According to Brown (2000) the ability to engage ethical reflection requires that suitable conditions and training opportunities be in place. Ethical reflection prepares one with the (Cohen, McDaniels, & Qualters, 2005) confidence, interdisciplinary skills, and resources to make more caring, compassionate, and appreciative choices about ethical issues such as fairness, honesty, and privacy that may be experienced in life as professionals.
Brown discusses the four components at the crux of ethical reflection; role flexibility, inquiry, trust, and power. While each of these components serve in an individualized sense, their combined use provides members with the tools necessary to affect communication and collaboration between themselves in a manner that refrains from devaluing the thoughts, ideas, values, and beliefs of others.
Power, as per Brown (2000) denotes the basic rights of others. In order to effectively engage the art of ethical reflection, not only does the process have to be empowered, but so to do the participants. Empowered members readily take an active role in this process without fear of reprisals, they trust that their co-workers will respect their right to offer differing points of view and do not fear that these differences will invoke negative attitudes outside of the discussion.
Inquiry, a part of the learning process is representative of the quest for more information; information necessary to gain an accurate picture of what exactly is at stake in order to determine the best possible course of action. Role flexibility portrays the taking on of another identity. Role reversal provides members with the opportunity to see things from a vantage point other than that of their own and is helpful in creating the ability to empathize with the plight of another.
Ethical reflection in organizations serves as guideposts with a view to long lasting success. Ethical reflection provides the opportunity for members to meditate on past behaviors, while making adjustments and changes along the way. It influences members to make the best possible decision in the face of many difficult situations.
References:
Brown, M. (2000). Working Ethics: Strategies for Decision Making and Organizatonal
Responsibility. Oakland, CA: Regent Press.
Cohen, P., McDaniels, M., & Qualters, D. (2005). Air Model: A Teaching Tool for
Cultivating Reflective Ethical Inquiry. College Teaching, 53(3), 120-127.
Brown discusses the four components at the crux of ethical reflection; role flexibility, inquiry, trust, and power. While each of these components serve in an individualized sense, their combined use provides members with the tools necessary to affect communication and collaboration between themselves in a manner that refrains from devaluing the thoughts, ideas, values, and beliefs of others.
Power, as per Brown (2000) denotes the basic rights of others. In order to effectively engage the art of ethical reflection, not only does the process have to be empowered, but so to do the participants. Empowered members readily take an active role in this process without fear of reprisals, they trust that their co-workers will respect their right to offer differing points of view and do not fear that these differences will invoke negative attitudes outside of the discussion.
Inquiry, a part of the learning process is representative of the quest for more information; information necessary to gain an accurate picture of what exactly is at stake in order to determine the best possible course of action. Role flexibility portrays the taking on of another identity. Role reversal provides members with the opportunity to see things from a vantage point other than that of their own and is helpful in creating the ability to empathize with the plight of another.
Ethical reflection in organizations serves as guideposts with a view to long lasting success. Ethical reflection provides the opportunity for members to meditate on past behaviors, while making adjustments and changes along the way. It influences members to make the best possible decision in the face of many difficult situations.
References:
Brown, M. (2000). Working Ethics: Strategies for Decision Making and Organizatonal
Responsibility. Oakland, CA: Regent Press.
Cohen, P., McDaniels, M., & Qualters, D. (2005). Air Model: A Teaching Tool for
Cultivating Reflective Ethical Inquiry. College Teaching, 53(3), 120-127.
3 comments:
For all the literature on ethics and acceptable behavior I often wonder what happens to some leaders when they get into a leadership position. Some of them become so ruthless and uncaring at times. I even wonder if some people are genetically programmed to be unethical. I have had the pleasure of working with some very ethical leaders but all too often I have had the displeasure of working with unethical ones.
Improved decision making is possible through ethical reflection. This is achievable because the reflection process increases resources for decision making. Through these increased resources comes quality decision making. Therefore ethical reflections can increase resources in an organization through individuals considering different ideas about what should be done in a situation without having to take and maintain a defensive position and closing their minds to other information. This is based on the premise that it is okay to agree to disagree. While disagreement in this process requires trust, it also requires agreement. Being able to acknowledge opposite views can help move individuals from possible ethical dilemmas that could be created.
Frank
Mimi,
This is interesting. As a leader one must constantly examine himself for biases. Whatever happens a leader must be fair. We sometimes fail to realize that people need to be respected and treated fairly. We also need to reflect on our hiring process and be very objective.
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