edition. New York: HarperCollins Business.Karmasin, M. (2002) “Towards a Meta Ethics of Culture,”?Journal of Business Ethics, 39:4.Luna, Wendyl (2009). “Foucault and Ethical Subjectivity,”?Kritike?3:2.Mezirow, Jack et al (2000).?Learning as Transformation: Critical Perspectives on a Theory in Progress,Chapter 1: “Learning_to_Think_like_an_Adult.pdf.” Jossey-Bass, 3-33.Pomeranz, Kenneth & Topik, S. (2005).?The World That Trade Created:?Society, Culture, and the World Economy, 1400 to the Present.?New York & London: M.E.Sharpe. Chapter 1.Stout, Lynn (2012).?The Shareholder Value Myth, Santa Barbara CA: Berrett-Kohler Publishers.Note about Readings and Learning ResourcesReadings, video/audio clips, websites, and other materials for each class are a starting point for inquiry and discussion around each theme. Most of the required learning materials are available through the Johns Hopkins University library either as reserve readings or electronic journals with a readily accessible link via Blackboard or online via open source access. Be sure that your electronic access to the Johns Hopkins library, Blackboard, and the Leadership Ethics website is activated from your computer and working effectively. You are expected to read at least one mainstream business news source regularly. You will rely on news sources to construct “live cases” that exemplify key ethical issues in business drawn from current events and the observations and experiences you and your learning colleagues bring to class. Business Media, Websites, and Journals Business press and mediaBusiness Week: Business Week BW VideoEconomist: EconomistFast Company: Social Capitalism Award Financial Times: Wall Street Journal: WSJ Student Subscription WSJ VideoBusiness ethics / social responsibility networks, organizations, and resourcesAspen Institute: Business and Society ProgramEthics Resource Center: for Business Ethics: SBEPrinciples for Responsible Management Education: PRME Net Impact: Net ImpactBusiness for Social Responsibility: BSRInternational Society for Business Ethics and Economics: ISBEECorporate Social Responsibility Newswire: CSR Wire International Academy of Business and Economics: IABEBrookings Blueprint for American Prosperity: BlueprintINSEAD Social Innovation: Business at the Bottom of the PyramidEthics Updates at USD: Ethics UpdatesKLD Research & Analytics: KLD AnalyticsBusiness ethics journals available through JHU librariesAccounting Education. ISSN: 0963-9284. London: Routledge Ltd.Accounting Education. ISSN: 1085-4622. Greenwich CN: Elsevier Science.Business Ethics: A European Review. ISSN: 0962-8770. Oxford UK: Blackwell Publishers Business Ethics Quarterly. ISSN: 1052-150X. Bowling Green OH: The Society of Business EthicsBusiness and Professional Ethics Journal. ISSN: 0277-2027. Troy NY: Human Dimensions Center, Rensselaer Polytechnic Institute.Business and Society Review. ISSN: 0045-3609. Oxford UK: Blackwell Synergy.International Journal of Social Economics/International Review of Economics and Ethics. ISSN: 0306-8293. Bradford UK: MCB Social Economics Ltd.Corporate Governance. ISSN: 0964-8410/1472-0701. Oxford UK: BlackwellCorporate Governance Advisor. ISSN: 1067-6163. New York NY: Aspen Publishers.Journal of Business Ethics. ISSN: 0167-4544/1573-0697. Springer Press.Stanford Social Innovation Review. Stanford CA: Center for Social Innovation, Stanford Graduate School of Business.The Journal of Global Ethics. ISSN: 1744-9626/1744-9634. London, New York NY: Taylor Francis Group.Teaching Business Ethics. ISSN: 1382-6891/1573-1944. Dordrecht Netherlands: Springer.Websites for Ethics and Moral PhilosophyStanford Encyclopedia of Philosophy. Updates. with Michael Sandel. calendar Seminar structuretheme briefs and contentSynopsis of Tentative Course CalendarInstructors may alter course content and/or adjust the pace to accommodate class progress. Students are responsible for keeping up with all adjustments to the course calendar. WeekContentReading/PreparationActivities/Due 1Introductions Course overviewThe Carey CredoSyllabusMorality (Stanford Encyclopedia)Live Case DemoFreeman, Stakeholder Theory2Personal IntegrityBazerman, Blind SpotsAriely, Why We LieBrooks, If It Feels RightMcCabe, MBAs CheatKidder, Good People/Tough ChoicesCase: Psychology of FraudSession Lead: Blue TeamLive Case/Open Forum Case: Psychology of FraudSession Debrief: Purple Team3Social ConscienceHaidt, Righteous MindAppiah, Honor CodeNarvaez, Moral ComplexityFilm, The Insider (Blackboard link)Session Lead: Gold TeamLive Case/Open Forum Case: The Insider Session Debrief: Orange Team4Conscientious LeadershipPage, Ben & Jerry Heifetz, Adaptive LeadershipThompson, Global Moral CompassCase: BP Oil Spill (HBR; BP)Session Lead: Green TeamLive Case/Open Forum Case: BP Oil SpillMoral Compass Essay DUESession Debrief: Red Team5Corporate IntegrityPorter, Creating Shared ValuePost, Redefining the CorporationStout, Shareholder Value MythEdelman Trust BarometerSession Lead: Orange TeamLive Case/Open Forum Mini-Project: Company Report Card Session Debrief: Blue Team6Conscientious CapitalismSchramm, Good/Bad CapitalismNussbaum, Creating CapabilitiesPorter, Rethinking CapitalismCapgemini, Wealth Reports Moyo, Let My People Go Session Lead: Purple TeamLive Case/Open Forum Mini-Project: Capitalism for Africa Session Debrief: Gold Team7Globalization EthicsSinger, Ethics for One WorldSandel, What Money Can’t BuySullivan, Globalization of EthicsSession Lead: Red TeamLive Case/Open Forum Mini-Project: Globalization Debate Session Debrief: Green8Civic Conscience Thompson, Livable CitiesVilla, Connecting CitiesBrookings, Metro Business PlanWBI, Urban Systems StrategyMini-Project: Livable Cities Final Exam Case Brief DUETeamwork Assessment (in class) The Seminar StructureThe Business Leadership and Human Values Seminar is an interactive learning method designed for mature learners to explore questions and problems collaboratively to build shared knowledge. As the first research university in the United States, Johns Hopkins is often credited with “inventing” the graduate seminar, although this form of collaborative learning has been around at least since Socrates and the Symposium, which usually included an extended meal and spirits along with the discussion. The seminar experience introduces graduate students (and sometimes advanced undergraduates in their major field of study) to the knowledge culture of a discipline or profession. It is expected that the seminar group be small (perhaps fewer than 25 participants) to facilitate active participation. Very often the seminar group is divided into small teams that form a very intense working group. The seminar method emphasizes integration of cognitive, affective, and social learning:Higher cognitive abilitiesKeen observation of events, experience, feelingsIntellectual collaboration in clarifying and defending ideas effectivelyTolerance for incongruity and ambiguitySensitivity to the emotional and social dimensions of intellectual collaborationCollegial respect for the ideas, values, and feelings of othersIntellectual, emotional, and social insight and self-awarenessSelf-confidence and social poise in a professional/academic culture In contrast with a lecture that imparts knowledge from a professor to students, the “work” of the seminar is to advance the depth and breadth of shared knowledge by drawing from the experience, expertise, and knowledge of seminar participants. Seminar students share leadership responsibility for the work of learning and fostering a learning community.The Business Leadership and Human Values Seminar consists of eight weekly three-hour sessions with a typical class session generally structured in six half-hour time modules outline below. Before the first class session you will be assigned to a small team designated by a number and a color. Seminar teams rotate leadership of seminar sessions and leadership of the session debrief as highlighted in the Course Calendar (page 7) for weeks 2-6. You will notice that interactive work begins well before each class session with online theme-based discussions in which every student is expected to participate.PREPBlackboard Discussion: Team-led online discussions prior to class sessionsMOD 1 Live Case: Team discussions MOD 2 Content Highlights: Team-led presentation and class discussionMODS 3-4 Case/Mini-Project: Intensive collaborative teamwork MOD 5Open Forum: Rotating team-led presentation and class discussionMOD 6Session Debrief: Rotating team-led critical reflection The key to a successful seminar learning experience is active participation by learners who challenge each other to think more rigorously and imaginatively. Be mindful that an entertaining class discussion or presentation may not contribute to learning. You will notice that contributions to learning, either individually or as part of a team, are a significant part of your seminar grade, so it is important to be an active, consistent contributor throughout the semester. 1 | THE CAREY BUSINESS CREDOBusiness with humanity in mindTHEME BRIEFThe Moral IssueValue creation that fosters human flourishing is the essence of the Carey Business Credo, “Teaching business with humanity in mind,” focusing on the inherent moral challenge of business: The competing values of people and profit. Business leaders are responsible for acting in the best interest multiple stakeholders with competing and conflicting expectations: investors and owners want profits; consumers want fair value for the price of their products; employees, suppliers, and distributors want acknowledgement and fair compensation for their contributions to value. Like economics, accounting, and finance, moral competence is a core business skill for managing the competing claims of multiple stakeholders in delivering on a value proposition. Even the most principled and conscientious agents are confronted with decisions that place profitability and human welfare in competition. Workers, the environment, or suppliers pay the price for business decisions that externalize costs to increase profit margins. Shareholders pay the price for business decisions that fully account for the cost of labor or social impact in production.The Carey Business Credo, “business with humanity in mind,” takes a clear normative position on the competition between people and profits: People come first. But there is no simple formula for applying this credo; each Carey business leader must continually revisit the challenge of what it means to live and act on this credo. Learning Goal: To anchor value creation in human values.Knowledge/Skills: Understand and explain the value of the Carey Business Credo of “business with humanity in mind.”Case: To be completed prior to classLive Case Demo: Required Content Resources: To be completed prior to class“The Definition of Morality,” Stanford Encyclopedia of PhilosophyFreeman, “Stakeholder Theory,” video clip Thought Questions: For class discussionWhat is the difference between descriptive and normative morality?How would you apply this understanding to values and business?What are some examples of business behavior that you think would violate a universally accepted moral code?What are some examples of business behavior that you think diverge from your code of ethics but would not necessarily violate a universal moral code?The Carey Business Credo381019460200Level 1 Inquiry: Personal IntegritySelf-awareness: Do I know and understand my values?Responsibility: Am I worthy of trust?Acting on Values: How do I articulate and live my values in conditions of uncertainty, risk, and danger?Self-critique: How do I evaluate my values?Level 2 Inquiry: Conscientious LeadershipValue proposition: What is my value proposition as a leader? How do I bring out the best in others in creating shared value?Responsibility: How do I understand my responsibility to others who rely on me to deliver on a value proposition?Judgment: How do I earn the confidence of others in my ability to navigate situations of uncertainty, risk, and danger?Visible Values: How do I contribute to a work culture of visible, actionable values?Moral Solidarity: How do I share accountability with colleagues, partners, and stakeholders for the methods and consequences of our decisions and actions?Level 3 Inquiry: Conscientious CommerceSocial Value Creation: How do I build on values to create wealth? How does the wealth I create benefit humanity?Business Sustainability: How do I build on values to extend the wealth creation horizon into the future?Inclusive Economy: How do I build on values to include more people and communities in value creation? How do I build on values to remove barriers to economic participation?Evolving Stakeholder ModelsFrom Philips’ 2012 Annual Report: Stakeholder Engagement ModelFrom Freeman’s 2013 TedX Talk2 | PERSONAL INTEGRITYResponsible moral powerTHEME BRIEFThe Moral IssuePersonal integrity requires self-awareness and self-discipline in the exercise of moral power. Every human being is born with a capability for understanding and exercising moral power: making moral judgments and acting on them to achieve goals and influence others. As we are learning from neuroscience and other disciplines, moral power is far more complex than following a formulaic “right/wrong” set of rules. Human morality is both a hardwired and a malleable capability. We seem to be hardwired to make quick, intuitive moral judgments, closely linked to primal emotions such as fear or safety, that are relatively resistant to dissuasion. Yet, we are also capable of evaluating the intellectual coherence of our moral judgments and making adaptive decisions to adjust the way we understand, express, and act on those judgments. And we are all capable of acting in ways that contradict our values – sometimes without understanding why. Personal integrity involves inner wholeness and alignment. A self-aware person takes moral power seriously, welcoming defining moments of moral challenge as an opportunity to deepen personal integrity by thoughtfully examining patterns of moral judgment and action to seek inner alignment.Learning Goals: Know, speak, and practice personal values; subject values to critical scrutinyKnowledge/Skills: To understand, explain, and practice integrating moral reason and emotion Evidence of Learning: Class performance; Moral Compass Essay (due Week 4)Case: “The Psychology of Fraud: Why Good People Do Bad Things,” NPR, 2012 ReadingBazerman & Tenbrunsel, “Blind Spots,” Rotman Magazine, 2011Ariely, “Why We Lie,” Wall Street Journal, May 26, 2012Brooks, “If It Feels Right . . . “, New York Times Op-Ed, September 12, 2011McCabe, “MBAs Cheat. But Why?” Harvard Business Review Blog Network, April 13, 2009Kidder, How Good People Make Tough Choices, Chapter 1Suggested ResourcesMary Gentile, “Giving Voice to Values” Interview with Daniel Kahneman, Making Smarter DecisionsExplore your morals: Evolving Human: Triune Brain TheorySource: MacLean (1990). The Triune Brain in Evolution. (New York NY: Plenum Press)center31178500The Complex Brain: Fast and Slow SystemsSource: Kahneman (2003). “Maps of Bounded Rationality: Psychology for Behavioral Economic.” The American Economic Review center11557000Aristotle’s “Golden Mean” Virtuescenter35814000SOURCE: The Nicomachean Ethics A Model of Moral AgencyAdapted from Rest (1979). Development in Judging Moral Issues.140889628315100(Minneapolis: University of Minnesota Press)3 | SOCIAL CONSCIENCEThe moral power of Wisdom TraditionsTHEME BRIEFThe Moral IssuePersonal morality is shaped by wisdom traditions. Human neural hardwiring for attachment and affiliation adds a social dimension to moral complexity. Our innate moral capabilities are indelibly shaped by influences of familial, institutional, and ethnic cultures in which we are embedded from birth. In traditional societies, the moral wisdom of culture is a moral compass for individual morality, but modern societies place a high value on individual autonomy and the freedom of individuals to challenge the moral authority of tradition. Even modern, liberal societies have moral norms, however, and most adults juggle multiple internalized value systems from family, school, friends, religion, professions, civic organizations, and local communities. One of the hallmarks of modern culture is the moral force of media-driven “expertise” that shapes values about work, parenting, happiness, relationships, household management – you name it! Everywhere you turn there is an expert with advice about how to be and do. Individual freedom and the multiplicity of options for living that freedom make it difficult for modern adults to identify a single “wisdom tradition” to anchor their moral compass. As socially situated creatures however, humans need a moral compass. The challenge for modern humans is to construct an authentic moral compass that anchors them in treasured connections with wisdom traditions and communities while enabling personal authenticity and freedom in adapting to disruptive moral challenges of contemporary life. Learning Goal: To link personal values to the values of a wisdom tradition Knowledge/Skills: To understand, explain, and value the moral power of wisdom traditionsEvidence of Learning: Class performance; Moral Compass Essay (due Week 4)Case: The Insider (feature length film available in streaming video via Blackboard)Required ReadingHaidt, The Righteous Mind, Introduction and Part 1, 2012Appiah, The Honor Code: How Moral Revolutions Happen, Ch 1, 5, 2011Narvaez, “Moral Complexity: The Fatal Attraction of Truthiness and the Importance of Mature Moral Functioning,” Perspectives on Psychological Science, 5(2)163-181 Suggested ResourcesKarmasin, “Towards a Meta Ethics of Culture,” Journal of Business Ethics, 2002GIddens, Modernity and Self-Identity: Self and Society in the Late Modern Age, 1991, Ch 1-2Luna, “Foucault and Ethical Subjectivity, Kritike 3:2, 2009Haidt’s Universal Moral Values -18287-205600Source: Haidt (2012). The Righteous Mind: Why Good People Are Divided By Politics and Religion. (New York: Random House) CARE LIBERTY FAIRNESS LOYALTY AUTHORITY SANCTITY CARE LIBERTY FAIRNESS LOYALTY AUTHORITY SANCTITY Kohlberg’s Levels and Stages of Moral Development 96012-4161Source: Kohlberg (1975) from Ronald Duska & Mariellen Whelen. Moral Development: A Guide to Piaget and Kohlberg. (New York NY: Paulist Press)center229235 Obtain personal rewards Avoid personal punishment Obey laws, contracts Follow family, group rules Affirm life Create new laws Level 1 Level 2 Level 3 00 Obtain personal rewards Avoid personal punishment Obey laws, contracts Follow family, group rules Affirm life Create new laws Level 1 Level 2 Level 3 Kohlberg’s Levels and Stages of Moral Development (continued)96012-4161Source: Kohlberg (1975) from Ronald Duska & Mariellen Whelen. Moral Development: A Guide to Piaget and Kohlberg. (New York NY: Paulist Press)LEVEL 3: POSTCONVENTIONAL MORALITY Stage 6: Universal ethical principle A person at this stage of moral development: Is guided by a few basic, transcendent principles. Trusts the inner voice of conscience. Stage 5: Social contract A person at this stage of moral development: Believes that rules are social agreements. Adapts rules to circumstances. LEVEL 2: CONVENTIONAL MORALITY Stage 4:Law and orderA person at this stage of moral development:Adheres to social norms.Believes that rules are fixed and absolute.Stage 3:Good personA person at this stage of moral development:Makes decisions to please important others.Seeks to maintain good interpersonal relations.LEVEL 1: PRECONVENTIONAL MORALITYStage 2:Exchange of favorsA person at this stage of moral development:Recognizes that others have interests and needs.Values self-interest above needs/interests of others.Stage 1:Punishment-avoidance and obedienceA person at this stage of moral development:Makes moral decisions on the basis of self-interest.Obeys/disobeys rules based on likelihood of being caught. The Heinz/Heidi Dilemmas 96012531Adapted from Kohlberg Scenario 1 Heidi is dying from a rare cancer. A new drug might save her; it costs $4,000 per dosage. Heidi and her husband, Heinz, tried every legal means to get the money, but could only get together $2,000. They asked the scientist (an MD) who discovered the drug for a discount or deferred payment. The scientist refused. Should Heidi and Heinz break into the laboratory to steal the drug? Why or why not? Scenario 2 Heidi and Heinz broke into the laboratory and stole the drug. The next day, the news reported the break-in and theft. Brown, a police officer (a friend of Heidi and Heinz) remembered seeing them in their parked car near the laboratory the evening of the break-in and then later running away from the building towards their car. Should Brown report what he saw? Why or why not? Scenario 3 Officer Brown reported what he saw. Heidi and Heinz were arrested and brought to court. If convicted, each faces a jail sentence of up to two years. Heinz and Heidi were found guilty. Should the judge sentence Heinz and Heidi to prison? Why or why not? Explaining the Heinz/Heidi DilemmasThe Heinz/Heidi Dilemmas illustrate three levels of morality (personal, interpersonal, societal) and the stages of moral development as theorized by Lawrence Kohlberg: 1|obedience; 2|self-interest; 3|conformity; 4|law-and-order; 5|human rights; 6|universal human ethics. The purpose of the exercise is not to determine what the principals in each dilemmas should do, but to understand and compare possible ways of thinking about those dilemmas. Some possible arguments for the first level of the Heinz/Heidi dilemma as they might posed for each of the six stages: Stage one (obedience): Heinz/Heidi should not steal the medicine because they will consequently be put in prison, which will mean they are bad people. Or: they should steal the medicine because it is only worth $200 rather than the price the pharmacist asked; they offered to pay for the medicine and they did not steal anything else. Stage two (self-interest): Heinz/Heidi should steal the medicine because they will be much happier if Heidi were alive, even if they were in prison. Or: they should not steal the medicine because prison would cause Hans greater and more prolonged suffering than enduring Heidi’s death. Stage three (conformity): Heinz/Heidi should steal the medicine because it is understandable that Heidi wants to live because Heinz needs her and Heinz wants to be a good husband and help her live. Or: they should not steal the drug because stealing is bad and they are not criminals; they have tried to do everything they can to save Heidi within the limits of the law, but they are stuck, so they cannot be blamed for stealing the drug. Stage four (law-and-order): Heinz/Heidi should not steal the medicine because the law prohibits stealing, making it illegal. Or: they should steal the drug for but also take the prescribed punishment for the crime as well as paying the druggist what he is owed. The law exists for the good of society; people cannot disregard for the law; actions have consequences. Stage five (human rights): Heinz/Heidi should steal the medicine because everyone has a right to choose life, regardless of the law. Or: they should not steal the medicine because the scientist has a right to fair compensation. Even if Heidi is sick and needs the medicine, it does not justify stealing. Stage six (universal human ethics): Heinz/Heidi should steal the medicine, because saving a human life is a more fundamental value than the property rights of another person. Or: they should not steal the medicine, because others may need the medicine just as badly, and their lives are equally significant. The Tobacco Industry: A Moral Revolution?4 | CONSCIENTIOUS LEADERSHIPLeadership as a moral trustTHEME BRIEFThe Moral IssueLeadership is a moral trust. Fast-paced change and innovation are a challenge to values as well as to technology and operations. A conscientious business leader recognizes that people bring their values to work and are more creative and productive when their personal values resonate with the value creation strategy of their company. In a fast paced, business environment, however, new moral challenges are continually emerging; an adaptive leader cultivates the skill of recognizing value conflicts and thinking creatively about them. Rather than avoid discussing values at work, conscientious leaders create transparency and welcome discussion about value conflicts, unleashing the collective power of values to solve problems, create opportunities, and devise innovative approaches to disruptive challenges. When members of a team are united by shared values, their commitment to goals and to supporting each other in achieving those goals can unleash astonishing results. Learning Goal: To promote an adaptive leadership culture of shared responsibility. Knowledge/Skills: To understand and practice moral responsibility for the duties of business leadership; to understand, explain, and practice adaptive and collaborative skillsEvidence of Learning: Class performance; Moral Compass Essay (due Week 4)Case: “Leadership Lessons from the BP Oil Spill,” HBR Blog, 2010Martin, “Catastrophic Failures Have Common Causes,” Unexpected Consequences: Why The Things We Trust Fail, 2011, Introduction & Chapter 6. ReadingPage & Katz, “The Truth about Ben and Jerry’s,” Stanford Social Innovation Review, Fall 2012.Heifetz, The Practice of Adaptive Leadership, Chapter 2Thompson, “The Global Moral Compass for Business Leaders,” Journal of Business Ethics, 2010 Suggested ResourcesCiulla,”Leadership and Ethics of Care,” Journal of Business Ethics, 2009Eubanks, “Leadership, Identity, and Ethics,” Journal of Business Ethics, 2012McKinsey, “Centered Leadership,” Heifetz, “Technical vs Adaptive Challenges”Typology of Business Leadership FailureSOURCE: Human Capital Advisor, 2010334645121920The Gulf Oil SpillSOURCE: NOAA, 20102821991803045 | CORPORATE INTEGRITY The good companyTHEME BRIEFThe Moral IssuePublic trust in business is at an all-time low. A recent task force organized by the Business Roundtable investigated the issue of public trust in business, concluding that trust is earned through an unwavering commitment to integrity. In exploring the concept of corporate integrity, transparency and shared value emerged as key factors in trust. Companies create sustainable value through stakeholder networks. If consumers, suppliers, employees, investors, and the public do not believe that a company is delivering on a value proposition for them, their trust in the company is diminished. A business strategy of offloading costs to unsuspecting stakeholders is no longer effective or even profitable in the long run. To earn trust, companies must demonstrate value integrity; managing competing stakeholder claims adeptly to account fully for stakeholder claims and contributions to value. Learning Goal: To build accountable, ethical business cultures of shared value creation. Knowledge/Skills: To understand, explain, and fully account for stakeholder roles and claims in value creation.Evidence of Learning: Class performance; Mini-Project; Final Case Brief (due Week 8)Mini-Project: The Company Report CardRequired ReadingPorter and Kramer. ‘Creating Shared Value” Harvard Business Review, January-February, 2011.Post, Preston, & Sachs. Redefining the Corporation: Stakeholder Management and Organizational Wealth, 2002. Ch 1 (2, and 4 if you are ambitious)Stout, Lynn. “The Shareholder Value Myth.” European Financial Review, April-May 2013.Public trust in business, 2015 Edelman Trust BarometerSuggested ResourcesThe Global CompactMcKinsey, “Governance since the economic crisis,” July 2011World Bank Global Corporate Governance ForumFortune Global 500 “Beyond the Bottom Line” Socially responsible investing: Calvert Group; HYPERLINK "" Forum for Sustainable/Responsible Investment Shared Value CreationSource: Michael Porter (2012) “Creating Shared Value.” Harvard Business Review.100179019624400Revisiting Stakeholder RelationshipsSource: Freeman (2002). “Stakeholder Relationships Revisited.” Business and Society579120-11430Team Mini-Project: The Company Report CardWhat is a good company? What is corporate integrity? Does social performance matter? McKinsey regularly conducts surveys on important business and social issues. In September 2008 1,453 executives in 78 countries – 45 percent of them C-level executives—responded to The McKinsey Quarterly annual survey on business and social issues. (The McKinsey Quarterly, “CEOs on strategy and social issues,” McKinsey Global Survey Results, 2008) Excerpts from McKinsey:In the wake of the 2008 financial crisis, executive suites around the globe, perhaps surprisingly, seemed less fearful of sociopolitical issues than they had been just a year before. Eighty-four percent believed that making broader contributions to the public good should accompany generating high returns to investors; only 16 percent believed that high returns to investors should be a corporation’s sole focus. A notable development: 88 percent of the executives based in China endorsed the “public-good” dimension, compared with 75 percent in the previous poll. Environmental issues, including climate change, which catapulted to the top of executives’ sociopolitical agendas in the previous survey, remained as one of three issues executives expected to attract the greatest amount of public and political attention and most affect shareholder value. In contrast, less than a third believed that privacy and data security were high priority social issues for business.Executives are in tune with other groups McKinsey surveyed—students, NGO executives, regulators, and journalists—but differ strikingly in their perceptions of public expectations for companies to address big global problems in ways that go beyond standard business operations. For instance, around half of the NGO representatives and students—but little more than a quarter of the executives—thought that the public expected companies to help fix inadequate educational systems. This disconnect may help explain why most executives, while increasingly viewing societal issues as opportunities, still believe their companies do a poor job of anticipating social pressures. In fact, only 12 percent believe their companies do an adequate or good job.Business leaders are now more inclined to incorporate society’s expectations into their core strategies but face many challenges when they do. Chief executives around the world increasingly believe that they have a strategic rationale for taking on environmental, social, and governance issues. However, they also understand the challenges that must be overcome when they do—challenges that include the difficulty of managing supply chains across countries with different regulations and norms for corporate social responsibility. While pressure from employees, consumers, and other stakeholders plays an important part in this trend, some CEOs see the new demands as opportunities to gain a competitive advantage and to address global problems at the same time.Value Integrity and the Company Report CardWhenever you are considering portfolio investments, business-to-business services, capital equipment purchases, business acquisitions, or a host of other business decisions, you will need to be able to define for yourself what constitutes a “good” company. In most decisions, the “bottom line” is unlikely to be the only – or even the most important – factor in your decision. Reliability, reputation, customer service, and product pricing may be more crucial to your decision process and you may not have time for extensive research for each decision. The Company Report Card is a tool that you and your teammates develop to help you identify and evaluate factors contributing to a company’s overall value: its effectiveness in delivering on a value proposition with a full accounting for the integrity of value factor integrity. 106778528878The Value Integrity ModelProduct Integrity A GOOD PRODUCTWhat consumer claims and duties must be honored?Value Network Integrity GOOD BUSINESS PRACTICEWhat internal stakeholder claims and duties must be honored?Social IntegrityA GOOD CITIZENWhat external societal claims and duties must be honored?Governance Integrity GOOD LEADERSHIPDoes “tone at the top” foster integrity in all dimensions?00The Value Integrity ModelProduct Integrity A GOOD PRODUCTWhat consumer claims and duties must be honored?Value Network Integrity GOOD BUSINESS PRACTICEWhat internal stakeholder claims and duties must be honored?Social IntegrityA GOOD CITIZENWhat external societal claims and duties must be honored?Governance Integrity GOOD LEADERSHIPDoes “tone at the top” foster integrity in all dimensions?Deliverable Specifications: Company Report CardYou and your team will prepare a demonstration “pitch” for a tech company to create a Company Report Card app using the Value Integrity Model as the basic framework. You are partnering with the tech company to develop the technology for your conceptual design. Your team will select two Global 500 sector leaders, compare and evaluate these companies in depth, define your target market, and use these companies to pitch your conceptual design in a three-minute “app demo” to explain the model, why it is potentially valuable, and how you want it to work. Company Report Card:Use a visual; Use an A-F grading systemUse the Value Integrity Model.Sources for company information: Company CSR websites, SEC Form 10K, company annual report to shareholders, Fortune Global 500 “Beyond the Bottom Line”Deliverables should be completed/displayed by the end of the class session.NOTE: You should plan to begin work on this mini-project prior to the class session6 | CONSCIENTIOUS CAPITALISMThe moral measure of wealthTHEME BRIEFThe Moral IssueHuman flourishing is the moral measure of wealth. For most of the last century, particularly since the demise of the Soviet Union’s Communist economic model, much of the global political economy has been dominated by a belief that capital “trickles down” to create wealth for all. The benefits of capitalism are undisputed, but there is also a growing critique that questions the notion of “trickle down.” When the global economic architecture was set in place at the end of World War II, the intent was not to create vast private wealth for the global elite; the intent was to establish a global economic system that would benefit everyone. Now, over half a century later, the wealth creation capabilities of capitalism are unequivocal, but the inclusivity and equity of that reach are less certain. While millions of people enter the middle class each year, millions more are left out and left behind. Some economists now argue that capital no longer serves as a true measure of wealth, advocating for a measure of wealth that directly links the wellbeing of people to the creation of capital. In this view, the challenge is to reinvent a more inclusive and sustainable capitalism.Learning Goal: To build ethical business cultures by extending wealth creation horizons Knowledge/Skills: To understand, explain, and value inclusive wealth creation Evidence of Learning: Class performance; Mini-Project; Final Case Brief (due Week 8)Mini-Project: Conscientious Capitalism for AfricaRequired ReadingSchramm, Litan, Baumol, Good /Bad Capitalism, 2003, Preface, Chapters 1 & 4.Porter, Michael. “Rethinking Capitalism,” Harvard Business Review Blog Network. January 5, 2011.Martha Nussbaum, “Creating Capabilities,” YouTube video, 2011Capgemini, The Wealth ReportsMoyo, “Let My People Go”Suggested ResourcesBeinhocker, The Origin of Wealth, 2006, Ch 1Capgemini and Merrill Lynch, World Wealth Report 2014, Introduction Hawken, The Ecology of Commerce, Revised edition, 2010, Introduction, Chapter 1Capitalism 3.0PBS Series: “Commanding Heights” (5 Chapters from Episode 3)Freeland, “The Rise of the New Global Elite,” The Atlantic, January/February 2011Human Capabilities and FreedomSource: Sen (1999). Development as Freedom (Redacted by Garrett, 2002)Sen makes a number of important distinctions himself in clarifying the nature of positive freedom. He distinguishes for instance, its constitutive and its instrumental role in "development" (which is the goal of public policy especially in the face of poverty, famine, etc.). To say that freedom is constitutive of development is to say that the use of freedom is part of what well-being is. Sen has in mind chiefly rights to active political participation, at the local and higher levels, in determining the shape of one's social and economic environment. There are important freedoms that have an instrumental role in making positive freedom possible. One of Sen's chief points as an economist is that we should not act as if there is just one of them. He lists five groups of instrumental freedoms: Political freedoms-- "the opportunities that people have to determine who should govern and on what principles, and also include the possibility to scrutinize and criticize authorities, to have freedom of political expression and an uncensored press, to enjoy the freedom to choose between different political parties, and so on. They include . . . opportunities of political dialogue, dissent and critique as well as voting rights and participatory selection of legislators and executives." Economic facilities— "the opportunities that individuals . . . enjoy to utilize economic resources for the purpose of consumption, or production, or exchange." The quantity of income as well as how it is distributed is important. Availability and access to finance are also crucial. (Not being able to get credit can be economically devastating.) Social opportunities--arrangements society makes for education, health care, etc. Transparency guarantees--these relate to the need for openness that people can anticipate; the freedom to deal with one another with a justified expectation of disclosure and clarity. These guarantees play a clear role in preventing corruption, financial irresponsibility, and violation of society's rules of conduct for government and business. Protective security--a social safety net that prevents sections of the population from being reduced to abject misery. Sen refers to "fixed institutional arrangements such as unemployment benefits and statutory income supplements to the indigent as well as ad hoc (temporary) arrangements such as famine relief or emergency public employment to generate income for destitutes." Human Capabilities ParadigmThe Human Capabilities Development Paradigm emphasizes that human capabilities place compelling claims on 1) society and institutions to create conditions that foster capabilities development; and on 2) individuals to develop their own capabilities. The worksheet below is designed to help you reflect on the role and duties of society, the individual, and the workplace in developing human capabilities.HUMAN CAPABILITYROLE/DUTIES OF SOCIETYROLE/DUTIES OF THE PERSONROLE/DUTIES OF THE WORKPLACEBeing able to live to the end of a human life of normal length.Being able to have good health, adequate nutrition, adequate shelter, opportunities for sexual satisfaction and choice in reproduction, and mobility.Being able to avoid unnecessary and non-beneficial pain and to have pleasurable experiences.Being able to use the senses, imagine, think, and reason; and to have the educational opportunities necessary to realize these capacities.Being able to have attachments to things and persons outside ourselves.Being able to form a conception of the good and to engage in critical reflection about the planning of one's own life.Being able to live for and to others, to recognize and show concern for other human beings.Being able to live with concern for and in relation to animals and the world of nature.Being able to laugh, to play, to enjoy recreational activities.Being able to live one's own life and no one else's; enjoying freedom of association and freedom from unwarranted search and seizure.?Reflections on the New PlutocracyThe rise of the new plutocracy is inextricably connected to two phenomena: the revolution in information technology and the liberalization of global trade. The shared narrative is that, thanks to globalization and technological innovation, people, money, and ideas travel more freely today than ever before.The American plutocracy is experiencing its John Galt moment. Galt is the plutocratic hero of Ayn Rand’s novel, Atlas Shrugged. Tired of being dragged down by the parasitic, envious, and less talented lower classes, Galt and his fellow capitalists revolted, retreating to “Galt’s Gulch,” a refuge in the Rocky Mountains were they passed their days in secluded natural splendor, while the rest of the world, bereft of their genius and hard work, collapsed.From “The New Global Elite,” The Atlantic, Chrystia Freeland What are the moral duties of the rich towards the non-rich?What are the moral duties of the non-rich towards the rich?How do you explain your understanding of these moral duties from the values perspective of your Wisdom Tradition?Team Mini-Project: Conscientious Capitalism for AfricaIf the world is so rich, why is Africa so poor? Or is it? How is poverty constructed in the context of unprecedented global wealth? Is global capitalism the cause of Africa’s poverty?Dambisa Moyo is not alone in challenging the developed world’s perception of Africa and its need for external development aid. The Nordic Africa Institute is a vocal critic of the current global economic regime and its consequences for Africa (Nordic Africa Institute, Uppsala) Why are the odds stacked against Africa?Africa’s current marginal position in the global economy must be placed in an historical context— its colonial past and the manner in which the continent was integrated into the post-1945 world order. The continent is no stranger to the deleterious effects of globalization. More than any other region in the world, Africa has paid a high price for the globalizing policies of rival capitalist powers as they strived to expand the geographic bounds of capital. Starting with the slave trade in 1650 and continuing under colonial rule after the Berlin conference of 1884, Africa has been heavily drawn into the centers of capitalist accumulation, but always as a subordinate partner with the primary purpose of contributing to the development of the metropolitan powers. The post-1945 world order has done very little to alter Africa’s subordinate role in it.So given Africa’s experience in modern history, the controversy over globalization—whether or not Africa is sufficiently integrated into the global economy; whether globalization bears opportunities or constraints for the continent—is inevitable but also irrelevant.? Indeed, globalization can have positive impact on Africa’s development, but only if it is guided properly and if a hospitable international environment exists. The most important question is ‘on whose terms’ Africa should be integrated in the global economy.In order for globalization to have positive impacts on Africa’s development, national governments must have the option to choose among appropriate fiscal, monetary, macroeconomic, trade and other economic and social policies without heavy-handed interference by the developed countries and the multilateral institutions these countries control. In short, a more democratic international economic and political environment is a sine qua non for sustained and inclusive economic transformation to take place in Africa.Country AssignmentsTEAMCOUNTRY??Ethiopia ??Madagascar ??Mali ??Mozambique??South Sudan??UgandaDeliverable Specifications: 3 x 5 “Pitch”You and your team will prepare a business development platform for one African country using the Millennium Goals, the Human Development Index, and human capabilities approach as a framework. With a ten-year horizon, your platform will be a blueprint for indigenous wealth creation by and for Africans in one industry or business sector. Your presentation will be a “pitch” for start-up funds from pan-African investors. Deliverable: A Business Development Plan for (Country Name): 3 X 5 (3 minutes/5-7 slides)Pitch Slide Deck must include:Country profileSynopsis of current country development goals, strategy, and key initiativesHow this business development plan enhances the country’s goalsStrategy for achieving the goalRisk analysisKey stakeholder involvementFinal summation References are not included in the slide count.Use content sources from course material and references below.Explore, use, and reference other sources from your own inquiry.Deliverables should be posted on Blackboard by the end of the class session.ResourcesPrahalad, The Fortune at the Bottom of the Pyramid, 2005, Ch 1-3Human Development Report, 2014Pan African ParliamentAfrican Development Bank GroupCIA: The World Fact Book: AfricaAfrican Union7 | GLOBALIZATION ETHICSIs globalization working?THEME BRIEFThe Moral IssueBusiness shares the benefits and burdens of globalization: Seemingly unlimited wealth and opportunity, but also created enduring problems for which there are no easy solutions. Lowering barriers to trade barriers and stimulating the flow of capital, goods, and people around the world has created a global market for investment and innovation in every industry while creating new industries and market sectors. We cannot imagine living or working without computers, cell phones, air travel, pharmaceuticals, high yield agriculture, and automated banking. But we also live with the pernicious consequences of climate change, market volatility, pandemic threats, political unrest, and labor market dislocations that make increase the level of risk and uncertainty for everyone, even those who have no direct involvement with globalization. Like it or not, we now live in a world where almost everything we do can have global consequences. This is especially true for business; whether it is buying paperclips or choosing the next strategic partner, every business is a globalization actor, but we do not have a global ethical framework for these decisions.Learning Goal: To exercise global stewardship Knowledge/Skills: To understand and explain the value of a global humanist worldview Evidence of Learning: Class performance; Mini-Project; Final Case Brief (due Week 8)Mini-Project Debate: Is globalization working?Required ReadingSinger, “Ethics for One World” 2014Sandel, What Money Can’t Buy, 2013Sullivan & Kymlicka, The Globalization of Ethics, 2007, Chapter 1Watch an Oxford Debate on YouTubeSuggested Resources World Economic Forum HYPERLINK ""2015 Global Risk ReportPartners in Sustainable Development InternationalOxford Poverty and Human Development InitiativeJoseph Stiglitz: “Sharing the Benefits of Globalization,” YouTube video, 2006Pomeranz & Topik, The World That Trade Created, 1999, Ch 1Team Mini-Project: The Globalization DebateDebate Resolution:The Red Team will select a globalization debate resolution. (Examples below)The United States should adopt an open door policy on immigration.The world should adopt a global currency.Although globalization is a topic of heightened interest and debate, its roots stretch back decades and even centuries to the growth of trade and markets that connected people across political and geographic boundaries. Globalization is often understood as the architecture of financial and economic integration created pursuant to the 1944 Bretton Woods agreement. In developing this agreement, the Allied industrialized nations created a global financial regime, now anchored in the World Bank institutions, to stabilize and rebuild international trade, markets, and financial systems through coordinated monetary policy, exchange rates, and currency values pegged to the US dollar. Globalization in the 21st century extends far beyond the global financial and economic integration to connect virtually every dimension of life, from arts and literature to health care, technology, and business. Even societies that choose to remain separate from the global mainstream cannot escape the impact of globalization; climate change, habitat erosion, pandemics, and species depletion inexorably alter the lifestyles of everyone on the planet. Globalization is everyone’s issue.What are your thoughts about the unfolding promises and risks of globalization? How will you engage intelligently and creatively in the discourse of globalization ethics and efficacy? The Globalization Debate will get you started --Deliverable Specifications: Debate Preparation and PerformanceYou and your team will prepare for a class debate on a globalization resolution. Your team will develop a Position Statement for both a “pro” and “con” position in response to the resolution that globalization is an ethical and effective means of providing for human needs. Each individual will also be prepared to present an opening, rebuttal, or summation statement on either side of the question. The Red Team will moderate the debate.Six individuals will be chosen at random at the beginning of the class session for the five-minute speaking positions: Pro and con opening statements; pro and con rebuttals; pro and con summary statements. Deliverable 1: Globalization Debate Pro and Con written Position Statements50-250 words for each document; post on Blackboard at the end of classEach Position Statement must include:A statement of your position:(Yes/No, the world should/not ... because …A working definition of key termsArguments and explanations for your position.Final summation References are not included in document word count.Use content sources from course material and references below.Explore, use, and reference other sources from your own inquiryDeliverable 2: Globalization Debate Performance:The Red Team will host, moderate, and monitor time.Debaters will form a Pro and a Con team seated at separate tables.Debate teams will have five minutes to confer prior to beginning the debate.Debate moderators will enforce time limits strictly and precisely.Moderators will facilitate the open discussion portion of the debate.Moderators are responsible for maintaining order.Debate StructureWelcome and Introduction: Moderator statement of the debate resolution and introduction of the debate teamsDebate Decorum: All speakers and discussants are addressed as “Mr or Ms ___” or “My Worthy Opponent/Colleague.”Opening Affirmative Statement (5 minutes)Opening Negative Statement (5 minutes)Affirmative Rebuttal (5 minutes)Negative Rebuttal (5 minutes)Moderated Discussion (30 minutes): All seminar members participate by addressing questions/criticisms to debate speakers. Any member of a debate speaker’s team may assist in responding to a question or criticism. Discussants are not permitted to grandstand or orate during the discussion period; they must address questions or comments to specific debaters or teams.Affirmative Summation (5 minutes)Negative Summation (5 minutes)Results: Moderators conclude the debate with an anonymous electronic vote with visual display of the “Pro” and “Con” positions. All are reminded to vote based on persuasive arguments rather than personal bias. A simple majority wins the debate.RESOURCESSUNY Levin Institute, Globalization 101The World Bank: Is Globalization Good or Bad? Brookings Institution: Global Economic RecoveryBook Review of Globalization and Its Discontents (by Joseph Stiglitz)McKinsey Quarterly, Global Forces: An Introduction PBS, Global Currency8 | CIVIC CONSCIENCEBuilding better cities for a better worldTHEME BRIEFThe Moral IssueThroughout human history, commerce and cities have grown together. Cities are the vital heart of culture and commerce, but they are also sites of congestion and conflict. As recently as 1950, less than a third of the world’s population lived in cities; by 2025, two-thirds of the world’s population will be urban. More than just population growth, urbanization involves changes in the economic, social and political structures of a region as well as environmental and social changes related to globalization. The rapid growth of cities strains their capacity to provide services such as energy, education, health care, transportation, sanitation and physical security and many cities have become areas of massive sprawl, serious environmental problems, and widespread poverty. The US business community has consistently insisted that “business friendly” cities offer tax breaks, skilled workers, and lifestyle quality in exchange for jobs and wealth creation. Yet, as many cities have seen, the promise of jobs and economic returns from business investment has failed to materialize; companies no longer make long term investments in cities and the rewards of business success go to investors with no relationship to the cities where companies are located. Business benefits from livable cities; it should also share responsibility for building and maintaining them.Learning Goal: To invest in public value creationKnowledge/Skills: To understand, explain, and value partnerships for public value creationEvidence of Learning: Class performance; Livable City Project Mini-Project: Social Innovation Project CompetitionRequired ReadingThompson, “Livable Cities: The Moral Measure of Wealth,” Working Paper, 2012Nicola Villa and Shane Mitchell, CISCO White Paper, Connecting Cities: Achieving Sustainability Through Innovation, 2010Brookings Metro Business Plan WORLD BANK: Urban Systems StrategySuggested ResourcesMichael Porter Initiative for Competitive Inner CitiesBruce Katz: Brookings Metro Summit Megacities; Innovative Cities Brookings audio: “Emerging Markets, Globalization, and Urbanization?“International Making Cities Livable; UN Habitat; USAID: Making Cities Work; McKinsey: CitiesLIVABLE CITIES STRATEGIESPlace: Foster habitat IntegrityStewardship of place and natural habitatAttractive, safe, walkable, welcoming streetscapes, public spaces, multi-use destination venuesBuildings that enhance the natural environment, historic roots, and social infrastructureSmart infrastructure design and executionPeople: Foster human flourishing Ample, accessible public amenities and wellness supportNourishing, affordable, abundant, and accessible foodSafe, attractive, affordable homes for diverse homeowners, renters, and lifestylesHigh quality, enriching, and affordable childcare and early childhood education for a lifelong love of learning and resilienceHealthy growth opportunities for people of diverse ages, traditions, and lifestylesCommunity: Foster human connections and social resilience Social infrastructure for interaction, communication, and neighborlinessCollaborative practices for building shared identity, values, goals, and solving problemsBranding/bonding events that celebrate community identity, values, traditions, milestones, and connections to placeCitizenship: Foster civic engagementEducation for personal agency, active citizenship, and civic leadershipSocial infrastructures/practices for civic responsibility and actionResponsive and proactive public officials, policy and government Prosperity: Foster inclusive wealth creationEducation for economic competenceEntrepreneurial, conscientious, and adaptive workforce/business community Robust public, private, and social sector commercial and social investment partnershipsInnovative capitalization of undervalued assets and community benefitsInnovative business modelsTHEME 8 TEAM MINI-PROJECT: The Livable City ProjectAs of 2006, a majority of the world’s 7 billion people now live in cities; a dramatic shift from the agrarian lifestyle humans have lived through most of history. As recently as 1950, less than a third of the world’s population lived in cities; by 2025, two-thirds of the world’s population will be urban. More than just population growth; urbanization involves changes in the economic, social and political structures of a region as well as?environmental and social changes related to globalization.? As globalization expands and integrates local markets and economies, people migrate to cities in search of jobs, resources, and opportunities. The rapid growth of cities strains their capacity to provide services such as energy, education, health care, transportation, sanitation and physical security when public revenues lag behind the influx of people.? When people migrating to cities lack assets, meaningful social bonds, and marketable skills, the strain on city governments is even greater and can result in massive urban sprawl, serious environmental problems, widespread poverty, disease, social chaos, and violence. How we handle urbanization will determine whether our cities deteriorate in a downward spiral of decay and impoverishment or flourish in peace and prosperity. We can choose. With developed economies slowing in growth, the future of opportunity is shifting towards the megacities of Asia, Africa, and the Middle East, but these opportunities also require taking on the challenges of less market-ready environments. Business is a critical force in creating the future of cities. Business leaders can choose to invest resources and imagination in collaborating (or not) with government and civic leaders to tackle the challenges facing cities.In the United States, immigration restrictions, recession, and the mortgage crisis have slowed mobility and population growth in the past decade, but metro areas remain at the forefront of a trend towards a multiethnic society in which median household income declined for the first census decade in US history. THE TEAM CHALLENGE: Build a better city!The Carey Business School is an urban school -- both Baltimore and the District of Columbia have livability challenges that need urgent attention. Business with humanity in mind starts in your own city where Carey CityLabs are building better cities for a better world. This Livable Cities project will help you think more creatively about how your business career can also make your city better.Each team will present an innovative business idea that addresses an urban “livability” challenge. Project Pitch Rules Focus on Ward 5, Historic Jonestown, or other “problem” areas of the cityApply Livable Cities StrategiesDevelop a social innovation business conceptIdentify a problem and describe the business opportunity it createsDefine the value proposition that combines the problem and opportunityProject start-up/scale-up business plan and revenue model for 3-5 yearsProject social impact for 3-5 yearsSet a target funding goalPitch your project in 5 minutesResourcesWhere is your project on the Social Enterprise Game Board?Where do you want to move your project?What is your strategy for getting there?The Social Enterprise Business Development Game BoardGLOBALMULTISITEREGIONALSINGLE SITE / LOCALPROBLEM/ SOLUTION STRATEGY& TOCSOCIAL IMPACT METRICSBUSINESSVALUE PROPBUSINESS MODEL & ORG DESIGNFINANCIAL METRICS& ROIPILOT TESTINGREBOOT/ REDESIGNLAUNCHEXIT STRATEGYCityLab AtelierWard 5, DC: CityLab, Land Transformation Study, Historic Jonestown, Baltimore: CityLab, Planning for Jonestown’s Future Brookings, State of Metropolitan America; Metro MonitorMichael Porter, Initiative for a Competitive Inner CityLiving CitiesSmart Growth AmericaBusiness Models for Social Entrepreneurs: Alter, Business Planning for Social Enterprises: Purpose Business Plan Toolkit: PREPARATION toolkit Seminar Preparation ResourcesIn addition to the individual preparation required for each module of the weekly three-hour class sessions, additional team preparation is required for team-led modules. Preparation resources for each module are listed below.MODULEINDIVIDUAL PREPARATIONTEAM PREPARATIONLive CaseLive Case Worksheet (p44)Live Case Worksheet (p44)Content HighlightsContent Highlights (p46)Leading Content Highlights (p47)Mini-CaseLive Case Worksheet (p44)Live Case Worksheet (p44)Open ForumNANASession DebriefLeading Session Debrief (p48)Leading the Session Debrief (p48)What is the Blackboard Discussion Board?Theme discussions begin before class every week with a discussion board question launched by the Lead Team. A provocative question or challenge can foster a lively debate that carries into the classroom to generate richer perspectives and insight into the weekly theme. You should plan to post substantive comments that raise new points or elaborate on previous comments with greater depth, clarity, and precision.What is a Live Case?Every seminar session begins with a Live Case drawn from real life observation or experience. The Live Case exercise enables you to explore the world through the lens of the weekly ethical theme and practice thinking and talking about values from various perspectives. A Live Case can be a personal case or one drawn from current events. Some cases involve several themes, so you will need to explore how it relates to the weekly theme. If you are using a current event, be sure to cite as much the source inforcan mation as you can. You should bring your written Synopsis to class for discussion with your team. In your team discussion, each team member will briefly summarize his/her case. The team will then select one team member’s Live Case to discuss.What is the Open Forum?Every seminar session includes an Open Forum during which the Lead Team organizes a discussion and/or activity focused on one topic, issue, or case of their choice. The Open Forum enables you to explore a wide variety of topics or focus on an issue of particular relevance to you and your career.What is the Session Debrief?Every seminar session concludes with a Session Debrief led by one team. This is an opportunity to observe, reflect, and learn from your peers in class discussion. It also enables you to learn from the teamwork and discussion leadership of other teams and provide them with constructive feedback and feedforward suggestions for improving their future performance.The Live Case Worksheet CASE SYNOPSIS. Your interpretation of the case in one paragraph.??What facts, values, and judgments characterize the moral challenge of this case? Why is it important?KEY FACTS. Your factual discovery of key events, actors, and evidence:??What relevant evidence and contextual/technical knowledge needs to be considered to understand the situation or problem? What are your sources for the facts of this case and how reliable are they?MORAL ANALYIS.? Your interpretation of the values conflict or moral challenge.?What is the main moral issue in this case?? What is at stake??Who is the key moral actor in this case? Whose actions and decisions determine the moral resolution of this case??What is your intuitive moral judgment of the issue? What values are involved (care, justice, truth, loyalty, human life, social order, property, freedom, sanctity, tradition, etc?)How do your values and moral judgments conflict? Is it a right/right or right/wrong conflict? What type of right/right?What other moral perspectives should you reasonably consider? How do the six universal moral value perspectives (CARE, LIBERTY, FAIRNESS, LOYALTY, AUTHORITY, SANCTITY) illumine and focus moral understanding of the challenge? How do the ethical standpoints of COMMON HUMANITY (care, justice, equality, utility), CHARACTER (virtue, duty, principle), and CONSEQUENCES (outcomes, harm, cost, benefit) illumine and focus moral understanding of the challenge? How would you apply the values and code of your wisdom tradition to understand and explain the moral issue? How does the moral challenge align/conflict with the core values of your Wisdom Tradition? With the Wisdom Tradition of stakeholders?STAKEHOLDER ANALYSIS. Your interpretation of stakeholder interests in light of precedents, context, and evidence:?Who are the stakeholders (Individuals, groups, or entities) whose values, moral claims, and duties constitute the moral challenge of the case?? What values, Wisdom Traditions, and moral arguments support their claims?? How valid and sound are those claims?What competing or contested values, claims, or duties complicate this case? Which stakeholders have more urgent and compelling claims?? Why??What similar cases or situations are useful as analogues for evaluating this case?OPTION ANALYSIS.? Your interpretation of options. ?What are the feasible options for the key moral actor to consider in resolving the moral problem?? On what grounds are they morally justified?DECISION. Your action recommendation.??Which option is the most ethical, and on what grounds? How does the action express/reflect your core values??7. SUMMARY ARGUMENT.? Your argument in brief:??Can you explain the best decision option or action plan persuasively in <25 words?Content Highlights: Individual Preparation WorksheetYou are individually responsible for preparation and participation in the team-led discussion of required reading and resources for one class session. Close reading/listening to each content element is essential in preparing for a rigorous discussion. Your individual performance will be observed and evaluated every week. Do not be silent! Critical engagement with content is an inner dialogue with an author/speaker: Rather than passively absorbing content, you listen, question, and reflect as you go along. You should plan to prepare a one-paragraph response to each content element of the seminar. Draw from your statement and critical notes to participate in seminar discussions; your performance in these arenas will be considered as important factors in your course grade.CRITICAL READING/LISTENING NOTES Read sources critically, asking questions as you go along. Begin your critical reading of each source with the following questions (and continue by adding your own questions).What is the author’s/speaker’s thesis? Why is it important for the theme of this week’s seminar?How would you identify, describe, and locate the author’s ethical standpoint?How effectively does the author relate the thesis to the ethical standpoint?Can you set out the structure of the author’s main argument?How effectively does the author use sources, evidence, models, and theories to support the thesis?On which points do you agree/disagree with the thesis? Why?On which points do you agree/disagree with the ethical standpoint? Why?How does the author use imagery, rhetorical style, and symbolic meanings to enhance the thesis and ethical standpoint? Is it effective? Why/not?What is missing? What is superfluous? Is there a subtext? How does the author weave it into the discourse?What suggestions do you have for additional inquiry into this theme?CRITICAL RESPONSE SUMMARY STATEMENTWhat point of view do you have in response to this author? How would you structure an argument to support or oppose the author’s point of view – or certain aspects of it? Leading Content Highlights: Team Preparation WorksheetYou and your team will lead one seminar session discussion of weekly theme content. Remember that your assignment is to lead and facilitate a rich, rigorous, and imaginative class discussion about the theme for the class session. DO NOT GIVE A BOOK REPORT OR MINI-LECTURE on content that everyone in the class has already read. Your team is responsible for stimulating thoughtful engagement with the ideas and values in a way that enable everyone in the group to learn from each other. You want people to come away from the discussion thinking, “Wow, I never thought of it that way before!” or “I need to find out more about X.”TEAM PERFORMANCE EVALUATIONYour team performance will be evaluated on:The quality of thought and expression in your critical response statementThis is a team product that should be turned in at the beginning of the class in which you are leading the Content Highlights.Begin with reading and absorbing the content so you are sure you understand it. Follow the individual Content Highlights Worksheet.Make connections among the various content sources. Connect those ideas and values with your own experience and observations. Investigate external sources that corroborate, illumine, or perhaps contradict the content to develop a fuller understanding and point of view on the theme. Discuss the content as a team to develop a point of view that you can articulate and share. Expect some disagreement. If you cannot reach a consensus, then try to identify what the reasons are for your differences. This may identify a basic issue or value that is at the crux of discussion for your classmates as well.Write out your statement. Back it up with evidence, reasoning, and observations. The skill in engaging vigorous, thoughtful class discussion of the themeBegin the discussion with a question or activity that commands attention, provokes thought, and welcomes diverse perspectives, imaginative insights, and enthusiasm about the content and the theme.Use cold call, warm call, buzz groups, and activities to keep the pace of discussion and engagement brisk. Use your imagination – what do you think would be an interesting and engaging way to have a class discussion?Invite questions and comments.Avoid sounding defensive or unreflectively judgmental.Don’t be afraid to make value judgments; values are about judgment. Try to manage the discussion so everyone is able to explain value judgments.Use models, frameworks, and tools from the Course Manual as discussion aids.Have fun!The full engagement of each team member in the process. Each team member should contribute ideas, strategies, independent research, opinions, and technical effort of preparing the Content Highlights.Division of labor is fine; decide who will be doing data analysis, visual content, writing, etc.Every team member should contribute to leading the live class discussion.Be prepared to manage conflict; values discussion can elicit deep disagreement.Leading the Session DebriefIn leading the session debrief, you will work with your team to examine and discuss the quality of learning in each seminar. As a team, you are encouraged to explore and apply various evaluative models and techniques to spark meaningful conversation. Each session debrief should facilitate individuals, teams, and the entire class to engage in thoughtful critique and constructive feedback of the seminar learning experience. You are encouraged to work resourcefully with your team in developing and applying innovative approaches to lead a critically reflective assessment of each week’s learning experience. Be mindful of the general performance expectations listed on pages 50-51 in the Syllabus. Some points to consider in leading the Session Debrief are listed below. Discussion Leadership TeamHow did the framing and management of the discussion flow stimulate productive thought and discourse about the theme content, ideas, and sources?What did you most appreciate about the team’s discussion leadership?What suggestion do you have for the team to improve their discussion leadership??Class ContributionsWhose comments, observations, or questions demonstrated the most thorough and imaginative understanding of the theme content, ideas, and sources?Who contributed the most to the discussion with new insights, observations, questions?What suggestions do you have for improving class contributions to the discussion??Your ContributionsWhat was the most valuable contribution you made to this theme discussion?What would you like to say that you didn’t get a chance to say during the session?LEARNING OBJECTIVESgraded ASSIGNMENTS AND DELIVERABLESperformance evaluation rubrics Student Learning Objectives for This CourseThe Business Leadership and Human Values Seminar is designed to achieve three of the core Carey Learning Objectives. The complete list of Carey Business School’s general learning goals and objectives is available at Teaching & Learning@Carey website. By the end of this course, you will be able to:LO 2.2: Assess teamwork experience and suggest strategies for future improvement.LO 3.1: Explain the role of human values in business leadership.LO 3.2: Develop and justify an action plan to manage an ethical challenge.Throughout the Seminar you will explore the architecture of human values from various dimensions: personal, organizational, societal, cultural, and cross-cultural. The Seminar provides the opportunity for you to cultivate skills and dispositions of self-awareness, critical thinking, collaborative inquiry, dialogue, discernment, and decision-making that will foster your effectiveness as a values empowered leader. Rather than learning about values, the Business Leadership and Human Values Seminar engages you with the Carey Business Credo, Business with Humanity in Mind, challenging you to anchor value creation in human values. You will be challenged to envision business leadership as a moral trust others place in you to manage assets, solve problems, and lead people in creating sustainable wealth. Attendance Policy and Class ParticipationThis is a seminar, not a lecture course, which means that the course is defined by student-generated discussion of ideas and values. A large proportion of your grade is determined by what you do in class. You are expected to be present and fully engaged as in each class session. Keep your electronic devices closed during class unless you are working on a specific class-related activity that requires them. You are expected to notify the professor in advance if you are unable to attend a class session, but an excused absence does not absolve you from the attendance requirement. Please note that absence from class will negatively affect your final course grade.The Business Leadership and Human Values Seminar is designed to foster personal commitment to values orienting you towards conducting business with humanity in mind. As detailed in following sections of the syllabus, acceptable performance (B or above) requires that you: Demonstrate authentic personal commitment to exploring and understanding the role of human values in business, value creation, markets, and the economy.Prepare thoroughly and participate actively in class and other learning plete all deliverables fully, in proper format, and on time.Work effectively with others as part of a team.Demonstrate active engagement with course themes and learning resources.The key to a successful seminar learning experience is active participation by students who challenge each other to think more rigorously and imaginatively. It is possible to have a class discussion or presentation that students enjoy, but it may not contribute to learning. You will notice that engagement in and contributions to the learning enterprise constitute a substantial share of your course grade. The Seminar is a “practice” community for you to develop your skill in building and collaborating as part of a values-based team and leading discussions about values. It is very important for you to understand what kind of contributions you are expected to make. Some examples of contributions to values leadership learning include: Moral imagination and courage that reframe conventional thought and practice to suggest new ways of fusing wealth creation and human valuesHigher level values-based thinking (analyzing, evaluating, creating, and synthesizing ideas and values) rather than lower level thinking (remembering, understanding, applying, and comparing facts and rules) Observations and analyses that foster greater clarity, depth, and/or breadth of understanding and insight into the dynamics of a problem, case, or situationProbing questions that challenge the discussion stream and yield new directions of thought and insightInclusive, collaborative discourse that invites substantive contributions from others in building a shared body of knowledge, values, and practiceIntellectual integrity that welcomes critique of values and ideas as an opportunity to deepen personal integrity and shared valuesAssignments, Evaluation, and GradingYour work in this course will consist of both individual and collaborative work. Your grade will be based on your performance in the following four areas:PERFORMANCE DELIVERABLE OR ASSIGNMENTLEARNING OBJECTIVEPERCENT OF GRADEMoral Compass Essay: (Individual Grade)Articulation of personal values as a framework for business leadership. Includes both independent and in-class components. 3.125%Final Case Brief: (Individual Grade)Written plan for managing a moral challenge. 3.225%Teamwork Performance Assessment: (Team Grade)Online assignment completed in class.2.225%Contributions to the Learning Enterprise (Individual Grade)Participation in class and online discussion, learning activities, and critical reflection debrief25%100%Grading RubricsYour individual and team contributions to learning will be evaluated according to the rubrics below. All of your work in the seminar is graded on a 3-point scale. To earn a “B” you must perform consistently, in every class and on every assignment, at the level of a 2 or above. To earn an “A” you must perform, in every class and on every assignment, at a level of 3. Important Notes about Grading PolicyThe grade of A is reserved for those who demonstrate extraordinarily excellent performance. The grade of A- is awarded only for excellent performance. The grade for good performance in this course is a B+/B. The grades of D+, D, and D- are not awarded at the graduate level. Please refer to the Carey Business School’s Student Handbook for grade appeal information. 3 points=A (Exemplary); 2 points=B (Proficient); 1 point=C (Needs Improvement); 0 points=FPointsPerformance Descriptors3ExemplaryDemonstrates flawless command of course content, tools, and methods to develop a compelling action plan for identifying, evaluating, and managing a moral challengeSynthesizes course material, class discussion points, empirical observation, independent inquiry, and personal experience to identify, frame, evaluate, and analyze values, ideas, and discourse about business leadership and human valuesDemonstrates deep thought and critical understanding of human values and the ethical challenges of business leadershipConsistently leads and engages with others to foster an intellectually dynamic, creative, challenging seminar learning experienceInspires excellence in team collaboration and performance Acts with integrityWelcomes critique as an opportunity for discovery2ProficientDemonstrates understanding of course content, tools, and methods to develop a reasoned action plan for identifying, evaluating, and managing a moral challengeDraws from course material, class discussion, and personal observation/ experience to identify, frame, evaluate, and analyze values, ideas, and discourse about business leadership and human valuesDemonstrates understanding of human values and the moral challenges of business leadershipFully engages in seminar activities and contributes regularly to discussion with well-considered ideas, questions, observations Works effectively as a team member Acts with integrityConsiders and responds thoughtfully to insights and observations from others1NeedsImprovement Demonstrates superficial understanding of and engagement with course material in developing an incomplete or inadequate action plan for identifying, evaluating, and managing a moral challenge Draws superficially from personal experience in thinking and expressing views about business leadership and human valuesFrequently distracted with non-course-related activities (personal conversation, web surfing, email, etc.)Shows up for class but does not participateWorks ineffectively as a team memberActs with integrity0UnacceptableDoes not show up for classDoes not complete all deliverablesViolates Carey personal conduct or academic integrity normsIndividual Deliverable Assignment 1: The Moral Compass EssayLEARNING GOAL 3.1Explain the role of human values in business leadership.The Moral Compass Essay is a critically reflective personal essay defining and articulating personal values and explaining how they guide your character, conscience, and conduct in business, society, and professional life. It should be written in your own words in the first person narrative voice as a BRIEF SYNOPSIS of your personal moral compass based on the Moral Compass Workbook. LENGTH: Approximately 500-1500 words | Time frame for completion: 4 weeksDUE DATE: Fourth Class SessionGRADING: This assignment is evaluated on a 3-point scale based on grading rubrics on page 10 of the Syllabus. Failure to complete the assignment will result in a score of 0. 3 points = A; 2 points = B; 1 point = C; 0 points = FOUTLINE AND QUESTIONS FOR YOUR ESSAY YOUR PERSONAL INTEGRITY: What is your understanding of a moral compass as a foundation for personal integrity and social conscience? From which Wisdom Tradition(s) do you draw in constructing your moral compass? What do you value and question about this Wisdom Tradition? MORAL VISION: What is your vision of a good life? What values anchor your moral vision? What symbol, song, image, or story motivates and inspires your moral vision? How does your Wisdom Tradition influence your moral vision? MORAL CODE: What are the rules or principles of your moral code? How does your moral code align with your moral vision? How does your Wisdom Tradition influence your moral code?MORAL FITNESS: What practices constitute your moral fitness regimen? How do you use these practices to cultivate personal character and integrity? How do these practices align with and reinforce your moral vision and code. How does your Wisdom Tradition influence your moral code?DEFINING MOMENT: What moral challenge has been a key defining moment for you? How has this challenge tested, clarified, and defined your character and values. If you could, how would you rewrite the script for this event in your life? Why? How does your Wisdom Tradition influence your moral understanding of this challenge? YOUR FUTURE AS A BUSINESS LEADER: Drawing from the wisdom of your moral compass, how do you envision the role of human values in your future as a business leader? SOCIAL CONSCIENCE: What challenges and opportunities do you envision for yourself in building a social network of shared values?CONSCIENTIOUS LEADERSHIP: What challenges and opportunities do you envision for yourself in building business cultures of shared responsibility and accountability?CONSCIENCIOUS COMMERCE: What challenges and opportunities do you envision for yourself in creating wealth for human flourishing?CIVIC CONSCIENCE: What challenges and opportunities do you envision for yourself in partnering with others to build a society that works better for everyone? SUMMARY: What is your key take-away from this assignment?Assessment Rubrics for the Moral Compass EssayLearning ObjectiveArticulate a thoughtfully reasoned personal values system as a human values framework for business leadershipLearning StandardsSCORING: 1(C)=Needs Improvement; 2(B)= Proficient; 3(A)=Exemplary123ScoreCommand of course content, tools, and methodsDoes not follow the Moral Compass Essay framework or address questions as assignedReflects a superficial understanding of the Moral Compass WorkbookFollows the Moral Compass Essay framework to address assigned questions thoughtfully and completelyReflects a thorough understanding of the Moral Compass WorkbookImaginatively applies the Moral Compass Essay format and workbook content in developing a highly original and flawless essayReflects a deeply critical and creative understanding of the Moral Compass Workbook Quality, depth, breadth, and originality of thought, discourse, and discernment about values and ethical challengesDraws superficially from personal experience and/or conventional norms in articulating a personal value systemDemonstrates little or no insight about the role of human values in business leadershipDraws thoughtfully from personal observation and experience, wisdom traditions, and other sources in articulating a personal value systemDemonstrates insight about the role of human values in business leadershipSynthesizes personal experience, empirical observation, independent inquiry, wisdom traditions, and other sources in articulating a uniquely personal value systemDemonstrates deep thought and critical understanding of human values and the ethical challenges of business leadership Personal integrity and engagement with valuesDoes not question personal values or social normsUpholds Carey personal conduct and academic integrity normsCritically scrutinizes personal values and social norms Upholds Carey personal conduct and academic integrity normsThoroughly critiques personal values and social norms from multiple perspectives Exemplifies Carey personal conduct and integrity normsAVERAGE OF SCORES Individual Deliverable Assignment 2: The Final Case BriefLEARNING GOAL 3.2Develop and justify an action plan to manage an ethical challenge.The Final Case Brief is a formal paper that frames, evaluates, and develops an action plan for managing an ethical challenge that your have identifies. This is your opportunity to demonstrate everything you know about applying values to the challenges of business leadership. In writing your final case brief, you should select an ethical problem either from current business news or from your own observation or experience. Remember that you are conducting an ethical analysis to develop an action plan, so your brief will be evaluated for your framing of the problem, the arguments you make, and the evidence and expertise you apply to support your arguments. Your choice of a problem, its complexity, and its relevance for contemporary business will be considered in your grade for this assignment. It is in your interest to choose a unique, complex, and relevant problem that has not been widely discussed or evaluated to demonstrate your values, intelligence, and skill.You will conduct your own ethical analysis of a scenario and develop an action plan using the tools, methods, and frameworks from the course as well as your own independent inquiry and thought. You are encouraged to explore sources beyond course materials.You may consult any and all learning materials from the seminar and elsewhere; you may also consult and discuss the case with others. The written brief, however, must be entirely your own work. If you do consult other sources, you must credit and cite them properly in APA format.LENGTH: Approximately 1500-3000 words | Time frame for completion: 7 weeksDUE DATE: Final Class SessionGRADING: This assignment is evaluated on a 3-point scale based on the grading rubrics on page 13 of the Syllabus. Failure to complete the assignment will result in a score of 0. 3 points = A; 2 points = B; 1 point = C; 0 points = FFORMAT AND OUTLINE FOR YOUR FINAL CASE BRIEF: The Moral Challenge Action PlanCASE SYNOPSIS. Your interpretation of the case in one paragraph. What facts, values, and judgments characterize the moral challenge of this case? Why is it important?KEY FACTS. Your factual discovery of key events, actors, and evidence: What relevant evidence and contextual/technical knowledge needs to be considered to understand the situation or problem? What are your sources for the facts of this case and how reliable are they?MORAL ANALYIS. Your interpretation of the values conflict or moral challenge: What is the main moral issue in this case? What is at stake? Who is the key moral actor in this case? Whose actions and decisions determine the moral resolution of this case? What is your intuitive moral judgment of the issue? What values are involved (care, justice, truth, loyalty, human life, social order, property, freedom, sanctity, tradition, etc?) How do your values and moral judgments conflict? Is it a right/right or right/wrong conflict? What type of right/right? What other moral perspectives should you reasonably consider? How do the six universal moral value perspectives (CARE, LIBERTY, FAIRNESS, LOYALTY, AUTHORITY, SANCTITY) illumine and focus moral understanding of the challenge? How do the ethical standpoints of COMMON HUMANITY (care, justice, equality, utility), CHARACTER (virtue, duty, principle), and CONSEQUENCES (outcomes, harm, cost, benefit) illumine and focus moral understanding of the challenge? How would you apply the values and code of your wisdom tradition to understand and explain the moral issue? How does the moral challenge align/conflict with the core values of your Wisdom Tradition? With the Wisdom Tradition of stakeholders?STAKEHOLDER ANALYSIS. Your interpretation of stakeholder interests in light of precedents, context, and evidence: Who are the stakeholders (Individuals, groups, or entities) whose values, moral claims, and duties constitute the moral challenge of the case? What values, Wisdom Traditions, and moral arguments support their claims? How valid and sound are those claims?What competing or contested values, claims, or duties complicate this case? Which stakeholders have more urgent and compelling claims? Why? What similar cases or situations are useful as analogues for evaluating this case?OPTION ANALYSIS. Your interpretation of options: What are the feasible options for the key moral actor to consider in resolving the moral problem? On what grounds are they morally justified? DECISION. Your action recommendation: Which option is the most ethical, and on what grounds? How does the action express/reflect your core values? SUMMARY ARGUMENT. Your argument in brief: Can you explain the best decision option or action plan persuasively in <25 words?Assessment Rubrics for the Final Case BriefLearning ObjectiveDevelop and justify an action plan for managing an ethical challengeLearning StandardsSCORING: 1(C)=Needs Improvement; 2(B)= Proficient; 3(A)=Exemplary123ScoreCommand of course content, tools, and methodsDoes not follow the Final Case Brief framework or address questions as assignedReflects a superficial understanding of methods for identifying, evaluating, and managing an ethical challengeFollows the Final Case Brief framework to address assigned questions thoughtfully and completelyReflects a thorough understanding of methods for identifying, evaluating, and managing an ethical challengeImaginatively applies and adapts the Final Case Brief framework to develop a highly original and flawless case briefReflects a deeply critical and creative understanding of methods for identifying, evaluating, and managing an ethical challenge Quality, depth, breadth, and originality of thought, discourse, and discernment about values and ethical challengesIdentifies a conventional, uncomplicated ethical challengeDraws superficially from personal values, experience, observation, and/or mainstream media sources to evaluate and manage an ethical challenge Demonstrates little or no awareness of moral complexityIdentifies a complex ethical challengeDraws thoughtfully from personal/social values/experience, relevant knowledge, empirical evidence, wisdom traditions, and reputable sources to evaluate and justify a credible action plan for managing an ethical challengeDemonstrates awareness and insight about moral complexityIdentifies a highly complex, multi-faceted ethical challengeSynthesizes personal experience, empirical observation, independent inquiry, wisdom traditions, and other expert sources to evaluate and justify a highly original and persuasive action plan for managing an ethical challengeDemonstrates deep thought and critical understanding of moral complexity Personal integrity and engagement with valuesDoes not question personal values or social normsUpholds Carey personal conduct and academic integrity normsCritically scrutinizes personal values and social norms in managing an ethical challengeUpholds Carey personal conduct and academic integrity normsThoroughly critiques personal values and social norms from multiple perspectives in managing an ethical challenge Exemplifies Carey personal conduct and integrity normsAVERAGE OF SCORES Individual Deliverable Assignment 3: Teamwork Performance AssessmentLEARNING GOAL 2.2Assess your teamwork experience and suggest strategies for future experience.Teamwork Performance Assessment is an evaluative summary of your team experience. This is an opportunity to evaluate your team experience and provide substantive feedback and feedforward comments on each team member (including yourself) in key skill areas of participation, contributions, and leadership. In addition to your discussion leadership for one seminar content theme, you and your team collaborate in creating dynamic, challenging, and stimulating discourse every week. Your weekly performance includes live case discussions, session debriefs, mini-project deliverables, small group activities, and discussions involving the entire class. You are expected to be a high-performance team every week.Assessment Format and Due Date: The Teamwork Performance Assessment is an online form that you will complete at the end of the term during the last class session. GRADING: This assignment is evaluated on a 3-point scale based on grading rubrics on page 17 of the Syllabus. Failure to complete the assignment will result in a score of 0. 3 points = A; 2 points = B; 1 point = C; 0 points = FCOMPONENTS OF THE TEAMWORK PERFORMANCE ASSESSMENTIndividual Team Member AssessmentRepeated for each member, including yourselfWhat strengths did each team member exhibit during as a member of the team?What suggestions can you offer to this team member to enhance performance and contributions to future teamwork?Please rate each team member’s performance in each of the follow areas by checking the appropriate box:ParticipationPoor attendance; inattentive; poor cooperation; weak effortPresent; attentive; team player; expected level of effortFacilitated participation of others; highly collaborative; superior effortContributionContributed little Contributed a fair share of what was expectedHigh-value contributor; contributed most of the successful ideas and strategies LeadershipLittle or no initiative Assisted and/or shared leadership; organized/managed some tasksWas THE team leader (only one person); inspired/motivated the team; highly reliable; highly adaptive to changing conditionsLearning Objective 2.2 Assess your team members’ performance and provide strategies for future improvementLearning Standards1: Needs Improvement2: Proficient3: Exemplary123ScoreStrengthsIdentified and discussed the strengths of each team member’s contribution to the team’s performance. Suggestions for Future TeamworkMade suggestions to team members on how to enhance performance and contributions to future teamwork experiences.Participation in TeamworkRated each team member’s:Attendance and attentiveness,Collaboration/cooperation, being a team player, andLevel of effort to participate in teamwork.Contribution to TeamworkAppraised each team member’s level of contribution.Leadership in TeamworkEvaluated: His/her own experiences of taking initiative and assuming assisted/shared leadershipAll other team member’s ability to take initiative and assume or assist in shared leadershipTotal Score Assessment Rubrics for Team Performancegeneral ACADEMIC policies and informationBlackboard SiteA Blackboard course site is set up for this course. Each student is expected to check the site throughout the semester as Blackboard will be the primary venue for outside classroom communications between the instructors and the students. Students can access the course site at . Support for Blackboard is available at 1-866-669-6138.Course EvaluationAs a research and learning community, the Carey Business School is committed to continuous improvement. The faculty strongly encourages students to provide complete and honest feedback for this course. Please take this activity seriously; we depend on your feedback to help us improve. Information on how to complete the evaluation will be provided toward the end of the course.Disability ServicesJohns Hopkins University and the Carey Business School are committed to making all academic programs, support services, and facilities accessible. To determine eligibility for accommodations, please contact the Disability Services Office at time of admission and allow at least four weeks prior to the beginning of the first class meeting. Students should contact Priscilla Mint in the Disability Services Office by phone at 410-234-9243, by fax at 443-529-1552, or by email. Honor Code/Code of ConductAll students are expected to view the Carey Business School Honor Code/Code of Conduct tutorial and submit their pledge online.?Students who fail to complete and submit the pledge will have a registrar’s hold on their account. Please contact the student services office via email if you have any questions.Students are not allowed to use any electronic devices during in-class tests. Calculators will be provided if the instructor requires them for test taking. Students must seek permission from the instructor to leave the classroom during an in-class test. Test scripts must not be removed from the classroom during the test.Other Important Academic Policies and ServicesStudents are strongly encouraged to consult the Carey Business School’s Student Handbook and Academic Catalog and Student Resources for information regarding the following items:Statement of Diversity and InclusionStudent Success CenterInclement Weather PolicyCopyright StatementUnless explicitly allowed by the instructor, course materials, class discussions, and examinations are created for and expected to be used by class participants only.?The recording and rebroadcasting of such material, by any means, is forbidden. Violations are subject to sanctions under the Honor Code.leadership learning theory supplementTransformative Learning Theory: Core PrinciplesAdapted from Jack Mezirow, “Learning to Think Like an Adult,”2000Redacted via Transformative Learning Theory Transformative Learning is an idealized model of adult learning that distinguishes between learners as receptacles of knowledge versus learners who are actively engaged through critical reflection and discourse to question assumptions, expectations, and context to achieve deeper meaning and new perspectives to guide their actions.The Transformative Learning Theory (TLT) was first articulated by Jack Mezirow of Columbia University after researching factors related to the success, or lack thereof, of womens’ reentry to community college programs in the 1970's, with the resulting conclusion that a key factor was perspective transformation. He went on to describe a ten-phase transformation process which emerged as common to many of the women who successfully re-entered community college. Mezirow argued that transformations often follow some variation of the following phases of meaning becoming clarified:A disorienting dilemmaA self-examination, often associated with feelings of guilt or shameA critical assessment of epistemic, sociocultural, or psychic assumptionsRecognition that one’s discontent and the process of transformation are shared and that others have negotiated a similar changeExploration of options for new roles, relationships, and actions??Planning a course of actionAcquisition of knowledge and skills for implementing one’s planProvision trying of new rolesBuilding of competence and self-confidence in new roles and relationshipsA reintegration into one’s life on the basis of conditions dictated by one’s perspectiveThe first phase was a disorienting dilemma. This dilemma represents the first of three key themes of Mezirow’s TLT, experience. As long as our experiences fit, or can be fit, into our existing meaning structures, we tend not to engage in transformative learning. These dilemmas can be epochal (all at once) such as an “Ah-ha, or lights-on experience,” or incremental (a gradual recognition, over time) of a disconnect between our meaning structure and our environment.?The next two phases are important aspects of the second of the theory’s themes – critical reflection. After experiencing a disorienting dilemma:?A self-examination, often with associated feelings of guilt or shame?A critical assessment of epistemic, sociocultural, or psychic assumptions?A discomfort with personal epistemology and reconsideration of its validity in the light of recent disorienting experienceThe next phase represents the third of the theory’s themes, rational discourse. Exploring with others the newly discovered “misfit” between your premises and your environment, specifically:?Recognition that one’s discontent and the process of transformation are shared and that others have negotiated a similar changeExploration of options for new roles, relationships, and actions?Discussions with peers, allowing one to explore this “misfit” and other potential roles or approaches.?Planning a course of action, acquisition of knowledge and skills for implementing one's plan, provision trying of new roles, building of competence and self-confidence in new roles and relationships, and reintegration into one's life on the basis of conditions dictated by one's perspective are actionphases of the TLT process. One acquires knowledge and skills through the on-going discussions and trying out new roles and different ways of thinking, behaving, or relating. One gradually gains confidence in new abilities and begins to find a new, comfortable equilibrium.Instrumental Learning versus Transformative LearningA key proposition of transformative learning theory recognizes the validity of Habermas's (1984) fundamental distinction between instructional and communicative learning." (Mezirow 2003)?Instrumental learning is the acquisition of skills and knowledge (mastering tasks, problem solving, manipulating the environment - - - the “how” and the “what”). In contrast, transformative learning is perspective transformation, a paradigm shift, whereby we critically examine our prior interpretations and assumptions to form new meaning - - - the “why.” This perspective transformation is achieved through (1) disorienting dilemmas, (2) critical reflection, (3) rational dialogue, and (4) action. Constructive Learning TheoryGeorge Hein, “The Museum and the Needs of People”International Committee of Museum Educators Conference, Jerusalem, 1991Adapted from redaction via the Institute for Inquiry What is meant by constructivism? The term refers to the idea that learners construct knowledge for themselves---each learner individually (and socially) constructs meaning---as he or she learns.?3?Constructing meaning is learning; there is no other kind. The dramatic consequences of this view are twofold;1) We have to focus on the learner in thinking about learning (not on the subject/lesson to be taught):2) There is no knowledge independent of the meaning attributed to experience (constructed) by the learner, or community of learners.Let me discuss the second point first because, although it appears radical on an everyday level, it is a position which has been frequently adopted ever since people began to ponder epistemology. If we accept constructivist theory (which means we are willing to follow in the path of Dewey, Piaget and Vigotsky among others), then we have to give up Platonic and all subsequent realistic views of epistemology. We have to recognize that there is no such thing as knowledge "out there" independent of the knower, but only knowledge we construct for ourselves as we learn.4?Learning is not understanding the "true" nature of things, nor is it (as Plato suggested) remembering dimly perceived perfect ideas, but rather a personal and social construction of meaning out of the bewildering array of sensations which have no order or structure besides the explanations (and I stress the plural) which we fabricate for them.I'm sure that many of you have had philosophy courses which have exposed you to these concepts, and you may accept this basic premise that there is no such entity as a Ding an sich whether or not we can perceive it. Yet we all tend to remain closet realists, and refute Bishop Berkeley, as Samuel Johnson did, by kicking the stone and feeling real pain. The more important question is, does it actually make any difference in our everyday work whether deep down we consider knowledge to be about some "real" world independent of us, or whether we consider knowledge to be of our own making? The answer is yes, it does make a difference, because of the first point I suggested above: in our profession our epistemological views dictate our pedagogic views.If we believe that knowledge consists of learning about the real world out there, then we endeavor first and foremost to understand that world, organize it in the most rational way possible, and, as teachers, present it to the learner. This view may still engage us in providing the learner with activities, with hands-on learning, with opportunities to experiment and manipulate the objects of the world, but the intention is always to make clear to the learner the structure of the world independent of the learner. We help the learner understand the world, but we don't ask him/her to construct his/her own world.The great triumph of Western intellectual history from the Enlightenment until the beginning of the 2Oth century rested on its ability to organize the knowledge of the world in a rational way independent of the learner, determined by some structure of the subject. Disciplines were developed, taxonomic schemes established, and all these categories were viewed as components of a vast mechanical machine in which the parts could be explained in terms of their relationship to each other, and each part contributed to making the whole function smoothly. Nowhere in this description does the learner appear. The task of the teacher was to make clear to the learner the working of this machine and any accommodation to the learner was only to account for different appropriate entry points for different learners.However, as I have indicated above, constructivist theory requires that we turn our attention by 180 degrees we must turn our back on any idea of an all-encompassing machine which describes nature and instead look towards all those wonderful, individual living beings---the learners---each of whom creates his or her own model to explain nature. If we accept the constructivist position we are inevitably required to follow a pedagogy which argues that we must provide learners with the opportunity to: a) interact with sensory data, and b) construct their own world.?5This second point is a little harder for us to swallow, and most of us constantly vacillate between faith that our learners will indeed construct meaning which we will find acceptable (whatever we mean by that) and our need to construct meaning for them; that is, to structure situations that are not free for learners to carry out their own mental actions, but "learning" situations which channel them into our ideas about the meaning of experience. A common example of the unresolved tension is our attitude towards museum tours which explain exhibits to the visitor. I have repeatedly asked museum professionals if they personally enjoy guided tours, and they almost universally tell me that they try to avoid them at all costs. Yet, at CECA meetings (and this one is no exception) our colleagues frequently give us extensive guided tours through galleries, insisting on presenting the expert guide's interpretation, pace and selection to influence the viewer's perception and learning. It is this tension between our desire as teachers to teach the truth, to present the world "as it really is", and our desire to let learners construct their own world which requires us to think seriously about epistemology and pedagogy.?6Principles of learningWhat are some guiding principles of constructivist thinking to keep in mind in considering our role as educators? I will outline a few ideas, all predicated on the belief that learning consists of individuals’ constructed meanings.1. Learning is an active process in which the learner uses sensory input and constructs meaning out of it. The more traditional formulation of this idea involves the terminology of the active learner (Dewey's term) stressing that the learner needs to do something; that learning is not the passive acceptance of knowledge which exists "out there" but that learning involves the learner s engaging with the world.?72. People learn to learn as they learn: Learning consists both of constructing meaning and constructing systems of meaning. For example, if we learn the chronology of dates of a series of historical events, we are simultaneously learning the meaning of a chronology. Each meaning we construct makes us better able to give meaning to other sensations which can fit a similar pattern.?83. The crucial action of constructing meaning is mental: it happens in the mind. Physical actions, hands-on experience may be necessary for learning, especially for children, but it is not sufficient; we need to provide activities which engage the mind as well as the hands.9?(Dewey called this reflective activity.)4. Learning involves language: the language we use influences learning. On the empirical level, researchers have noted that people talk to themselves as they learn. On a more general level, there is a collection of arguments, presented most forcefully by Vigotsky, that language and learning are inextricably intertwined.10 ? 5. Learning is a social activity: Our learning is intimately associated with our connection with other human beings, our teachers, our peers, our family as well as casual acquaintances. We are more likely to be successful in our efforts to educate if we recognize this principle rather than try to avoid it. Much of traditional education, as Dewey pointed out, is directed towards isolating the learner from all social interaction, and towards seeing education as a one-on-one relationship between the learner and the objective material to be learned. In contrast, progressive education (to continue to use Dewey's formulation) recognizes the social aspect of learning and uses conversation, interaction with others, and the application of knowledge as an integral aspect of learning.?116. Learning is contextual: We do not learn isolated facts and theories in some abstract ethereal land of the mind separate from the rest of our lives: we learn in relationship to what else we know, what we believe, our prejudices and our fears.12? On reflection, it becomes clear that this point is a corollary of the idea that learning is active and social. We cannot divorce our learning from our lives.?137. One needs knowledge to learn: It is not possible to assimilate new knowledge without having some structure developed from previous knowledge to build on.?14The more we know, the more we can learn. Therefore any effort to teach must be connected to the state of the learner, must provide a path into the subject for the learner based on that learner's previous knowledge.?158. It takes time to learn: learning is not instantaneous. For significant learning we need to revisit ideas, ponder them try them out, play with them and use them. This cannot happen in 5-10 minutes. If you reflect on anything you have learned, you soon realize that it is the product of repeated exposure and thought. Even, or especially, moments of profound insight can be traced back to longer periods of preparation.9. Motivation is a key component in learning. Not only is it the case that motivation helps learning, it is essential for learning. This idea of motivation is broadly conceived to include an understanding of ways in which the knowledge can be used. Unless we know the “why and how” of it, we may not be very involved in acquiring or deepening our knowledge. ................
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