Discussion: View Thread

  • 1.  Identifying an Ethical Issue

    Posted 12-19-2009 15:22
    I teach an CSR/Ethics course to (primarilly) graduating seniors. I've been
    frustrated by their inability to quantitatively assess either the probability
    of harm their decisions may cause, the economic impact of alternatives, or even
    the consideration of human suffering in a moderately straightforward
    operational decision. Unfortunately, it is frequently the case that one does
    not know they will or may violate legal or ethical standards unless they can
    analyze associated information and data.

    Vioxx is one example. It's easy to overlook the difference between 4 and 7
    heart failures in a sample of thousands unless you are prepared to do the
    statistical analysis. And, if you see no difference you are pefectly happy to
    launch the product. Moreover, you will miss the true economics of launching a
    harzardous medication. And, rationalize you do no harm.

    So, I think it may be time for me to start revisiting some key statistical and
    economic techniques and skills in addition to moral theory - perhaps regression
    (binomial and linear), chi-sqaured, expected value, and probability.

    I would appreciate your opinions regarding reviewing this material in an ethics
    course; if anyone is trying this, experiencing the same frustrations, or has
    some addition fundamental skills that need to be reviewed in order to make
    sound ethical decisions I would be most welcome to here from them.

    George

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  • 2.  Identifying an Ethical Issue

    Posted 12-19-2009 15:43
    I think it's a great idea, George. The challenge for me is that I always want to do much more than the time allows. Still, there is no question that students need more work in that area. In fact, apparently so do trained professionals. The Shuttle Challenger might not have flown if trained engineers had not failed to calculate simple probability correctly. The Carter Racing case is a great tool for what you want to do. Its data mirror the Shuttle Challenger data and so the case can have a real impact when students begin to realize they just launched the Shuttle (with its tragic consequences).  I used it years ago but have not used it for a while.
     
    Ann

    On Sat, Dec 19, 2009 at 3:21 PM, Geirge Watson <gwatson@siue.edu> wrote:
    I teach an CSR/Ethics course to (primarilly) graduating seniors. I've been
    frustrated by their inability to quantitatively assess either the probability
    of harm their decisions may cause, the economic impact of alternatives, or even
    the consideration of human suffering in a moderately straightforward
    operational decision. Unfortunately, it is frequently the case that one does
    not know they will or may violate legal or ethical standards unless they can
    analyze associated information and data.

    Vioxx is one example. It's easy to overlook the difference between 4 and 7
    heart failures in a sample of thousands unless you are prepared to do the
    statistical analysis. And, if you see no difference you are pefectly happy to
    launch the product. Moreover, you will miss the true economics of launching a
    harzardous medication. And, rationalize you do no harm.

    So, I think it may be time for me to start revisiting some key statistical and
    economic techniques and skills in addition to moral theory - perhaps regression
    (binomial and linear), chi-sqaured, expected value, and probability.

    I would appreciate your opinions regarding reviewing this material in an ethics
    course; if anyone is trying this, experiencing the same frustrations, or has
    some addition fundamental skills that need to be reviewed in order to make
    sound ethical decisions I would be most welcome to here from them.

    George

    -------------------------------------------------
    SIUE Web Mail

    _______________________________________________________________________

    To send a message to the list, send your email to SIM@aomlists.pace.edu

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    --
    Ann K. Buchholtz
    Department of Management
    Terry College of Business
    The University of Georgia
    Athens, GA  30602-6256
    706-542-9465
    _______________________________________________________________________

    To send a message to the list, send your email to SIM@aomlists.pace.edu

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  • 3.  Identifying an Ethical Issue

    Posted 12-19-2009 22:08
    I fail to see how quantifying ethical dilemmas facilitates the decision-making process.  Doesn't one still need to evaluate whether an action should be engaged in at all, even if the chance of harm is very low?  For instance, the odds are good that if a policeman pats down a black youth standing in front of a unit in the projects where drug deals have taken place, the officer will find an illegal substance on the youth.  The issue still remains whether or not we want to live in a society where black youths cannot hang out in their own neighborhoods without being subjected to a body search.
     
    Ethical dilemmas are still ethical dillemmas no matter what the odds are that one will make a good decision.  Indeed, I think it is destructive to use statistics to lighten the burden of struggling over hard decisions.  Of course, I only passed statistics with the help of my son who got all of his mathematical ability from his father since I had none to give.
     
    Gwen Alexis
     
     
    Gwendolyn Yvonne Alexis, PhD, JD
    Assistant Professor
    Management and Marketing Department
    MONMOUTH UNIVERSITY
    School of Business Administration
    West Long Branch, NJ 07764-1898
    gwenalexis@aya.yale.edu
     
    From: Social Issues in Management Listserv [SIM@AOMLISTS.PACE.EDU] On Behalf Of Ann Buchholtz [abuchholtz@TERRY.UGA.EDU]
    Sent: Saturday, December 19, 2009 3:43 PM
    To: SIM@AOMLISTS.PACE.EDU
    Subject: Re: [SIM] Identifying an Ethical Issue

    I think it's a great idea, George. The challenge for me is that I always want to do much more than the time allows. Still, there is no question that students need more work in that area. In fact, apparently so do trained professionals. The Shuttle Challenger might not have flown if trained engineers had not failed to calculate simple probability correctly. The Carter Racing case is a great tool for what you want to do. Its data mirror the Shuttle Challenger data and so the case can have a real impact when students begin to realize they just launched the Shuttle (with its tragic consequences).  I used it years ago but have not used it for a while.
     
    Ann

    On Sat, Dec 19, 2009 at 3:21 PM, Geirge Watson <gwatson@siue.edu> wrote:
    I teach an CSR/Ethics course to (primarilly) graduating seniors. I've been
    frustrated by their inability to quantitatively assess either the probability
    of harm their decisions may cause, the economic impact of alternatives, or even
    the consideration of human suffering in a moderately straightforward
    operational decision. Unfortunately, it is frequently the case that one does
    not know they will or may violate legal or ethical standards unless they can
    analyze associated information and data.

    Vioxx is one example. It's easy to overlook the difference between 4 and 7
    heart failures in a sample of thousands unless you are prepared to do the
    statistical analysis. And, if you see no difference you are pefectly happy to
    launch the product. Moreover, you will miss the true economics of launching a
    harzardous medication. And, rationalize you do no harm.

    So, I think it may be time for me to start revisiting some key statistical and
    economic techniques and skills in addition to moral theory - perhaps regression
    (binomial and linear), chi-sqaured, expected value, and probability.

    I would appreciate your opinions regarding reviewing this material in an ethics
    course; if anyone is trying this, experiencing the same frustrations, or has
    some addition fundamental skills that need to be reviewed in order to make
    sound ethical decisions I would be most welcome to here from them.

    George

    -------------------------------------------------
    SIUE Web Mail

    _______________________________________________________________________

    To send a message to the list, send your email to SIM@aomlists.pace.edu

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    _______________________________________________________________________



    --
    Ann K. Buchholtz
    Department of Management
    Terry College of Business
    The University of Georgia
    Athens, GA  30602-6256
    706-542-9465
    _______________________________________________________________________

    To send a message to the list, send your email to SIM@aomlists.pace.edu

    _______________________________________________________________________

    Visit the SIM Division website at: http://sim.aomonline.org _______________________________________________________________________

    If you wish to unsubscribe from this list or change your delivery options, you can do so online at: http://aomlists.pace.edu/scripts/wa.exe?SUBED1=sim&A=1 _______________________________________________________________________

    _______________________________________________________________________

    To send a message to the list, send your email to SIM@aomlists.pace.edu

    _______________________________________________________________________

    Visit the SIM Division website at: http://sim.aomonline.org _______________________________________________________________________

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  • 4.  Identifying an Ethical Issue

    Posted 12-19-2009 23:37
    For me, it's not an either/or proposition. I find some students are so convinced that they will naturally and easily make good decisions that it helps them to see how they can inadvertently launch the Shuttle Challenger or make biased hiring decisions - even if that isn't their intent. If time permits, I like to include a module on cognitive biases, bounded rationality, and how poor decision making impacts our ethics.  I agree that the bottom line has to be ethics - the decision making piece is just supporting material that can sometimes give recalcitrant and/or overconfident students a new perspective on studying ethics. I find that some (not all) MBAs can be particularly prone to believing they are infallible and not in need of an ethics course. Max Bazerman's work has been useful to me in that regard (particularly with accountants). Another favorite of mine, along those lines, is Dennis Gioia's thoughtful analysis of the Ford Pinto Case. Even if we genuinely mean to do the right thing, we can easily fall short.
     

     
    On Sat, Dec 19, 2009 at 10:07 PM, Alexis, Gwendolyn <galexis@monmouth.edu> wrote:
    I fail to see how quantifying ethical dilemmas facilitates the decision-making process.  Doesn't one still need to evaluate whether an action should be engaged in at all, even if the chance of harm is very low?  For instance, the odds are good that if a policeman pats down a black youth standing in front of a unit in the projects where drug deals have taken place, the officer will find an illegal substance on the youth.  The issue still remains whether or not we want to live in a society where black youths cannot hang out in their own neighborhoods without being subjected to a body search.
     
    Ethical dilemmas are still ethical dillemmas no matter what the odds are that one will make a good decision.  Indeed, I think it is destructive to use statistics to lighten the burden of struggling over hard decisions.  Of course, I only passed statistics with the help of my son who got all of his mathematical ability from his father since I had none to give.
     
    Gwen Alexis
     
     
    Gwendolyn Yvonne Alexis, PhD, JD
    Assistant Professor
    Management and Marketing Department
    MONMOUTH UNIVERSITY
    School of Business Administration
    West Long Branch, NJ 07764-1898
    gwenalexis@aya.yale.edu
     
    From: Social Issues in Management Listserv [SIM@AOMLISTS.PACE.EDU] On Behalf Of Ann Buchholtz [abuchholtz@TERRY.UGA.EDU]
    Sent: Saturday, December 19, 2009 3:43 PM
    To: SIM@AOMLISTS.PACE.EDU
    Subject: Re: [SIM] Identifying an Ethical Issue

    I think it's a great idea, George. The challenge for me is that I always want to do much more than the time allows. Still, there is no question that students need more work in that area. In fact, apparently so do trained professionals. The Shuttle Challenger might not have flown if trained engineers had not failed to calculate simple probability correctly. The Carter Racing case is a great tool for what you want to do. Its data mirror the Shuttle Challenger data and so the case can have a real impact when students begin to realize they just launched the Shuttle (with its tragic consequences).  I used it years ago but have not used it for a while.
     
    Ann

    On Sat, Dec 19, 2009 at 3:21 PM, Geirge Watson <gwatson@siue.edu> wrote:
    I teach an CSR/Ethics course to (primarilly) graduating seniors. I've been
    frustrated by their inability to quantitatively assess either the probability
    of harm their decisions may cause, the economic impact of alternatives, or even
    the consideration of human suffering in a moderately straightforward
    operational decision. Unfortunately, it is frequently the case that one does
    not know they will or may violate legal or ethical standards unless they can
    analyze associated information and data.

    Vioxx is one example. It's easy to overlook the difference between 4 and 7
    heart failures in a sample of thousands unless you are prepared to do the
    statistical analysis. And, if you see no difference you are pefectly happy to
    launch the product. Moreover, you will miss the true economics of launching a
    harzardous medication. And, rationalize you do no harm.

    So, I think it may be time for me to start revisiting some key statistical and
    economic techniques and skills in addition to moral theory - perhaps regression
    (binomial and linear), chi-sqaured, expected value, and probability.

    I would appreciate your opinions regarding reviewing this material in an ethics
    course; if anyone is trying this, experiencing the same frustrations, or has
    some addition fundamental skills that need to be reviewed in order to make
    sound ethical decisions I would be most welcome to here from them.

    George

    -------------------------------------------------
    SIUE Web Mail

    _______________________________________________________________________

    To send a message to the list, send your email to SIM@aomlists.pace.edu

    _______________________________________________________________________

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    _______________________________________________________________________



    --
    Ann K. Buchholtz
    Department of Management
    Terry College of Business
    The University of Georgia
    Athens, GA  30602-6256
    706-542-9465
    _______________________________________________________________________

    To send a message to the list, send your email to SIM@aomlists.pace.edu

    _______________________________________________________________________

    Visit the SIM Division website at: http://sim.aomonline.org _______________________________________________________________________

    If you wish to unsubscribe from this list or change your delivery options, you can do so online at: http://aomlists.pace.edu/scripts/wa.exe?SUBED1=sim&A=1 _______________________________________________________________________

    _______________________________________________________________________

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    _______________________________________________________________________

    Visit the SIM Division website at: http://sim.aomonline.org _______________________________________________________________________

    If you wish to unsubscribe from this list or change your delivery options, you can do so online at: http://aomlists.pace.edu/scripts/wa.exe?SUBED1=sim&A=1 _______________________________________________________________________




    --
    Ann K. Buchholtz
    Department of Management
    Terry College of Business
    The University of Georgia
    Athens, GA  30602-6256
    706-542-9465
    _______________________________________________________________________

    To send a message to the list, send your email to SIM@aomlists.pace.edu

    _______________________________________________________________________

    Visit the SIM Division website at: http://sim.aomonline.org _______________________________________________________________________

    If you wish to unsubscribe from this list or change your delivery options, you can do so online at: http://aomlists.pace.edu/scripts/wa.exe?SUBED1=sim&A=1 _______________________________________________________________________



  • 5.  Identifying an Ethical Issue

    Posted 12-20-2009 09:03
    Hi George,

    I'm frustrated by MY ability to quantitatively assess these outcomes. But, that has little to do with statistics. In many, if not most situations, one simply doesn't have enough information to project all outcomes. I call it the crystal ball problem. We are pretty bad at foreseeing the future. So, we clearly need other tools beyond quantitative ones (such as values). Also, Ann is right. Cognitive biases that plague all humans as limited information processers interfere significantly with this type of decision. In my textbook I deal with those in a chapter that follows the prescriptive frameworks chapter and I use the Pinto Fires case to illustrate that. If anyone is interested, Denny Gioia (my colleague and Ford recall coordinator in the early 1970s) teaches the case as a live case on a DVD we created that is available to purchase at a reasonable price from Penn State media services. It's a phenomenal teaching tool (if I do say so myself).

    A seemingly quantitative decision like Vioxx doesn't get easier with statistics either. To this day, there continue to be rheumatologists who would like to have Vioxx available for their patients who are in chronic pain and who are willing to take the longer term risk of cardiovascular problems in exchange for the ability to get out of bed every day. Some people claim that Vioxx worked better for them than anything else. Interestingly, Pfizer continues to sell a similar Cox-2 inhibitor with a strengthened black box warning. Merck decided not to reintroduce Vioxx (which they recalled voluntarily). I would have loved to be a fly on the wall in those board rooms.


    Linda K. Treviño
    Distinguished Professor of Organizational Behavior and Ethics
    Smeal College of Business
    402 Business Building
    Smeal College of Business
    The Pennsylvania State University
    University Park, PA 16802
    Phone: 814-865-2194 Fax: 814-863-7261
    Email: ltrevino@psu.edu
    ________________________________________
    From: Social Issues in Management Listserv [SIM@AOMLISTS.PACE.EDU] On Behalf Of Geirge Watson [gwatson@siue.edu]
    Sent: Saturday, December 19, 2009 3:21 PM
    To: SIM@AOMLISTS.PACE.EDU
    Subject: [SIM] Identifying an Ethical Issue

    I teach an CSR/Ethics course to (primarilly) graduating seniors. I've been
    frustrated by their inability to quantitatively assess either the probability
    of harm their decisions may cause, the economic impact of alternatives, or even
    the consideration of human suffering in a moderately straightforward
    operational decision. Unfortunately, it is frequently the case that one does
    not know they will or may violate legal or ethical standards unless they can
    analyze associated information and data.

    Vioxx is one example. It's easy to overlook the difference between 4 and 7
    heart failures in a sample of thousands unless you are prepared to do the
    statistical analysis. And, if you see no difference you are pefectly happy to
    launch the product. Moreover, you will miss the true economics of launching a
    harzardous medication. And, rationalize you do no harm.

    So, I think it may be time for me to start revisiting some key statistical and
    economic techniques and skills in addition to moral theory - perhaps regression
    (binomial and linear), chi-sqaured, expected value, and probability.

    I would appreciate your opinions regarding reviewing this material in an ethics
    course; if anyone is trying this, experiencing the same frustrations, or has
    some addition fundamental skills that need to be reviewed in order to make
    sound ethical decisions I would be most welcome to here from them.

    George

    -------------------------------------------------
    SIUE Web Mail

    _______________________________________________________________________

    To send a message to the list, send your email to SIM@aomlists.pace.edu

    _______________________________________________________________________

    Visit the SIM Division website at: http://sim.aomonline.org
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    _______________________________________________________________________
    _______________________________________________________________________

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    _______________________________________________________________________

    Visit the SIM Division website at: http://sim.aomonline.org
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  • 6.  Identifying an Ethical Issue

    Posted 12-20-2009 09:04
    One other thing - I've found that the best way for students to begin to "see" these issues is to use videos that bring the issues to life. River blindness and child labor are harder to dismiss when confronted with strong visuals that provoke empathy.


    Linda K. Treviño
    Distinguished Professor of Organizational Behavior and Ethics
    Smeal College of Business
    402 Business Building
    Smeal College of Business
    The Pennsylvania State University
    University Park, PA 16802
    Phone: 814-865-2194 Fax: 814-863-7261
    Email: ltrevino@psu.edu
    ________________________________________
    From: Social Issues in Management Listserv [SIM@AOMLISTS.PACE.EDU] On Behalf Of Geirge Watson [gwatson@siue.edu]
    Sent: Saturday, December 19, 2009 3:21 PM
    To: SIM@AOMLISTS.PACE.EDU
    Subject: [SIM] Identifying an Ethical Issue

    I teach an CSR/Ethics course to (primarilly) graduating seniors. I've been
    frustrated by their inability to quantitatively assess either the probability
    of harm their decisions may cause, the economic impact of alternatives, or even
    the consideration of human suffering in a moderately straightforward
    operational decision. Unfortunately, it is frequently the case that one does
    not know they will or may violate legal or ethical standards unless they can
    analyze associated information and data.

    Vioxx is one example. It's easy to overlook the difference between 4 and 7
    heart failures in a sample of thousands unless you are prepared to do the
    statistical analysis. And, if you see no difference you are pefectly happy to
    launch the product. Moreover, you will miss the true economics of launching a
    harzardous medication. And, rationalize you do no harm.

    So, I think it may be time for me to start revisiting some key statistical and
    economic techniques and skills in addition to moral theory - perhaps regression
    (binomial and linear), chi-sqaured, expected value, and probability.

    I would appreciate your opinions regarding reviewing this material in an ethics
    course; if anyone is trying this, experiencing the same frustrations, or has
    some addition fundamental skills that need to be reviewed in order to make
    sound ethical decisions I would be most welcome to here from them.

    George

    -------------------------------------------------
    SIUE Web Mail

    _______________________________________________________________________

    To send a message to the list, send your email to SIM@aomlists.pace.edu

    _______________________________________________________________________

    Visit the SIM Division website at: http://sim.aomonline.org
    _______________________________________________________________________

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    _______________________________________________________________________
    _______________________________________________________________________

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    _______________________________________________________________________

    Visit the SIM Division website at: http://sim.aomonline.org
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  • 7.  Identifying an Ethical Issue

    Posted 12-20-2009 09:27
    Another method that is taking this further and deeper is using 3D Immersive Learning Environments (ILEs) or Virtual Worlds.

    You set up a case study simulation that is unscripted for the participants (not a "game"); it enables them to experience first hand the situation themselves. Because it creates a sense of presence (sharing an environment with others in real time), a mixed reality state occurs allowing the mind to extend into the virtual environment. The participant feels it is real resulting in psychological and physical reactions.

    The learning is deeper and longer lasting because of these kinetic qualities. Much like we learn in real life. It is not a passive experience, but a dynamic interactive one instead.
    --
    Beverly Gay McCarter, Principal
    Human Mosaic Systems
    McLean, VA 22102-0485
    1-703-573-3613 Tel
    1-731-431-1596 Cell
    b.g.mccarter : SKYPE
    www.HumanMosaicSystems.com
    bgmccarter@hmsystems.net
    Registered Solution Provider for Linden Labs (Second Life)
    SL: Bev Landar
    HMS Center in SL: http://tinyurl.com/yzjckoq

    Sent from my Verizon Wireless BlackBerry

    -----Original Message-----
    From: Linda Trevino <LTrevino@psu.edu>
    Date: Sun, 20 Dec 2009 09:03:32
    To: <SIM@AOMLISTS.PACE.EDU>
    Subject: Re: [SIM] Identifying an Ethical Issue

    One other thing - I've found that the best way for students to begin to "see" these issues is to use videos that bring the issues to life. River blindness and child labor are harder to dismiss when confronted with strong visuals that provoke empathy.


    Linda K. Treviño
    Distinguished Professor of Organizational Behavior and Ethics
    Smeal College of Business
    402 Business Building
    Smeal College of Business
    The Pennsylvania State University
    University Park, PA 16802
    Phone: 814-865-2194 Fax: 814-863-7261
    Email: ltrevino@psu.edu
    ________________________________________
    From: Social Issues in Management Listserv [SIM@AOMLISTS.PACE.EDU] On Behalf Of Geirge Watson [gwatson@siue.edu]
    Sent: Saturday, December 19, 2009 3:21 PM
    To: SIM@AOMLISTS.PACE.EDU
    Subject: [SIM] Identifying an Ethical Issue

    I teach an CSR/Ethics course to (primarilly) graduating seniors. I've been
    frustrated by their inability to quantitatively assess either the probability
    of harm their decisions may cause, the economic impact of alternatives, or even
    the consideration of human suffering in a moderately straightforward
    operational decision. Unfortunately, it is frequently the case that one does
    not know they will or may violate legal or ethical standards unless they can
    analyze associated information and data.

    Vioxx is one example. It's easy to overlook the difference between 4 and 7
    heart failures in a sample of thousands unless you are prepared to do the
    statistical analysis. And, if you see no difference you are pefectly happy to
    launch the product. Moreover, you will miss the true economics of launching a
    harzardous medication. And, rationalize you do no harm.

    So, I think it may be time for me to start revisiting some key statistical and
    economic techniques and skills in addition to moral theory - perhaps regression
    (binomial and linear), chi-sqaured, expected value, and probability.

    I would appreciate your opinions regarding reviewing this material in an ethics
    course; if anyone is trying this, experiencing the same frustrations, or has
    some addition fundamental skills that need to be reviewed in order to make
    sound ethical decisions I would be most welcome to here from them.

    George

    -------------------------------------------------
    SIUE Web Mail

    _______________________________________________________________________

    To send a message to the list, send your email to SIM@aomlists.pace.edu

    _______________________________________________________________________

    Visit the SIM Division website at: http://sim.aomonline.org
    _______________________________________________________________________

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    options, you can do so online at: http://aomlists.pace.edu/scripts/wa.exe?SUBED1=sim&A=1
    _______________________________________________________________________
    _______________________________________________________________________

    To send a message to the list, send your email to SIM@aomlists.pace.edu

    _______________________________________________________________________

    Visit the SIM Division website at: http://sim.aomonline.org
    _______________________________________________________________________

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  • 8.  Identifying an Ethical Issue

    Posted 12-20-2009 12:19
    Identifying ethical issues is one hardest issues to breach for those who under-identify them. I have a couple of ideas I would like to throw into the pot.

    1. Ed Soule in are recent article in BEQ talks about imposing unknown risks on others as one component of an ethical issue. This connects a well worn business concept, risk, which business students respect, with ethics. Discussing risk opens a door, as it were, to the world of ethics. I am third author on this paper, but it is really Ed's baby, and I was privileged to work with him on it.

    2. I would like to join with Linda endorsing videos. This connects to Pat Werhane's famous and effective "names and faces" approach – if we put names and faces to business cases, the ethical issues become salient sooner.

    3. One theme in Lynn Sharp Paine's work is the structural similarity of ethical issues at different levels analysis. For example, case where incentives that induce copier salespeople to lie and cheat is structurally similar to cases where incentives that make CEO's lie and cheat. We can use this in the classroom by having students identify ethical problems they have encountered in the workplace and use their experiences to see how the same issues are replicated in other cases.

    4. Metrics are important, but we need to know when to apply them and what metrics to use. I agree with others that better stats does not make for more ethical awareness. In fact, it could have opposite effect. Linda mentioned the Pinto case, where the focus on metrics was a major factor in Dennis Gioia's not noticing the ethical issues.

    Best regards,

    John

    John W. Dienhart
    http://fac-staff.seattleu.edu/dienharj
    The Frank Shrontz Chair for Business Ethics
    Director, Albers Business Ethics Initiative
    Director, Northwest Ethics Network
    Phone: (206) 296-5714



    On 12/20/09 6:27 AM, "gay.mccarter@gmail.com" <gay.mccarter@gmail.com> wrote:

    Another method that is taking this further and deeper is using 3D Immersive Learning Environments (ILEs) or Virtual Worlds.

    You set up a case study simulation that is unscripted for the participants (not a "game"); it enables them to experience first hand the situation themselves. Because it creates a sense of presence (sharing an environment with others in real time), a mixed reality state occurs allowing the mind to extend into the virtual environment. The participant feels it is real resulting in psychological and physical reactions.

    The learning is deeper and longer lasting because of these kinetic qualities. Much like we learn in real life. It is not a passive experience, but a dynamic interactive one instead.
    --
    Beverly Gay McCarter, Principal
    Human Mosaic Systems
    McLean, VA 22102-0485
    1-703-573-3613 Tel
    1-731-431-1596 Cell
    b.g.mccarter : SKYPE
    www.HumanMosaicSystems.com
    bgmccarter@hmsystems.net
    Registered Solution Provider for Linden Labs (Second Life)
    SL: Bev Landar
    HMS Center in SL: http://tinyurl.com/yzjckoq

    Sent from my Verizon Wireless BlackBerry

    -----Original Message-----
    From: Linda Trevino <LTrevino@psu.edu>
    Date: Sun, 20 Dec 2009 09:03:32
    To: <SIM@AOMLISTS.PACE.EDU>
    Subject: Re: [SIM] Identifying an Ethical Issue

    One other thing - I've found that the best way for students to begin to "see" these issues is to use videos that bring the issues to life.  River blindness and child labor are harder to dismiss when confronted with strong visuals that provoke empathy.


    Linda K. Treviño
    Distinguished Professor of Organizational Behavior and Ethics
    Smeal College of Business
    402 Business Building
    Smeal College of Business
    The Pennsylvania State University
    University Park, PA  16802
    Phone: 814-865-2194  Fax: 814-863-7261
    Email: ltrevino@psu.edu
    ________________________________________
    From: Social Issues in Management Listserv [SIM@AOMLISTS.PACE.EDU] On Behalf Of Geirge Watson [gwatson@siue.edu]
    Sent: Saturday, December 19, 2009 3:21 PM
    To: SIM@AOMLISTS.PACE.EDU
    Subject: [SIM] Identifying an Ethical Issue

    I teach an CSR/Ethics course to (primarilly) graduating seniors. I've been
    frustrated by their inability to quantitatively assess either the probability
    of harm their decisions may cause, the economic impact of alternatives, or even
    the consideration of human suffering in a moderately straightforward
    operational decision. Unfortunately, it is frequently the case that one does
    not know they will or may violate legal or ethical standards unless they can
    analyze associated information and data.

    Vioxx is one example. It's easy to overlook the difference between 4 and 7
    heart failures in a sample of thousands unless you are prepared to do the
    statistical analysis. And, if you see no difference you are pefectly happy to
    launch the product. Moreover, you will miss the true economics of launching a
    harzardous medication. And, rationalize you do no harm.

    So, I think it may be time for me to start revisiting some key statistical and
    economic techniques and skills in addition to moral theory - perhaps regression
    (binomial and linear), chi-sqaured, expected value, and probability.

    I would appreciate your opinions regarding reviewing this material in an ethics
    course; if anyone is trying this, experiencing the same frustrations, or has
    some addition fundamental skills that need to be reviewed in order to make
    sound ethical decisions I would be most welcome to here from them.

    George

    -------------------------------------------------
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  • 9.  Identifying an Ethical Issue

    Posted 12-20-2009 12:36
    I like the idea of connecting with "risk."
    In this transparent world of ours, risk to the person's or company's reputation becomes a huge factor, and one that students can identify with.
     

    Linda K. Treviño

    Distinguished Professor of Organizational Behavior and Ethics

    Smeal College of Business

    402 Business Building

    Smeal College of Business

    The Pennsylvania State University

    University Park, PA  16802

    Phone: 814-865-2194  Fax: 814-863-7261

    Email: ltrevino@psu.edu

    From: Social Issues in Management Listserv [SIM@AOMLISTS.PACE.EDU] On Behalf Of Dienhart, John [DIENHARJ@seattleu.edu]
    Sent: Sunday, December 20, 2009 12:18 PM
    To: SIM@AOMLISTS.PACE.EDU
    Subject: Re: [SIM] Identifying an Ethical Issue

    Identifying ethical issues is one hardest issues to breach for those who under-identify them. I have a couple of ideas I would like to throw into the pot.
    1. Ed Soule in are recent article in BEQ talks about imposing unknown risks on others as one component of an ethical issue. This connects a well worn business concept, risk, which business students respect, with ethics. Discussing risk opens a door, as it were, to the world of ethics. I am third author on this paper, but it is really Ed's baby, and I was privileged to work with him on it.

    2. I would like to join with Linda endorsing videos. This connects to Pat Werhane's famous and effective "names and faces" approach – if we put names and faces to business cases, the ethical issues become salient sooner.

    3. One theme in Lynn Sharp Paine's work is the structural similarity of ethical issues at different levels analysis. For example, case where incentives that induce copier salespeople to lie and cheat is structurally similar to cases where incentives that make CEO's lie and cheat. We can use this in the classroom by having students identify ethical problems they have encountered in the workplace and use their experiences to see how the same issues are replicated in other cases.

    4. Metrics are important, but we need to know when to apply them and what metrics to use. I agree with others that better stats does not make for more ethical awareness. In fact, it could have opposite effect. Linda mentioned the Pinto case, where the focus on metrics was a major factor in Dennis Gioia's not noticing the ethical issues.

    Best regards,

    John

    John W. Dienhart
    http://fac-staff.seattleu.edu/dienharj
    The Frank Shrontz Chair for Business Ethics
    Director, Albers Business Ethics Initiative
    Director, Northwest Ethics Network
    Phone: (206) 296-5714



    On 12/20/09 6:27 AM, "gay.mccarter@gmail.com" <gay.mccarter@gmail.com> wrote:
    Another method that is taking this further and deeper is using 3D Immersive Learning Environments (ILEs) or Virtual Worlds.

    You set up a case study simulation that is unscripted for the participants (not a "game"); it enables them to experience first hand the situation themselves. Because it creates a sense of presence (sharing an environment with others in real time), a mixed reality state occurs allowing the mind to extend into the virtual environment. The participant feels it is real resulting in psychological and physical reactions.

    The learning is deeper and longer lasting because of these kinetic qualities. Much like we learn in real life. It is not a passive experience, but a dynamic interactive one instead.
    --
    Beverly Gay McCarter, Principal
    Human Mosaic Systems
    McLean, VA 22102-0485
    1-703-573-3613 Tel
    1-731-431-1596 Cell
    b.g.mccarter : SKYPE
    www.HumanMosaicSystems.com
    bgmccarter@hmsystems.net
    Registered Solution Provider for Linden Labs (Second Life)
    SL: Bev Landar
    HMS Center in SL: http://tinyurl.com/yzjckoq

    Sent from my Verizon Wireless BlackBerry

    -----Original Message-----
    From: Linda Trevino <LTrevino@psu.edu>
    Date: Sun, 20 Dec 2009 09:03:32
    To: <SIM@AOMLISTS.PACE.EDU>
    Subject: Re: [SIM] Identifying an Ethical Issue

    One other thing - I've found that the best way for students to begin to "see" these issues is to use videos that bring the issues to life.  River blindness and child labor are harder to dismiss when confronted with strong visuals that provoke empathy.


    Linda K. Treviño
    Distinguished Professor of Organizational Behavior and Ethics
    Smeal College of Business
    402 Business Building
    Smeal College of Business
    The Pennsylvania State University
    University Park, PA  16802
    Phone: 814-865-2194  Fax: 814-863-7261
    Email: ltrevino@psu.edu
    ________________________________________
    From: Social Issues in Management Listserv [SIM@AOMLISTS.PACE.EDU] On Behalf Of Geirge Watson [gwatson@siue.edu]
    Sent: Saturday, December 19, 2009 3:21 PM
    To: SIM@AOMLISTS.PACE.EDU
    Subject: [SIM] Identifying an Ethical Issue

    I teach an CSR/Ethics course to (primarilly) graduating seniors. I've been
    frustrated by their inability to quantitatively assess either the probability
    of harm their decisions may cause, the economic impact of alternatives, or even
    the consideration of human suffering in a moderately straightforward
    operational decision. Unfortunately, it is frequently the case that one does
    not know they will or may violate legal or ethical standards unless they can
    analyze associated information and data.

    Vioxx is one example. It's easy to overlook the difference between 4 and 7
    heart failures in a sample of thousands unless you are prepared to do the
    statistical analysis. And, if you see no difference you are pefectly happy to
    launch the product. Moreover, you will miss the true economics of launching a
    harzardous medication. And, rationalize you do no harm.

    So, I think it may be time for me to start revisiting some key statistical and
    economic techniques and skills in addition to moral theory - perhaps regression
    (binomial and linear), chi-sqaured, expected value, and probability.

    I would appreciate your opinions regarding reviewing this material in an ethics
    course; if anyone is trying this, experiencing the same frustrations, or has
    some addition fundamental skills that need to be reviewed in order to make
    sound ethical decisions I would be most welcome to here from them.

    George

    -------------------------------------------------
    SIUE Web Mail

    _______________________________________________________________________

    To send a message to the list, send your email to SIM@aomlists.pace.edu

    _______________________________________________________________________

    Visit the SIM Division website at: http://sim.aomonline.org
    _______________________________________________________________________

    If you wish to unsubscribe from this list or change your delivery
    options, you can do so online at: http://aomlists.pace.edu/scripts/wa.exe?SUBED1=sim&A=1
    _______________________________________________________________________
    _______________________________________________________________________

    To send a message to the list, send your email to SIM@aomlists.pace.edu

    _______________________________________________________________________

    Visit the SIM Division website at: http://sim.aomonline.org
    _______________________________________________________________________

    If you wish to unsubscribe from this list or change your delivery
    options, you can do so online at: http://aomlists.pace.edu/scripts/wa.exe?SUBED1=sim&A=1
    _______________________________________________________________________

    _______________________________________________________________________

    To send a message to the list, send your email to SIM@aomlists.pace.edu

    _______________________________________________________________________

    Visit the SIM Division website at: http://sim.aomonline.org _______________________________________________________________________

    If you wish to unsubscribe from this list or change your delivery options, you can do so online at: http://aomlists.pace.edu/scripts/wa.exe?SUBED1=sim&A=1 _______________________________________________________________________

    _______________________________________________________________________

    To send a message to the list, send your email to SIM@aomlists.pace.edu

    _______________________________________________________________________

    Visit the SIM Division website at: http://sim.aomonline.org _______________________________________________________________________

    If you wish to unsubscribe from this list or change your delivery options, you can do so online at: http://aomlists.pace.edu/scripts/wa.exe?SUBED1=sim&A=1 _______________________________________________________________________