Building an Ethical Small Group (Chapter 9 of Meeting the Ethical Challenges of Leadership)

This chapter examines ethical leadership in the small-group context. To help create groups that brighten rather than darken the lives of participants, leaders must foster individual ethical accountability among group members, ensure ethical group interaction, avoid moral pitfalls, and establish ethical relationships with other groups. In his metaphor of the leader\u27s light or shadow, Parker Palmer emphasizes that leaders shape the settings or contexts around them. According to Palmer, leaders are people who have an unusual degree of power to create the conditions under which other people must live and move and have their being, conditions that can either be as illuminating as heaven or as shadowy as hell. 1 In this final section of the text, I\u27ll describe some of the ways we can create conditions that illuminate the lives of followers in small-group, organizational, global, and crisis settings. Shedding light means both resisting and exerting influence. We must fend off pressures to engage in unethical behavior while actively seeking to create healthier moral environments

Dark Money: Gower, Echo, and \u27Blinde Avarice\u27

Gower’s poetic works show a consistent concern with the darkness and deceit associated with Avarice, the sin mostly associated with commercial transactions. In the Confessio, he calls Avarice blind. This blindness seems to work both ways. Avarice blinds humans to their humanity because it causes them to cheat and steal from others. Avarice also blinds the victims of the greedy since the greedy resort to deception in order to gain what they want. In the Confessio, Genius tells the tale of Echo as an example of the practices that he calls usury but who works as an amalgam of several of the charges raised against Avarice in the Mirour. While the conclusion of the tale is that Echo literally becomes the whisper from the cave, figuratively she stands for Gower as the duplicitous transaction from dark money

Workplace Learning: Organizations, Ethics, and Issues

The rhetoric surrounding workplace learning is overwhelmingly positive. Boud and Garrick (1999) declare, for example: “Learning at work has become one of the most exciting areas of development in the dual fields of management and education” (p. 1). Advocates promise that education on the job will promote economic prosperity, empower workers, foster collaboration, encourage lifelong learning, and reduce the need for organizational hierarchy (Fenwick, 1998). Government policy makers, human resource professionals, college administrators and faculty, employees, union officials, and executives all support corporate learning. Even the term “workplace learning” has positive connotations. This phrase makes older terms like “vocational education” and “training” appear quaint and outdated

Ethics in a Global Society (Chapter 12 of Organizational Ethics: A Practical Approach

Globalization is having a dramatic impact on life in the 21st century. We inhabit a global society knit together by free trade, international travel, immigration, satellite communication systems, and the Internet. In this interconnected world, ethical responsibilities extend beyond national boundaries. Decisions about raw materials, manufacturing, outsourcing, farm subsidies, investments, marketing strategies, suppliers, safety standards, and energy use made in one country have ramifications for residents of other parts of the world. Organizational citizenship is now played out on a global stage. Businesses, in particular, are being urged to take on a larger role in solving the world\u27s social problems

Enron’s Ethical Collapse: Lessons for Leadership Educators

Top officials at Enron abused their power and privileges, manipulated information, engaged in inconsistent treatment of internal and external constituencies, put their own interests above those of their employees and the public, and failed to exercise proper oversight or shoulder responsibility for ethical failings. Followers were all too quick to follow their example. Therefore, implications for teaching leadership ethics include, educators must: (a) share some of the blame for what happened at Enron, (b) integrate ethics into the rest of the curriculum, (c) highlight the responsibilities of both leaders and followers, (d) address both individual and contextual variables that encourage corruption, (e) recognize the importance of trust and credibility in the leader-follower relationship, and (f) hold followers as well as leaders accountable for ethical misdeeds

Gastrophryne elegans

Number of Pages: 2Integrative BiologyGeological Science

Best Practices in Ethical Leadership (Chapter Seven of The Practice of Leadership)

Excerpt: The arrival of the new millennium brought with it a tsunami of corporate scandals. Just as the publicity from one wave of discredited companies (Enron, World Com, Tyco, Adelphia) subsided, another wave rose to take its place (Health South, Strong Mutual Funds), only to be followed by yet another (Fannie Mae, AIG Insurance). All of these cases of moral failure serve as vivid reminders of the importance of ethical leadership. In every instance, leaders engaged in immoral behavior and encouraged their followers to do the same