... | | |Organizational Ethics and Social Responsibility | Copyright © 2010, 2009, 2008 by University of Phoenix. All rights reserved. Course Description This course provides a foundational perspective for socially responsible management practices in business. Special emphasis is placed on the inter-related nature of ethics, moral, legal, and social issues in managing individuals, groups, and the organization within a business environment. Policies Faculty and students/learners will be held responsible for understanding and adhering to all policies contained within the following two documents: • University policies: You must be logged into the student website to view this document. • Instructor policies: This document is posted in the Course Materials forum. University policies are subject to change. Be sure to read the policies at the beginning of each class. Policies may be slightly different depending on the modality in which you attend class. If you have recently changed modalities, read the policies governing your current class modality. Course Materials DeGeorge, R. T. (2010). Business ethics (7th ed.). Upper Saddle River, NJ: Prentice Hall. Trevino, L. K., & Nelson, K. A. (2007). Managing business ethics: Straight talk about how to do it right (4th ed). Hoboken, NJ: John Wiley & Sons. All...
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...| Course Syllabus School of Business MGT/216 Organizational Ethics and Social Responsibility | Copyright © 2010, 2009, 2008 by University of Phoenix. All rights reserved. Course Description This course provides a foundational perspective for socially responsible management practices in business. Special emphasis is placed on the inter-related nature of ethics, moral, legal, and social issues in managing individuals, groups, and the organization within a business environment. Policies Students/learners will be held responsible for understanding and adhering to all policies contained within the following two documents: University policies: You must be logged into the student website to view this document. University policies are subject to change. Be sure to read the policies at the beginning of each class. Policies may be slightly different depending on the modality in which you attend class. If you have recently changed modalities, read the policies governing your current class modality. Course Materials DeGeorge, R. T. (2010). Business ethics (7th ed.). Upper Saddle River, NJ: Prentice Hall. Trevino, L. K., & Nelson, K. A. (2007). Managing business ethics: Straight talk about how to do it right (4th ed). Hoboken, NJ: John Wiley & Sons. All electronic materials are available on the student website. Week One: Fundamentals of Business Ethics | | Details | Due | Points | Objectives | 1.1 Differentiate between...
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...The ethics game simulation provided a glance into the stresses faced in the business world when confronted with an ethical dilemma. Where I do not believe this simulation provides a true representation of how one might think in the situation, I am confident that the lessons learned will assist in my remaining calm during a crisis. The Case of Fair Warning G-BioSport’s Quality Control department had been awarded a National QA award. Recently, the company had convinced the FDA to implement higher quality control standards. Meanwhile, the latest batch of products set for sampling had arrived (two weeks late). The results reflected 100% of samples testing positive for trace containments, indicating that the likelihood of the entire batch tainted is almost certain. The levels are well below current FDA standards, and should not cause adverse reactions in healthy adults; however, a chance of reaction exists in adults with decreased immune systems. Therefore, the question is whether to warn the public, and with what information. To address the situation, six steps were used. First, attentiveness was paid to the situation. One must ensure that all pertinent facts are gathered. Second, intelligence must be used to identify the primary stakeholders. Next, the situation must be reasoned by looked through two lenses: rights and responsibility and results. Next, the decision maker must make a responsible decision based on the best outcomes of the two lenses. Finally, a forward...
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...Reflective Journal on Ethics Game Simulation Maria R. Brook HCS/478 Health Law and Ethics January 23rd, 2012 Caroline Etland, PhD, RN Reflective Journal on Ethics Game Simulation In this journal I will write my reflections on two ethical dilemmas presented in Ethics Game's online simulation, which has been designed to teach students how to make ethical decisions through a practical and repeatable decision model. Ethical Issue #1 Presented During my Shift Near the beginning of my shift last night, we admitted a 16-year-old mother, RB. She's in her tenth hour of labor now. Her parents have been with her, and they have chosen to limit the amount of medication and other medical assistance we've administered for personal reasons. Given the length of her labor, however, her situation could worsen. Fetal distress is not currently critical, but it has been increasing gradually, as has RB’s own distress and fear. We have been keeping a close eye on her. I'm not sure her parents understand how dangerous her situation could get because RB and the baby may be moving toward irreversible medical danger if some intervention is not made. Ethical Issue #2 Presented During my Shift One of our ICU's patients, AT, has been unconscious for nearly a day and as yet no definitive diagnosis has been reached by doctors. AT was brought to the hospital by his domestic partner, YM, who was with him while he was in the ER, but was prevented from visiting him in the ICU by CB, the shift supervisor...
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...University of Phoenix Material EthicsGame Simulation Worksheet Student Name: _________________________ Facilitator: _________________________ Complete the interactive Ethics Game simulation, located on the course page on the University of Phoenix Student Web site for Week Three. You will be able to go through the simulation only one time, so please use this worksheet to take notes. The simulation will use the following decision model with the indicated critical decision points. You will want to take notes about your decisions and/or make a copy of the screen when you complete the work to assure that you have the information needed to write your reflection at the end of the simulation. |The Case of Fair Warning | |Step 1: |What is the issue? |Screen | |Be Attentive | |4 | | |Your notes: | | | | | | | | ...
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...Student Name: _________________________ Facilitator: _________________________ Complete the interactive Ethics Game simulation, located on the course page on the University of Phoenix Student Web site for Week Three. You will be able to go through the simulation only one time, so please use this worksheet to take notes. The simulation will use the following decision model with the indicated critical decision points. You will want to take notes about your decisions and/or make a copy of the screen when you complete the work to assure that you have the information needed to write your reflection at the end of the simulation. The Case of Fair Warning Step 1: Be Attentive What is the issue? Screen 4 Your notes: Step 2 Be Intelligent Who are the stakeholders? Screen 6 Your notes: Step 3a: Be Reasonable Rights/Responsibility Lens -Identify duties Which option best fulfills the requirements of this lens? Screens 8-10 Your notes: Step 3b: Be Reasonable Results Lens -Determine impact on stakeholders -Determine values of stakeholders -Determine criteria for happiness Which option best fulfills the requirements of this lens? Screens 12-17 Your notes: Step 3: Be Responsible Which option that best reflects your core values in this situation? Screen 19 Your notes: Step 4: Be Reflective Write a memo that explains your choice and modifies the decision in a way that reflects your core values and your notion of the best solution...
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...Ethical Simulation After taking part in the ethics game, a couple of issues were presented which needed to be addressed in me taking part as a Quality Control Manager in the G-Bio Sport Company. Decision making steps were used differently for each issue to have the ability to address the issue in the correct fashion. I used two different ethical perspectives, and two different ethical lenses to make my decisions in this simulation. Even using these perspectives, and lenses my management decisions were not affected or influenced throughout the simulation. This simulation does bring up valid insights in how issues come up in my business. The first of the ethical issues presented in the simulation was a product shipped out to the consumer market by G-Bio Sport was tainted with an elevated amount of GBS-Fibranafren. During the most recent QA testing 100% of the products shipped to consumer markets contains an elevated amount of GBS-Fibranafren. The amounts are far beneath the FDA regulations, but exceed the levels we have permitted internally. The risks to consumers being affected by the product are low, but consumers with compromised immune systems could have a slightly higher risk of reactions with continued use of the product. I know based off of the lab results that 100% of the batch shipped to the consumer market is tainted with GBS-Fibranafren. In the second scenario the issue was to decide whether to sell a product that does not meet U.S. safety requirements in a foreign...
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...Ethics Game Dilemmas Reflection Sumary In this summary I will explain the ethical issues that took place in the simulation that was presented. During which I will explain my decision-making steps as will as the different perspectives I use to make my decisions. Finally the summary will show what influenced my decisions and explain how these concepts work in my current workplace. The issues that were present were first was whether I should use information obtained by an employee to discipline another employee for violating the NDA. With that said, the employee that gave me the information retrieved the information illegally and violated the other employee’s privacy. The second issue was how to develop a security policy that provides for employees’ physical safety and accommodates special needs. I will admit the first thing I thought was personally I think it is unethical to invade someone’s privacy like that with out any permission to do so. I also know that it is highly illegal to do so without the proper documentation, which then opens up the door for legal problems in the future for the company. With that being said, knowing that I pretty much cant base my decision to act on the information given by employee number one. I have to take action so that the company is protected in this case which means I needed to let that employee go for admitting he invaded another employee’s privacy. Now it then turns on the knowledge of the other employee that has been leaking information...
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...Investigating employee turnover in a department or division Wells Fargo Bank Introduction Wells Fargo is a public organization having expertise in financial products. The company has expanded across different regions thereby trying to attain globalization. It has been offering advices on investments, loans, insurance and several other business products. The company believes that their strong commitment towards work along with commitment by every employee had enabled them to reach great heights. Wells Fargo bank has large number of customers getting served financially on a daily basis. However, they have experienced financial issues recently which forced them to poor management of employees. Ultimately, the customer reactions were worst and they have suffered as much. The low employee morale in turn revealed the poor economic status prevailing in the organization and this indeed reflected their efficiency in operations management. Wells Fargo’s expansion indicates a large size of the company and they have been operating in various market segments satisfying the demographical changes. It is the consultant of Wells Fargo bank being used here to gather relevant points for the research paper. Customer satisfaction is believed to be their strength but this was once their issue. Still, this has not been fulfilled completely. The impact of recession on Wells Fargo bank was relatively high such that they had faced worst situations where they lost clients and customers. The employee...
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...Disaster Prevention and Management: An International Journal Emergency response preparedness: small group training. Part 2 – training methods compared with learning styles Henry C. Wilson Article information: To cite this document: Henry C. Wilson, (2000),"Emergency response preparedness: small group training. Part 2 – training methods compared with learning styles", Disaster Prevention and Management: An International Journal, Vol. 9 Iss 3 pp. 180 - 199 Permanent link to this document: http://dx.doi.org/10.1108/09653560010335112 Downloaded on: 09 December 2015, At: 11:19 (PT) References: this document contains references to 15 other documents. To copy this document: permissions@emeraldinsight.com The fulltext of this document has been downloaded 1307 times since 2006* Downloaded by Arab Open University Kuwait At 11:19 09 December 2015 (PT) Users who downloaded this article also downloaded: Henry C. Wilson, (2000),"Emergency response preparedness: small group training. Part I – training and learning styles", Disaster Prevention and Management: An International Journal, Vol. 9 Iss 2 pp. 105-116 Piyali Ghosh, Rachita Satyawadi, Jagdamba Prasad Joshi, Rashmi Ranjan, Priya Singh, (2012),"Towards more effective training programmes: a study of trainer attributes", Industrial and Commercial Training, Vol. 44 Iss 4 pp. 194-202 http:// dx.doi.org/10.1108/00197851211231469 Charles W. Read, Brian H. Kleiner, (1996),"Which training methods are effective?", Management...
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...Course Course Aims and Relationship to Other Courses Student Learning Outcomes 3 LEARNING AND TEACHING ACTIVITIES 3 3 3 4 4 6 3.1 Approach to Learning and Teaching in the Course 3.2 Learning Activities and Teaching Strategies 6 6 4 7 ASSESSMENT 4.1 Formal Requirements 4.2 Assessment Details INDIVIDUAL ASSESSMENTS 7 7 8 4.2.1 Individual Written Assignment (25%) 8 4.2.2. Quiz (total 20%) 9 4.2.3. Individual Participation (10%) 9 4.2.4. Peer Evaluation and Team Reflective Journal 10 4.2.4.1. Peer Evaluation (weighting marks on group assessments) 10 4.2.4.2. Team Reflective Journal (5%) 10 4.2.5. Team Case Analysis (15%) 11 4.2.6. Team Simulation Performance (25%) 12 4.3. Late Submission 14 14 5 COURSE RESOURCES 14 6 COURSE EVALUATION AND DEVELOPMENT 15 7 COURSE SCHEDULE 16 PART B: KEY POLICIES, STUDENT RESPONSIBILITIES AND SUPPORT 17 8 PROGRAM LEARNING GOALS AND OUTCOMES 17 9 ACADEMIC HONESTY AND PLAGIARISM 18 10 STUDENT RESPONSIBILITIES AND CONDUCT 18 10.1 10.2 10.3 10.4 Workload Attendance General Conduct and Behaviour Occupational Health and Safety 18 18 18 19 business.unsw.edu.au CRICOS Code 00098G 10.5 Keeping Informed 19 11 SPECIAL CONSIDERATION 19 12 STUDENT RESOURCES...
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...Course Course Aims and Relationship to Other Courses Student Learning Outcomes 3 LEARNING AND TEACHING ACTIVITIES 3 3 3 4 4 6 3.1 Approach to Learning and Teaching in the Course 3.2 Learning Activities and Teaching Strategies 6 6 4 7 ASSESSMENT 4.1 Formal Requirements 4.2 Assessment Details INDIVIDUAL ASSESSMENTS 7 7 8 4.2.1 Individual Written Assignment (25%) 8 4.2.2. Quiz (total 20%) 9 4.2.3. Individual Participation (10%) 9 4.2.4. Peer Evaluation and Team Reflective Journal 10 4.2.4.1. Peer Evaluation (weighting marks on group assessments) 10 4.2.4.2. Team Reflective Journal (5%) 10 4.2.5. Team Case Analysis (15%) 11 4.2.6. Team Simulation Performance (25%) 12 4.3. Late Submission 14 14 5 COURSE RESOURCES 14 6 COURSE EVALUATION AND DEVELOPMENT 15 7 COURSE SCHEDULE 16 PART B: KEY POLICIES, STUDENT RESPONSIBILITIES AND SUPPORT 17 8 PROGRAM LEARNING GOALS AND OUTCOMES 17 9 ACADEMIC HONESTY AND PLAGIARISM 18 10 STUDENT RESPONSIBILITIES AND CONDUCT 18 10.1 10.2 10.3 10.4 Workload Attendance General Conduct and Behaviour Occupational Health and Safety 18 18 18 19 business.unsw.edu.au CRICOS Code 00098G 10.5 Keeping Informed 19 11 SPECIAL CONSIDERATION 19 12 STUDENT RESOURCES...
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...School of Management, Operations and Marketing COMM331: Integrative Business Capstone Subject Outline 6 credit points Subject Information Autumn, 2016 Wollongong On Campus Lecture Information: Mondays, 08:00 - 08:00, All COMM331 lectures are online via Moodle Pre-requisites: 96 Credit Points including all Faculty of Business undergraduate 1st year core subjects Co-requisites: Nil Restrictions: COMM333 Contact Hours: Online lectures plus 1 hour of tutorial (up to week 6) and 2 hours of computer lab (from week 7 up to week 13) Online Subject Material: The lecture material for COMM331 is all online. Students can access online materials via Moodle. COMM331 is supported by a UOW Libguide available at http://uow.libguides.com/index Teaching Staff Teaching Role Name Coordinator, Lecturer and Dr Belinda Gibbons Tutor Telephone Email 42215824 bgibbons@uow.edu.au Room Consultation Times 40.247 Wednesday 10:30 - 12:30 Thursday 13:30 - 15:30 Head Tutor Ms Natalie Akmacic NA akmacic@uow.edu.au NA TBA Tutor Ms Jinqi Xu NA vivenx@uow.edu.au NA TBA Tutor Mr Viktor Tomeski NA viktor@uow.edu.au NA TBA Tutor Ms Lynda Lorkovic NA lbricevs@uow.edu.au NA TBA Tutor Ms Nadeera Ranabahu Mudiyanselage NA nadeera@uow.edu.au NA COMM331 Subject Outline Autumn, 2016 TBA Page 1 of 21 Email Etiquette: Consultation with your subject coordinator and/or teachers via ...
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...EDU-225 Instructional Technology April 13, 2013 Instructor: Toni Kutner COMPREHENSIVE CLASSROOM TECHNOLOGY PLAN Mission Statement: Teachers will promote 21st Century Pedagogy. Emphasis will be placed on core subjects to support state standards of learning. In addition, students will develop skills in creativity, critical thinking, problem solving, communications and collaboration, life skills and digital technology. Technology will be a tool to engage students in the learning process. Teachers will engage in professional development to enhance education. Teachers will prepare students for success in the 21st century global and multicultural community. Vision Statement: The 21st century student will learn to his or hers fullest potential. Technology will be woven into traditional and innovative teaching methods to enhance student learning. The needs of students will be fully addressed to prepare them for lifelong learning, personal success and independence for their future achievements. Rational: In order to prepare students of the future, it is necessary to engage students with the aid of new technologies. Students of today are digital natives. They have grown up in a society filled with innovative technology. Technology is advancing in an accelerated pace. It is role of educators to keep pace with these advances and find new and innovated ways to facilitate student learning. “Traditional 20th century educational practices will no longer...
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...This article was downloaded by: [Aberystwyth University] On: 12 October 2013, At: 02:24 Publisher: Routledge Informa Ltd Registered in England and Wales Registered Number: 1072954 Registered office: Mortimer House, 37-41 Mortimer Street, London W1T 3JH, UK Journal of Marketing Management Publication details, including instructions for authors and subscription information: http://www.tandfonline.com/loi/rjmm20 The Sociology of Consumption: The Hidden Facet of Marketing Hélène Cherrier & Jeff B. Murray Published online: 01 Feb 2010. To cite this article: Hélène Cherrier & Jeff B. Murray (2004) The Sociology of Consumption: The Hidden Facet of Marketing, Journal of Marketing Management, 20:5-6, 509-525, DOI: 10.1362/0267257041323954 To link to this article: http://dx.doi.org/10.1362/0267257041323954 PLEASE SCROLL DOWN FOR ARTICLE Taylor & Francis makes every effort to ensure the accuracy of all the information (the “Content”) contained in the publications on our platform. However, Taylor & Francis, our agents, and our licensors make no representations or warranties whatsoever as to the accuracy, completeness, or suitability for any purpose of the Content. Any opinions and views expressed in this publication are the opinions and views of the authors, and are not the views of or endorsed by Taylor & Francis. The accuracy of the Content should not be relied upon and should be independently verified with primary sources of information. Taylor and Francis shall not be liable...
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