Effective Ethical Decisions-Free-Samples-Myassignmenthelp.com

Question: Can Ethics Be Taught? Answer: Ethics is generally the study of an individual behavior in ascertaining the true perception for what is wrong or right. It is an inherent quality of an individual and is learnt as a personality development process (Blay et al., 2016). It showcases the true attitude of a person that is how they react and relates to a particular incident. In other words, a person learns the important values of life naturally as a crucial part of growing up. Ethical behaviors in the form of instructions are also taught as a part of curriculum. Value system hence predetermines the individuals ethical behavior. A persons behavioral responses are usually dependent on various external factors that involve the persons religious beliefs, regional influences and their very own culture (Jeffrey Downie, 2016). Moreover, the community and the system also play a very significant role in the nurturing of ethical judgment and attributes in an individual. As the individuals actually learns to a great extent the ethi cal values that are imparted by their families and society at large. A person usually learns about lifes basic concept in a very contrasting milieu of ones own observation and tutoring. Moreover, the family of the individual set down their own traditional behavior. These influences further set down the required tone for the ground rules of existing rights and wrong. The teaching of ethics is regarded as a doctrinated subject that has to cross various layers of the already set ideas in the learners mind (Michaelson et al., 2014). Besides the change in the previous lifestyle from simplistic approach to holistic, the present high-tech and complex life also demands new life value system. Therefore, understanding and concern becomes the vital keywords required for ethics. A systematic approach is required by an individual in making effective ethical decisions. The person should always take the decision in the form of practical and logical persuasion and arguments rather than taking opinions. The procedures related to the moral reasoning include critical thinking, moral context and philosophical foundations related to the moral theory(Schrier, 2015). It is vital for a person to clearly understand the ethical dilemmas, facts, issue principles and values for the situations. Socrates commented that virtues can be ascertained and practiced by a person. To practice virtue, a person only needs to take initiative for the emotional stamina, great determination and critical reflection. According to Plato, ethical or moral conducts should completely be based on the knowledge and experience of the world (Chell et al., 2016). This involves great courage and moderate behavior so that the ethical judgment can be easily achieved. On the other hand, Aristotle came up with the Golden Mean theory, which involves that virtue, lies within the extremes of deficiency and access. There are three major normative ethics, which includes deontological ethics, teleological ethics and virtue ethics. The deontological theory has been arrived from the Greek word deon, which means duty or obligation (Strobel, Tumasjan Welpe, 2015). This theory mostly focuses on taking ethical decision considering the individuals right and duties for other. It was started as Kant theory and concerns only with rightful duties and moral obligations. Teleological theory relates to the best consequences that are derived from the actions. It is a famous utilitarian theory and telos here means purpose. Virtue ethics lastly relates with virtues that involves moral values, quality of goodness in an individual, wisdom, courage and fairness. Virtue can easily be achieved through proper discipline and training of a person. Human beings are born with the ability to desire as well as also possess the ability to control these desire by learning moral virtues. Each and every average individual is mentally balanced with proper consciousness and internally knows the right and wrong in situations. The inner knowledge is present within the individual and is deeply ingrained naturally without any attempt to manipulation or rationalization. Ethics and moral are therefore carried in the inside of a person inherently before it came out as written codes of ethical conduct. However, various individuals still believe the fact that moral codes and ethics are forcefully imposed on them (Wang Calvano, 2015). Before the constructions of identity, gender, and the social being, each individual are born with own ethical beliefs and well determined set of principles. A person social upbringing, standard of living and level of literacy plays a crucial role in influencing the ethical learning process. The blending of operational values with the professed values determines the moral sensitivity of an individual from daily activities to complex issues related to ones occupation. Technology only leads to manipulate the nature of well beings for the humans. Universities and the places of learning are in the recent times very apprehensive about the immediate spurt of knowledge explosion. It has out spaced the common understanding of the general people as they had to reap the consequences and benefits affecting the knowledge of living (Swanson Frederick, 2016). Therefore, ethical teachings and practices should be effectively followed by the common man as it is a high time. It is highly significant to integrate ethics throughout the curriculum of a student. The success of an organization or the nation is only possible if ethical practices are followed at each and every level. All the business school should encourage their students to develop a clear understanding for the vast challenges that surrounds the corporate governance and corporate responsibility. It helps in providing them with a tool for determining and responding to the ethical issues. This helps the individual to grow both at a personal and professional level. They start analyzing both the positive and negative situations responsible for day-to day ethical behavior in the organization. Kohlberg discovered that an individuals ability that links to moral issues is not created all at once. As there are stages for the physical development or growth of an individual, in the same manner ethics is also not developed all at once. The ability of an individual to think morally is also developed in various stages. The earliest level or the pre conventional level for moral development is during the childhood stage (Fryer, 2016). The individual during the pre-conventional level can only determine the right or wrong in a situation as per the authority figures. They depend on the outcome of the situation on the authorities, like what rewards they will obtain and also the punishments. The second level for the development of ethical behavior or morality in an individual is during adolescent. This level is called as the conventional level by Kohlberg (Martinov-Bennie Mladenovic, 2015). For such individuals, the theory of ethics or right and wrong is completely based on loyalties towards their groups. The group consists of friends, family and ones nation. Most of the individual remains at this level and define what is right or wrong on the basis of the family and societys beliefs as well as the laws regulations. Lastly, according to Kohlberg is the post conventional level. The individual at this stage continues to morally develop themselves. The person at this stage stopsdefining the situations in relation to group loyalties or norms. Rather, the person at this point generates his own principles and ideas that are truly right or wrong from the universal viewpoint. Ethics involves defending, systemizing and recommending concepts that leads to wrong and right behavior. They are considered to be the moral philosophy.According to Ladkin(2018) ethical considerations should be woven in every aspect of life to succeed. The ethical decision making procedure is very integral for business considerations. Ethical courses can lead to better decision making process for any individual. In the recent times the students prefers to discuss ethical business situations rather than a lecture that is very philosophical in nature (Drumwright, Prentice Biasucci, 2015). The significance of ethics instructions is deemed to be a fundamental element both for the instructor and the students. It is vital in order to increase the realism and also impact the growth of the student. This will eventually influence the development of professional ethics in future. Student becomes employees, executive and leader, who are in charge of revising and upholding the business codes (M ay, Luth Schwoerer, 2014). While considering the facts, it can be concluded that ethics is viewed as a process of communication, which allows the individual a new way for commitments and understanding towards their social life.It is crucial to address ethical issues in meetings and discussions regularly by the leaders. Moreover, a leader plays an important role in communicating the effectiveness of ethics in the organization. They should take an active part in reinforcing the communication regularly not just as one-time event. They are actually the ones ultimately responsible for conveying the message in a positive light. This leads to the growth of the ethical workplace due to teams commitment and understanding. Henceforth, ethical principles and practices can be taught to the individuals through right method of learning and sustaining them with a very strong plan References: Blay, A. D., Gooden, E. S., Mellon, M. J., Stevens, D. E. (2016). The usefulness of social norm theory in empirical business ethics research: A review and suggestions for future research.Journal of Business Ethics, 1-16. Chell, E., Spence, L. J., Perrini, F., Harris, J. D. (2016). Social entrepreneurship and business ethics: Does social equal ethical?.Journal of business ethics,133(4), 619-625. Drumwright, M., Prentice, R., Biasucci, C. (2015). Behavioral ethics and teaching ethical decision making.Decision Sciences Journal of Innovative Education,13(3), 431-458. Fryer, M. (2016). A role for ethics theory in speculative business ethics teaching.Journal of business ethics,138(1), 79-90. Jeffrey, D., Downie, R. (2016). Empathy-can it be taught?.Journal of the Royal College of Physicians of Edinburgh,46(2), 107-112. Ladkin, D. (2018). The Aestheticand Its Relationship to Business Ethics: Philosophical Underpinnings and Implications for Future Research.Journal of Business Ethics,147(1), 35-51. Martinov-Bennie, N., Mladenovic, R. (2015). Investigation of the impact of an ethical framework and an integrated ethics education on accounting students ethical sensitivity and judgment.Journal of Business Ethics,127(1), 189-203. May, D. R., Luth, M. T., Schwoerer, C. E. (2014). The influence of business ethics education on moral efficacy, moral meaningfulness, and moral courage: A quasi-experimental study.Journal of Business Ethics,124(1), 67-80. McMurrian, R. C., Matulich, E. (2016). Building customer value and profitability with business ethics.Journal of Business Economics Research (Online),14(3), 83. Michaelson, C., Pratt, M. G., Grant, A. M., Dunn, C. P. (2014). Meaningful work: Connecting business ethics and organization studies.Journal of Business Ethics,121(1), 77-90. Schrier, K. (2015). EPIC: a framework for using video games in ethics education.Journal of Moral Education,44(4), 393-424. Strobel, M., Tumasjan, A., Welpe, I. (2015). Do business ethics pay off?.Zeitschrift fr Psychologie/Journal of Psychology. Swanson, D. L., Frederick, W. C. (2016). Denial and leadership in business ethics education.Business ethics: New challenges for business schools and corporate leaders, 222-240. Wang, L. C., Calvano, L. (2015). Is business ethics education effective? An analysis of gender, personal ethical perspectives, and moral judgment.Journal of Business Ethics,126(4), 591-602.