Business Government and Society 10678

Business, Government, and
Society
© William Frey
This work is licensed under a Creative Commons-ShareAlike 4.0 International License
Original source: CONNEXIONS

http://cnx.org/content/col10560/1.3/
Contents
Chapter 1 Authors and Misc Information ....................................................................1
Chapter 2 Ethical Issues in Business Research ...........................................................2
2.1 Graduate Education in Research Ethics for Scientists and Engineers: Graduate Awa
reness Workshop .....................................................................................................................2
2.1.1 Module Introduction ..............................................................................................2
2.1.2 What you are going to do. .....................................................................................2
2.1.3 What you will learn. ................................................................................................3
2.1.4 What did you learn? ...............................................................................................5
2.1.5 References ...............................................................................................................5
2.1.6 Presentations for Graduate Awareness Workshop ...........................................6
Chapter 3 Leadership in Business and Ethical Leadership .......................................7

3.1 Ethical Rights for Working Engineers and Other Professionals ...................................7
3.1.1 Module Introduction ..............................................................................................7
3.1.2 What you need to know..........................................................................................8
3.1.3 What you are going to do... ..................................................................................14
Exercise: Develop a Rights Table .........................................................................14
3.1.4 Conclusion .............................................................................................................15
3.2 Moral Exemplars in Business and Professional Ethics ................................................15
3.2.1 Module Introduction ............................................................................................16
3.2.2 Exercise: Choose a moral exemplar ...................................................................16
3.2.3 Moral Exemplars ...................................................................................................16
3.2.4 Exercise: Moral Exemplar Profiles ......................................................................17
3.2.5 Exercise ..................................................................................................................18
3.2.6 Textbox: Two Different Types of Moral Exemplar ............................................18
3.2.7 What Makes a Moral Exemplar? PRIMES Explained .........................................18
3.2.8 Presentation on Moral Exemplars ......................................................................22
3.2.9 Bibliography ..........................................................................................................22
3.3 Theory-Building Activities: Virtue Ethics .......................................................................23
3.3.2 Three Versions of Virtue Ethics: Virtue 1, Virtue 2, and Virtue 3 .....................23
3.3.3 Virtue 1: Aristotle's Virtue Ethics .........................................................................24
3.3.4 Virtue 2 ..................................................................................................................25
3.3.5 Virtue 3 ..................................................................................................................26
3.3.6 Flow Experiences ...................................................................................................27
3.3.7 Virtue Tables .........................................................................................................28
3.3.8 Exercise: Construct Virtue Tables for Professional Virtues .............................30
3.3.9 Exercise: Reflect on these Concluding Issues ...................................................30
3.3.10 Presentation on Virtue Ethics ...........................................................................31
3.3.11 Resources ............................................................................................................31
3.4 Ethics of Teamwork .........................................................................................................32
3.4.2 Module Activities ..................................................................................................32
3.4.3 A Framework for Value-Integration ....................................................................33
3.4.4 Value Profiles for Professional Ethics ................................................................34
3.4.5 Exercise: Developing Strategies for Value Realization ......................................34
Examples .................................................................................................................35
3.4.6 Obstacles to Group Work (Developed by Chuck Huff for Good Computing: A
Virtue Approach to Computer Ethics) ..........................................................................36
3.4.7 Exercise -Avoiding the Pitfalls of Group Work ..................................................38
3.4.8 Exercise: Socio Technical System .......................................................................38
3.4.9 Exercise: Prepare a Final, Group Self-Evaluation ..............................................40
3.4.10 Wrap Up: Some further points to consider... ..................................................40
3.4.11 Ethics of Team Work Presentations .................................................................41
3.4.12 Ethics of Teamwork Jeopardy ...........................................................................41
3.4.13 Bibliography ........................................................................................................42
Chapter 4 Integrating Ethics into the Business Decision-Making Process ............43

4.1 Values Based Decision Making in Gilbane Gold ...........................................................43
4.1.2 What you need to know... ....................................................................................44
4.1.3 What you are going to do... .................................................................................46
4.1.4 Exercise: Problem Solving With Gilbane Gold ...................................................46
4.1.5 Conclusion .............................................................................................................47
4.2 Three Frameworks for Ethical Decision Making and Good Computing Reports .....49
4.2.1 Module Introduction .............................................................................................49
4.2.2 Problem-Solving or Decision-Making Framework: Analogy between ethics an
d design ...........................................................................................................................50
4.2.3 Software Development Cycle: Four Stages .......................................................51
4.2.4 Problem specification ...........................................................................................51
4.2.5 Solution Generation .............................................................................................56
4.2.6 Solution Testing: The solutions developed in the second stage must be teste
d in various ways. ..........................................................................................................57
4.2.7 Solution Implementation......................................................................................58
4.2.8 Ethics Tests for Solution Evaluation ...................................................................60
4.2.9 Setting Up the Ethics Tests: Pitfalls to avoid .....................................................60
4.2.10 Harm/Beneficence Test .....................................................................................61
4.2.11 Reversibility Test .................................................................................................62
4.2.12 Steps in Applying the Public Identification Test .............................................62
4.2.13 Code of Ethics Test .............................................................................................63
4.2.14 Meta Tests ...........................................................................................................63
4.2.15 Application Exercise ...........................................................................................64
4.3 Gray Matters for the Hughes Aircraft Case ..................................................................66
4.3.1 Introduction ..........................................................................................................66
4.3.2 Directions ..............................................................................................................66
4.3.3 Ethics Tests: Set Up and Pitfalls ..........................................................................70
4.3.4 Time Line ...............................................................................................................72
4.3.5 Hughes Case Socio Technical System ................................................................76
4.3.6 Responsible Dissent .............................................................................................77
4.3.7 Hughes Dramatic Rehearsals ..............................................................................79
4.3.7.1 Decision Point One ....................................................................................79
4.3.7.2 Decision Point Two ....................................................................................80
4.3.7.3 Decision Point Three .................................................................................81
4.3.7.4 Decision Point Four ...................................................................................82
4.3.7.5 Decision Point Five ....................................................................................83
4.3.7.6 Decision Point Six ......................................................................................84
4.3.7.7 Hughes Case Media Files ..........................................................................85
4.3.8 Bibliography ..........................................................................................................85
4.4 Socio-Technical Systems in Professional Decision Making ........................................86
4.4.2 Things to Know about STSs .................................................................................87
4.4.3 Constituents or Sub-Environments of Business Activity .................................88
4.4.4 Ethics of STS Research ...................................................................................... 101
4.4.5 Participatory Observation ................................................................................ 101
4.4.6 Exercise: Make a Table that Describes the Socio-Technical System ........... 103
4.4.7 Exercise: Identify Value Mismatches in the STS.............................................. 103
4.4.8 Using Socio-Technical System Grids for Problem Specification .................. 105
4.4.9 Media File Uplinks ............................................................................................. 107
4.5 Ethics and Laptops: Identifying Social Responsibility Issues in Puerto Rico ......... 108
4.5.1 Introduction ....................................................................................................... 108
4.5.2 Case Narrative ................................................................................................... 109
4.5.3 What you are going to do... .............................................................................. 111
4.5.3.1 Decision Point One ................................................................................. 111
4.5.3.2 Decision Point Two ................................................................................. 112
4.5.3.3 Decision Point Three .............................................................................. 113
4.5.4 What you are going to do... ............................................................................... 114
Exercise: Prepare a STS Grid ............................................................................. 114
Exercise: Identifying Potential or Latent Problems in STSs ........................... 114
Exercise: Develop Counter-Measures to Problems ........................................ 115
Exercise: Evaluate the Microsoft Philadelphia Public Schools Project ......... 115
4.5.5 Presentations ..................................................................................................... 115
Chapter 5 CSR (Corporate Social Responsibility) ....................................................116

5.1 A Short History of the Corporation ............................................................................ 116
5.1.1 Introduction ....................................................................................................... 116
5.1.2 What you need to know... ................................................................................. 116
5.1.2.1 The History of the Corporation ............................................................ 116
5.1.2.1.1 Passive Devices that hold property .......................................... 117
5.1.2.1.2 Structures that exert monopoly control and regulate a domain
of specialized ............................................................................................... 117
5.1.2.1.3 A set of means specially designed to pool capital and resources
including human resources. ...................................................................... 118
5.1.2.1.4 Providing a legal shield to limit owner and operator liability 118
5.1.2.1.5 Organizational structure that subordinate and synthesize the a
ctions of human agents ............................................................................. 118
5.1.2.1.6 Profile of the Modern Corporation ........................................... 119
5.1.2.2 Legal Trail Toward Corporate Moral Personhood: A Table Summary
............................................................................................................................... 125
5.1.3 What you will do ... ............................................................................................ 127
5.1.3.1 Exercise: Other People's Money ........................................................... 127
5.1.3.2 Exercise: How to punish Arthur Andersen .......................................... 127
5.1.4 What did you learn? .......................................................................................... 128
5.1.5 Appendix ............................................................................................................ 128
5.1.5.1 Bibliography ............................................................................................ 128
5.1.6 EAC ToolKit Project ............................................................................................ 129
5.2 Three Views of CSR (Corporate Social Responsibility) .............................................. 129
5.2.1 Introduction ....................................................................................................... 130
5.2.2 The Social Contract between Business and Society ....................................... 134
Exercise: In small groups, spell out the social contract between society and b
usiness. ................................................................................................................ 135
Exercise: CSR and STS ........................................................................................ 136
5.2.3 Three CSR Frameworks ..................................................................................... 136
5.2.4 What you will do ... ............................................................................................ 138
5.2.5 Burger Man Stakeholders ................................................................................. 138
Exercises in CSR .................................................................................................. 141
5.2.7 Appendix ............................................................................................................ 141
5.2.8 EAC ToolKit Project ............................................................................................ 143
Chapter 6 CG (Corporate Governance) ....................................................................144

6.1 Moral Ecologies in Corporate Governance ................................................................ 144
6.1.1 Two Thought Experiments ................................................................................ 144
6.1.2 Introduction ....................................................................................................... 145
6.1.3 What you need to know ... ................................................................................ 146
6.1.3.1 Personality Characteristics: The "Big Five" (plus one)......................... 146
6.1.3.2 Three Moral Ecologies ............................................................................ 147
6.1.4 What you will do... .............................................................................................. 154
Exercise: What we do when nobody is looking ............................................... 155
Exercise: Milgram and Business ....................................................................... 155
Exercise: Commentary Groups ......................................................................... 155
Exercise: Closure Groups ................................................................................... 156
Exercise ................................................................................................................ 156
6.1.6 Appendix ............................................................................................................ 156
6.1.7 EAC ToolKit Project ............................................................................................. 157
6.2 Different Approaches to Corporate Governance ..................................................... 157
Questions ..................................................................................................................... 160
6.2.1 Introduction ....................................................................................................... 160
6.2.2.1 Prisoner's Dilemma: Cooperation or Competition? ........................... 161
6.2.2.2 A Short Footnote on Human Nature .................................................... 163
6.2.2.3 Approaches to Corporate Governance Summary Table ................... 165
6.2.2.4 External Controls: Fining, Stock Dilution, Changing Internal Governanc
e, Court Ordered Adverse Publicity, and Community Service........................ 171
6.2.3 What you will do... ............................................................................................. 173
6.2.5 Appendix ............................................................................................................ 174
6.3 Pirate Code for Engineering Ethics ............................................................................. 176
6.3.1 Statements of Value/Codes of Ethics .............................................................. 176
6.3.2 Module Introduction ......................................................................................... 176
6.3.3 Module Activities ............................................................................................... 177
6.3.4 Pirates Creed of Ethics (translated into Spanish by Dana Collins) .............. 177
6.3.5 Exercise: Pirate Creed ....................................................................................... 178
6.3.6 Exercise: Writing a Code of Ethics for Engineers ............................................ 178
6.3.7 Exercise: Studying the code of Ethics of the Colegio de Ingenieros y Agrimen
sores de Puerto Rico .................................................................................................. 179
6.3.8 Textbox: Code of Ethics of Colegio de Ingenieros y Agrimensores de Puerto R
ico (Puerto Rico State society of Professional Eng .................................................. 179
6.3.9 Professional Codes as Social Contracts ........................................................... 181
6.3.10 Objections to and Mischievous Side Effects of Codes of Ethics ................ 183
6.3.11 Exercise: Questions for Refection ................................................................. 185
6.4 Developing Ethics Codes and Statements of Values ................................................ 185
6.4.1.1 Different Uses for Codes ....................................................................... 185
6.4.2 How an academic community developed a Statement of Values ............... 188
6.4.3 Textbox: Responding to the Federal Sentencing Guidelines ....................... 191
6.4.4 Textbox: Compliance Oriented Codes and Programs Versus Values Oriented
Codes and Programs .................................................................................................. 192
6.4.5 Exercise: Evaluating the Pirate Credo ............................................................. 193
6.4.6 Exercise: Developing Corporate Codes of Ethics ........................................... 194
6.4.7 Exercise: Evaluating Bona Fide Codes of Ethics ............................................. 194
6.4.8 Exercise: Do a Statement of Values for Students at Your University ........... 194
6.4.9 Exercise-Conveying Our Values: Crafting a Values-Based Code .................. 195
6.4.10 Exercise: Creating Awareness of the UPRM College of Business Administrati
on Statement of Values .............................................................................................. 196
6.4.11 Exercise: Assessing the UPRM College of Business Administration Statemen
t of Values .................................................................................................................... 196
6.4.12 Assessment Tools ............................................................................................ 198
6.4.13 Bibliography ..................................................................................................... 199
6.5 Theory Building Activities: "Responsibility and Incident at Morales" ..................... 199
6.5.1.1 Getting Started... .................................................................................... 200
6.5.1.1.1 Before You Come to Class... ...................................................... 200

6.5.2.1 Different meanings of Responsibility .................................................. 201
6.5.2.2 Blame Responsibility............................................................................... 202
6.5.2.3 Proactive Responsibility ......................................................................... 204
6.5.3 Presentation on Moral Responsibility ............................................................. 207
6.5.4 What you are going to do... .............................................................................. 207
6.5.4.1 Stakeholder Roles .................................................................................. 208
6.5.4.2 Module Time Line.................................................................................... 209
6.5.5 Incident at Morales and Jeopardy ................................................................... 210
6.5.6 What have you learned? ................................................................................... 210
6.6 Writing and Analyzing Ethics Cases in Business and Research Ethics ................... 211
6.6.1 Outline of contents of featured links in Online Ethics, UPRM-Ce-PRO, Compu
ting Cases, and Connexions ...................................................................................... 211
6.6.2 Introduction ....................................................................................................... 212
6.6.3 What you need to know..................................................................................... 213
6.6.4 What you will do... .............................................................................................. 216
6.6.6 Appendix ............................................................................................................ 220
Chapter 7 Index of Keywords and Terms ................................................................222

Chapter 8 Attributions ...............................................................................................224
1
Chapter 1 Authors and Misc

Information
Available under Creative Commons-ShareAlike 4.0 International License (http://creativecommon
s.org/licenses/by-sa/4.0/).
Collection Editor:
William Frey
Authors: Jose A. Cruz-Cruz William Frey
Online:
http://cnx.org/content/col10560/1.3/
CONNEXIONS Rice University, Houston, Texas
This selection and arrangement of content as a collection is copyrighted by William

Frey. It is licensed under the Creative Commons Attribution 2.0 license. Collection
structure revised: August 26, 2008 PDF generated: February 26, 2013 For copyright
and attribution information for the modules contained in this collection, see p. 164.
2
Chapter 2 Ethical Issues in Business

Research
2.1 Graduate Education in Research Ethics for Scientists
and Engineers: Graduate Awareness Workshop
This content is available online here (http://cnx.org/content/m14400/1.13/).
2.1.1 Module Introduction

Graduate Awareness Workshop
Upon entering UPRM, you will be asked to participate in an awareness workshop that
introduces basic ethical issues and concepts pertinent to research activities. A Pre-Test
involving discussion of scenarios in research ethics will be followed by a lecture that
defines key concepts and situates the fundamental problems of research ethics in its
"Three Capital Sins," i.e., fabrication, falsification, and plagiarism. Integrated into this
part of the workshop will be a demonstration of the intrinsic connection between
science and ethics. This workshop closes with a Post-Test designed to measure and
assess any changes in your awareness.
2.1.2 What you are going to do.

Workshop Activities
• To prepare for the workshop, you will read a short selection on research ethics
and explore the links provided in this module on the Hwang Woo Suk, Tuskegee,
and Enron cases. This will get you ready for the workshop.
• Exercise 1: Take a workshop pre-test in Research Ethics
• Exercise 2: Identify key duties in the research ethics context, the duties of
researchers, duties of professors to students, and duties of students to
professors.
• Exercise 3: Reflect and write on the fundamental mission an purpose of the
university. What goes on within the university? How does the university
contribute to the surrounding community?
• Exercise 4: You will return to the cases presented in the first part of the
workshop. What issues covered during the workshop on research ethics arose in
3
these cases? For example, what issues discussed in the workshop arose in the
Tuskegee case?
Beginning your exploration of research ethics.

Click on the links to the following three cases:
• Hwang Woo Suk

• Tuskegee
• Enron (Exploring the link to Enron will also help you to access interviews with Jeff
Skilling.)
Key Issues and Themes in Research Ethics
• Conceptual map exploring the etymological roots of ethics and its relations and
differences with concepts like morality, religion, and law.
• Research Ethics Themes: Research gravitates around a double axiological axis.
The first deals with issues surrounding the commitment of any academic
endeavor to the pursuit of truth. The second arises from the social
responsibility of the researcher to the whole academic enterprise. This double
axiological axis provides a basis for framing issues in Research Ethics.
• Academic integrity as the condition that makes possible the university's mission.
• The intrinsic connection between science and ethics
• Three Capital Sins against academic integrity: fabrication, falsification, and
plagiarism
• What is ethical relativism and absolutism?
Workshop Objectives
1. Determine your initial awareness of ethical issues in research ethics (Tied to Pre-
Test activity)
2. Deepen your awareness of ethical issues that arise in scientific and engineering
research. (Tied to Presentation activity)
3. Provide you with a conceptual map of key issues and concepts in research ethics.
(Tied to Presentation activity)
4. Uncover and assess any changes or improvements in your awareness of ethical
issues that arise in scientific and engineering research. (Tied to Post-Test activity)
2.1.3 What you will learn.

Ética:
• Aunque no universalmente aceptado, muchos autores adoptan hoy la siguiente

distinción:
• Moral: Códigos de conducta que rigen diversas comunidades humanas
• Ética: Disciplina flosófica que estudia la conducta humana desde el punto de
vista de los valores y deberes morales
• See also
4
• Ética: “Disciplina flosófica que estudia racionalmente la conducta humana desde

un punto de vista de los deberes y virtudes morales”.
• Jorge José Ferrer, y Juan Carlos Álvarez, Para Fundamentar la Bioetica, Editorial
Desclee De Brouwer, 2003: 26
Ejercicio
1. Escriba dos acciones o actitudes de un(a) estudiante que van en contra de la

integridad academica.
2. Escriba dos acciones o actitudes de un profesor(a) que van en contra de la
integridad academica
Qué es un dilema ético:
Un dilema etico puede definirse como un conflicto que la persona experimenta entre
dos o mas obligaciones morales en una circunstancia particular
Joseph R. Herkert, Social, Ethical, and Policy Implications of Engineering, IEEE

Press, 2000
Integridad Académica
• Valores relacionados a la búsqueda y comunicación de los distintos saberes.

• Valores, normas y virtudes relacionadas con el cumplimiento de la misión
universitaria: búsqueda del saber, aplicación de los conocimientos, impacto a la
sociedad.
• Condicion que posibilita la Misión de la Universidad
Investigación y Responsabilidad Social
• No atropellar el interes de los sujetos de estudio.

• No atentar contra los intereses de instituciones participantes.
• No atentar contra los intereses de la sociedad.
Investigación y Responsabilidad Social
• Investigación con sujetos humanos.

• Consentimiento informado y voluntario.
• Investigación con animales de laboratorio.
• Polftica Publica (Comité de Protección de Sujetos Humanos en la Investigación,)
IRB
• Relación con la industria, comunidad, y sociedad.
• Protección ambiental
Tres Pecados Capitales contra la Integridad Academica
1. Fabricación, invención información o datos de experimentos que no se

efectuaron.
2. Falsifcación de datos, alteración de datos experimentales, resultados, o
información.
3. Plagio, apropiación de métodos, datos, cuerpo de un texto, trabajos sin citar o
reconocer la fuente.
5
2.1.4 What did you learn?

Ejercicio
1. Escribe 5 deberes que entiendas deben tener los Investigadores

2. Escribe 5 deberes que entiendas deben tener los Profesores/TAs
3. Escribe 5 deberes que deban tener los estudiantes para con los Profesores/TAs
2.1.5 References
1. Kohlberg, Lawrence. 1981. The Philosophy of Moral Development: Essays on
Moral Development, vol.1. San Francisco: Harper and Row.
2. Pritchard, Michael S. 1996. Reasonable Children: Moral Education and Moral
Learning. Lawrence, KS: University of Kansas Press: 11.
3. Rest, James, Narvaez, Darcia, Bebeau, Muriel, and Thoma, Stephen. 1999.
Postconventional Moral Thinking: a Neo-Kohlbergian Approach. Mahwah, NJ:
Lawrence Erlbaum Associates, Inc.
4. Huf, Chuck and Frey, William. 2005. "Moral Pedagogy and Practical Ethics" in
Science and Engineering Ethics 11(3): 394-397.
5. Cruz, Jose and Frey, William. 2003. "An Efective Strategy for Integrating Ethics
Across the Curriculum in Engineering: An ABET 2000 Challenge" in Science and
Engineering Ethics 9(4): 546-547.
6. Haws, David R. (2004) "The Importance of Meta-Ethics in Engineering Education"
Science and Engineering Ethics, 10(2): 204-210.
7. Ian Barbour, Ethics in an Age of Technology, HarperCollins, 1993.
8. Elena Lugo, Etica Profesional para la Ingenierfa, Ediciones Riqueia, Librerfa
Universal.
9. M. David Ermann, Mary B. Williams, y Michele S. Shauf, Computers, Ethics, and
Society, Oxford University Press, 1997.
10. Charles E. Harris, Michael S. Pritchard, and Michael J. Rabins, Engineering Ethics:
Concepts and Cases, Wadsworth Publishing Company, 1995.
11. Joseph R. Herkert, Social, Ethical, and Policy Implications of Engineering, IEEE
Press, 2000.
12. William Frey and Jose Cruz, Ethics Across the Curriculum Workshop, February 22,
2002.
13. Stephen R. Covey, Los 7 hábitos de la gente altamente efectiva, Paidos, 1997.
14. Louis P. Pojman, Ethics: Discovering right and Wrong, Wadworth Publishing
Company, 1990.
15. Jorge José Ferrer, y Juan Carlos Álvarez, Para Fundamentar la Bioetica, Editorial
Desclee De Brouwer, 2003.
6
2.1.6 Presentations for Graduate Awareness Workshop

Below are two presentations upon which different variations of the Graduate
Awareness Workshop will be built. They both explore basic and intermediate moral
concepts such as rights, duties, plagiarism, and integrity. They also contain material
and exercises designed to help capstone design courses in engineering and science
effectively integrate ethical issues. In addition to the presentations, the last media file
contains a document that provides the Pre-Test, Post-Test, and GAW evaluation forms
in Word format.
Presentation: Integridad Academica y Etica de la Investigacion by Luis Jimenez, Efrain

O'Neill, and Eddie Marrero (http://cnx.org/content/m14400/latest/GAW%20Long.ppt)
This Spanish presentation provides a general introduction to academic integrity and

research ethics. It has been tested with graduate students in a Graduate Awareness
Workshop various times in the spring and summer of 2007 in connection with NSF
grant 0629377, Graduate Education in Research Ethics for Scientists and Engineers.
Presentation: La actividad academica como empresa moral by Jorge Ferrer and Efrain
O'Neill (http://cnx.org/content/m14400/latest/GAW%20Short.ppt)
This presentation developed for incoming graduate students is designed to develop a

preliminary basis of ethical awareness upon which moral deliberation and case
analysis skills will be built. Written in Spanish, this presentation was developed by Dr.
Jorge Ferrer and Dr. Efrain O'Neill
September 29 2007 Presentation (http://cnx.org/content/m14400/latest/GAWSept292

007.ppt)
This link contains the PowerPoint presentation given for the GAW on September 29,
2007. To date it is the most recent version of the workshop.
Graduate Awareness Workshop Pre and Post Test Exercises (http://cnx.org/content/m

14400/latest/AssessGAW.doc)
This presentation, developed by Efrain O'Neill and Luis Jimenez, has been used to
introduce research ethics to incoming graduate students in Electrical Engineering.
Eddie Marrero and Jorge Ferrer also contributed material.
Issue Identification Workshop Presentation (http://cnx.org/content/m14400/latest/R

E%20Issues%20Nov07%20V3.ppt)
Clicking on this link will open the PowerPoint presentation used in a faculty issue
identification activity held at the University of Puerto Rico at Mayaguez on November
29, 2007.
7
Chapter 3 Leadership in Business and

Ethical Leadership
3.1 Ethical Rights for Working Engineers and Other
Professionals

Preliminary Draft distributed at APPE, 2005 in San Antonio, TX
Engineers and other professionals work in large corporations under the supervision of
managers who may lack their expertise, skills, and commitment to professional
standards. This creates communication and ethical challenges. At the very least,
professionals are put in the position of having to advocate their ethical and
professional standards to those who, while not being opposed to them, may not share
their understanding of and commitment to them.
This module is designed to give you the tools and the practice using them necessary to
prevail in situations that require advocacy of ethical and professional standards. In
this module you carry out several activities.
(1) You will study the philosophical and ethical foundations of modern rights theory
through a brief look at Kantian Formalism. (2) You will learn a framework for
examining the legitimacy of rights claims. (3) You will practice this framework by
examining several rights claims that engineers make over their supervisors. This
examination will require that you reject certain elements, rephrase others, and
generally recast the claim to satisfy the requirements of the rights justification
framework. (4) Finally, in small groups you will build tables around your reformulation
of these rights claims and present the results to the class. This module will help you to
put your results together with the rest of your classmates and collectively assemble a
toolkit consisting of the legitimate rights claims that engineers and other professionals
can make over their managers and supervisors.
For more background on rights theory and the relation of rights and duties see (1)
Henry Shue, Basic Rights: Subsistence, Affluence, and U.S. Foreign Policy, 2nd
edition, Princeton, 1980 and (2) Thomas Donaldson, The Ethics of International
Business, Oxford, 1989. This exercise has been used in computer and engineering
ethics classes at the University of Puerto Rico at Mayaguez from 2002 on to the
8
present. It is being incorporated into the textbook, Good Computing: A Virtue

Approach to Computer Ethics by Chuck Huff, William Frey, and Jose Cruz.
3.1.2 What you need to know...

Problematic Right Claims
1. El derecho para actuar de acuerdo a la conciencia ética y rechazar trabajos en los

cuales exista una variacion de opinones morales.
2. El derecho de expresar juicio profesional, y hacer pronunciamientos publicos que
sean consistentes con restricciones corporativas sobre la informacion propietaria.
3. El derecho a la lealtad corporativa y la libertad de que sea hecho un chivo
expiatorio para catastrofes naturales, ineptitud de administracion u otras fuerzas
mas alla del control del ingeniero.
4. El derecho a buscar el mejoramiento personal mediante estudios postgraduados
y envolverse en asociaciones profesionales.
5. El derecho a participar en actividades de partidos politicos fuera de las horas de
trabajo.
6. El derecho a solicitar posiciones superiores con otras companias sin que la
companis en la que trabaje tome represalias contra el ingeniero.
7. El derecho al debido proceso de ley y la libertad de que se le apliquen
penalidades arbitrarias o despidos.
8. El derecho a apelar por revision ante una asociacion profesional, ombudsman o
arbitro independiente.
9. El derecho a la privacidad personal.
10. These rights are taken from Etica en la Practica Profesional de la Ingenieria by
Wilfredo Munoz Roman published in 1998 by the Colegio de Ingenieros y
Agrimensores de Puerto Rico and Universidad Politecnica de Puerto Rico
Problematic Rights Claims (translated)
1. The right to act in accordance with one's ethical conscience and to refuse to work
on projects that go against one's conscience or personal or professional moral
views.
2. The right to express one's professional judgment and to make public declarations
as long as these do not violate a corporation's rights to proprietary information.
3. The right to corporate loyalty and freedom from being made a scapegoat for
natural catastrophes, administrative ineptitude, and other forces that are beyond
the control of the individual engineer.
4. The right to better oneself through postgraduate studies and through
participation in one's professional society.
5. The right to participate in political activities outside of work hours.
6. The right not to suffer retaliation from one's current employer when one seeks
better employment elsewhere.
7. The right to due process under the law and freedom from the application of
arbitrary penalties including being fired at will without just cause.
9
8. The right to appeal judgments made against one before a professional

association, ombudsman, or independent arbitrator.
9. The right to personal privacy.
Kantian Formalism, Part I: Aligning the moral motive and the moral act
• Kant's moral philosophy has exercised substantial influence over our notions of right
and duty. We begin with a brief summary of this theory based on the work, The
Foundations of the Metaphysics of Morals.
• Kant states that the only thing in this world that is good without qualification is a good
will. He characterizes this will in terms of its motive, “duty for duty's sake.”
• Consider the following example. You see a boy drowning. Even though the water
is rough and the current strong you are a good enough swimmer to save him. So
while your inclination may be to give way to fear and walk away, you are duty-
bound to save the drowning boy.
• An action (saving or not saving the drowning boy) has moral worth depending on the
correct correlation of right action and right motive. The following table shows this.
Duty for Duty's Sake
Motive
Inclination
Motive Duty
(desire for reward
or fear)
You save the

drowning boy for
You save the drowning boy
the reward. Act
Act because it is your duty. Act
conforms to duty
Conforms conforms to duty and is for the
but is motivated
to Duty sake of duty. Your act has
by inclination.
moral worth.
Has no moral
worth.
You don't save You drown trying to save the

the drowning boy drowning boy. He also dies. Act
Act because you are fails to carry out duty but is
violates a too lazy to jump motivated by duty anyway. The
duty. in. Act violates act miscarries but since the
duty motivated motive is duty it still has moral
by inclination. worth.
Part II of Kantian Formalism: Giving content to Duty for Duty's Sake
• Kant sees morality as the expression and realization of the rational will. The first
formulation of this rational will is to will consistently and universally.
10
• This leads to the Categorical Imperative: I should act only on that maxim
(=personal rule or rule that I give to myself) that can be converted into a
universal law (a rule that applies to everybody) without self-contradiction.
• This formulation is an imperative because it commands the will of all reasonable
beings. It is categorical because it commands without exceptions or conditions.
The CI tells me unconditionally not to lie. It does not say, do not like unless it
promotes your self interest to do so.
• The following table shows how to use the Categorical Imperative to determine
whether I have a duty not to lie.
Applying the Categorical Imperative
1. Formulate
your maxim ( Whenever I am in a difficult situation, I should tell
personal a lie.
rule)
2.
Whenever anybody is in a difficult situation, he or
Universalize
she should tell a lie.
your maxim.
When I lie, I will the opposite for the universal law.

Put differently, I will that everybody (but me) be a
3. Check for a
truth-teller and that everybody believe me a truth-
contradiction
teller. I then make myself the exception to this
(logical or
universal law. Thus my maxim (I am a liar)
practical)
contradicts the law (everybody else is a truth-
teller)
Kantian Formalism, Part III: The Formula of the End
• When I will one thing as universal law and make myself the exception in difficult
circumstances, I am treating others, in Kantian terms, merely as means.
• This implies that I subordinate or bend them to my interests and projects without
their consent. I do this by circumventing their autonomy through (1) force, (2)
fraud (often deception), or (3) manipulation. Treating them with respect would
involve telling them what I want (what are my plans and projects) and on this
basis asking them to consent to participate and help me. The extreme case for
treating others merely as means is enslaving them.
• We do on occasion treat others as means (and not as mere means) when we hire
them as employees. But this is consistent with their autonomy and rational
consent because we explain to them what is expected (we give them a job
description) and compensate them for their efforts. For this reason there is a
world of difference between hiring others and enslaving them.
• The Formula of the End = Act so as to treat others (yourself included) always as
ends and never merely as means.
Some Key Definitions for a Rights Framework

11
• Kantian formalism provides a foundation for respect for the intrinsic value of
humans as autonomous rational beings. Using this as a point of departure, we
can develop a method for identifying, spelling out, and justifying the rights and
duties that go with professionalism. This framework can be summarized in four
general propositions:
• 1. Definition: A right is an essential capacity of action that others are obliged to
recognize and respect. This definition follows from autonomy. Autonomy can be
broken down into a series of specific capacities. Rights claims arise when we
identify these capacities and take social action to protect them. Rights are
inviolable and cannot be overridden even when overriding would bring about
substantial public utility.
• 2. All rights claims must satisfy three requirements. They must be (1) essential to
the autonomy of individuals and (2) vulnerable so that they require special
recognition and protection (on the part of both individuals and society).
Moreover, the burden of recognizing and respecting a claim as a right must not
deprive others of something essential. In other words, it must be (3) feasible for
both individuals and social groups to recognize and respect legitimate rights
claims.
• 3. Definition: A duty is a rule or principle requiring that we both recognize and
respect the legitimate rights claims of others. Duties attendant on a given right
fall into three general forms: (a) duties not to deprive, (b) duties to prevent
deprivation, and (c) duties to aid the deprived.
• 4. Rights and duties are correlative; for every right there is a correlative series
of duties to recognize and respect that right.
• These four summary points together form a system of professional and
occupational rights and correlative duties.
Right Claim Justification Framework
• Essential: To say that a right is essential to autonomy is to say that it highlights a

capacity whose exercise is necessary to the general exercise of autonomy. For
example, autonomy is based on certain knowledge skills. Hence, we have a right
to an education to develop the knowledge required by autonomy, or we have a
right to the knowledge that produces informed consent. In general, rights are
devices for recognizing certain capacities as essential to autonomy and respecting
individuals in their exercise of these capacities.
• Vulnerable: The exercise of the capacity protected under the right needs
protection. Individuals may interfere with us in our attempt to exercise our rights.
Groups, corporations, and governments might overwhelm us and prevent us
from exercising our essential capacities. In short, the exercise of the capacity
requires some sort of protection. For example, an individual's privacy is
vulnerable to violation. People can gain access to our computers without our
authorization and view the information we have stored. They can even use this
information to harm us in some way. The right to privacy, thus, protects certain
capacities of action that are vulnerable to interference from others. Individual
and social energy needs to be expended to protect our privacy.
• Feasible: Rights make claims over others; they imply duties that others have.
These claims must not deprive the correlative duty-holders of anything essential.
12
In other words, my rights claims over you are not so extensive as to deprive you
of your rights. My right to life should not deprive you of your right to self-
protection were I to attack you. Thus, the scope of my right claims over you and
the rest of society are limited by your ability to reciprocate. I cannot push my
claims over you to recognize and respect my rights to the point where you are
deprived of something essential.
Types of Duty Correlative to a Right
• Duty not to deprive: We have a basic duty not to violate the rights of others. This
entails that we must both recognize and respect these rights. For example,
computing specialists have the duty not to deprive others of their rights to privacy
by hacking into private files.
• Duty to prevent deprivation: Professionals, because of their knowledge, are
often in the position to prevent others from depriving third parties of their rights.
For example, a computing specialist may find that a client is not taking sufficient
pains to protect the confidentiality of information about customers. Outsiders
could access this information and use it without the consent of the customers.
The computing specialist could prevent this violation of privacy by advising the
client on ways to protect this information, say, through encryption. The
computing specialist is not about to violate the customers' rights to privacy. But
because of special knowledge and skill, the computing specialist may be in a
position to prevent others from violating this right.
• Duty to aid the deprived: Finally, when others have their rights violated, we have
the duty to aid them in their recovery from damages. For example, a computing
specialist might have a duty to serve as an expert witness in a lawsuit in which the
plaintiff seeks to recover damages suffered from having her right to privacy
violated. Part of this duty would include accurate, impartial, and expert testimony.
Application of Right/Duty Framework
1. We can identify and define specific rights such as due process. Moreover, we can
set forth some of the conditions involved in recognizing and respecting this right.
2. Due Process can be justified by showing that it is essential to autonomy,
vulnerable, and feasible.
3. Right holders can be specified.
4. Correlative duties and duty holders can be specified.
5. Finally, the correlative duty-levels can be specified as the duties not to violate
rights, duties to prevent rights violations (whenever feasible), and the duties to
aid the deprived (whenever is feasible).
Example Rights Table: Due Process

13
Right-
Correlative
Holder:
Duty- Holder:
Engineer as
Engineer's
Right: Due employee
Justification Supervisor, Duty Lev
Process and member
officials in
of
professional
professional
society.
society.
Essential: Due Not to D

Process is Individu
essential in cannot b
organizations fired,
to prevent the transfer
Definition: The
deprivation of demoted
right to
other rights or without
respond to
to provide aid process
organizational
in the case of
decisions that Human
their
may harm one Resources,
deprivation. Professionals Prevent
in terms of a Management,
who are Depriva
serious Personnel
subject to Organiz
organizational Vulnerable: Department.
professional can prev
grievance Rights in (Individuals
codes of deprivat
procedure. general are with duty to
ethics. designin
Necessary not design,
Supports implem
Conditions: 1. recognized in implement, and
professionals a
Several levels the economic enforce a due
who are compreh
of appeal. 2. sphere, process
ordered to due proc
Time limits to especially in policy)Corporate
violate policy.
each level of organizations. directors have
professional
appeal. 3. the duty to
standards.
Written notice make sure this
Aid the
of grievance. 4. is being done.
Deprive
Peer Feasible:
Binding
representation. Organizations,
arbitrati
5. Outside have
legal me
arbitration. successfully
must ex
implemented
aid thos
due process
deprived
procedures.
due proc
rights
14
3.1.3 What you are going to do...

Exercise: Develop a Rights Table

1. You will be divided into small groups and each will be assigned a
right claim taken from the above list.
2. Describe the claim (essential capacity of action) made by the right.

For example, due process claims the right to a serious
organizational grievance procedure that will enable the right-
holder to respond to a decision that has an adverse impact on his or
her interests. It may also be necessary in some situations to specify
the claim's necessary conditions.
3. Justify the right claim using the rights justification framework. In

other words show that the right claim is essential, vulnerable, and
feasible.
4. Be sure to show that the right is essential to autonomy. If it is

vulnerable be sure to identify the standard threat. (A standard
threat is an existing condition that threatens autonomy.)
5. Provide an example of a situation in which the right claim becomes

operative. For example, an engineer may claim a right to due
process in order to appeal what he or she considers an unfair
dismissal, transfer, or performance evaluation.
6. Identify the correlative duty-holder(s) that need to take steps to

recognize and respect the right. For example, private and
government organizations may be duty-bound to create due process
procedures to recognize and respect this right.
7. Further spell out the right by showing what actions the correlative
duties involve. For example, a manager should not violate an
employee's due process right by firing him or her without just
cause. The organization's human resources department might carry
out a training program to help managers avoid depriving employees
of this right. The organization could aid the deprived by designing
and implementing binding arbitration involving an impartial third
party.
Be prepared to debrief on your right claim to the rest of the class. When other groups
are debriefing, you are free to challenge them on whether their claim is essential to
autonomy, whether they have identified a valid "standard threat," and whether the
correlative duties are feasible or deprive others of something essential. Your goal as a
class is to have a short but effective list of rights that professionals take with them to
the workplace.
15
3.1.4 Conclusion
Conclusion: Topics for Further Refection
• Not every claim to a right is a legitimate or justifiable claim. The purpose of this
framework is to get you into the habit of thinking critically and skeptically about
the rights claims that you and others make. Every legitimate right claim is
essential, vulnerable, and feasible. Correlative duties are sorted out according to
different levels (not to deprive, prevent deprivation, and aid the deprived); this, in
turn, is based on the capacity of the correlative duty holder to carry them out.
Finally, duties correlative to rights cannot deprive the duty-holder of something
essential.
• Unless you integrate your right and its correlative duties into the context of your
professional or practical domain, it will remain abstract and irrelevant. Think
about your right in the context of the real world. Think of everyday situations in
which the right and its correlative duties will arise. Invent cases and scenarios. If
you are an engineering student, think of informed consent in terms of the public's
right to understand and consent to the risks associated with engineering projects.
If you are a computing student think of what you can do with computing
knowledge and skills to respect or violate privacy rights. Don't stop with an
abstract accounting of the right and its correlative duties.
• Rights and duties underlie professional codes of ethics. But this is not always
obvious. For example, the right of free and informed consent underlies much of
the engineer's interaction with the public, especially the code responsibility to
hold paramount public health, safety, and welfare. Look at the different
stakeholder relations covered in a code of ethics. (In engineering this would
include public, client, profession, and peer.) What are the rights and duties
outlined in these stakeholder relations? How are they covered in codes of ethics?
• This module is effective in counter-acting the tendency to invent rights and use
them to rationalize dubious actions and intentions. Think of rights claims as credit
backed by a promise to pay at a later time. If you make a right claim, be ready to
justify it. If someone else makes a right claim, make them back it up with the
justification framework presented in this module.
3.2 Moral Exemplars in Business and Professional Ethics


16

Through the activities of this module you will learn to balance cautionary tales in
business and professional ethics with new stories about those who consistently act in
a morally exemplary way. While cautionary tales teach us what to avoid, narratives
from the lives of moral exemplars show us how to be good. A study of moral best
practices in business and professional ethics shows that moral exemplars exhibit
positive and learnable skills. This module, then, looks at moral exemplars in business
and the professions, outlines their outstanding accomplishments, and helps you to
unpack the strategies they use to overcome obstacles to doing good.
You will begin by identifying outstanding individuals in business and associated

practices who have developed moral "best practices." Your task is look at these
individuals, retell their stories, identify the skills that help them do good, and build a
foundation for a more comprehensive study of virtue in occupational and professional
ethics.
3.2.2 Exercise: Choose a moral exemplar

• Identify a moral exemplar and provide a narrative description of his or her life
story.
• To get this process started, look at the list of moral exemplars provided in this
module. The links in the upper left hand corner of this module will help you to
explore their accomplishments in detail. Feel free to choose your own exemplar.
Make sure you identify someone in the occupational and professional areas such
as business and engineering. These areas have more than their share of
exemplars, but they tend to escape publicity because their actions avoid publicity
generating disasters rather than bring them about.
3.2.3 Moral Exemplars

• 1. William LeMesseur. LeMesseur designed the Citicorp Building in New York.
When a student identifed a critical design faw in the building during a routine
class exercise, LeMesseur responded, not by shooting the messenger, but by
developing an intricate and effective plan for correcting the problem before it
issued in drastic real world consequences. Check out LeMesseur's profile at
online ethics and see how he turned a potential disaster into a good deed.
• 2. Fred Cuny, starting in 1969 with Biafra, carried out a series of increasingly
efective interventions in international disasters. He brought efective methods to
disaster relief such as engineering know-how, political savvy, good business
sense, and aggressive advocacy. His timely interventions saved thousands of
17
Kurdish refugees in the aftermath of the Persian Gulf War in 1991. He also helped
design and implement an innovative water fltration system in Sarajevo during the
Bosnia-Serb confict in 1993. For more details, consult the biographical sketch at
onlineethics.
• 3. Roger Boisjoly worked on a team responsible for developing o-ring seals for
fuel tanks used in the Challenger Shuttle. When his team noticed evidence of gas
leaks he made an emergency presentation before ofcials of Morton Thiokol and
NASA recommending postponing the launch scheduled for the next day. When
decision makers refused to change the launch date, Boisjoly watched in horror
the next day as the Challenger exploded seconds into its fight. Find out about the
courageous stand Boisjoly took in the aftermath of the Challenger explosion by
reading the biographical sketch at online ethics.
• 4. Muhammad Yunus won the Nobel Prize for Peace in 2006. His effort in setting
up "micro-businesses" funded through "micro-lending" has completely changed
the paradigm on how to extend business practices to individuals at the bottom of
the pyramid. Learn about his strategies for creating micro-businesses and how
those strategies have been extended throughout the world, including Latin
America, by listening to an interview with him broadcast by the Online News
Hour. (See link included in this module.)
• 5. Bill Gates has often been portrayed as a villain, especially during the anti-trust
suit against Microsoft in the mid 1990's. Certainly his aggressive and often
ruthless business practices need to be evaluated openly and critically. But
recently Gates stopped participating in the day-to-day management of his
company, Microsoft, and has set up a charitable foundation to oversee
international good works projects. Click on the link included in this module to
listen to and read an interview recently conducted with him and his wife, Melinda,
on their charitable efforts.
• 6. Jeffrey Skilling, former CEO of Enron, can hardly be called a moral exemplar. Yet
when Enron was at its peak, its CEO, Jeffrey Skilling, was considered among the
most innovative, creative, and brilliant of contemporary corporate CEOs. View the
documentary, The Smartest Guys in the Room, read the book of the same title,
and learn about the configuration of character traits that led to Skilling's initial
successes and ultimate failure. A link included in this module will lead you to an
interview with Skilling conducted on March 28, 2001.
• Inez Austin worked to prevent contamination from nuclear wastes produced by a
plutonium production facility. Visit Online Ethics by clicking on the link above to
find out more about her heroic stand.
• Rachael Carson's book, The Silent Spring, was one of the key events inaugurating
the environmental movement in the United States. For more on the content of
her life and her own personal act of courage, visit the biographical profile at
Online Ethics. You can click on the Supplemental Link provided above.
3.2.4 Exercise: Moral Exemplar Profiles

• What are the positive and negative influences you can identify for your moral
exemplar?
18
• What good deeds did your exemplar carry out?

• What obstacles did your moral exemplar face and how did he or she overcome
them?
• What skills, attitudes, beliefs, and emotions helped to orient and motivate your
moral exemplar?
3.2.5 Exercise
Prepare a short dramatization of a key moment in the life of your group's moral
exemplar.
3.2.6 Textbox: Two Different Types of Moral Exemplar

• Studies carried out by Chuck Huff into moral exemplars in computing suggest
that moral exemplars can operate as craftspersons or reformers. (Sometimes
they can combine both these modes.)
• Craftspersons (1) draw on pre-existing values in computing, (2) focus on users or
customers who have needs, (3) take on the role of providers of a service/product,
(4) view barriers as inert obstacles or puzzles to be solved, and (5) believe they are
effective in their role.
• Reformers (1) attempt to change organizations and their values, (2) take on the
role of moral crusaders, (3) view barriers as active opposition, and (4) believe in
the necessity of systemic reform
• These descriptions of moral exemplars have been taken from a presentation by
Huff at the STS col loquium at the University of Virginia on October 2006. Huff’s
presentation can be found at the link provided in the upper left hand corner of
this module.
3.2.7 What Makes a Moral Exemplar? PRIMES Explained

General Comments on Exemplars
• Moral exemplars have succeeded in integrating moral and professional attitudes

and beliefs into their core identity. Going against these considerations for moral
exemplars is tantamount to acting against self. Acting in accordance with them
becomes second nature.
• Moral exemplars often achieve their aims with the support of "support groups."
In fact, moral exemplars are often particularly adept at drawing support from
surrounding individuals, groups and communities. This goes against the notion
that exemplars are isolated individuals who push against the current. (Not all
exemplars need ft as heroes into Ayn Rand novels.)
19
• Moral exemplars often do not go through periods of intensive and prolonged

deliberation in order to hit upon the correct action. If we want a literary example,
we need to replace the tortured deliberations of a Hamlet with the quick and
intuitive insight of an Esther Summerson. (Summerson is a character in Charles
Dickens' novel, Bleak House. See both William Shakespeare and Charles Dickens
for more examples of villains and exemplars.) Some have situated moral
exemplars within virtue ethics. They have cultivated moral habits that allow them
to do good as second nature. They have also found ways to integrate moral
reasoning with emotion (as motive), perception (which helps them zero in on
moral relevance), and skill (which helps implement moral value). In this sense,
moral expertise functions much as athletic or technical expertise; all are difficult
to acquire but once acquired lead to highly skilled actions performed almost
effortlessly.
PRIMES
Primes stands for Personality, Integrating value into self-system, Moral Ecology, and
Moral Skills Sets. These are the elements composing moral expertise that have been
identified by Huff and Rogerson based on interviews they conducted with exemplars
in the areas of computing.
Personality
• Moral exemplars exhibit different configurations of personality traits based on

the big five. Locate the moral exemplar you have chosen in terms of the following
five continuums (or continua):
• Neuroticism to Lack of Neuroticism (Stability?)
• Agreeableness to Disagreeableness
• Extraversion to Introversion
• Openness to Closedness
• Conscientiousness to Lack of Conscientiousness
• Examine your exemplar on each of these scales. In and of themselves, these
qualities are neither good nor bad. They can be integrated to form bad characters
or good characters. In many cases, moral exemplars stand out through how they
have put their personality characteristics to "good use." (They have used them as
vehicles or channels to excellence.)
Integrating Moral Value into Self-System
• As said above, moral exemplars stand out by the way in which (and the extent to
which) they have integrated moral value into their self-system. Because of this,
they are strongly motivated to do good and avoid doing bad. Both (doing good
and refraining from doing bad) express who they are. If they slip into bad deeds,
this motivational system pushes them to improve to avoid repeating bad deeds.
• One way of integrating moral value into self-system is by looking at stories and
narratives of those who have displayed moral excellence. Many of the individuals
portrayed above (Carson, Boisjoly, LeMesseur, Cuny, Austin, and Yunus) provide
concrete models of outstanding moral careers.
20
• Literature also provides its models of moral exemplars. Charles Dickens paints
especially powerful portraits of both moral heroes (Esther Summerson and "Little
Dorritt") and villains (Heep and Skim-pole).
• Other vehicles for integrating moral value centrally into the self-system lie in
affiliations, relationships, and friendships. Aristotle shows the importance of good
friendships in developing virtues. Moral exemplars most often can point to others
who have served as mentors or strong positive influences. For example, Roger
Boisjoly tells of how he once went to a senior colleague for advice on whether to
sign of on a design that was less than optimal. His colleague's advice: would you
be comfortable with your wife or child using a product based on this design?
• The ethicist, Bernard Williams, has argued forcefully for the importance of
personal projects in establishing and maintaining integrity. Personal projects,
roles, and life tasks all convey value; when these hold positive moral value and
become central unifying factors in one's character, then they also serve to
integrate moral value into the self system.
• Augusto Blasi, a well known moral psychologist, gives a particularly powerful
account (backed by research) of the integration of moral value into self-system
and its motivational effect.
Moral Ecology
• Moral Ecologies: “The term moral ecology encourages us to consider the complex
web of relationships and influences, the long persistence of some factors and the
rapid evolution of others, the variations in strength and composition over time, the
micro-ecologies that can exist within larger ones, and the multidirectional nature
of causality in an ecology.” From Huff et. al.
• Moral ecologies refer to social surrounds, that is, the different groups,
organizations, and societies that surround us and to which we are continually
responding.
• We interact with these social surrounds as organisms interact with their
surrounding ecosystems. In fact, moral ecologies offer us roles (like ecological
niches) and envelop us in complex organizational systems (the way ecosystems
are composed of interacting and interrelated parts). We inhabit and act within
several moral ecologies; these moral ecologies, themselves, interact. Finally,
moral ecologies, like natural ecosystems, seek internal and external harmony and
balance. Internally, it is important to coordinate different the constituent
individuals and the roles they play. Externally, it is difficult but equally important
to coordinate and balance the conflicting aims and activities of different moral
ecologies.
• Moral ecologies shape who we are and what we do. This is not to say that they
determine us. But they do channel and constrain us. For example, your parents
have not determined who you are. But much of what you do responds to how
you have experienced them; you agree with them, refuse to question their
authority, disagree with them, and rebel against them. The range of possible
responses is considerable but these are all shaped by what you experienced from
your parents in the past.
• The moral ecologies module (see the link provided above) describes three
different moral ecologies that are important in business: quality-, customer-, and
21
finance-driven companies. (More "kinds" could be generated by combining these

in different ways: for example, one could characterize a company as customer-
driven but transforming into a quality-driven company.) Roles, strategies for
dissent, assessment of blame and praise, and other modes of conduct are shaped
and constrained by the overall character of the moral ecology.
• Moral ecologies, like selves, can also be characterized in terms of the "centrality"
of moral value. Some support the expression of moral value or certain kinds of
moral value (like loyalty) while undermining or suppressing the expression of
others (like courage or autonomy).
• Finally, think in terms of how personality traits integrated around moral value
interact with different types of moral ecology. If a moral ecology undermines
virtuous conduct, what strategies are available for changing it? Or resisting it? If
there are different kinds of moral exemplar, which pair best with which moral
ecology? (How would a helper or craftsperson prevail in a finance-driven moral
ecology like those characterized by Robert Jackall in Moral Mazes?
Moral Skills Sets
• Moral expertise is not reducible to knowing what constitutes good conduct and
doing your best to bring it about. Realizing good conduct, being an effective moral
agent, bringing value into the work, all require skills in addition to a "good will."
PRIMES studies have uncovered four skill sets that play a decisive role in the
exercise of moral expertise.
• Moral Imagination: The ability to project into the standpoint of others and view
the situation at hand through their lenses. Moral imagination achieves a balance
between becoming lost in the perspectives of others and failing to leave one's
own perspective. Adam Smith terms this balance "proportionality" which we can
achieve in empathy when we feel with them but do not become lost in their
feelings. Empathy consists of feeling with others but limiting the intensity of that
feeling to what is proper and proportionate for moral judgment.
• Moral Creativity: Moral Creativity is close to moral imagination and, in fact,
overlaps with it. But it centers in the ability to frame a situation in different ways.
Patricia Werhane draws attention to a lack of moral creativity in the Ford Pinto
case. Key Ford directors framed the problem with the gas tank from an
economical perspective. Had they considered other framings they might have
appreciated the callousness of refusing to recall Pintos because the costs of doing
so (and retrofitting the gas tanks) were greater than the benefits (saving lives).
They did not see the tragic implications of their comparison because they only
looked at the economic aspects. Multiple framings open up new perspectives that
make possible the design of non-obvious solutions.
• Reasonableness: Reasonableness balances openness to the views of others (one
listens and impartially weighs their arguments and evidence) with commitment to
moral values and other important goals. One is open but not to the extent of
believing anything and failing to keep fundamental commitments. The Ethics of
Team Work module (see link above) discusses strategies for reaching consensus
that are employed by those with the skill set of reasonableness. These help avoid
the pitfalls of group-based deliberation and action.
22
• Perseverance: Finally, perseverance is the “ability to plan moral action and

continue on that course by responding to circumstances and obstacles while
keeping ethical goals intact.” Huff et. al.
3.2.8 Presentation on Moral Exemplars

Please view or download it at Brief Comments on Moral Exemplars.pptx (http://cnx.or

g/content/m14256/latest/Brief%20Comments%20on%20Moral%20Exemplars.pptx)
3.2.9 Bibliography
• Blasi, A. (2004). Moral Functioning: Moral Understanding and Personality. In D.K
Lapsley and D. Narvaez (Eds.) Moral Development, Self, and Identity, (pp.
335-347). Mahwah, N. J.: Lawrence Erlbaum Associates, Inc.
• Colby, A., Damon, W. (1992). Some do care: Contemporary lives of moral
commitment. New York: Free Press.
• Flanagan, O. (1991). Varieties of moral personality: Ethics and psychological
realism. Cambridge, MA: Harvard University Press.
• Huf, C., Rogerson, S. (2005). Craft and reform in moral exemplars in computing.
Paper presented at ETHICOMP2005 in Linko¨ping, September.
• Huf, C., Frey, W. (2005). Moral Pedagogy and Practical Ethics. Science and
Engineering Ethics, 11(3), 389-408.
• Huf, C., Barnard, L., Frey, W. (2008). Good computing: a pedagogically focused
model of virtue in the practice of computing (part 1), Journal of Information,
Communication and Ethics in Society, 6(3), 246-278.
• Huf, C., Barnard, L., Frey, W. (2008). Good computing: a pedagogically focused
model of virtue in the practice of computing (part 2), Journal of Information,
• Jackall, R. (1988). Moral Mazes: The World of Corporate Managers. Oxford: Oxford
University Press.
• Johnson, M. (1993). Moral Imagination: Implications of Cognitive Science for
Ethics. Chicago: Chicago University Press, 199-202.
• Lawrence, A. and Weber, J. (2010). Business and Society: Stakeholders Ethics and
Public Policy, 13th Edition. New York: McGraw-Hill.
• Pritchard, M. (1998). "Professional Responsibility: Focusing on the Exemplary," in
Science and Engineering Ethics, 4: 215-234.
• Werhane, P. (1999). Moral Imagination and Management Decision Making.
Oxford: Oxford University Press, 93-96.
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3.3 Theory-Building Activities: Virtue Ethics

Based on material presented by Chuck Huff (St. Olaf College) and William Frey at the
Association for Practical and Professional Ethics in 2005 at San Antonio, TX.
Preliminary versions were distributed during this presentation.

This module uses materials being prepared for Good Computing: A Virtue Approach to
Computer Ethics, to set up an exercise in which you will identify and spell out virtues
relevant to your professional discipline. After identifying these virtues, you will work to
contextualize them in everyday practice. Emphasis will be placed on the Aristotelian
approach to virtues which describes a virtue as the disposition toward the mean
located between the extremes of excess and defect. You will also be asked to identify
common obstacles that prevent professionals from realizing a given virtue and moral
exemplars who demonstrate consistent success in realizing these virtues and
responding to obstacles that stand in the way of their realization. In a variation on this
module you could be asked to compare the virtues you have identified for your
profession with virtues that belong to other moral ecologies such as those of the
Homeric warrier.
3.3.2 Three Versions of Virtue Ethics: Virtue 1, Virtue 2, and

Virtue 3
Virtue ethics has gone through three historical versions. The first, Virtue 1, was set
forth by Aristotle in ancient Greece. While tied closely to practices in ancient Greece
that no longer exist today, Aristotle's version still has a lot to say to us in this day and
age. In the second half of the twentieth century, British philosophical ethicists put
forth a related but different theory of virtue ethics (virtue 2) as an alternative to the
dominant ethical theories of utilitarianism and deontology. Virtue 2 promised a new
foundation of ethics consistent with work going on at that time in the philosophy of
mind. Proponents felt that turning from the action to the agent promised to free
ethical theory from the intractable debate between utilitarianism and deontology and
offered a way to expand scope and relevance of ethics. Virtue 3 reconnects with
Aristotle and virtue 1 even though it drops the doctrine of the mean and Aristotle's
emphasis on character. Using recent advances in moral psychology and moral
pedagogy, it seeks to rework key Aristotelian concepts in modern terms. In the
24
following, we will provide short characterizations of each of these three versions of

virtue ethics.
3.3.3 Virtue 1: Aristotle's Virtue Ethics

• Eudaimonia. Happiness, for Aristotle, consists of a life spent fulfilling the
intellectual and moral virtues. These modes of action are auto-telic, that is, they
are self-justifying and contain their own ends. By carrying out the moral and
intellectual virtues for a lifetime, we realize ourselves fully as humans. Because
we are doing what we were meant to do, we are happy in this special sense of
eudaimonia.
• Arete. Arete is the Greek word we usually translate as "virtue". But arete is more
faithfully translated as excellence. For Aristotle, the moral and intellectual virtues
represent excellences. So the moral life is more than just staying out of trouble.
Under Aristotle, it is centered in pursuing and achieving excellence for a lifetime.
• Virtue as the Mean. Aristotle also characterizes virtue as a settled disposition to
choose the mean between the extremes of excess and defect, all relative to
person and situation. Courage (the virtue) is the mean between the extremes of
excess (too much courage or recklessness) and defect (too little courage or
cowardice). Aristotle's claim that most or all of the virtues can be specified as the
mean between extremes is controversial. While the doctrine of the mean is
dropped in Virtue 2 and Virtue 3, we will still use it in developing virtue tables.
(See exercise 1 below.) You may not find both extremes for the virtues you have
been assigned but make the effort nonetheless.
• Ethos. "Ethos" translates as character which, for Aristotle, composes the seat of
the virtues. Virtues are well settled dispositions or habits that have been
incorporated into our characters. Because our characters are manifested in our
actions, the patterns formed by these over time reveal who we are. This can be
formulated as a decision-making test, the public identification test. Because we
reveal who we are through our actions we can ask, when considering an action,
whether we would care to be publicly identified with this action. "Would I want to
be publicly known as the kind of person who would perform that kind of action?
Would I, through my cowardly action, want to be publicly identified as a coward?
Would I, through my responsible action, want to be publicly identified as a
responsible person? Because actions provide others with a window into our
characters, we must make sure be sure that they portray us as we want to be
portrayed.
• Aisthesis of the Phronimos. This Greek phrase, roughly translated as the
perception of the morally experienced agent, reveals how important practice and
experience are to Aristotle in his conception of moral development. One major
difference between Aristotle and other ethicists (utilitarians and deontologists) is
the emphasis that Aristotle places on developing into or becoming a moral
person. For Aristotle, one becomes good by first repeatedly performing good
actions. So morality is more like an acquired skill than a mechanical process.
Through practice we develop sensitivities to what is morally relevant in a
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situation, we learn how to structure our situations to see moral problems and
possibilities, and we develop the skill of "hitting" consistently on the mean
between the extremes. All of these are skills that are cultivated in much the same
way as a basketball player develops through practice the skill of shooting the ball
through the hoop.
• Bouleusis. This word translates as "deliberation." For Aristotle, moral skill is not
the product of extensive deliberation (careful, exhaustive thinking about reasons,
actions, principles, concepts, etc.) but of practice. Those who have developed the
skill to find the mean can do so with very little thought and effort. Virtuous
individuals, for Aristotle, are surprisingly unreflective. They act virtuously without
thought because it has become second nature to them.
• Akrasia. Ross translates this word as "incontinence" which is outmoded. A better
translation is weakness of will. For Aristotle, knowing where virtue lies is not the
same as doing what virtue demands. There are those who are unable to translate
knowledge into resolution and then into action. Because akrasis (weakness of will)
is very real for Aristotle, he also places emphasis in his theory of moral
development on the cultivation of proper emotions to help motivate virtuous
action. Later ethicists seek to oppose emotion and right action; Aristotle sees
properly trained and cultivated emotions as strong motives to doing what virtue
requires.
• Logos Aristotle's full definition of virtue is "a state of character concerned with
choice, lying in a mean, i.e. the mean relative to us, this being determined by a
rational principle, and by that principle by which [a person] of practical wisdom
would determine it." (Ross's translation in Nichomachean Ethics, 1106b, 36.) We
have talked about character, the mean, and the person of practical wisdom. The
last key term is "logos" which in this definition is translated by reason. This is a
good translation if we take reason in its fullest sense so that it is not just the
capacity to construct valid arguments but also includes the practical wisdom to
assess the truth of the premises used in constructing these arguments. In this
way, Aristotle expands reason beyond logic to include a fuller set of intellectual,
practical, emotional, and perceptual skills that together form a practical kind of
wisdom.
3.3.4 Virtue 2
• The following summary of Virtue 2 is taken largely from Rosalind Hursthouse.
While she extensively qualifies each of these theses in her own version of virtue
ethics, these points comprise an excellent summary of Virtue 2 which starts with
G.E.M. Anscombe's article, "Modern Moral Philosophy," and continues on into the
present. Hursthouse presents this characterization of Virtue 2 in her book, On
Virtue Ethics (2001) U.K.: Oxford University Press: 17.
• Virtue 2 is agent centered. Contrary to deontology and utilitarianism which
focus on whether actions are good or right, V2 is agent centered in that it sees the
action as an expression of the goodness or badness of the agent. Utilitarianism
focuses on actions which bring about the greatest happiness for the greatest
number; deontology seeks those actions that respect the autonomy of individuals
26
and carry out moral obligations, especially duties. These theories emphasize
doing what is good or right. Virtue 2, on the other hand, focuses on the agent's
becoming or being good.
• Can Virtue 2 tell us how to act? Because V2 is agent-centered, critics claim that
it cannot provide insight into how to act in a given situation. All it can say is, "Act
the way a moral exemplar would act." But what moral standards do moral
exemplars use or embody in their actions? And what moral
• standards do we use to pick out the moral exemplars themselves? Hursthouse
acknowledges that this criticism hits home. However, she points out that the
moral standards come from the moral concepts that we apply to moral
exemplars; they are individuals who act courageously, exercise justice, and
realize honesty. The moral concepts "courage," "justice," and "honesty" all have
independent content that helps guide us. She also calls this criticism unfair: while
virtue 2 may not provide any more guidance than deontology or utilitarianism, it
doesn't provide any less. Virtue 2 may not provide perfect guidance, but what it
does provide is favorably comparable to what utilitarianism and deontology
provide.
• Virtue 2 replaces Deontic concepts (right, duty, obligation) with Aretaic
concepts (good, virtue). This greatly changes the scope of ethics. Deontic
concepts serve to establish our minimum obligations. On the other hand, aretaic
concepts bring the pursuit of excellence within the purview of ethics. Virtue ethics
produces a change in our moral language that makes the pursuit of excellence an
essential part of moral inquiry.
• Finally, there is a somewhat different account of virtue 2 (call it virtue 2a) that can
be attributed to Alisdair MacIntyre. This version "historicizes" the virtues, that is,
looks at how our concepts of key virtues have changed over time. (MacIntyre
argues that the concept of justice, for example, varies greatly depending on
whether one views justice in Homeric Greece, Aristotle's Greece, or Medieval
Europe.) Because he argues that skills and actions are considered virtuous only in
relation to a particular historical and community context, he redefines virtues as
those skill sets necessary to realize the goods or values around which social
practices are built and maintained. This notion fits in well with professional ethics
because virtues can be derived from the habits, attitudes, and skills needed to
maintain the cardinal ideals of the profession.
3.3.5 Virtue 3
Virtue 3 can best be outlined by showing how the basic concepts of Virtue 1 can
be reformulated to reflect current research in moral psychology.
1. Reformulating Happiness (Eudaimonia). Mihaly Csikcszentmihalyi has

described flow experiences (see text box below) in which autotelic activities play a
central role. For Aristotle, the virtues also are autotelic. They represent faculties
whose exercise is key to realizing our fullest potentialities as human beings. Thus,
virtues are self-validating activities carried out for themselves as well as for the
ends they bring about. Flow experiences are also important in helping us to
27
conceptualize the virtues in a professional context because they represent a well

practiced integration of skill, knowledge, and moral sensitivity.
2. Reformulating Values (Into Arete or Excellence). To carry out the full project
set forth by virtue 3, it is necessary to reinterpret as excellence key moral values
such as honesty, justice, responsibility, reasonableness, and integrity. For
example, moral responsibility has often been described as carrying out basic,
minimal moral obligations. As an excellence, responsibility becomes refocused on
extending knowledge and power to expand our range of effective, moral action.
Responsibility reformulated as an excellence also implies a high level of care that
goes well beyond what is minimally required.
3. De-emphasizing Character. The notion of character drops out to be replaced by
more or less enduring and integrated skills sets such as moral imagination, moral
creativity, reasonableness, and perseverance. Character emerges from the
activities of integrating personality traits, acquired skills, and deepening
knowledge around situational demands. The unity character represents is always
complex and changing.
4. Practical Skill Replaces Deliberation. Moral exemplars develop skills which,
through practice, become second nature. These skills obviate the need for
extensive moral deliberation. Moral exemplars resemble more skillful athletes
who quickly develop responses to dynamic situations than Hamlets stepping back
from action for prolonged and agonizing deliberation.
5. Greater Role for Emotions. Nancy Sherman discusses how, for Aristotle,
emotion is not treated as an irrational force but as an effective tool for moral
action once it has been shaped and cultivated through proper moral education.
To step beyond the controversy of what Aristotle did and did not say about the
emotions (and where he said it) we place this enhanced role for emotions within
virtue 3. Emotions carry out four essential functions: (a) they serve as modes of
attention; (b) they also serve as modes of responding to or signaling value; (c)
they fulfill a revelatory function; and (d) they provide strong motives to moral
action. Nancy Sherman, Making a Necessity of Virtue: Aristotle and Kant on
Virtue (1997), U.K.: Cambridge University Press: 39-50.
3.3.6 Flow Experiences

• The psychologist, Mihaly Csikszentmihalyi, has carried out fascinating research on
what he terms "flow experiences." Mike Martin in Meaningful Work (2000) U.K.:
Oxford,: 24, summarizes these in the following bullets:
• “clear goals as one proceeds”
• “immediate feedback about progress”
• “a balance between challenges and our skills to respond to them”
• “immersion of awareness in the activity without disruptive distractions”
• “lack of worry about failure”
• “loss of anxious self-consciousness”
• “time distortions (either time flying or timeslowing pleasurably)”
• “the activity becomes autotelic: an end in itself, enjoyed as such”
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3.3.7 Virtue Tables

The table just below provides a format for spelling out individual virtues through (1) a
general description, (2) the correlative vices of excess and defect, (3) the skills and
mental states that accompany and support it, and (4) real and fictional individuals who
embody it. Following the table are hints on how to identify and characterize virtues.
We start with the virtue of integrity:
29
Virtue Description Excess Defect Obstacles to Moral

realizing the Exemp
virtue in
professional
practices
Integrity A meta- Excess: Defect: Individual Saint

virtue in Rigidity- Wantonness. corruption: Thoma
which the sticking A condition Individuals More a
holder to one's where one can be portra
exhibits guns exhibits no tempted by in Rob
unity of even stability or greed Bolt's
character when consistency toward the Man fo
manifested one is in character vice of All
in holding obviously defect. Lack Season
together wrong of moral More
even in the (2,3) courage can refuse
face of also move to take
strong one to both an oat
disruptive extremes that go
pressures or agains
temptations the cor
beliefs
terms
which
define
himse
Institutional
Corruption:
One may
work in an
organization
where
corruption
is the norm.
This
generates
dilemmas
like
following an
illegal order
or getting
fired.
30
3.3.8 Exercise: Construct Virtue Tables for Professional Virtues

1. Discuss in your group why the virtue you have been assigned is important for the
practice of your profession. What goods or values does the consistent
employment of this virtue produce?
2. Use the discussion in ***1*** to develop a general description of your virtue.
Think along the following lines: people who have virtue X tend to exhibit certain
characteristics (or do certain things) in certain kinds of situations. Try to think of
these situations in terms of what is common and important to your profession or
practice.
3. Identify the corresponding vices. What characterizes the points of excess and
defect between which your virtue as the mean lies?
4. What obstacles arise that prevent professionals from practicing your virtue? Do
well-meaning professionals lack power or technical skill? Can virtues interfere
with the realization of non-moral values like financial values? See if you can think
of a supporting scenario or case here.
5. Identify a moral exemplar for your virtue. Make use of the exemplars described in
the Moral Exemplars in Business and Professional Ethics module.
6. Go back to ***task #2***. Redefine your description of your virtue in light of the
subsequent tasks, especially the moral exemplar you identified. Check for
coherence.
7. Finally, does your virtue stand alone or does it need support from other virtues or
skills? For example, integrity might also require moral courage.
3.3.9 Exercise: Reflect on these Concluding Issues

• Did you have trouble identifying a moral exemplar? Many turn to popular figures
for their moral exemplars. Movies and fiction also offer powerful models. Why do
you think that it is hard to find moral exemplars in your profession? Is it because
your profession is a den of corruption? (Probably not.) Do we focus more on
villains than on heroes? Why or why not?
• What did you think about the moral leaders portrayed in the Moral Exemplars in
Business and Professional Ethics module?
• Did you have trouble identifying both vices, i.e., vices of excess and defect? If so,
do you think this because some virtues may not have vices of excess and defect?
What do you think about Aristotle's doctrine of the mean?
• Did you notice that the virtue profiles given by your group and the other groups
in the class overlapped? Is this a problem for virtue theory? Why do our
conceptions of the key moral values and virtues overlap?
• Did you find the virtues difficult to apply? What do you think about the utilitarian
and deontological criticism of virtue ethics, namely, that it cannot provide us with
guidelines on how to act in difficult situations? Should ethical theories emphasize
the act or the person? Or both?
31
• The most tenacious obstacle to working with virtue ethics is to change focus from
the morally minimal to the morally exemplary. "Virtue" is the translation of the
Greek word, arete. But "excellence" is, perhaps, a better word. Understanding
virtue ethics requires seeing that virtue is concerned with the exemplary, not the
barely passable. (Again, looking at moral exemplars helps.) Arete transforms our
understanding of common moral values like justice and responsibility by moving
from minimally acceptable to exemplary models.
Moral Leaders (http://www.onlineethics.org) The profiles of several moral leaders in

practical and professional ethics. Computer Ethics Cases (http://www.computingcase
s.org)This link provides several computer ethics cases and also has a description of
decision making and socio-technical systems frameworks. Moral Exemplars in
Business and Professional Ethics (***Section 2.2***) Profiles of several moral leaders
in practical and professional ethics.
3.3.10 Presentation on Virtue Ethics

This media object is a downloadable file. Please view or download it at An Introduction

to Virtue Ethics.pptx (http://cnx.org/content/m13755/latest/An%20Introduction%20t
o%20Virtue%20Ethics.pptx)
3.3.11 Resources
• Murdoch, I. (1970). The Sovereignty of Good. UK: London, Routledge.
• Sherman, N. (1989). The Fabric of Character: Aristotle's Theory of Virtue. UK:
Oxford, Oxford University Press.
• Hursthouse, R. (1999). On Virtue Ethics. UK: Oxford, Oxford University Press.
• Virtue Ethics. (2003). Edited by Stephen Darwall. UK: Oxford: Blackwell.
• Blum, L. (1994). Moral Perception and Particularity. UK: Cambridge University
Press.
• Pincofs, E.L. (1986). Quandaries and Virtues: Against Reductivism in Ethics.
Lawrence, KS: University of Kansas Press.
• Virtue Ethics (1997). Edited by Crisp, R. and Slote, M. UK: Oxford, Oxford
University Press.
• Environmental Virtue Ethics. (2005). Edited by Sandler, R. and Cafaro, P. New York:
Rowman and Littlefield.
• Frey, W. (2008). "Engineering Ethics in Puerto Rico: Issues and Narratives. Science
and Engineering Ethics, 14: 417-431.
• Frey, W. (2010). "Teaching Virtue: Pedagogical Implications of Moral Psychology.
Science and Engineering Ethics, 16: 611-628.
• Huff, C., Barnard, L. and Frey, W. (2008) "Good computing: a pedagogically
focused model of virtue in the practice of computing (parts 1 and 2)." Information,
32
• Huff, C., Barnard, L. and Frey, W. (2008) "Good computing: a pedagogically

focused model of virtue in the practice of computing (parts 1 and 2). Information,
Communication and Ethics in Society, 6(4), 284-316.,
3.4 Ethics of Teamwork

• Ethics of Team Work

• William J. Frey (working with material developed by Chuck Huff at St. Olaf College
• Centro de la Etica en las Profesiones
• University of Puerto Rico -Mayaguez

Much of your future work will be organized around group or team activities. This
module is designed to prepare you for this by getting you to reflect on ethical and
practical problems that arise in small groups like work teams. Four issues, based on
well-known ethical values, are especially important. How do groups achieve justice (in
the distribution of work), responsibility (in specifying tasks, assigning blame, and
awarding credit), reasonableness (ensuring participation, resolving conflict, and
reaching consensus), and honesty (avoiding deception, corruption, and impropriety)?
This module asks that you develop plans for realizing these moral values in your
group work this semester. Furthermore, you are provided with a list of some of the
more common pitfalls of group work and then asked to devise strategies for avoiding
them. Finally, at the end of the semester, you will review your goals and strategies,
reflect on your successes and problems, and carry out an overall assessment of the
experience.
3.4.2 Module Activities

1. Groups are provided with key ethical values that they describe and seek to realize
through group activity.
2. Groups also study various obstacles that arise in collective activity: the Abilene
Paradox, Groupthink, and Group Polarization.
3. Groups prepare initial reports consisting of plans for realizing key values in their
collective activity. They also develop strategies for avoiding associated obstacles.
4. At the end of the semester, groups prepare a self-evaluation that assesses
success in realizing ethical values and avoiding obstacles.
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5. Textboxes in this module describe pitfalls in groups activities and offer general
strategies for preventing or mitigating them. There is also a textbox that provides
an introductory orientation on key ethical values or virtues.
3.4.3 A Framework for Value-Integration

The objective of this module is to teach you to teach yourselves how to work in small
groups. You will develop and test procedures for realizing value goals and avoiding
group pitfalls. You will also use Socio-Technical System Analysis to help you
understand better how to take advantage of the way in which different environments
enable groups activities and to anticipate and minimize the way in which other
environments can constrain or even oppose group activities.
• Discovery:“The goal of this activity is to 'discover' the values that are relevant to,
inspire, or inform a given design project, resulting in a list of values and bringing
into focus what is often implicit in a design project.” [Flanagan et al. 323].
Discovery of group values is a trial and error process. To get started, use the
ADEM Statement of Values or the short value profiles listed below.
• Translation:“[T]ranslation is the activity of embodying or expressing...values in a
system design. Translation is further divided into operationalization, which
involves defining or articulating values in concrete terms, and implementation
which involves specifying corresponding design features” [Flanagan et al., 338].
You will operationalize your values by developing profiles. (See below or the
ADEM Statement of Values for examples.) Then you will implement your values by
developing realization procedures. For example, to realize justice in carrying out a
group task, first we will discuss the task as a group, second we will divide it into
equal parts, third, forth, etc.
• Verification:“In the activity of verification, designers assess to what extent they
have successfully implemented target values in a given system. [Strategies and
methods] may include internal testing among the design team, user testing in
controlled environments, formal and informal interviews and surveys, the use of
prototypes, traditional quality assurance measures such as automated and
regression-oriented testing and more” [Flanagan et al., 344-5]. You will document
your procedures in the face of different obstacles that may arise in your efforts at
value-realization. At the end of your semester, you will verify your results by
showing how you have refined procedures to more effectively realize values.
The framework on value realization and the above-quoted passages can be found in
the following resource:
M. Flanagan, D. Howe, and H. Nissenbaum, "Embodying Values in Technology: Theory

and Practice," in Information Technology and Moral Philosophy, Jeroen van den
Hoven and John Weckert, Eds. Cambridge, UK: Cambridge University Press, 2008, pp.
322-353.
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3.4.4 Value Profiles for Professional Ethics

1. Definition -A value“refers to a claim about what is worthwhile, what is good. A
value is a single word or phrase that identifies something as being desirable for
human beings.” Brincat and Wike, Morality and the Professional Life: Values at
Work
2. Reasonableness -Defusing disagreement and resolving conflicts through
integration. Characteristics include seeking relevant information, listening and
responding thoughtfully to others, being open to new ideas, giving reasons for
views held, and acknowledging mistakes and misunderstandings. (From Michael
Pritchard, Reasonable Children)
3. Responsibility -The ability to develop moral responses appropriate to the moral
issues and problems that arise in one's day-to-day experience. Characteristics
include avoiding blame shifting, designing overlapping role responsibilities to fill
responsibility "gaps", expanding the scope and depth of general and situation-
specific knowledge, and working to expand control and power.
4. Respect -Recognizing and working not to circumvent the capacity of autonomy in
each individual. Characteristics include honoring rights such as privacy, property,
free speech, due process, and participatory rights such as informed consent.
Disrespect circumvents autonomy by deception, force, or manipulation.
5. Justice -Giving each his or her due. Justice breaks down into kinds such as
distributive (dividing benefits and burdens fairly), retributive (fair and impartial
administration of punishments), adminis trative (fair and impartial administration
of rules), and compensatory (how to fairly recompense those who have been
wrongfully harmed by others).
6. Trust -According to Solomon, trust is the expectation of moral behavior from
others.
7. Honesty -Truthfulness as a mean between too much honesty (bluntness which
harms) and dishonesty (deceptiveness, misleading acts, and mendaciousness).
8. Integrity -A meta-value that refers to the relation between particular values.
These values are integrated with one another to form a coherent, cohesive and
smoothly functioning whole. This resembles Solomon's account of the virtue of
integrity.
3.4.5 Exercise: Developing Strategies for Value Realization

Directions
1. Identify value goals. Start with two or three. You can add or subtract from these
as the semester progresses.
2. Give a brief description of each using terms that reflect your group's shared
understandings. You may use the descriptions in this module or those in the
35
ADEM Statement of Values but feel free to modify these to fit your group's
context. You could also add characteristics and sample rules and aspirations.
3. For each value goal, identify and spell out a procedure for realizing it. See the
examples just below for questions that can help you develop value procedures
for values like justice and responsibility.
Examples
• Design a plan for realizing key moral values of team work. Your
plan should address the following value-based tasks
• How does your group plan on realizing justice? For example, how
will you assign tasks within the group that represent a fair
distribution of the work load and, at the same time, recognize
differences in individual strengths and weaknesses? How does
your group plan on dealing with members who fail to do their fair
share?
• How does your group plan on realizing responsibility? For

example, what are the responsibilities that members will take on
in the context of collective work? Who will be the leader? Who
will play devil's advocate to avoid groupthink? Who will be the
spokesperson for the group? How does your group plan to make
clear to each individual his or her task or role responsibilities?
• How does your group plan on implementing the value of

reasonableness? How will you guarantee that each individual
participates fully in group decisions and activities? How will you
deal with the differences, non-agreements, and disagreements
that arise within the group? What process will your group use to
reach agreement? How will your group insure that every
individual has input, that each opinion will be heard and
considered, and that each individual will be respected?
• How does your group plan on implementing the value of

(academic) honesty? For example, how will you avoid cheating or
plagiarism? How will you detect plagiarism from group members,
and how will you respond to it?
Note: Use your imagination here and be specific on how you plan to realize
each value. Think preven tively (how you plan on avoiding injustice,
irresponsibility, injustice, and dishonesty) and proactively (how you can
enhance these values). Don't be afraid to outline specific commitments.
Expect some of your commitments to need reformulation. At the end of the
semester, this will help you write the final report. Describe what worked, what
did not work, and what you did to fix the latter.
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3.4.6 Obstacles to Group Work (Developed by Chuck Huff for

Good Computing: A Virtue Approach to Computer Ethics)
1. The Abilene Paradox. "The story involves a family who would all rather have
been at home that ends up having a bad dinner in a lousy restaurant in Abilene,
Texas. Each believes the others want to go to Abilene and never questions this by
giving their own view that doing so is a bad idea. In the Abilene paradox, the
group winds up doing something that no individual wants to do because of a
breakdown of intra-group communication." (From Huff, Good Computing, an
unpublished manuscript for a textbook in computer ethics. See materials from
Janis; complete reference below.)
2. Groupthink. The tendency for very cohesive groups with strong leaders to
disregard and defend against information that goes against their plans and
beliefs. The group collectively and the members individually remain loyal to the
party line while happily marching of the cliff, all the while blaming "them" (i.e.,
outsiders) for the height and situation of the cliff. (Also from Huff, Good
Computing, an unpublished manuscript for a textbook in computer ethics.)
3. Group Polarization. Here, individuals within the group choose to frame their
differences as dis agreements. Framing a difference as non-agreement leaves
open the possibility of working toward agreement by integrating the differences
or by developing a more comprehensive standpoint that di alectally synthesizes
the differences. Framing a difference as disagreement makes it a zero sum game;
one's particular side is good, all the others bad, and the only resolution is for the
good (one's own posi tion) to win out over the bad (everything else). (Weston
provides a nice account of group polarization in Practical Companion to Ethics.
This is not to be confused with Cass Sunstein's different account of group
polarization in Infotopia.)
Note: All of these are instances of a social psychological phenomenon called

conformity. But there are other processes at work too, like group
identification, self-serving biases, self-esteem enhancement, self-fulfilling
prophecies, etc.
More Obstacles to Group Work
• Free Riders: Free riders are individuals who attempt to "ride for free" on the
work of the other members of the group. Some free riders cynically pursue their
selfish agenda while others fall into this pitfall because they are unable to meet
all their obligations. (See conflict of effort.)
• Outliers: These are often mistaken for free riders. Outliers want to become
participants but fail to become fully integrated into the group. This could be
because they are shy and need encouragement from the other group members.
It could also be because the other group members know one another well and
have habitual modes of interaction that exclude outsiders. One sign of outliers;
they do not participate in group social activities but they still make substantial
37
contributions working by themselves. ("No, I can't come to the meeting-just tell

me what I have to do.")
• Hidden Agendas: Cass Sunstein introduces this term. A group member with a
"hidden agenda" has something he or she wants to contribute but, for some
reason or other, hold back. For example, this individual may have tried to
contribute something in the past and was "shot down" by the group leader. The
next time he or she will think, "Let them figure it out without me."
• Conflict of Effort: conflict of Effort often causes an individual to become a free
rider or an outlier. These group members have made too many commitments
and come unraveled when they all come due at the same time. Students are
often overly optimistic when making out their semester schedules. They tightly
couple work and class schedules while integrating home responsibilities.
Everything goes well as long as nothing unusual happens. But if a coworker gets
sick and your supervisor asks you to come in during class times to help out, or
you get sick, it becomes impossible to keep the problem from "spilling out" into
other areas of your schedule and bringing down the whole edifice. Developing a
schedule with periods of slack and flexibility can go a long way toward avoiding
conflict of effort. Groups can deal with this by being supportive and flexible. (But
it is important to draw the line between being supportive and carrying a free
rider.)
Best Practices for Avoiding Abilene Paradox
• At the end of the solution generating process, carry out an anonymous survey
asking participants if anything was left out they were reluctant to put before
group.
• Designate a Devil's Advocate charged with criticizing the group's decision.
• Ask participants to reaffirm group decision-perhaps anonymously.
Best Practices for Avoiding Groupthink (Taken from Janis, 262-271)
• “The leader of a policy-forming group should assign the role of critical evaluator to
each member, encouraging the group to give high priority to airing objections and
doubts.”
• “The leaders in an organization's hierarchy, when assigning a policy-planning
mission to a group, should be impartial instead of stating preferences and
expectations at the outset.”
• “Throughout the period when the feasibility and effectiveness of policy alternatives
are being sur veyed, the policy-making group should from time to time divide into
two or more subgroups to meet separately....”
• “One or more outside experts or qualified colleagues within the organization who
are not core members of the policy-making group should be invited to each
meeting ...and should be encouraged to challenge the views of the core members.”
• “At every meeting devoted to evaluating policy alternatives, at least one member
should be assigned the role of devil's advocate.”
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Best Practices for Avoiding Polarization (Items taken from "Good Computing: A
Virtue Approach to Computer Ethics" by Chuck Huff, William Frey and Jose Cruz
(Unpublished Manuscript)
• Set Quotas. When brainstorming, set a quota and postpone criticism until after
quota has been met.
• Negotiate Interests, not Positions. Since it is usually easier to integrate basic
interests than specific positions, try to frame the problem in terms of interests.
• Expanding the Pie. Conflicts that arise from situational constraints can be
resolved by pushing back those constraints through negotiation or innovation.
• Nonspecific Compensation. One side makes a concession to the other but is
compensated for that concession by some other coin.
• Logrolling. Each party lowers their aspirations on items that are of less interest
to them, thus trading of a concession on a less important item for a concession
from the other on a more important item.
• Cost-Cutting. One party makes an agreement to reduce its aspirations on a
particular thing, and the other party agrees to compensate the party for the
specific costs that reduction in aspirations involves.
• Bridging. Finding a higher order interest on which both parties agree, and then
constructing a solution that serves that agreed-upon interest.
3.4.7 Exercise -Avoiding the Pitfalls of Group Work

• Design a plan for avoiding the pitfalls of group work enumerated in the textbox
above.
• How does your group plan on avoiding the Abilene Paradox?
• How does your group plan on avoiding Group Polarization?
• How does your group plan on avoiding Groupthink?
Note: Use imagination and creativity here. Think of specific scenarios where
these obstacles may arise, and what your group can do to prevent them or
minimize their impact.
3.4.8 Exercise: Socio Technical System

Your group work this semester will take place within a group of nested or overlapping
environments. Taken separately and together, these will structure and channel your
activity, facilitating action in certain circumstances while constraining, hindering, or
blocking it in others. Prepare a socio-technical system table for your group to help
structure your group self-evaluation. Include hardware/software, physical
surroundings, stakeholders (other groups, teacher, other classes, etc.), procedures
(realizing values, avoiding pitfalls), university regulations (attendance), and information
structures (collecting, sharing, disseminating)
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Some things about Socio-Technical Systems
1. Socio-Technical System Analysis provides a tool to uncover the different

environments in which business activity takes place and to articulate how these
constrain and enable different business practices.
2. A socio-technical system can be divided into different components such as
hardware, software, physical surroundings, people/groups/roles, procedures,
laws/statutes/regulations, and information systems.
3. But while these different components can be distinguished, they are in the final
analysis inseparable. STSs are, first and foremost, systems composed of
interrelated and interacting parts.
4. STSs also embody values such as moral values (justice, responsibility, respect,
trust, integrity) and non-moral values (efficiency, satisfaction, productivity,
effectiveness, and profitability). These values can be located in one or more of the
system components. They come into conflict with one another causing the system
to change.
5. STSs change and this change traces out a path or trajectory. The normative
challenge of STS analysis is to find the trajectory of STS change and work to make
it as value-realizing as possible.
Socio-Technical System Table for Groups
Hardware/ Physical Stakeholders Procedures University I

Software Surroundings Regulations S
Think about How does the Think about Name but What are T
the new classroom other don't university w
role for and the teachers, describe in regulations i
your smart arrangement classes, detail, the that will a
phones in of objects supervisors, value- have an l
group work within it jobs, and realizing impact on o
in class. constrain other procedures your group m
Will you be and enable individuals your group work. For w
using group that can is example, u
Google activities? have an adopting. switches a
Docs to impact on between t
exchange your ability MWF and g
documents? to carry out TTH a
group schedules. H
assignments. w
w
m
g
s
m
g
d
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***Exercises 1-3*** compose the Preliminary Self-Evaluation which is due

shortly after semester-long groups are formed. ***Exercise 4*** is the close-out
group self evaluation which is due at the end of the semester.
3.4.9 Exercise: Prepare a Final, Group Self-Evaluation

• Due Date: One week after the last class of the semester when your group turns in
all its materials.
• Length: A minimum of five pages not including Team Member Evaluation Forms
• Contents:
• 1. Restate the Ethical and Practical Goals that your group developed at the
beginning of its formation.
• 2. Provide a careful, documented assessment of your group's success in meeting
these goals. (Don't just assert that "Our group successfully realized justice in all its
activities this semester." How did your group characterize justice in the context of
its work? What specific activities did the group carry out to realize this value?
What, among these activities, worked and what did not work?)
• 3. Identify obstacles, shortcomings or failures that you group experienced during
the semester. How did these arise? Why did they arise? How did you respond to
them? Did your response work? What did you learn from this experience?
• 4. Assess the plans you set forth in your initial report on how you intended to
realize values and avoid pitfalls. How did these work? Did you stick to your plans
or did you find it necessary to change or abandon them in the face of challenges?
• 5. Discuss your group's procedures and practices? How did you divide and
allocate work tasks? How did you reach consensus on difficult issues? How did
you ensure that all members were respected and allowed significant and
meaningful participation? What worked and what did not work with respect to
these procedures? Will you repeat them in the future? Would you recommend
these procedures as best practices to future groups?
• 6. What did you learn from your experience working as a team this semester?
What will require further reflection and thought? In other words, conclude your
self-evaluation with a statement that summarizes your experience working
together as a team this semester.
3.4.10 Wrap Up: Some further points to consider...

1. Don't gloss over your work with generalizations like, "Our group was successful
and achieved all of its ethical and practical goals this semester." Provide evidence
for success claims. Detail the procedures designed by your group to bring about
these results. Are they "best practices"? What makes them best practices?
2. Sometimes—especially if difficulties arose—it is difficult to reflect on your group's
activities for the semester. Make the effort. Schedule a meeting after the end of
the semester to finalize this refection. If things worked well, what can you do to
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repeat these successes in the future? If things didn't work out, what can you do to
avoid similar problems in the future? Be honest, be descriptive and avoid blame
language.
3. This may sound harsh but get used to it. Self-evaluations—group and
individual—are an integral part of professional life. They are not easy to carry out,
but properly done they help to secure success and avoid future problems.
4. Student groups—perhaps yours—often have problems. This self-evaluation
exercise is designed to help you face them rather than push them aside. Look at
your goals. Look at the strategies you set forth for avoiding Abilene, groupthink,
and group polarization. Can you modify them to deal with problems? Do you
need to design new procedures?
3.4.11 Ethics of Team Work Presentations

Values in Team Work (Thought Experiments)
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Work.pptx (http://cnx.org/content/m13760/latest/Ethics%20of%20Team%20Work.ppt
x)
Pitfalls to Avoid in Group Work
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in Group Work.pptx (http://cnx.org/content/m13760/latest/Pitfalls%20to%20Avoid%20
in%20Group%20Work.pptx)
Thought Experiments on Group Work
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ments on Group Work.docx (http://cnx.org/content/m13760/latest/Thought%20Experi
ments%20on%20Group%20Work.docx)
Team Member Evaluation Forms (Required)
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RATING SHEET-3.docx (http://cnx.org/content/m13760/latest/TEAM%20MEMBER%20R
ATING%20SHEET-3.docx)
New Ethics of Teamwork Presentation (Spring 2012)
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3.4.12 Ethics of Teamwork Jeopardy

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42
3.4.13 Bibliography
1. Weston, A. (2002). A Practical Companion to Ethics: 2nd Edition. Oxford, UK:
Oxford University Press
2. Flores, F. and Solomon, R. (2003). Building Trust: In Business, Politics,
Relationships and Life. Oxford, UK: Oxford University Press.
3. Brincat, Cynthia A. and Wike, Victoria S. (2000) Morality and the Professional
Life: Values at Work. Upper Saddle River, NJ: Prentice Hall.
4. Urban Walker, M. (2006). Moral Repair: Reconstructing Moral Relations After
Wrongdoing. Cambridge, UK: Cambridge University Press.
5. Pritchard, M. (1996). Reasonable Children: Moral Education and Moral
Learning. Lawrence, KS: Kansas University Press.
6. Huff, Chuck and Jawer, Bruce. (1994). "Toward a Design Ethic for Computing
Professionals." Social Issues in computing: Putting Computing in its Place.
Eds. Chuck Huff and Thomas Finholt. New York: McGraw-Hill. 130-136.
7. Janis, I. Groupthink: Psychological Studies of Policy Decisions and
Fiascoes-2nd Ed. Boston, Mass: Wadsworth.
8. Sunstein, C.R. (2006). Infotopia: How Many Minds Produce Knowledge. Oxford,
UK: Oxford University Press, 217-225.
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Chapter 4 Integrating Ethics into the

Business Decision-Making Process
4.1 Values Based Decision Making in Gilbane Gold

The Federal Sentencing Guidelines introduced in the early 1990's have transformed
the way businesses respond to ethics. Formerly, corporations relied on compliance
measures which became activated only after wrongdoing occurred. Violations
occurred and compliance responses consisted of identifying and punishing those
responsible. But the Federal Sentencing Guidelines push corporations toward a much
more proactive stance; if a corporation is found guilty of law violation, its punishment
is determined by the measures the corporation has already implemented to prevent
the crime as well as the measures the corporation develops in response to the crime
to mitigate it and prevent future reoccurrences. Working to prevent crime, accepting
responsibility for crimes that could not be prevented, and learning from past mistakes
all serve to "flag" corporate intention. In other words, corporations can demonstrate
good intentions by documenting measures implemented to prevent crime and by
showing a "responsive adjustment" to crimes they could not prevent.
It is in this new corporate context that corporations have begun to adopt values-based
decision making. Instead of setting forth rules that outline minimum levels of forced
compliance, they now ask employees to work beyond the moral minimum and seek
occasions to actually realize or enhance moral value. In the decision making context,
employees ask: (1) What can I do to make this a more just environment? (2) How do I
go about respecting my co-workers? and (3) How do I identify and carry out my
responsibilities, including social responsibilities, in my daily work?" These questions,
representing instances of values-based decision-making, serve to change your focus
from getting by with the moral minimum to realigning your moral and workplace
efforts toward moral excellence.
In this module you will learn about ethical leadership, ethical decision-making,
corporate social responsibility, and corporate governance. The occasion for this
learning is the classical ethics video, "Gilbane Gold." You will view the video and
practice values-based decision-making from within the role of David Jackson, the
young engineer around whom the narrative of this video is built. To get you started,
you will use the values portrayed in the University of Puerto Rico's College of Business
44
Administration Statement of Values. Module sections will outline what you will be
doing and what you need to know as well as provide opportunities for you to reflect
on what you have learned upon completion of this module.

Value-Based Decision Making
In value-based decision-making, you use moral values to pose problems and

solutions. For example, problems can be posed as conflicts between values (moral vs.
non-moral or moral vs. moral), lack of information about how to realize or maintain
values, and situations where key values need to be defended. The point in value-
based decision making is to design solutions that realize the maximum number of
values possible by integrating them, drawing successful compromises between them,
or choosing to act upon the most important value given the situation. In this module,
you will be working from within David Jackson's position to design a solution to his
problem that best responds to the value needs in his situation.
Gilbane Gold
• You are David Jackson a young engineer working for the computer manufacturer,
Z-Corp. Your studies into the waste emissions of Z-Corp indicate that they are a
little bit over the boarderline of what is legally acceptable in the Gilbane
metropolitan area. Two further issues complicate your findings. (1) Gilbane draws
sludge from the river and sells it to farmers to cover their fields; if heavy metals
are present in this sludge, they will be passed on to consumers who eat the
vegetables grown in fields covered with this "Gilbane Gold." This could produce
long and short term health problems for the Gilbane community. (2) Z-Corp has
just entered into a new agreement with a Japanese company that will produce a
five-fold increase in demand for their product. While this will also increase their
emissions of heavy metals into the water supply by the same amount, it will not
violate city regulations because these regulations only take into account the
concentration of heavy metals in each discharge. Z-Corp merely dilutes the heavy
metals dumped into Gilbane's water supply to reflect acceptable concentration
levels. David Jackson holds that this loophole in environmental regulations could
endanger the health and safety of the citizens in the Gilbane. But he has trouble
sharing these concerns with his supervisors, Diane Collins, Phil Port, and Frank
Seeders.
• David (you) has made several efforts to make his concerns known to Z-Corp
officials, including Phil Port, Frank Seeders, and Diane Collins. Their response is
that spending money on increased pollution control measures will threaten Z-
Corp's thin profit margin. Diane puts the issue even more strongly when she says
that Z-Corp's social responsibility is to provide the Gilbane community with good
jobs and to obey local environmental regulations. If the city wants stricter
regulations, then they need to pass them through the legislative process. But
45
taking proactive measures on this count goes far beyond Z-Corp's ethical and
social responsibilities to the Gilbane community.
• You are David. What values do you see involved in this situation? Design a
solution that best preserves and integrates them.
Partial List of Characters
1. David Jackson: Young engineer whose measurements show that Z-Corp's

emissions into the Gilbane water supply barely exceed local standards. He
expresses concern to his supervisors on the impact on the safety and health of
the local community.
2. Diane Collins: David's supervisor who is under strong pressure to maintain the Z-
Corp Gilbane plant's thin profit levels. She is concerned about environment
responsibility but defines it as staying within the limits of the law as put forth by
the Gilbane community. Gilbane sets for the law and Z-Corp is responsible for
staying within its limits. If the law is inadequate, then Gilbane is responsible for
changing it.
3. Tom Richards: Environmental engineer hired to measure Z-Corp's heavy metal
emissions into the Gilbane water supply. Richards warns David that he bears
ultimate responsibility for Z-Corp's emissions into the Gilbane water supply.
4. Phil Port: Z-Corp's official in charge of the company's compliance with
environmental regulations. He calls David during the TV documentary to claim
that it portrays him as an "environmental rapist."
5. Frank Seeders: Frank is the point man on helping to gear up Z-Corp's operations
to meet the new demand created by their recent venture with a Japanese
company. He asks David to help him streamline Z-Corp's manufacturing process.
6. Maria Renato: Local reporter who produces documentary exposing Z-Corp's
potentially dangerous emissions. She has prepared her report based on
documentation provided by David Jackson.
Statement of Values List
1. Justice / Fairness: Be impartial, objective and refrain from discrimination or

preferential treatment in the administration of rules and policies and in its
dealings with students, faculty, staff, administration, and other stakeholders.
2. Responsibility: Recognize and fulfill its obligations to its constituents by caring
for their essential interests, by honoring its commitments, and by balancing and
integrating conflicting interests. As responsible agents, the faculty, employees,
and students of the college of business Administration are committed to the
pursuit of excellence, devotion to the community's welfare, and professionalism.
3. Respect: Acknowledge the inherent dignity present in its diverse constituents by
recognizing and respecting their fundamental rights. These include rights to
property, privacy, free exchange of ideas, academic freedom, due process, and
meaningful participation in decision making and policy formation.
4. Trust: Recognize that trust solidifies communities by creating an environment
where each can ex pect ethically justifiable behavior from all others. While trust is
tolerant of and even thrives in an environment of diversity, it also must operate
within the parameters set by established personal and community standards.
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5. Integrity: Promote integrity as characterized by sincerity, honesty, authenticity,

and the pursuit of excellence. Integrity shall permeate and color all its decisions,
actions and expressions. It is most clearly exhibited in intellectual and personal
honesty in learning, teaching, mentoring and research.

1. Watch the video and make sure you understand the situation from David's point
of view. At the end David makes his decision. You should be open to the
possibility that there may be other decisions that can be taken in this situation
that may be better from a moral point of view.
2. What is David's problem? Try formulating it in terms of values that are under
threat and conflicts between values. You may even want to identify information
needs relevant to solving this problem?
3. What solutions do different individuals in the video recommend to David? How
good are they in terms of realizing or protecting key moral values? Does David
(and the video) pay sufficient attention to these different recommendations?
Does he miss better value-integrative solutions?
4. Make your decision. Defend it in terms of key moral values. Use the values
provided above in the UPRM College of Business Administration's Statement of
Values.
5. Give special attention to the links provided in this module. Are there solutions to
David's problem not mentioned in the video?
4.1.4 Exercise: Problem Solving With Gilbane Gold

Directions
Copy-past this exercise and complete in your groups. If you have any questions on the
stages of problem solving, consult the module "Three Frameworks for Ethical Decision
Making and Good Computing Reports," module m13757.
Problem Specification
• Classify your problem. Is it a conflict between values, a conceptual disagreement,

a factual disagree ment, or an impending harm. Provide a one or two sentence
justification for your problem classification
• Frame your problem in three different ways. How does Gilbane Gold appear from
the frame of an environmental engineer? From the standpoint of a local farmer
concerned about soil contamination? From the standpoint of a manager who is
under pressure to maintain razor-thin profit margins as well as authority over
those under her supervision?
Solution Generation
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• Set 10 solutions as a quota. Then individually brainstorm as quickly as possible 10

solutions.
• Share your solutions with your group members. Make a special effort to suspend
all criticism until all the solutions of all the group members have been listed.
• Refine your solution list into three solutions, two good ones and one bad one.
Refine by developing a Plan A, Plan B, and Plan C sequence. Integrate similar
solutions. Condense your bad solutions into one bad solution that will serve as a
useful basis of comparison.
• Work first toward a value integrative solution. If this is not possible, seek a value
compromise. As a last resort prioritize your values and trade of the less for the
more important relative to the situation at hand.
Solution Testing
• Test ethically three solutions, your two best solutions and a bad one to serve as a
basis of comparison.
• Use the three ethics tests: reversibility, harm, and publicity. You can substitute a
rights test for reversibility and a values or virtues test for publicity.
• Tie breakers: meta tests. If tests converge on a solution, this is an independent
signal of solution strength. If the tests diverge on a particular solution alternative,
this is an independent sign of the solution's weakness.
• Is your best solution feasible? Ask this question globally.
Solution Implementation
• In this stage, you want to look carefully at the situation in which you are going to
realize your solution. Are there factors in this situation that will constrain or limit
implementation? What are they, and how will they do this?
• Are there factors present in the situation that will aid the implementation of one
or the other of your good solutions? What are they?
• What are your resource constraints? Do you have enough time, money, or
materials to realize your ethical solution? If not, are the constraints negotiable?
• What are your interest or social constraints? Are there individuals or groups who
have agendas affected by your solution? Given these agendas will they be allies or
opponents? How can you win opponents over your side? Think here about
government regulations, supervisor interests, corporate or business procedures,
community traditions, etc.
• Important in Gilbane Gold is whether your solution is technical feasible and how
your solution will affect the chip-manufacturing process. Is your solution
technically feasible? Does it require developing new technology or acquiring
expensive technology? Are these technical or manufacturing constraints
negotiable, that is, flexible or rigid?
4.1.5 Conclusion
More and more, business ethics is concentrating on four general themes or issues. In
this section, you will use the video, "Gilbane Gold," to reflect on these different
48
themes. Consider this your first incursion into business ethics. Most important,
remember that ethics forms a central part of everyday business practice and is
essential to good business.
Ethical Leadership: In terms of the values mentioned in the SOV, discuss and
rate the following characters in terms of the leadership skills and qualities they
exhibit:
• Diane Collins
• David Jackson
• Phil Port
• Tom Richards
• Frank Seeders
Social Responsibility:
David reminds Diane that corporations like Z-Corp are responsible for the health and
safety impacts of their operations. Diane disagrees placing more emphasis on
following the law and serving the community by creating economic opportunity and
jobs. Who sets for the better argument? Using these positions as a springboard, set
forth your own conception of corporate social responsibility.
Corporate Governance:
Toward the end of the video, David goes to local reporter, Maria Renato, and provides
her with inside information on his and Tom Richards's environmental and safety
concerns. Was this a necessary action? Did David have other options which would
have allowed him to work within Z-Corp for an effective response to his concerns?
How do engineers advocate within for-profit corporations for including ethical values
into corporate decisions? What do real world corporations do to recognize and
respond to dissenting professional opinions held by their employees?
Values in Gilbane Gold Handout
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ne Gold Handout.doc (http://cnx.org/content/m15783/latest/Values%20in%20Gilban
e%20Gold%20Handout.doc)
This handout for students provides exercises based on Gilbane Gold that introduces
the three AACSB business ethics themes: ethical leadership, ethical decision making,
and social responsibility.
Virtues for ADMI 3405
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MI 3405.pptx (http://cnx.org/content/m15783/latest/Virtues%20for%20ADMI%20340
5.pptx)
Clicking on this file are the virtues worked out in the previous module. Use these to
carry out the values based decision making exercise in Gilbane Gold.
Presentation on Values Based Decision Making

49
This media object is a downloadable file. Please view or download it at Values Based D
ecision Making.pptx (http://cnx.org/content/m15783/latest/Values%20Based%20Decisi
on%20Making.pptx)
Working from an analogy between design and ethics problem-solving, this

presentation provides values and tests for interdisciplinary problem-solving in
business, engineering, and science.
Ethics Assessment Activity: Pre and Post Test
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ent.docx (http://cnx.org/content/m15783/latest/Ethics%20Assessment.docx)
This is a short pre and post test to examine short term impact of the module.
Solution Brainstorm for Gilbane Gold
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bane Gold.docx (http://cnx.org/content/m15783/latest/Solutions%20to%20Gilbane%2
0Gold.docx)
4.2 Three Frameworks for Ethical Decision Making and

Good Computing Reports
1
This content is available online at ***http://cnx.org/content/m13757/1.23/.

In this module you will learn and practice three frameworks designed to integrate
ethics into decision making in the areas of practical and occupational ethics. The first
framework divides the decision making process into four stages: problem
specification, solution generation, solution testing, and solution implementation. It is
based on an analogy between ethics and design problems that is detailed in a table
presented below. The second framework focuses on the process of solution testing by
providing four tests that will help you to evaluate and rank alternative courses of
action. The reversibility, harm/beneficence, and public identification tests each
"encapsulate" or summarize an important ethical theory. A value realization test
assesses courses of action in terms of their ability to realize or harmonize different
moral and nonmoral values. Finally, a feasibility test will help you to uncover interest,
resource, and technical constraints that will affect and possibly impede the realization
of your solution or decision. Taken together, these three frameworks will help steer
you toward designing and implementing ethical decisions the professional and
occupational areas.
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Two online resources provide more extensive background information. The first, ww
w.computingcases.org, provides background information on the ethics tests, socio-
technical analy sis, and intermediate moral concepts. The second, http://onlineethics.o
rg/essays/education/teaching.html (http://onlineethics.org/essays/education/teachin
g.html%20http://onlineethics.org/essays/education/teaching.html), explores in more
detail the analogy between ethics and design problems. Much of this information will
be published in Good Computing: A Virtue Approach to Computer Ethics, a textbook of
cases and decision making techniques in computer ethics that is being authored by
Chuck Huff, William Frey, and Jose A. Cruz-Cruz.
4.2.2 Problem-Solving or Decision-Making Framework: Analogy

between ethics and design
Traditionally, decision making frameworks in professional and occupational ethics

have been taken from rational decision procedures used in economics. While these
are useful, they lead one to think that ethical decisions are already "out there" waiting
to be discovered. In contrast, taking a design approach to ethical decision making
emphasizes that ethical decisions must be created, not discovered. This, in turn,
emphasizes the importance of moral imagination and moral creativity. Carolyn
Whitbeck in Ethics in Engineering Practice and Research describes this aspect of
ethical decision making through the analogy she draws between ethics and design
problems in chapter one. Here she rejects the idea that ethical problems are multiple
choice problems. We solve ethical problems not by choosing between ready made
solutions given with the situation; rather we use our moral creativity and moral
imagination to design these solutions. Chuck Huff builds on this by modifying the
design method used in software engineering so that it can help structure the process
of framing ethical situations and creating actions to bring these situations to a
successful and ethical conclusion. The key points in the analogy between ethical and
design problems are summarized in the table presented just below.
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Analogy between design and ethics problem-solving
Design Problem Ethical Problem
Construct a prototype that Construct a solution that

optimizes (or satisfices) integrates and realizes ethical
designated specifications values (justice, responsibility,
reasonableness, respect, and
safety)
Resolve conflicts between Resolve conflicts between

different specifications by values (moral vs. moral or
means of integration moral vs. non-moral) by
integration
Test prototype over the Test solution over different

different specifications ethical considerations
encapsulated in ethics tests
Implement tested design over Implement ethically tested

background constraints solution over resource, interest,
and technical constraints
4.2.3 Software Development Cycle: Four Stages

(1) problem specification, (2) solution generation, (3) solution testing, and (4) solution
implementation.
4.2.4 Problem specification

Problem specification involves exercising moral imagination to specify the socio-

technical system (including the stakeholders) that will influence and will be influenced
by the decision we are about to make. Stating the problem clearly and concisely is
essential to design problems; getting the problem right helps structure and channel
the process of designing and implementing the solution. There is no algorithm
available to crank out effective problem specification. Instead, we offer a series of
guidelines or rules of thumb to get you started in a process that is accomplished by
the skillful exercise of moral imagination.
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For a broader problem framing model see Harris, Pritchard, and Rabins, Engineering
Ethics: Concepts and Cases, 2nd Edition, Belmont, CA: Wadsworth, 2000, pp. 30-56.
See also Cynthia Brincat and Victoria Wike, Morality and Professional Life: Values at
Work, New Jersey: Prentice Hall, 1999.
Different Ways of Specifying the Problem
• Many problems can be specified as disagreements. For example, you disagree

with your supervisor over the safety of the manufacturing environment.
Disagreements over facts can be resolved by gathering more information.
Disagreements over concepts (you and your supervisor have different ideas of
what safety means) require working toward a common definition.
• Other problems involve conflicting values. You advocate installing pollution
control technology because you value environmental quality and safety. Your
supervisor resists this course of action because she values maintaining a solid
profit margin. This is a conflict between a moral value (safety and environmental
quality) and a nonmoral value (solid profits). Moral values can also conflict with
one another in a given situation. Using John Doe lawsuits to force Internet Service
Providers to reveal the real identities of defamers certainly protects the privacy
and reputations of potential targets of defamation. But it also places restrictions
on legitimate free speech by making it possible for powerful wrongdoers to
intimidate those who would publicize their wrongdoing. Here the moral values of
privacy and free speech are in conflict. Value conflicts can be addressed by
harmonizing the conflicting values, compromising on conflicting values by
partially realizing them, or setting one value aside while realizing the other
(=value trade offs).
• If you specify your problem as a disagreement, you need to describe the facts or
concepts about which there is disagreement.
• If you specify your problem as a conflict, you need to describe the values that
conflict in the situation.
• One useful way of specifying a problem is to carry out a stakeholder analysis. A
stakeholder is any group or individual that has a vital interest at risk in the
situation. Stakeholder interests frequently come into conflict and solving these
conflicts requires developing strategies to reconcile and realize the conflicting
stakes.
• Another way of identifying and specifying problems is to carry out a socio-
technical analysis. Socio-technical systems (STS) embody values. Problems can be
anticipated and prevented by specifying possible value conflicts. Integrating a
new technology, procedure, or policy into a socio-technical system can create
three kinds of problem. (1) Conflict between values in the technology and those in
the STS. For example, when an attempt is made to integrate an information
system into the STS of a small business, the values present in an information
system can conflict with those in the socio-technical system. (Workers may feel
that the new information system invades their privacy.) (2) Amplification of
existing value conflicts in the STS. The introduction of a new technology may
magnify an existing value conflict. Digitalizing textbooks may undermine
copyrights because digital media is easy to copy and disseminate on the Internet.
(3) Harmful consequences. Introducing something new into a socio-technical
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system may set in motion a chain of events that will eventually harm stakeholders
in the socio-technical system. For example, giving laptop computers to public
school students may produce long term environmental harm when careless
disposal of spent laptops releases toxic materials into the environment.
• The following table helps summarize some of these problem categories and then
outlines generic solutions.
Problem Type Sub-Type Solution Outline
Type and mode of gathering

Factual
information
Disagreement
Concept in dispute and
Conceptual method for agreeing on its
definition
Moral vs.
Moral
Non-moral Partially
Value
Conflict vs. moral Value Trade Off
Integrative
Integrative
Non-moral
vs. non-
moral
Corruption
Strategy Value
Social Strategy for
for integrative,
Framing Justice maintaining
restoring design
integrity
justice strategy
Value
Realization
Public
Welfare,
Faithful
Removing Prioritizing
Intermediate Agency, Realizing
value values for
Moral Value Professional Value
conflicts trade offs
Integrity,
Peer
Collegiality
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Instructions for Using Problem Classification Table
1. Is your problem a conflict? Moral versus moral value? Moral versus non-moral
values? Non-moral versus non-moral values? Identify the conflicting values as
concisely as possible. Example: In Toysmart, the financial values of creditors come
into conflict with the privacy of individuals in the data base: financial versus
privacy values.
2. Is your problem a disagreement? Is the disagreement over basic facts? Are these
facts observable? Is it a disagreement over a basic concept? What is the concept?
Is it a factual disagreement that, upon further reflection, changes into a
conceptual disagreement?
3. Does your problem arise from an impending harm? What is the harm? What is its
magnitude? What is the probability that it will occur?
4. If your problem is a value conflict then can these values be fully integrated in a
value integrating solution? Or must they be partially realized in a compromise or
traded off against one another?
5. If your problem is a factual disagreement, what is the procedure for gathering the
required information, if this is feasible?
6. If your problem is a conceptual disagreement, how can this be overcome? By
consulting a government policy or regulation? (OSHA on safety for example.) By
consulting a theoretical account of the value in question? (Reading a philosophical
analysis of privacy.) By collecting past cases that involve the same concept and
drawing analogies and comparisons to the present case?
If you are having problems specifying your problem
• Try identifying the stakeholders. Stakeholders are any group or individual with a
vital interest at stake in the situation at hand.
• Project yourself imaginatively into the perspectives of each stakeholder. How
does the situation look from their standpoint? What are their interests? How do
they feel about their interests?
• Compare the results of these different imaginative projections. Do any
stakeholder interests conflict? Do the stakeholders themselves stand in conflict?
• If the answer to one or both of these questions is "yes" then this is your problem
statement. How does one reconcile conflicting stakeholders or conflicting
stakeholder interests in this situation?
Framing Your Problem
• We miss solutions to problems because we choose to frame them in only one

way.
• For example, the Mountain Terrorist Dilemma is usually framed in only one way:
as a dilemma, that is, a forced decision between two equally undesirable
alternatives. (Gilbane Gold is also framed as a dilemma: blow the whistle on Z-
Corp or go along with the excess pollution.)
• Framing a problem differently opens up new horizons of solution. Your
requirement from this point on in the semester is to frame every problem you are
assigned in at least two different ways.
• For examples of how to frame problems using socio-technical system analysis see
module m14025.
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• These different frames are summarized in the next box below.
Different Frames for Problems
• Technical Frame: Engineers frame problems technically, that is, they specify a
problem as raising a technical issue and requiring a technical design for its
resolution. For example, in the Hughes case, a technical frame would raise the
problem of how to streamline the manufacturing and testing processes of the
chips.
• Physical Frame: In the Laminating Press case, the physical frame would raise the
problem of how the layout of the room could be changed to reduce the white
powder. Would better ventilation eliminate or mitigate the white powder
problem?
• Social Frame: In the "When in Aguadilla" case, the Japanese engineer is
uncomfortable working with the Puerto Rican woman engineer because of social
and cultural beliefs concerning women still widely held by men in Japan. Framing
this as a social problem would involve asking whether there would be ways of
getting the Japanese engineer to see things from the Puerto Rican point of view.
• Financial or Market-Based Frames: The DOE, in the Risk Assessment case
below, accuses the laboratory and its engineers of trying to extend the contract to
make more money. The supervisor of the head of the risk assessment team
pressures the team leader to complete the risk assessment as quickly as possible
so as not to lose the contract. These two framings highlight financial issues.
• Managerial Frame: As the leader of the Puerto Rican team in the "When in
Aguadilla" case, you need to exercise leadership in your team. The refusal of the
Japanese engineer to work with a member of your team creates a management
problem. What would a good leader, a good manager, do in this situation? What
does it mean to call this a management problem? What management strategies
would help solve it?
• Legal Frame: OSHA may have clear regulations concerning the white powder
produced by laminating presses. How can you find out about these regulations?
What would be involved in complying with them? If they cost money, how would
you get this money? These are questions that arise when you frame the
Laminating Press case as a legal problem.
• Environmental Framing: Finally, viewing your problem from an environmental
frame leads you to consider the impact of your decision on the environment.
Does it harm the environment? Can this harm be avoided? Can it be mitigated?
Can it be offset? (Could you replant elsewhere the trees you cut down to build
your new plant?) Could you develop a short term environmental solution to "buy
time" for designing and implementing a longer term solution? Framing your
problem as an environmental problem requires that you ask whether this
solution harms the environment and whether this harming can be avoided or
remedied in some other way.
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4.2.5 Solution Generation

In solution generation, agents exercise moral creativity by brainstorming to come up

with solution options designed to resolve the disagreements and value conflicts
identified in the problem specification stage. Brain storming is crucial to generating no
obvious solutions to difficult, intractable problems. This process must take place
within a non-polarized environment where the members of the group respect and
trust one another. (See the module on the Ethics of Group Work for more information
on how groups can be successful and pitfalls that commonly trip up groups.) Groups
effectively initiate the brainstorming process by suspending criticism and analysis.
After the process is completed (say, by meeting a quota), then participants can refine
the solutions generated by combining them, eliminating those that don't fit the
problem, and ranking them in terms of their ethics and feasibility. If a problem can't
be solved, perhaps it can be dissolved through reformulation. If an entire problem
can't be solve, perhaps the problem can be broken down into parts some of which can
be readily solved.
Having trouble generating solutions?
• One of the most difficult stages in problem solving is to jump start the process of
brainstorming solutions. If you are stuck then here are some generic options
guaranteed to get you "unstuck."
• Gather Information: Many disagreements can be resolved by gathering more
information. Because this is the easiest and least painful way of reaching
consensus, it is almost always best to start here. Gathering information may not
be possible because of different constraints: there may not be enough time, the
facts may be too expensive to gather, or the information required goes beyond
scientific or technical knowledge. Sometimes gathering more information does
not solve the problem but allows for a new, more fruitful formulation of the
problem. Harris, Pritchard, and Rabins in Engineering Ethics: Concepts and Cases
show how solving a factual disagreement allows a more profound conceptual
disagreement to emerge.
• Nolo Contendere. Nolo Contendere is latin for not opposing or contending. Your
interests may conflict with your supervisor but he or she may be too powerful to
reason with or oppose. So your only choice here is to give in to his or her
interests. The problem with nolo contendere is that non-opposition is often taken
as agreement. You may need to document (e.g., through memos) that your
choosing not to oppose does not indicate agreement.
• Negotiate. Good communication and diplomatic skills may make it possible to
negotiate a solution that respects the different interests. Value integrative
solutions are designed to integrate conflicting values. Compromises allow for
partial realization of the conflicting interests. (See the module, The Ethics of Team
Work, for compromise strategies such as logrolling or bridging.) Sometimes it may
be necessary to set aside one's interests for the present with the understanding
that these will be taken care of at a later time. This requires trust.
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• Oppose. If nolo contendere and negotiation are not possible, then opposition
may be necessary. Opposition requires marshalling evidence to document one's
position persuasively and impartially. It makes use of strategies such as leading
an "organizational charge" or "blowing the whistle." For more on whistle-blowing
consult the discussion of whistle blowing in the Hughes case that can be found at
computing cases.
• Exit. Opposition may not be possible if one lacks organizational power or
documented evidence. Nolo contendere will not suffice if non-opposition
implicates one in wrongdoing. Negotiation will not succeed without a necessary
basis of trust or a serious value integrative solution. As a last resort, one may
have to exit from the situation by asking for reassignment or resigning.
Refining solutions
• Are any solutions blatantly unethical or unrealizable?

• Do any solutions overlap? Can these be integrated into broader solutions?
• Can solutions be brought together as courses of action that can be pursued
simultaneously?
• Go back to the problem specification? Can any solutions be eliminated because
they do not address the problem? (Or can the problem be revised to better fit
what, intuitively, is a good solution.)
• Can solutions be brought together as successive courses of action? For example,
one solution represents Plan A; if it does not work then another solution, Plan B,
can be pursued. (You negotiate the problem with your supervisor. If she fails to
agree, then you oppose your supervisor on the grounds that her position is
wrong. If this fails, you conform or exit.)
• The goal here is to reduce the solution list to something manageable, say, a
best, a second best, and a third best. Try adding a bad solution to heighten
strategic points of comparison. The list should be short so that the
remaining solutions can be intensively examined as to their ethics and
feasibility.
4.2.6 Solution Testing: The solutions developed in the second

stage must be tested in various ways.
1. Reversibility: Is the solution reversible between the agent and key stakeholders?
2. Harm/Beneficence: Does the solution minimize harm? Does it produce benefits
that are justly dis tributed among stakeholders?
3. Publicity: Is this action one with which you are willing to be publicly identified?
Does it identify you as a moral person? An irresponsible person? A person of
integrity? An untrustworthy person?
4. Code: Does the solution violate any provisions of a relevant code of ethics? Can it
be modified to be in accord with a code of ethics? Does it address any aspirations
a code might have? (Engineers: Does this solution hold paramount the health,
safety, and welfare of the public?)
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5. Global Feasibility: Do any obstacles to implementation present themselves at this

point? Are there resources, techniques, and social support for realizing the
solution or will obstacles arise in one or more of these general areas? At this
point, assess globally the feasibility of each solution.
6. The solution evaluation matrix presented just below models and summarizes the
solution testing process.
Solution/ Reversibility Harm/ Publicity/ Code Global

Test Beneficence Values Feasibili
Description Is the Does the Does the Does the Are there
solution solution solution solution constrain
reversible produce the express violate any or
with best and code obstacle
stakeholders? benefit/ integrate provisions? to realizi
Does it honor harm ratio? key the
basic rights? Does the virtues? solution
solution
maximize
utility?
Best
solution
Second
Best
Worst
4.2.7 Solution Implementation

The chosen solution must be examined in terms of how well it responds to various
situational constraints that could impede its implementation. What will be its costs?
Can it be implemented within necessary time constraints? Does it honor recognized
technical limitations or does it require pushing these back through innovation and
discovery? Does it comply with legal and regulatory requirements? Finally, could the
surrounding organizational, political, and social environments give rise to obstacles to
the implementation of the solution? In general this phase requires looking at interest,
technical, and resource constraints or limitations. A Feasibility Matrix helps to guide
this process.
The Feasibility Tests focuses on situational constraints. How could these hinder the
implementation of the solution? Should the solution be modified to ease
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implementation? Can the constraints be removed or remodeled by negotiation,

compromise, or education? Can implementation be facilitated by modifying both the
solution and changing the constraints?
Feasibility Matrix
Resource Technical
Interest Constraints
Constraints Constraints
Personalities
Time Organizational
Applicable
Cost Legal
Technology
Social, Political,
Materials Manufacturability
Cultural
Different Feasibility Constraints
1. The Feasibility Test identifies the constraints that could interfere with realizing a
solution. This test also sorts out these constraints into resource (time, cost,
materials), interest (individuals, organizations, legal, social, political), and
technical limitations. By identifying situational constraints, problem-solvers can
anticipate implementation problems and take early steps to prevent or mitigate
them.
2. Time. Is there a deadline within which the solution has to be enacted? Is this
deadline fixed or negotiable?
3. Financial. Are there cost constraints on implementing the ethical solution? Can
these be extended by raising more funds? Can they be extended by cutting
existing costs? Can agents negotiate for more money for implementation?
4. Technical. Technical limits constrain the ability to implement solutions. What,
then, are the technical limitations to realizing and implementing the solution?
Could these be moved back by modifying the solution or by adopting new
technologies?
5. Manufacturability. Are there manufacturing constraints on the solution at hand?
Given time, cost, and technical feasibility, what are the manufacturing limits to
implementing the solution? Once again, are these limits fixed or flexible, rigid or
negotiable?
6. Legal. How does the proposed solution stand with respect to existing laws, legal
structures, and regulations? Does it create disposal problems addressed in
existing regulations? Does it respond to and minimize the possibility of adverse
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legal action? Are there legal constraints that go against the ethical values
embodied in the solution? Again, are these legal constraints fixed or negotiable?
7. Individual Interest Constraints. Individuals with conflicting interests may
oppose the implemen tation of the solution. For example, an insecure supervisor
may oppose the solution because he fears it will undermine his authority. Are
these individual interest constraints fixed or negotiable?
8. Organizational. Inconsistencies between the solution and the formal or informal
rules of an orga nization may give rise to implementation obstacles.
Implementing the solution may require support of those higher up in the
management hierarchy. The solution may conflict with organization rules,
management structures, traditions, or financial objectives. Once again, are these
constraints fixed or flexible?
9. Social, Cultural, or Political. The socio-technical system within which the
solution is to be imple mented contains certain social structures, cultural
traditions, and political ideologies. How do these stand with respect to the
solution? For example, does a climate of suspicion of high technology threaten to
create political opposition to the solution? What kinds of social, cultural, or
political problems could arise? Are these fixed or can they be altered through
negotiation, education, or persuasion?
4.2.8 Ethics Tests for Solution Evaluation

Three ethics tests (reversibility, harm/beneficence, and public identification)

encapsulate three ethical approaches (deontology, utilitarianism, and virtue ethics)
and form the basis of stage three of the SDC, solution testing. A fourth test (a value
realization test) builds upon the public identification/virtue ethics test by evaluating a
solution in terms of the values it harmonizes, promotes, protects, or realizes. Finally a
code test provides an independent check on the ethics tests and also highlights
intermediate moral concepts such as safety, health, welfare, faithful agency, conflict of
interest, confidentiality, professional integrity, collegiality, privacy, property, free
speech, and equity/access). The following section provides advice on how to use these
tests. More information can be found .
4.2.9 Setting Up the Ethics Tests: Pitfalls to avoid

Set-Up Pitfalls: Mistakes in this area lead to the analysis becoming unfocused and
getting lost in irrelevancies. (a) Agent-switching where the analysis falls prey to
irrelevancies that crop up when the test application is not grounded in the standpoint
of a single agent, (b) Sloppy action-description where the analysis fails because no
specific action has been tested, (c) Test-switching where the analysis fails because one
test is substituted for another. (For example, the public identification and reversibility
tests are often reduced to the harm/beneficence test where harmful consequences
are listed but not associated with the agent or stakeholders.)
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Set up the test
1. Identify the agent (the person who is going to perform the action)
2. Describe the action or solution that is being tested (what the agent is going to do
or perform)
3. Identify the stakeholders (those individuals or groups who are going to be
affected by the action), and their stakes (interests, values, goods, rights, needs,
etc.
4. Identify, sort out, and weigh the consequences (the results the action is likely to
bring about)
4.2.10 Harm/Beneficence Test

• What harms would accompany the action under consideration? Would it produce
physical or mental suffering, impose financial or non-financial costs, or deprive
others of important or essential goods?
• What benefits would this action bring about? Would it increase safety, quality of
life, health, security, or other goods both moral and non-moral?
• What is the magnitude of each these consequences? Magnitude includes
likelihood it will occur (probability), the severity of its impact (minor or major
harm) and the range of people affected.
• Identify one or two other viable alternatives and repeat these steps for them.
Some of these may be modifications of the basic action that attempt to minimize
some of the likely harms. These alternatives will establish a basis for assessing
your alternative by comparing it with others.
• Decide on the basis of the test which alternative produces the best ratio of
benefits to harms?
• Check for inequities in the distribution of harms and benefits. Do all the harms
fall on one individual (or group)? Do all of the benefits fall on another? If harms
and benefits are inequitably distributed, can they be redistributed? What is the
impact of redistribution on the original solution imposed?
Pitfalls of the Harm/Beneficence Test
1. "Paralysis of Analysis" comes from considering too many consequences and not
focusing only on those relevant to your decision.
2. Incomplete Analysis results from considering too few consequences. Often it
indicates a failure of moral imagination which, in this case, is the ability to
envision the consequences of each action alternative.
3. Failure to compare different alternatives can lead to a decision that is too limited
and one-sided.
4. Failure to weigh harms against benefits occurs when decision makers lack the
experience to make the qualitative comparisons required in ethical decision
making.
5. Finally, justice failures result from ignoring the fairness of the distribution of
harms and benefits. This leads to a solution which may maximize benefits and
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minimize harms but still give rise to serious injustices in the distribution of these
benefits and harms.
4.2.11 Reversibility Test

1. Set up the test by (i) identifying the agent, (ii) describing the action, and (iii)
identifying the stakeholders and their stakes.
2. Use the stakeholder analysis to identify the relations to be reversed.
3. Reverse roles between the agent (you) and each stakeholder: put them in your
place (as the agent) and yourself in their place (as the one subjected to the
action).
4. If you were in their place, would you still find the action acceptable?
Cross Checks for Reversibility Test (These questions help you to check if you
have carriedout the reversibility test properly.)
• Does the proposed action treat others with respect? (Does it recognize their
autonomy or circumvent it?)
• Does the action violate the rights of others? (Examples of rights: free and
informed consent, privacy, freedom of conscience, due process, property,
freedom of expression)
• Would you recommend that this action become a universal rule?
• Are you, through your action, treating others merely as means?
Pitfalls of the Reversibility Test
• Leaving out a key stakeholder relation

• Failing to recognize and address conflicts between stakeholders and their
conflicting stakes
• Confusing treating others with respect with capitulating to their demands
("Reversing with Hitler")
• Failing to reach closure, i.e., an overall, global reversal assessment that takes into
account all the stakeholders the agent has reversed with.
4.2.12 Steps in Applying the Public Identification Test

• Set up the analysis by identifying the agent, describing the action, and listing the
key values or virtues at play in the situation.
• Association the action with the agent.
• Describe what the action says about the agent as a person. Does it reveal him or
her as someone associated with a virtue or a vice?
Alternative Version of Public Identification
• Does the action under consideration realize justice or does it pose an excess or
defect of justice?
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• Does the action realize responsibility or pose an excess or defect of

responsibility?
• Does the action realize reasonableness or pose too much or too little
reasonableness?
• Does the action realize honesty or pose too much or too little honesty?
• Does the action realize integrity or pose too much or too little integrity?
Pitfalls of Public Identification
• Action not associated with agent. The most common pitfall is failure to associate
the agent and the action. The action may have bad consequences and it may treat
individuals with respect but these points are not as important in the context of
this test as what they imply about the agent as a person who deliberately
performs such an action.
• Failure to specify moral quality, virtue, or value. Another pitfall is to associate the
action and agent but only ascribe a vague or ambiguous moral quality to the
agent. To say, for example, that willfully harming the public is bad fails to zero in
on precisely what moral quality this ascribes to the agent. Does it render him or
her unjust, irresponsible, corrupt, dishonest, or unreasonable? The virtue list
given above will help to specify this moral quality.
4.2.13 Code of Ethics Test

• Does the action hold paramount the health, safety, and welfare of the public, i.e.,
those affected by the action but not able to participate in its design or execution?
• Does the action maintain faithful agency with the client by not abusing trust,
avoiding conflicts of interest, and maintaining confidences?
• Is the action consistent with the reputation, honor, dignity, and integrity of the
profession?
• Does the action serve to maintain collegial relations with professional peers?
4.2.14 Meta Tests

• The ethics and feasibility tests will not always converge on the same solution.
There is a complicated answer for why this is the case but the simple version is
that the tests do not always agree on a given solution because each test (and the
ethical theory it encapsulates) covers a different domain or dimension of the
action situation. Meta tests turn this disadvantage to your advantage by feeding
the interaction between the tests on a given solution back into the evaluation of
that solution.
• When the ethics tests converge on a given solution, this convergence is a sign of
the strength and robustness of the solution and counts in its favor.
• When a given solution responds well to one test but does poorly under another,
this is a sign that the solution needs further development and revision. It is not a
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sign that one test is relevant while the others are not. Divergence between test
results is a sign that the solution is weak.
4.2.15 Application Exercise

You will now practice the four stages of decision making with a real world case. This
case, Risk Assessment, came from a retreat on Business, Science, and Engineering
Ethics held in Puerto Rico in December 1998. It was funded by the National Science
Foundation, Grant SBR 9810253.
Risk Assessment Scenario
Case Scenario: You supervise a group of engineers working for a private laboratory
with expertise in nuclear waste disposal and risk assessment. The DOE (Department of
Energy) awarded a contract to your laboratory six years ago to do a risk assessment of
various nuclear waste disposal sites. During the six years in which your team has been
doing the study, new and more accurate calculations in risk assessment have become
available. Your laboratory's study, however, began with the older, simpler calculations
and cannot integrate the newer without substantially delaying completion. You, as the
leader of the team, propose a delay to the DOE on the grounds that it is necessary to
use the more advanced calculations. Your position is that the laboratory needs more
time because of the extensive calculations required; you argue that your group must
use state of the art science in doing its risk assessment. The DOE says you are using
overly high standards of risk assessment to prolong the process, extend the contract,
and get more money for your company. They want you to use simpler calculations
and finish the project; if you are unwilling to do so, they plan to find another company
that thinks differently. Meanwhile, back at the laboratory, your supervisor (a high level
company manager) expresses to you the concern that while good science is important
in an academic setting, this is the real world and the contract with the DOE is in
jeopardy. What should you do?
Part One: Problem Specification
1. Specify the problem in the above scenario. Be as concise and specific as possible
2. Is your problem best specifiable as a disagreement? Between whom? Over what?
3. Can your problem be specified as a value conflict? What are the values in conflict?
Are the moral, nonmoral, or both?
Part Two: Solution Generation
1. Quickly and without analysis or criticism brainstorm 5 to ten solutions

2. Refine your solution list. Can solutions be eliminated? (On what basis?) Can
solutions be combined? Can solutions be combined as plan a and plan b?
3. If you specified your problem as a disagreement, how do your solutions resolve
the disagreement? Can you negotiate interests over positions? What if your plan
of action doesn't work?
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4. If you formulated your problem as a value conflict, how do your solutions resolve
this conflict? By integrating the conflicting values? By partially realizing them
through a value compromise? By trading one value of for another?
Part Three: Solution Testing
1. Construct a solution evaluation matrix to compare two to three solution

alternatives.
2. Choose a bad solution and then compare to it the two strongest solutions you
have.
3. Be sure to avoid the pitfalls described above and set up each test carefully.
Part Four: Solution Implementation
1. Develop an implementation plan for your best solution. This plan should
anticipate obstacles and offer means for overcoming them.
2. Prepare a feasibility table outlining these issues using the table presented above.
3. Remember that each of these feasibility constraints is negotiable and therefore
flexible. If you choose to set aside a feasibility constraint then you need to outline
how you would negotiate the extension of that constraint.
Decision-Making Presentation
Please view or download it at Decision Making Manual V4.pptx (http://cnx.org/content/

m13757/latest/Decision%20Making%20Manual%20V4.pptx)
Clicking on this link will allow you to open a presentation designed to introduce
problem solving in ethics as analogous to that in design, summarize the concept of a
socio-technical system, and provide an orientation in the four stages of problem
solving. This presentation was given February 28, 2008 at UPRM for ADMI 6005
students, Special Topics in Research Ethics.
Problem Solving Presentation
This media object is a downloadable file. Please view or download it at Decision Makin
g Manual V5.pptx (http://cnx.org/content/m13757/latest/Decision%20Making%20Man
ual%20V5.pptx)
Shortened Presentation for Fall 2012
Please view or download it at Decision Making Manual V6.pptx (http://cnx.org/content/

m13757/latest/Decision%20Making%20Manual%20V6.pptx)
Vigo Socio-Technical System Table and Problems
Please view or download it at Vigo STS.docx (http://cnx.org/content/m13757/latest/Vig

o%20STS.docx)
Decision Making Worksheet
Please view or download it at Decision Making Worksheet.docx (http://cnx.org/conten

t/m13757/latest/Decision%20Making%20Worksheet.docx)
This exercise is designed to give you practice with the three frameworks described in
this module. It is based on the case, "When in Aguadilla."
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Test Rubric Fall 2009: Problem-Solving
Please view or download it at PE Rubric EO S09.docx (http://cnx.org/content/m13757/l

atest/PE_Rubric_EO_S09.docx)
4.3 Gray Matters for the Hughes Aircraft Case

1
4.3.1 Introduction
Introduction
The Hughes Aircraft Case involves a group of employees in charge of testing chips for
weapons systems. Because of the lengthy testing procedure required by the U.S.
Defense Department, Hughes soon fell behind schedule in delivering chips to
customers. To get chips out faster, some Hughes middle level managers began to put
pressure on employees to pass chips that had failed tests or to pass them without
testing. The scenarios below consist of narratives that stop at the point of decision.
Your job is to complete the narrative by making a decision. Alternatives are provided
to get the process started, but you may find it necessary to design your own solution.
Ethics and feasibility tests help you to evaluate these alternatives and even design new
ones more to your liking. This format superficially resembles the Gray Matters
exercise used at Boeing Corporation. (More information on the history of Gray Matters
can be found by consulting Carolyn Whitbeck, Ethics in Engineering Practice, 1998,
176-182.) This version differs in being more open-ended and more oriented toward
giving you the opportunity to practice using ethical theory (which has been
encapsulated into ethics tests).
4.3.2 Directions
Directions
• Read the following scenarios and the accompanying solutions

• Evaluate the alternatives in terms of the tests described below.
• Choose the one you think best or design your own solution if you believe you can
do better.
• Summarize your results by filling in the solution evaluation matrix that appears
on the page following the scenario. Notice that the first column repeats the
solution alternatives.
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• Be prepared to present your matrix to the class. You will also provide the other
groups in the class with a copy of your matrix for their ethics portfolios
Bibliographical Note
The six scenarios below were developed by Chuck Huff as Participant Perspectives.
They were first published online through the Computing Cases website. (Computing
Cases was developed through two National Science Foundation grants, DUE-9972280
and DUE-9980768.) A revised version of these participant perspectives has been
published in the anthology, Whistleblowing: Perspectives and Experiences, edited
by Reena Raj and published in 2008 by the Icfai University Press, Nagarjuna Hills,
Punjagutta, Hyderbad, India. These materials can be found on pages 75-80.
Scenario One: Responding to Organizational Pressure
Frank Saia has worked at Hughes Aircraft for a long time. Now he is faced with the
most difficult decisions of his career. He has been having problems in the
environmental testing phase of his microchip manufacturing plant; the detailed nature
of these tests has caused Hughes to be consistently late in delivering the chips to
customers. Because of the time pressure to deliver chips, Saia has been working to
make the production of chips more efficient without losing the quality of the product.
Chips are manufactured and then tested, and this provides two places where the
process can bottle up. Even though you might have a perfectly fine chip on the floor of
the plant, it cannot be shipped without testing. And, since there are several thousand
other chips waiting to be tested, it can sit in line for a long time. Saia has devised a
method that allows testers to put the important chips, the "hot parts," ahead of the
others without disrupting the flow and without losing the chips in the shuffle. He has
also added a "gross leak" test that quickly tells if a chip in a sealed container is actually
sealed or not. Adding this test early in the testing sequence allows environmental
testing to avoid wasting time by quickly eliminating chips that would fail a more fine-
grained leak test later in the sequence. Because environmental testing is still falling
behind, Saia's supervisors and Hughes customers are getting angry and have begun to
apply pressure. Karl Reismueller, the director of the Division of Microelectronics at
Hughes, has given Saia's telephone number to several customers, whose own
production lines were shut down awaiting the parts that Saia has had trouble
delivering. His customers are now calling him directly to say "we're dying out here" for
need of parts. Frank Saia has discovered that an employee under his supervision,
Donald LaRue, has been skipping tests on the computer chips. Since LaRue began this
practice, they have certainly been more on time in their shipments. Besides, both
LaRue and Saia know that many of the "hot" parts are actually for systems in the
testing phase, rather than for ones that will be put into active use. So testing the chips
for long-term durability that go into these systems seems unnecessary. Still, LaRue
was caught by Quality Control skipping a test, and now Saia needs to make a decision.
Upper management has provided no guidance; they simply told him to "handle it" and
to keep the parts on time. He can't let LaRue continue skipping tests, or at least he
shouldn't let this skipping go unsupervised. LaRue is a good employee, but he doesn't
have the science background to know which tests would do the least damage if they
were skipped. He could work with LaRue and help him figure out the best tests to skip
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so the least harm is done. But getting directly involved in skipping the tests would
mean violating company policy and federal law.
Alternatives
1. Do nothing. LaRue has started skipping tests on his own initiative. If any problems
arise, then LaRue will have to take responsibility, not Saia, because LaRue was
acting independently of and even against Saia's orders.
2. Call LaRue in and tell him to stop skipping tests immediately. Then call the
customers and explain that the parts cannot be shipped until the tests are carried
out.
3. Consult with LaRue and identify non essential chips or chips that will not be used
in systems critical to safety. Skipping tests on these chips will do the least
damage.
4. Your solution....
Scenario Two: Responding to Wrongdoing
Margaret Gooderal works in a supervisory position in the environmental testing group

at Hughes Aircraft. Her supervisor, Donald LaRue, is also the current supervisor for
environmental testing. The group that LaRue and Gooderal together oversee test the
chips that Hughes makes in order to determine that they would survive under the
drastic environmental conditions they will likely face. Rigorous testing of the chips is
the ideal, but some chips (the hot chips) get in line ahead of others. Gooderal has
found out that over the last several months, many of these tests are being skipped.
The reason: Hughes has fallen behind in the production schedule and Hughes upper
management and Hughes customers have been applying pressure to get chip
production and testing back on schedule. Moreover, LaRue and others feel that
skipping certain tests doesn't matter, since many of these chips are being used in
systems that are in the testing phase, rather than ones that will be put into active use.
A few months after Margaret Gooderal started her new position, she was presented
with a difficult problem. One of the "girls" (the women and men in Environmental
Testing at Hughes), Lisa Lightner, came to her desk crying. She was in tears and
trembling because Donald LaRue had forcefully insisted that she pass a chip that she
was sure had failed the test she was running. Lightner ran the hermeticity test on the
chips. The chips are enclosed in a metal container, and one of the questions is
whether the seal to that container leaks. From her test, she is sure that the chip is a
"leaker"-the seal is not airtight so that water and corrosion will seep in over time and
damage the chip. She has come to Gooderal for advice. Should she do what LaRue
wants and pass a chip she knows is a leaker?
Alternatives
1. Gooderal should advise Lightner to go along with LaRue. He is her supervisor. If

he orders to pass the chip, then she should do so.
2. Gooderal should go to Human Resources with Lightner and file a harassment
complaint against LaRue. Skipping tests is clearly illegal and ordering an
employee to commit an illegal act is harassment.
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3. Gooderal and Lightner should blow the whistle. They should go to the U.S.
defense department and inform them of the fact that Hughes Aircraft is
delivering chips that have either failed tests or have not been tested.
4. Your solution....
Scenario Three: Goodearl, Ibarra, and the AMRAAM Incident
Now that Goodearl had few sympathizers among upper management, she
increasingly turned to Ruth Ibarra in Quality assurance for support in her concerns
about test skipping and the falsification of paperwork. One day, Goodearl noticed that
some AMRAAM chips with leak stickers were left on her project desk in the
environmental testing area. The leak stickers meant that the seal on the chips'
supposedly airtight enclosure had failed a test to see if they leaked. AMRAAM meant
that the chips were destined to be a part of an Advanced Medium Range Air-to-Air
Missile. Goodearl knew that these parts could not be retested and needed to be
simply thrown away. So why was someone keeping them? She also knew that these
were officially "hot parts" and that the company was behind schedule in shipping
these parts. After consulting with Ruth Ibarra, the two of them decided to do some
sleuthing. They took the chips and their lot travelers to a photocopy machine and
made copies of the travelers with "failed" noted on the leak test. They then replaced
the chips and their travelers on the desk. Later that day, as Don LaRue passed the
desk, Goodearl asked Don LaRue if he knew anything about the chips. "None of your
business," he replied. The chips disappeared, and later the travelers showed up in
company files with the "failed" altered to "passed." So, Goodearl and Ibarra had clear
evidence (in their photocopy of the "failed" on the traveler) that someone was passing
of failed chips to their customers. And these were important chips, part of the
guidance system of an air-to-air missile.
Alternatives: Since they have clear evidence, Gooderal and Ibarra should blow
the whistle. Evaluate each of the following ways in which they could blow the
whistle
1. Blow the whistle to Hughes' Board of Directors. In this way they can stop the test
skipping but will also be able to keep the whole affair "in house."
2. Blow the whistle to the local news media. In this way they will shame Hughes into
compliance with the testing requirements.
3. Take the evidence to the U.S. Department of Defense, since they are the client
and are being negatively impacted by Hughes' illegal actions.
4. Some other mode of blowing the whistle....
Solution Evaluation Matrix

70
Alternatives/ Reversibility/ Harm/ Virtue/ Global

Tests Rights Test Benefits Value Feasibility Test
Test Test (Implementation
(Also Obstacles)
Publicity)
Alternative Evaluate Alt 1

One (Worst using
Alternative) reversibility/
rights test
Alternative Weigh
Two (Best harms
among those against
given) benefits
for alt 2
Alternative What
Three values/
disvalues
are
realized
in alt 3?
Your What obstacles

Solution could hinder
implementation
of solution?
4.3.3 Ethics Tests: Set Up and Pitfalls

Solution Evaluation Tests
• REVERSIBILITY: Would I think this is a good choice if I were among those affected
by it?
• PUBILICITY: Would I want to be publicly associated with this action through, say,
its publication in the newspaper?
• HARM/BENEFICENCE: Does this action do less harm than any of the available
alternatives?
• FEASIBILITY: Can this solution be implemented given time, technical, economic,
legal, and political constraints?
Harm Test Set-Up

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• Identify the agent (=the person who will perform the action). Describe the action
(=what the agent is about to do).
• Identify the stakeholders (individuals who have a vital interest at risk) and their
stakes.
• Identify, sort out, and weight the expected results or consequences.
Harm Test Pitfalls
• Paralysis of Action-considering too many consequences.

• Incomplete analysis-considering too few results.
• Failure to weigh harms against benefits.
• Failure to compare different alternatives.
• Justice failures-ignoring the fairness of the distribution of harms and benefits.
Reversibility Test Set-Up
• Identify the agent

• Describe the action
• Identify the stakeholders and their stakes
• Use the stakeholder analysis to select the relations to be reversed.
• Reverse roles between the agent (you) and each stakeholder: put them in your
place (as the agent) and yourself in their place (as the target of the action
• If you were in their place, would you still find the action acceptable?
Reversibility Pitfalls
• Leaving out a key stakeholder relation.

• Failing to recognize and address conflicts between stakeholders and their
conflicting stakes.
• Confusing treating others with respect with capitulating to their demands
(Reversing with Hitler).
• Failing to reach closure, i.e., an overall global reversal assessment that takes into
account all the stakeholders the agent has reversed with.
Public Identification Set-Up
• Set up the analysis by identifying the agent, describing the action under
consideration, and listing the key values or virtues at play in the situation.
• Associate the action with the agent.
• Identify what the action says about the agent as a person. Does it reveal him or
her as someone associated with a virtue/value or a vice?
Public Identification Pitfalls
1. Action is not associated with the agent. The most common pitfall is failure to
associate the agent and the action. The action may have bad consequences and it
may treat individuals with disrespect but these points are not as important in the
context of this test as what they imply about the agent as a person who
deliberately performs such an action.
2. Failure to specify the moral quality, virtue, or value of the action that is imputed
to the agent in the test. To say, for example, that willfully harming the public is
bad fails to zero in on precisely what moral quality this attributes to the agent.
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Does it render him or her unjust, irresponsible, corrupt, dishonest, or

unreasonable?
Gray Matters in Hughes Exercises
Please view or download it at GM Hughes V2.doc (http://cnx.org/content/m14036/lates

t/GM_Hughes_V2.doc)
These exercises present three decision points from Hughes, solution alternatives,
summaries of ethics and feasibility tests, and a solution evaluation matrix. Carry out
the exercise by filling in the solution evaluation matrix.
This timeline is taken from the Computing Cases website developed and maintained
by Dr. Charles Huff at St. Olaf College. Computing Cases is funded by the National
Science Foundation, NSF DUE-9972280 and DUE 9980768.
4.3.4 Time Line

Time Line
73
1979 Ruth Ibarra beginsworking for

Hughes Aircraft company's
Microelectronic Circuit Division
(Hughes MCD) in Newport
Beach, CA
1981 Margaret Gooderal begins

working for Hughes MCD as a
supervisor for assembly on the
hybrid production floor and as a
supervisor in the hybrid
engineering lab
1984 Ibarra becomes supervisor for

hybrid quality assurance
1985 Goodearl asks Ibarra to look at

errors in paperwork, Ibarra
brings errors to the attention of
her supervisors and was told to
keep quiet. This begins time
period where Goodearl/Ibarra
become aware of problems in
hybrid chip testing and
paperwork.
1986 Goodearl becomes supervisor

for seals processing in the
environmental testing area.
1986 False Claims Act (31 U.S. C

3729-3733) becomes False
Claims Reform Act of 1986
making it stronger and easier to
apply.
Oct. 1986 Goodearl/Ibarra report

problems ot Hughes
management, and, after the
problems were not fixed,
Goodearl/Ibarra reported the
allegations of faulty testing to
the United States Department
of Defense.
74
Jan 9, 1987 Earliest date that Hughes may

have stopped neglecting
environmental screening tests.
1988 Ibarra leaves Hughes feeling

that her job had been stripped
of all real responsibility.
March 1989 Goodearl is laid off from

Hughes.
1995 Goodearl and her husband are

divorced.
Civil Suit Timeline

75
1990-1996 United States of America, ex rel.

Taxpayers Against Fraud, Ruth
Aldred (was Ibarra), and
Margaret Goodearl v. Hughes
Aircraft Company, Inc.
1990 Goodearl fles wrongful

discharge suit against Hughes
and a number of individual
managers, which was
eventually dropped in favor of
the civil suit.
May 29, 1990 Thinking the government

investigation was taking too
much time, Goodearl/Aldred file
civil suit against Hughes under
False Claims Reform Act of 1986
with the help of Taxpayers
Against Fraud and Washington
law firm Phillips and Cohen.
December 1992 Under provisions of the FCA,

the U.S. Department of Justice
Civil Division takes over the
civil case.
Sep. 10, 1996 Hughes found guilty in civil

trial. Pays U.S. Government
4,050,00 dollars and each
relator 891,000 dollars plus a
separate payment of 450,000
dollars to cover attorney's fees,
costs, and expenses.
Criminal Suit Timeline

76
1991-1993 United States of America v.

Hughes Aircraft Co., and Donald
LaRue
December 13, 1991 After a lengthy investigation,

the U.S. Department of Defense
charges Hughes and Donald A.
LaRue with a 51-count
indictment accusing it of
falsifying tests of
microelectronic circuits
(criminal suit).
June 15, 1992 Hughes found guilty of

conspiring to defraud the U.S.
Government in criminal case,
co-defendent LaRUE acquitted
following 4-week trial.
Goodearl/Aldred called as
witnesses in trial. Hughes
appeals.
Oct. 29, 1992 Hughes fined 3.5 million in

criminal trial decision.
December 2, 1993 Appellate court upholds 1992

criminal conviction and
sentence. Hughes appeals.
4.3.5 Hughes Case Socio Technical System

Hughes Socio Technical System

77
Hardware/ Physical People, Procedures

Software Surroundings Roles,
Structures
Description Hybrid Battle Hughes Chip

Chips conditions Microelectric Testing:
(circuitry under which Circuit Temperature
hermetically chips might Division Cycle,
sealed in be used Constant
metal or Acceleration,
ceramic Mechanical
packages in Shock,
inert gas Hermeticity
atmosphere (Fine and
Gross Leak),
P.I.N.D.
Analogue to E-1000 at Department Hughes

Digital Hughes of Defense Human
Conversion (Clean (Office of Resources
Chips Room) Inspector Procedures
General) for
Complaints
Radar and Hughes Dissenting

Missile Quality Professional
Guidance Control Opinions
Systems
Individuals:
Reismueller,
Temple,
Saia, LaRue,
Goodearl,
Ibarra/
Aldren
4.3.6 Responsible Dissent

Sources
78
• Computing Cases is the primary source for the material below on responsible
dissent. It is based on the materials for responsibly carrying out dissent and
disagreement that was formerly posted at the IEEE website. The IEEE has since
taken this material down.
• The Online Ethics Center has also posted the IEEE material on responsible
dissent. The origin of this material as well as a thorough discussion of its content
can be found in Carolyn Whitbek, Ethics in Engineering Practice and Research:
2nd Edition, Cambridge, UK: Cambridge University Press, 2011. Chapter 7,
"Workplace Rights and Responsibilities, pp. 227-269.
• Much of this material (IEEE Guidelines and a discussion of Dissenting Professional
Opinion Guidelines) can be found in Chapter 7 ("Averting the Conflict at the
Source")in the following: Stephen H., Unger, Controlling Technology: Ethics and
the Responsible Engineer: 2nd Edition, New York: John Wiley and Sons, INC.
Ethical Dissent
1. Establish a clear technical foundation.

2. Keep your arguments on a high professional plane, as impersonal and objective
as possible, avoiding extraneous issues and emotional outbursts.
3. Try to catch problems early, and keep the argument at the lowest managerial
level possible.
4. Before going out on a limb, make sure that the issue is sufficiently important.
5. Use (and help establish) organizational dispute resolution mechanisms.
6. Keep records and collect paper.
7. These items originate with the IEEE which has dropped them from their website.
They can be accessed through the link above with the Online Ethics Center; the
list there is more complete. The above is quoted from the Computing Cases websi
te (http://computingcases.org/case%20materials/hughes/support%20docs/whistl
eblowing/ethical%20dissent.html).
Before Going Public
1. Make sure of your motivation.

2. Count your costs.
3. Obtain all the necessary background materials and evidence.
4. Organize to protect your own interests.
5. Choose the right avenue for your disclosure.
6. Make your disclosure in the right spirit.
7. These items come from the IEEE (see onlineethics link) and from the manuscript
of Good Computing by Chuck Huff, William Frey, and Jose Cruz.
Places to Go
1. Government Agencies
2. Judicial Systems
3. Legislators
4. Advocacy Groups
5. News Media
79
6. In Puerto Rico, laws 14 and 426 have been passed to protect those who would
blow the whistle on government corruption. The Ofcina de Etica Gubernamental
de Puerto Rico has a whistle blower's hotline. See link above.
When to Blow the Whistle.
1. Serious and Considerable Harm

2. Notification of immediate supervisor.
3. Exhaustion of internal channels of communication/appeal.
4. Documented Evidence.
5. Likelihood of successful resolution.
References
1. Richard T. De George, "Ethical Responsibilities of Engineers in Large

Organizations: The Pinto Case," in Ethical Issues in Engineering, ed. Deborah G.
Johnson (1991) New Jersey: Prentice-Hall: 175-186.
2. Carolyn Whitbeck (1998) Ethics in Engineering Practice and Research. U.K.
Cambridge University Press: 55-72 and 176-181.
3. Charles Harris, Michael Pritchard and Michael Rabins (2005) Engineering Ethics:
Concepts and Cases, 3rd Ed. Belmont, CA: Thomson/Wadsworth: 203-206.
4.3.7 Hughes Dramatic Rehearsals

A note on dramatic rehearsals
• The notion of dramatic rehearsal comes from John Dewey's Human Nature and
Moral Conduct. An agent works through a solution alternative in the imagination
before executing it in the real world. The dramatic rehearsal tests the idea in a
mental laboratory created by the moral imagination. Steven Fesmire in his book,
John Dewey and Moral Imagination: Pragmatism in Ethics (Indiana University
Press, 2003), provides a comprehensive interpretation of Dewey's suggestive idea.
4.3.7.1 Decision Point One

Decision Point One
• Frank Saia has worked at Hughes Aircraft for a long time. Now he is faced with the
most difficult decisions of his career. He has been having problems in the
environmental testing phase of his microchip manufacturing plant; the detailed
nature of these tests has caused Hughes to be consistently late in delivering the
chips to customers.
• Because of the time pressure to deliver chips, Saia has been working to make the
production of chips more efficient without losing the quality of the product. Chips
are manufactured and then tested, and this provides two places where the
process can bottle up. Even though you might have a perfectly fine chip on the
80
floor of the plant, it cannot be shipped without testing. And, since there are
several thousand other chips waiting to be tested, it can sit in line for a long time.
Saia has devised a method that allows testers to put the important chips, the "hot
parts," ahead of the others without disrupting the flow and without losing the
chips in the shuffle. He has also added a "gross leak" test that quickly tells if a
chip in a sealed container is actually sealed or not. Adding this test early in the
testing sequence allows environmental testing to avoid wasting time by quickly
eliminating chips that would fail a more fine-grained leak test later in the
sequence.
• Because environmental testing is still falling behind, Saia's supervisors and
Hughes customers are getting angry and have begun to apply pressure. Karl
Reismueller, the director of the Division of Microelectronics at Hughes, has given
Saia's telephone number to several customers, whose own production lines were
shut down awaiting the parts that Saia has had trouble delivering. His customers
are now calling him directly to say "we're dying out here" for need of parts.
Dialogue for Decision Point One
• Construct a dialogue in which Saia responds to the pressure from his supervisor,
Karl Reismueller
• Be sure to address the customer complaints
Debriefing Assignment for Decision Point One
• Each drama point revolves around one or more conflicts. What is the conflict in
your drama point. How did you play this conflict out through your dramatization?
• Your drama takes place over a socio-technical system. Look at the above table.
What are the key values at play in the Hughes STS? How did these values enter
into your dramatization? For example, did a value conflict drive and confrontation
between characters in your dramatization? Think, in this section, about how the
STS and its values enter into your dramatic portrayal of the events in this case.
• What kind of narrative form did your drama take on? Was it a tragedy? A comedy?
A story with a happy ending? Something else? What is it about the case that led
you to pick the narrative form that you did?
• Finally, did you learn anything about the case by constructing and acting out your
drama? What was it? What is different about these dramatic rehearsals in
comparison with other learning activities you have undergone this semester?
4.3.7.2 Decision Point Two

Decision Point Two
• Frank Saia has discovered that an employee under his supervision, Donald LaRue,
has been skipping tests on the computer chips. Since LaRue began this practice,
they have certainly been more on time in their shipments. Besides, both LaRue
and Saia know that many of the "hot" parts are actually for systems in the testing
phase, rather than for ones that will be put into active use. So testing the chips for
81
long-term durability that go into these systems seems unnecessary. Still, LaRue
was caught by Quality Control skipping a test, and now Saia needs to make a
decision. Upper management has provided no guidance; they simply told him to
"handle it" and to keep the parts on time.
• He can't let LaRue continue skipping tests, or at least he shouldn't let this skipping
go unsupervised. LaRue is a good employee, but he doesn't have the science
background to know which tests would do the least damage if they were skipped.
He could work with LaRue and help him figure out the best tests to skip so the
least harm is done. But getting directly involved in skipping the tests would mean
violating company policy and federal law.
Dialogue
• Construct a dialogue in which Saia confronts LaRue about skipping the tests
• Address the following issues:
• Should Saia work with LaRue to identify tests that are not necessary and then
have LaRue skip these?
• How should Saia and LaRue deal with the concerns that Quality Control has
expressed about skipping the tests? Your first item here
Debriefing Assignment for Decision Point Two
4.3.7.3 Decision Point Three

Decision Point Three
• Margaret Gooderal works in a supervisory position in the environmental testing

group at Hughes Aircraft. Her supervisor, Donald LaRue, is also the current
supervisor for environmental testing. The group that LaRue and Gooderal
together oversee test the chips that Hughes makes in order to determine that
they would survive under the drastic environmental conditions they will likely
face. Rigorous testing of the chips is the ideal, but some chips (the hot chips) get
in line ahead of others. Gooderal has found out that over the last several months,
82
many of these tests are being skipped. The reason: Hughes has fallen behind in
the production schedule and Hughes upper management and Hughes customers
have been applying pressure to get chip production and testing back on schedule.
Moreover, LaRue and others feel that skipping certain tests doesn't matter, since
many of these chips are being used in systems that are in the testing phase,
rather than ones that will be put into active use.
Dialogue
• Construct a dialogue that acts out Gooderal's response to her knowledge that
LaRue is regularly skipping tests
• Address these two issues in your dialogue:
• Should Gooderal first talk directly to LaRue? What if he responds defensively?
• Should Gooderal go over LaRue's head and discuss his skipping the tests with one
of his supervisors? To whom should she go? How could she prepare for possible
retaliation by LaRue? What should she know before doing this?
Debriefing for Decision Point Three
4.3.7.4 Decision Point Four

Decision Point Four
• A few months after Margaret Gooderal started her new position, she was
presented with a difficult problem. One of the "girls" (the women and men in
Environmental Testing at Hughes), Lisa Lightner, came to her desk crying. She was
in tears and trembling because Donald LaRue had forcefully insisted that she
pass a chip that she was sure had failed the test she was running. Lightner ran
the hermeticity test on the chips. The chips are enclosed in a metal container, and
one of the questions is whether the seal to that container leaks. From her test,
she is sure that the chip is a "leaker" — the seal is not airtight so that water and
corrosion will seep in over time and damage the chip. She has come to Gooderal
83
for advice. Should she do what LaRue wants and pass a chip she knows is a
leaker?
Dialogue
• Construct a dialogue in which Gooderal advises Lightner on what to do

• Consider these issues in constructing your dialogue:
• Should Gooderal and Lightner go over LaRue's head on this issue?
• If not, how should they confront LaRue?
Debriefing for Decision Point Four
4.3.7.5 Decision Point Five

Decision Point Five
• Ruth Ibarra (from Quality Assurance) has seen Shirley Reddick resealing chips
without the authorization stamp. Ibarra has asked Gooderal to find out what's
going on. When Gooderal asks LaRue, he replies, "None of your damn business."
Shortly after this, Gooderal receives a phone call from Jim Temple, one of her
superiors, telling her to come to his office. Temple informs Gooderal in no
uncertain terms that she needs to back down. "You are doing it again. You are not
part of the team, running to Quality with every little problem." When Gooderal
insisted she did not "run to Quality" but Quality came to her, Temple replies,
"Shape up and be part of the team if you want your job."
Dialogue
• Construct a dialogue in which Gooderal reacts to Temple

• Consider the following issues in constructing your dialogue:
• Is Temple harassing Gooderal? (How do we define "harassing" in this context?)
• Should Gooderal prepare for the possibility of being fired? How should she do
this? What are her legal options at this point?
Debriefing for Decision Point Five

84
4.3.7.6 Decision Point Six

Decision Point Six
• Margaret Gooderal and Ruth Ibarra have made several attempts to get their
supervisors to respond to the problem of skipping the environmental tests. The
general response has been to shoot the messenger rather than respond to the
message. Both Gooderal and Ibarra have been branded trouble makers and told
to mind their own business. They have been threatened with dismissal if they
persist.
• So they have decided to blow the whistle, having exhausted all the other options.
They initiated contact with officials in the U.S. government's Office of the
Inspector General. These officials are interested but have told Gooderal and
Ibarra that they need to document their case.
• One day they fnd two hybrids (chips that combine two different kinds of
semiconductor devices on a common substrate) on LaRue's desk. These chips
which are destined for an air-to-air missile have failed the leak test. It is obvious
that LaRue plans on passing them without further testing during the evening shift
after Gooderal has gone home. Gooderal and Ibarra discuss whether this
presents a good opportunity to document their case for the Ofce of the Inspector
General.
Dialogue
• Construct an imaginary conversation between Gooderal and Ibarra where they

discuss different strate gies for documenting their concerns to the Office of the
Inspector General?
• Have them consider the following:
• By looking for documented evidence against their employer, have Gooderal and
Ibarra violated their duties of trust and confidentiality?
• Some argue that before blowing the whistle, an employee should exhaust internal
channels. Have Gooderal and Ibarra discuss whether they can do anything more
inside Hughes before taking evidence outside
85
Debriefing for Decision Point Six
4.3.7.7 Hughes Case Media Files

Hughes Case Media Files Hughes Case and Dialogue Points
Please view or download it at Hughes V2a.pptx (http://cnx.org/content/m14036/latest/

Hughes_V3a.pptx)
Please view or download it at Responsible Dissent.pptx (http://cnx.org/content/m1403

6/latest/Responsible%20Dissent.pptx)
What If Dramatic Rehearsals
Please view or download it at Hughes Drama V2.pptx (http://cnx.org/content/m14036/l

atest/Hughes_Drama_V2.pptx)
Debating Topics for ADMI 4016, Spring 2011
Please view or download it at Reflections on debate.pptx (http://cnx.org/content/m140

36/latest/Reflections%20on%20debate.pptx)
4.3.8 Bibliography
• Chuck Huff and William Frey. "The Hughes Whistleblowing Case." In Reena Raj
(Ed.) Whistle-blowing: Perspectives and Experiences, 75-80. 2008, Hyderabad
India: Icfai University Press.
• Charles Harris, Michael Pritchard, Michael Rabins. "Engineers as Employees," in
Engineering Ethics: Concepts and Cases, 2nd Edition. Wadsworth Thompson
Learning, 2000. Section 8.8 of Chapter 8 discusses DeGeorge's criteria for whistle-
blowing.
• Richard T. DeGeorge. "Ethical Responsibilities of Engineers in Large
Organizations," in Business and Professional Ethics Journal, Vol 1, no. 1: 1-14.
86
• Stephen H., Unger, Controlling Technology: Ethics and the Responsible

Engineer: 2nd Edition, New York: John Wiley and Sons, INC, 1994.
• Richard T. De George, "Ethical Responsibilities of Engineers in Large
Organizations: The Pinto Case," in Ethical Issues in Engineering, ed. Deborah G.
Johnson (1991) New Jersey: Prentice-Hall: 175186.
• Carolyn Whitbeck (1998) Ethics in Engineering Practice and Research. U.K.
Cambridge University Press: 55-72 and 176-181. See also 2nd edition (2011)
Chapter 7.
• Charles Harris, Michael Pritchard and Michael Rabins (2005) Engineering Ethics:
Concepts and Cases, 3rd Ed. Belmont, CA: Thomson/Wadsworth: 203-206.
4.4 Socio-Technical Systems in Professional Decision

Making
1

Milagro Beanfeld War
Joe Mondragon has created quite a stir in Milagro, a small village in New Mexico. He
has illegally diverted water from the irrigation ditch to his field to grow beans. Access
to scarce water in New Mexico has created sharp political and social disputes which
have reached a crises point in Milagro. Competing with traditional subsistence farmers
like Joe is the profitable recreation industry. Ladd Devine, a wealthy developer, has
joined with the state government in New Mexico to build a large recreational center
consisting of a restaurant, travel lodge, individual cabins and a lavish golf course. Since
there is not enough water to cover both recreational and agricultural uses and since
Ladd Devine's project promises large tax revenues and new jobs, the state
government has fallen behind him and has promised to give to the recreational
facilities all the water it needs. Hence, the problem created by Mondragon's illegal act.
You work for Ladd Devine. He has asked you to look into local opposition to the
recreational facility. Along these lines, you attend the town meeting scheduled by
Ruby Archuleta in the town's church. You are concerned about Charlie Bloom's
presentation and the impact it may have on the local community. Prepare a STS
analysis to test Bloom's assertions and better prepare Ladd Devine for local
opposition to his facility.
Incident at Morales
Fred is a chemical engineer hired by Phaust Corporation to design and make

operational a new chemical plant for the manufacture of their newly redesigned paint
87
thinner. Under financial pressure from the parent French company, Chemistre, they
have decided to locate their new plant in Morales, Mexico to take advantage of lower
costs and more flexible government regulations. You are well on the way toward
designing this new plant when news comes from Chemistre that all budgets are being
cut 20% to finance Chemistre's latest takeover acquisition. You are Fred and are now
faced with a series of difficult financial-engineering decisions. Should you hold out for
the more expensive Lutz and Lutz controls or use the cheaper ones produced locally?
Should you continue with the current plant size or cut plant size and capacity to keep
within budgetary constraints? You have also been made aware of the environmental
and health risks associated with not lining the waste ponds used by the plant. Do you
advocate lining the ponds or not, the latter being within compliance for Mexican
environmental and health regulations. Prepare a STS analysis to help you make and
justify these decisions. Make a series of recommendations to your supervisors based
on this study.
Puerto Rican Projects
• Your company, Cogentrix, proposes a cogeneration plant that uses coal, produces
electricity, and creates steam as a by-product of electricity generation process.
Because the steam can be sold to nearby tuna canning plants, your company
wishes to study the feasibility of locating its plant in or near Mayaguez, Puerto
Rico. (Co-generation technology has become very popular and useful in some
places.) Carry out a STS analysis to identify potential problems. Make a
recommendation to your company. If your recommendation is positive, discuss
how the plant should be modified to fit into the Mayaguez, Puerto Rico STS.
• Your company, Southern Gold Resources, is interested in mining different regions
in central Puerto Rico for copper and gold. But you know that twenty years
earlier, two proposals by two international mining companies were turned down
by the PR government. Carry out a STS study to examine the feasibility of
designing a different project that may be more acceptable to local groups. What
does your STS analysis tell you about social and ethical impacts, financial promise,
and likely local opposition. Can profitable mining operations be developed that
respect the concerns of opposed groups? What is your recommendation based
on your STS analysis?
• Windmar, a company that manufactures and operates windmills for electricity
generation has proposed to locate a windmill farm in a location adjacent to the
Bosque Seco de Guanica. They have encountered considerable local opposition.
Carry out a STS analysis to understand and clarify this opposition. Can the
concerns of local stakeholders be addressed and the windmill farm still remain
profitable? How should the windmill project be modified to improve its chances of
implementation?
4.4.2 Things to Know about STSs

What is a Socio-Technical System? (STS)

88
A socio-technical system (=STS) is a tool to help a business anticipate and successfully

resolve interdisciplinary business problems. "Interdisciplinary business problems"
refer to problems where financial values are intertwined with technical, ethical, social,
political, and cultural values. (Reference: Chuck Huff, Good Computing: A Virtue
Approach to Computer Ethics, draft manuscript for Jones and Bartlett Publishers)
Some Things to Know About STSs
1. Socio-Technical systems provide a tool to uncover the different environments in

which business activity takes place and to articulate how these constrain and
enable different business practices.
2. A STS can be divided into different components such as hardware software,
physical surroundings, peo ple/groups/roles, procedures, laws/statutes/
regulations, and information systems. Other components include the natural
environment, markets, and political systems.
3. But while different components can be distinguished, these are, in the final
analysis, inseparable. Socio-Technical Systems are first and foremost systems:
their components are interrelated and interact so that a change in one often
produces changes that reverberate through the system.
4. Socio-Technical systems embody moral values such as justice, responsibility,
respect, trust, and integrity as well as non-moral values such as efficiency,
satisfaction, productivity, effectiveness, and profitability. Often these values can
be located in one or more of the system components. Often they conflict with one
another causing the system as a whole to change.
5. STSs change, and this change traces out a path or trajectory. The normative
challenge here is to bring about and direct changes that place the STS on a value-
positive trajectory. In the final analysis, we study STS to make sure that they
change in a value-realizing direction.
4.4.3 Constituents or Sub-Environments of Business Activity

Paragraph summary of sub-environments of business followed by a table

devoted to each one.
• Technology including hardware, software, designs, prototypes, products, or

services. Examples of engineering projects in Puerto Rico are provided in the PR
STS grid. In the Therac-25 case, the hardware is the double pass accelerator, in
Hughes the analogue-to-digital integrated circuits, and in Machado the UNIX
software system and the computers in the UCI laboratories that are configured by
this system. Because technologies are structured to carry out the intentions of
their designers, they embed values.
• Physical Surroundings. Physical surroundings can also embed values. Doors, by
their weight, strength, material, size, and attachments (such as locks) can
promote values such as security. Physical surroundings promote, maintain, or
diminish other values in that they can permit or deny access, facilitate or hinder
speech, promote privacy or transparency, isolate or disseminate property, and
promote equality or privilege.
89
• People, Groups, and Roles. This component of a STS has been the focus of
traditional stakeholder analyses. A stakeholder is any group or individual which
has an essential or vital interest in the situation at hand. Any decision made or
design implemented can enhance, maintain, or diminish this interest or stake. So
if we consider Frank Saia a decision-maker in the Hughes case, then the Hughes
corporation, the U.S. Air Force, the Hughes sub-group that runs environmental
tests on integrated circuits, and Hughes customers would all be considered
stakeholders.
• Procedures. How does a company deal with dissenting professional opinions
manifested by employees? What kind of due process procedures are in place in
your university for contesting what you consider to be unfair grades? How do
researchers go about getting the informed consent of those who will be the
subjects of their experiments? Procedures set forth ends which embody values
and legitimize means which also embody values.
• Laws, statutes, and regulations all form essential parts of STSs. This would
include engineering codes as well as the state or professional organizations
charged with developing and enforcing them
• The final category can be formulated in a variety of ways depending on the
specific context. Computing systems gather, store, and disseminate information.
Hence, this could be labeled data and data storage structure. (Consider using
data mining software to collect information and encrypted and isolated files for
storing it securely.) In engineering, this might include the information generated
as a device is implemented, operates, and is decommissioned. This information, if
fed back into refining the technology or improving the design of next generation
prototypes, could lead to uncovering and preventing potential accidents.
Electrical engineers have elected to rename this category, in the context of power
systems, rates and rate structures.
Technological Component
90
Component Description Examples Frameworks More

Framework
Technological Hardware: Door (with Value Discovery Social

Machines of tasks (identifying and Constructio
different delegated to it locating values in Restoring
kinds such as STS) interpretive
automatically flexibility to
shutting and reconstruct
being locked) technology
remove bias
realize value
Code that Power Value Translation Identifying

configures generating (Operationalizing mitigating
machines technologies and implementing complexity
around based on values in a STS by form of tigh
human renewable designing and coupled syst
purposes and carrying out a and non-lin
nonrenewable procedure) causal chain
resources
Technology Automobiles, Value Verification De-centrali

can computers, (Using methods of control and
constrain cell phones participatory authority
business all of which observation to
activity by have determine how
de-skilling produced effectively values
profound have been realized.)
changes in
our STSs
Technology, Microsoft Transperspectivity: Designing to

especially Office, Firefox discovering strands avoid the
software, Browser, of construction of technologic
can Google current STS; imperative a
instrument Chrome, identifying reverse
human Google Docs, possibilities for adaptation
action Social reconstruction (where hum
Networking abandon en
software and serve th
ends of
technologie
Technological Component of STS

91
Ethical and Social Component

92
Component Description Examples Frameworks More

Frameworks
Ethical Moral Basic Moral Utilitarianism: Basic

Environment Constructs: Concepts: Happiness is Capabilities:
Spheres of rights, duties, tied to life, bodily
justice goods, values, maximizing health, bodily
where virtues, the in tegrity
distribution responsibility, satisfaction of
takes place and justice aggregated
according preferences.
to context-
dependent
rules
(Rules)
Social Intermediate Rights: Cognitive

Constructs: Moral Capacities of Capabilities:
Power and Concepts: action that are Sense,
its distribu Privacy, essential to
Imagination,
tion among Property, autonomy,
groups Informed vulnerable to Thought;
Consent, Free standard Emotion;
and
Speech, due threats, and Practical
individuals
Process, corre lated Reason
Safety/Risk with feasible
duties
Right: A Privacy: If the Virtues: Social

right is a information is Settled Capabilities:
capacity of directly dispositions Affiliations,
action, relevant to toward Other Species
essential to the relation to choosing the
autonomy, the holder mean between
that others and the extremes of
are obliged seeker, then it excess and
to is not private. defect.
recognize (Courage is the
and mean between
respect. cowardice and
recklessness)
Duty: A Property: Capabilities Capabilities

duty is a That with Approach: For that address
93
principle which I mix Nussbaum, vulnerabiliti

that obliges my labor is capabilities Play and
us to mine. answer the Control over
recognize Intellectual question, one's
and respect property is "What is this environment
the rights non-rivalrous person able to
of others. and non- do or be?" For
excludable. Sen,
capabilities are
"'substantial
freedoms,' a
set of (causally
interrelated)
opportunities
to choose and
act."
Ethical Environments of the socio-technical system
Physical Surroundings
94
PhysicalSurroundings Description Examples Frameworks Fra
Physical Influence of Classroom Th

environment rivers, environment arr
imposes mountains, enables or of
constraints and valleys on constrains the
(limits) over social and different cla
actions that economic teaching and we
restrict activities such learning bor
possibilities and as travel, trade, styles. For cre
shape economic and example, one wa
implementation. agricultural can pair of and
activity, technically can
commerce, enhanced and cla
industry, and technically tea
manufacturing. challenged cen
classrooms stu
with student- cen
centered and ped
teacher- sty
centered
pedagogical
styles and
come up with
four different
learning
environments.
Each
constrains and
enables a
different set
of activities.
This table summarizes the physical environment of the STS and how it can constrain
or enable action.
People, Groups, and Roles (Stakeholders)

95
Stakeholders Description Examples Frameworks Frameworks
Any group Market Non-Market Role: The plac

or Stakeholders: Stakeholders: or station a
individual Employees, communities, stakeholder
that has a Stockholders activist occupies in a
vital groups and given
interest at NGOs organizationa
play (at system and th
stake) in associated tas
the STS. or
responsibilitie
customers, business Interests:

suppliers support Goods, values,
retailers/ groups, rights,
wholesalers, governments, interests, and
creditors general public preferences at
(those play in the situ
impacted by ation which th
projects who stakeholder w
do not act to protect o
participate promote.
directly in
their
development
(Distinction Alliances are Relation: Each

between discussed by stakeholder is
market and Patricia related to othe
non-market Werhane et stakeholders i
stakeholders al., an alliance and
comes from Alleviating each relation i
Lawrence and Poverty tied to goods
Weber, Through and values.
Business and Profitable
Society: Partnerships:
Stakeholders, Globalization,
Ethics, Public Markets, and
Policy, 12th Economic
edition. Wellbeing.
McGraw-Hill, Routledge
14-15. (2009).
96
This table shows the social or stakeholder environment of the STS. A stakeholder is
any group or individual that has a vital interest at play in the STS.
Procedural Environment
97
Procedural Description Examples Framework Framework
A series of Hiring a Value Challenging

interrelated new Realization the
actions employee: Process in Statement of
carried out (a) settling Software Values: (a) A
in a on and Engineering: (a) stakeholder
particular publishing a Discovery: group raises
sequence to job Uncovering a conceptual,
bring about description; values shared translation,
a desired (b) soliciting by a given range, or
result, such and development
community; (b)
as the reviewing issue; (b)
realization applications Translation: Group
of a value. from operationalizing presents
Procedures candidates; and their
can (c) reducing implementing challenge
schematize candidate values in a and response
value by list and given STS; (c) to other
setting out interviewing Verification: stakeholders;
a script for finalists; (d) using methods (c) If other
its selecting a of participatory stakeholder
realization. candidate; observation groups agree,
(e) (surveys and then the
tendering interviews) to challenge
that validate that leads to a
candidate a the values in revision in
job offer. question have the SOV; (d)
Other been discovered Community
procedures: and translated. as a whole
forming a approves the
corporation, revision.
filing for
bankruptcy,
gaining
consent to
transfer TGI
and PII to a
third party
(Toysmart:
opt-in and
opt-out
procedures).
Legal Environment: Laws, Statutes, Regulations

98
Laws, Description Examples Frameworks Frameworks

Statutes,
Regulations
Laws differ Criminal Civil Law: US and

from ethical Law: Torts British law
principles Applies to concern work
and concepts indi viduals; wrongful through a
in that laws interested injury. The common law
prescribe the party in a objective of a system
minimally criminal tort is to where
moral while trial is make the current
ethi cal society, not victim decisions
principles the victim. "while" after are based on
and concepts an injury. past
routinely decisions or
explore precedent.
higher moral
"spaces."
Ethical Involves To prevail in The Puerto

principles proving a a tort one Rican
challenge mens rea must prove
system of
and criticize (guilty (in order of
law is based
laws by mind) and severity)
on the
bringing into actus reus negligence,
Napoleonic
question (guilty or recklessness,
code where
their law- or intent.
decisions
normative breaking
relate
content. act) and that
directly to
the mens
existing law
rea caused
and statute
the actus
and
reus.
precedent
plays a
weaker role.
Laws can Criminal Negligence Question:

challenge law does not involves How does
ethical apply to proving that the statute-
principles corporations the based
and concepts because defendant Napoleonic
by raising they “have failed to system in
issues of no soul to meet some PR constrain
99
practicality. damn and no standard of and enable

Also, as in body to kick” due care. business
responsibility Baron practice in
theory, the Thurlow relation to
law can other
structure and systems
inform the such as the
moral British and
discussion. American
common law
systems?
Contract law
concerns the
violation of
the terms of
a contract.
Market Environment
100
Market Description Examples Frameworks Frameworks

Environment
Business Laissez Faire: Assumptions Recent

takes place Each of a Free economic
within economic Market studies of
different unit makes System: Indi the limits of
markets that choice based vidual laissez faire
shape on rational decisions are markets:
supply, (enlightened) aggregated.
demand, and self-interest. Information
price. (Private flows
Globalization ownership of through
frequently goods.) price
requires that structure.
a business be
adept at
operating
across
different
markets
Liberal use Liberal Free Information

made here of Democratic association. Asymmetries
notes from Socialism: Absence of (as studied by
Economics Limited force or Stiegliz).
class taught government fraud. Monopolies
by CR intervention Individual which, in the
Winegardner, is needed to agents are absence of
University of improve upon rational competition,
Toledo, the choice of utility can dictate
1971-1972 individual maximizer standards of
economic price,
units. product and
(Mixture of service.
private and
public
ownership)
Materials Communist, (4,4) (4,5)

also take Authoritarian
from Natural Socialism:
Capitalism The state is in
from Lovins the best
position to
101
and know what

Hawkings. choices and
policies are
beneficial for
the economy
as a whole
and its
component
parts. (Public
ownership of
goods and
services)
(5,1) (5,2) (5,3) (5,4) (5,5)
4.4.4 Ethics of STS Research

• Right of Free and Informed Consent: This is the right of participants in a
research project to know the harms and benefits of the research. It also includes
the right not to be forced to participate in a project but, instead, offer or withdraw
voluntarily their consent to participate. When preparing a STS analysis, it is
mandatory to take active measures to facilitate participants’ free and informed
consent.
• Any STS analysis must take active measures to recognize potential harms and
minimize or eliminate them. This is especially the case regarding the information
that may be collected about different individuals. Special provisions must be
taken to maintain confidentiality in collecting, storing, and using sensitive
information. This includes careful disposal of information after it is no longer
needed.
4.4.5 Participatory Observation

• As we said above, a socio-technical system (STS) is “an intellectual tool to help us
recognize patterns in the way technology is used and produced.” Constructing
these tools requires combining modes of analysis that are ordinarily kept
separate. Because STSs embed values, they are normative. These values can help
to chart out trajectories of change and development because they outline values
that the system needs to realize, maintain, or even enhance. In this way, the study
of STSs is normative and a legitimate inquiry for practical and professional ethics.
On the other hand, STS analysis requires finding out what is already there and
describing it. So STS analysis is descriptive as well. In this textbox, we will talk
briefly about the descriptive or empirical components of STS analysis. This
102
material is taken from the draft manuscript of Good Computing: A Virtue

Approach to Computer Ethics and has been developed by Chuck Huff.
• Interviews: Semi-Structured and Structured Interviews conducted with those
familiar with a given STS provide an excellent source of information on the
constituents of a given STS and how these ft together into an interrelated whole.
For example, the STS grid on power systems was put together by experts in this
area who were able to provide detailed information on power rates and
protocols, software used to distribute energy through the gridlines, and different
sources (representing both hard and soft technologies) of power generation.
• Field Observation: Those constructing a STS analysis go directly to the system
and describe it in its day-to-day operation. Two books provide more information
on the types and techniques of field observation: 1. David M. Fetterman,
Ethnography: 2nd Edition, Applied Social Research Methods Series, Vol 17.
London, UK.: Sage Publishers, 1998 and 2. James P. Spradley, Participant
Observation. New York, Harcourt, 1980. The data collected in this method can
also be used to construct day-in-the-life scenarios that describe how a given
technology functions on a typical day. These scenarios are useful for uncovering
value conflicts and latent accidents. See James T. Reason, Human Error,
Cambridge, UK.: Cambridge University Press, 1990 for information on latent
accidents, how they are detected, and how they are prevented.
• Questionnaires: Questionnaires are useful for gathering general information
from large numbers of people about a STS. Constructing good questionnaires is a
difficult process that requires patience as well as trial and error. (Trying out
questions on classmates and friends is the best way to identify unclear or
misleading questions.) Avoiding complex, overly leading, and loaded questions
represent a few of the challenges facing those who would construct useful
questionnaires.
• Archival and physical trace methods: Looking at user manuals provides insight
into how a system has been designed and how it works. Studying which keys are
worn down on computer keyboards provides information on the kind of work
being done. Comparing how a system is intended to work with how it is in fact
being used is also illuminating, especially when one is interested in tracing the
trajectory of a STS. Working with archival and physical trace methods requires
critical thought and detective work.
• None of the above methods, taken in isolation, provides complete information on
a STS. Triangulation represents the best way to verify data and to reconcile
conflicting data. Here we generate evidence and data from a variety of sources
then compare and collate. Claims made by interviewees that match direct on-site
observations confirm one another and indicate data strength and veracity.
Evidence collected through questionnaires that conflicts with evidence gathered
through archival research highlights the need for detective work that involves
further observation, comparison, interpretation, and criticism.
• Developing STS analyses bears a striking resemblance to requirements analysis.
In both cases, data is collected, refined, and put together to provide an analysis. A
key to success in both is the proper combination of normative and descriptive
procedures.
103
4.4.6 Exercise: Make a Table that Describes the Socio-Technical

System
Directions: Identify the constituents of the Socio-Technical System. Use the

broad categories to prompt you.
1. What are the major hardware and software components?

2. Describe the physical surroundings.
3. What are the major people groups or roles involved?
4. Describe any procedures in the STS.
5. Itemize the laws, statutes, and regulations.
6. Describe the data and data structures in your STS. Use the two templates below
that fill in this table for energy generation systems and for engineering ethics in
Puerto Rico.
Socio Technical System Table
Hardware Software Physical People, Procedure Laws

Surroundings Groups, s
Roles
4.4.7 Exercise: Identify Value Mismatches in the STS

Directions: identify the values embedded in the STS. Use the table below to
suggest possible values as well as the locations in which they are embedded.
1. Integrity: "Integrity refers to the attributes exhibited by those who have

incorporated moral values into the core of their identities. Such integration is
evident through the way values denoting moral ex cellence permeate and color
their expressions, actions, and decisions. Characteristics include wholeness,
stability, sincerity, honesty to self and others, authenticity, and striving for
excellence.
2. Justice: Justice as fairness focuses on giving each individual what is his or her
due. Three senses of justice are (1) the proper, fair, and proportionate use of
sanctions, punishments and disciplinary measures to enforce ethical standards
(retributive justice), (2) the objective, dispassionate, and impartial distribution of
the benefits and burdens associated with a system of social cooperation
(distributive justice), (3) an objectively determined and fairly administered
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compensation for harms and injustices suffered by individuals (compensatory

justice), and (4) a fair and impartial formulation and administration of rules within
a given group.
3. Respect: Respecting persons lies essentially in recognizing their capacity to make
and execute decisions as well as to set forth their own ends and goals and
integrate them into life plans and identities. Respects underlies rights essential to
autonomy such as property, privacy, due process, free speech, and free and
informed consent.
4. Responsibility: (Moral) Responsibility lies in the ability to identify the morally
salient features of a situation and then develop actions and attitudes that answer
to these features by bringing into play moral and professional values.
Responsibility includes several senses: (1) individuals are responsible in that they
can be called upon to answer for what they do; (2) individuals have
responsibilities because of commitments they make to carrying out the tasks
associated with social and professional roles; (3) responsibility also refers to the
way in which one carries out one's obligations (This can range from indifference
to others that leads to minimal effort to high care for others and commitment to
excellence)
5. Free Speech: Free Speech is not an unlimited right. Perhaps the best place to
start is Mill's argument in On Liberty. Completely true, partially true, and even
false speech cannot be censored, the latter because censoring false speech
deprives the truth of the opportunity to clarify and invigorate itself by defending
itself. Mill only allows for a limitation of free speech based on harm to those at
which the speech is directed. Speech that harms an individual (defamatory
speech or shouting "fire" in a crowded theatre) can be censored out of a
consideration of self-defense, not of the speaker, but of those who stand to be
harmed by the speech.
6. Privacy: If an item of information is irrelevant to the relation between the person
who has the infor mation and the person sho seeks it, then that information is
private. Privacy is necessary to autonomy because control over information about
oneself helps one to structure and shape one's relations with others.
7. Property: According to Locke, we own as property that with which we have mixed
our labor. Thomas Jefferson argues that ideas are problematic as property
because, by their very nature, they are shared once they are expressed. They are
also nonrivalrous and nonexclusive.
Drawing Problems from Embedded Values
• Changes in a STS (e.g., the integration of a new technology) produce value

mismatches as the values in the new component conflict with those already
existing within the STS. Giving laptops to children produces a conflict between
children's safety requirements and the safety features embedded in laptops as
designed for adults.
• Changes within a STS can exaggerate existing value conflicts. Using digitalized
textbooks on laptop computers magnifies the existing conflict concerning
intellectual property; the balance between copy rights and educational
dissemination is disrupted by the ease of copying and distributing digitalized
media.
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• Changes in STS can also lead to long term harms. Giving laptops to children
threatens environmental harm as the laptops become obsolete and need to be
safely disposed of.
Values Embedded in STS
People,
Physical
Hardware Software Groups, Procedur
Surroundings
Roles
Integrity
Justice
Respect
Responsibility
for Safety
Free Speech
Privacy
Intellectual
Property
4.4.8 Using Socio-Technical System Grids for Problem

Specification
The activity of framing is a central component of moral imagination. Framing a

situation structures its elements into a meaningful whole. This activity of structuring
suggests both problems and solutions. Framing a situation in different ways offers
alternative problem specifications and solution possibilities. Since skillful framing
requires practice, this part of the module suggests how socio-technical system tables
can help provide different frames for problem specification and solution generation.
Different Problem Frames
• Technical Frame: Engineers frame problems technically, that is, they specify a
problem as raising a technical issue and requiring a technical design for its
resolution. For example, in the STS grid appended below, the Burger Man
corporation wishes to make its food preparation areas more safe. Framing this
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technically, it would be necessary to change the designs of ovens so they are

more accident-proof.
• Physical Frame: How can the Burger Man corporation redesign its restaurants as
physical facilities to make them more accessible? One way is to change the access
points by, say, designing ramps to make restaurants wheel chair accessible.
Framing this as a physical problem suggests solutions based on changing the
physical structure and arrangement of the Burger Man STS.
• Social Frame: Burger Man as a corporation has stakeholders, that is, groups or
individuals who have an essential interest at play in relation to the corporation.
For example, framing the problem of making Burger Man more safe as a social
problem might suggest the solution of integrating workplace safety into worker
training programs and conducting regular safety audits to identify embedded
risks.
• Financial or Market-Based Frames: Burger Man is a for-profit corporation which
implies that it has certain financial responsibilities. Consequently, Burger Man
should be concerned with how to provide safe, child-proof chairs and tables that
do not cut unduly into corporate profits. But like the legal perspective, it is
necessary to conduct ethical and social framing activities to compensate for the
one-sidedness of financial framing.
• Managerial Frame: Many times ethical problems can be framed as managerial
problems where the solution lies in changing managerial structures, reporting
relations, and operating procedures. For example, Burger Man may develop a
specific procedure when a cashier finishes a shift and turns over the cash register
and its contents to another cashier. Burger Man may develop cleaning
procedures and routines to minimize the possibility of serving contaminated or
spoiled food to customers.
• Legal Frame: Burger Man may choose to frame its environmental responsibilities
into developing effective procedures for complying with OSHAA and EPA
regulations. Framing a problem legally certainly helps to identify effective and
necessary courses of action. But, because the ethical and social cannot be
reduced to the legal, it is necessary to apply other frames to uncover additional
risks not suggested by the legal framing.
• Environmental Framing: Finally, how does Burger Man look from the
environmental standpoint? Does it consider environmental value (environmental
health, safety, and integrity) as merely a side constraint to be addressed only
insofar as it interferes with realizing supposedly more important values such as
financial values? Is it a value to be traded off with other values? (For example,
Burger Man may destroy the local environment by cutting down trees to make
room for its latest restaurant but it offsets this destruction through its program of
planting new trees in Puerto Rican tropical rain forests.) Framing a problem as an
environmental problem puts the environment first and sets as a goal the
integration of environmental values with other values such as worker safety and
corporate profits.
Burger Man Socio-Technical System Table

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Please view or download it at Socio Technical System Grid for Business Ethics.docx (htt
p://cnx.org/content/m14025/latest/Socio%20Technical%20System%20Grid%20for%20
Business%20Ethics.docx)
Clicking on this link will open as a Word file a STS table based on the fictional
corporation, Burger Man. Below are a list of problems suggested by the STS analysis.
4.4.9 Media File Uplinks

This module consists of two attached Media Files. The first file provides background
information on STSs. The second file provides two sample STS grids or tables. These
grids will help you to develop specific STSs to analyze cases in engineering, business,
and computer ethics without having to construct a completely new STS for each case.
Instead, using the two tables as templates, you will be able to zero in on the STS that is
unique to the situation posed by the case. This module also presents background
constraints to problem-solving in engineering, business, and computer ethics. These
constraints do not differ absolutely from the constituents of STSs. However, they pose
underlying constraints that outline the feasibility of an ethical decision and help us to
identify obstacles that may arise when we attempt to implement ethical decisions.
Socio-Technical Systems
Please view or download it at STS Background V3.doc (http://cnx.org/content/m14025/

latest/STS_Background_V3.doc)
Socio-Technical Systems: Constituents, Values, Problems, and Constraints.
STS Templates
Please view or download it at STS Templates.doc (http://cnx.org/content/m14025/lates

t/STS_Templates.doc)
Two STSs, Power Engineering and the Puerto Rican Context of Engineering Practice.
Socio-Technical Environments Table
Please view or download it at STS2.pdf (http://cnx.org/content/m14025/latest/STS2.pd

f)
References
1. Brincat, Cynthia A. and Wike, Victoria S. (2000) Morality and the Professional Life:
Values at Work. Upper Saddle River, NJ: Prentice Hall.
2. Huff, Chuck and Jawer, Bruce, "Toward a Design Ethics for Computing
Professionals in Social Issues in Computing: Putting Computing in its Place,
Huff, Chuck and Finholt, Thomas Eds. (1994) New York: McGraw-Hill, Inc.
3. Solomon, Robert C. (1999) A Better Way to Think About Business: How Personal
INtgrity Leads to Corporate Success. Oxford, UK: Oxford University Press.
4. Wike, Victoria S. (2001) "Professional Engineering Ethics Bahavior: A Values-based
Approach," Proceedings of the 2001 American Society for Engineering
Education Annual Conference and Exposition, Session 2461.
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Bibliographical Information on Power STS
1. Acceptable Evidence: Science and Values in Risk Management, edited by Deborah

G. Mayo and Rachelle D. Hollander. London, UK: Oxford University Press, 1991.
2. K. S. Shrader-Frechette. "Ethics and Energy" in Earthbound: New Introductory
Essays in Environmental Ethics, 1st Edition, edited by Tom Regan. NY, NY: Random
House, 1984.
3. Nancy G. Leveson. Safeware: System Safety and Computers. NY, NY: Addison-
Wesley Publishing Company, 1995.
4. Charles Perrow. Normal Accidents: Living with High Risk Technologies. North
America, Basic Books, 1984.
5. Malcolm Gladwell. "Blowup" in The New Yorker, January 22, 1996: 32-36.
6. James Reason. Human Error. Cambridge, UK: Cambridge University Press. 1990.
7. Mark Sagof. The Economy of the Earth: Philosophy, Law, and the Environment.
Cambridge, UK: Cambridge University Press, 1988.
4.5 Ethics and Laptops: Identifying Social Responsibility

Issues in Puerto Rico
1
4.5.1 Introduction
While social responsibility has been recognized as one of the key areas of business
ethics, much more needs to be done to develop frameworks and tools to clarify the
concept itself and to implement it in business and professional practice on a day-to-
day basis. This module will give students the opportunity to practice using frameworks
and techniques that address these two needs.
Developing socio-technical system analyses provides an effective means to highlight

issues of social re sponsibility. Since socio-technical systems embody values, building
their descriptions allows us to read of potential problems due to harmful impacts and
value conflicts. To facilitate this, you will be building socio-technical system
descriptions using a grid or matrix that provides the components of socio-technical
systems, levels under which they can be analyzed, and the values that they tend to
embody. Building socio-technical system descriptions also requires using methods of
participatory observation. These include constructing surveys and questionnaires,
developing interviews, and building day-in-the-life scenarios. This module will help you
frame and respond to social responsibility issues by providing a framework for socio-
technical analysis and a set of methodological tools taken from participatory
observation.
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Module m14025 (Social-Technical Systems in Professional Decision Making) provides

background information on STSs, their construction and their uses. Links to this
module and to the website, Computing Cases, can be found in the upper left hand
corner of this module. They provide useful background information. This module
makes use of a case, Texas Laptops, that was developed by Chuck Huff and C. Nathan
DeWall for NSF projects, DUE-9972280 and DUE-9980768.
4.5.2 Case Narrative

Texas Laptop Case
1. In the late 1990's, the Texas State Board of Education proposed the ambitious
plan of providing each of the state's four million public school students with their
own laptop computer. This plan was devised to solve several problems
confronting Texas public education.
2. Laptop computers could make educational resources more accessible to students
who were faced with special challenges like deafness or blindness. Computers
offer software options (such as audio books) that promise to reach more students
than traditional printed textbooks.
3. Laptops also promised to solve the problem of obsolete textbooks. Texas
purchased textbooks for their students at considerable costs. The purchasing
cycle ran six years. By the end of this cycle, textbooks were out of date. For
example, in the late 1990's when the laptop plan was proposed, history textbooks
still referred to the Soviet Union and to the existence of the Berlin Wall. Laptops,
on the other hand, would present textbook content in digital form which would
eliminate printing and shipping costs and facilitate updates through online
downloads.
4. Texas business leaders were concerned about the computer literacy of the
upcoming generation of students. By employing laptops in more and more
teaching activities, students would learn how to interact with computers while
taking advantage of the new and more effective modes of presentation offered.
1. However, adopting laptops also presented problems that critics quickly brought
forth.
2. Teachers would need to learn how to use laptop computers and would have to
change their teaching to accommodate them in the classroom.
3. Apparent cost savings disappeared upon further, closer examination. For
example, it became clear that textbook publishers would not so easily give up the
revenues they had come to depend upon that came from textbook purchases for
public school students. Updates from downloads could turn out to be more
expensive and educational software could be coded to restrict access and
dissemination.
4. Further studies indicated that technical support costs would run two to three
times initial outlays. Keeping laptop hardware and software up and running
required technical support and continued investment.
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5. Texas found that while some school districts—the richer ones—had already
begun projects to integrate computing technology, the poorer school districts
would require considerable financial support.
To deal with these problems, Texas carried out several pilot projects that examined
the effectiveness of laptop integration in select school districts. While several
successes were reported a series of problems arose that led Texas Board of Education
officials to postpone the laptop project. First, pilot projects depended on donations
from private computing vendors. While some were forthcoming, others failed to
deliver hardware on time and provided only minimal technical support. Second,
teachers resisted laptop integration due to the extensive investment of time required
to appropriate computing skills and the difficulty of modifying existing curricula and
teaching styles to accommodate laptop hardware and software. Third, at that time the
available educational software, such as digitalized textbooks, was expensive,
inadequately developed, and narrowly focused on curricular areas such as writing and
math practice. Teachers also began to develop more comprehensive and
philosophical criticisms of laptop use. Education specialist, Larry Cuban, argued that
while laptops provided good support for a vocational education, they failed to deliver
on other educational goals such as teaching children how to interact with their peers
and teachers and teaching children the civic virtues necessary to become active
participants in a democratic form of government. Studies began to appear that argued
that skills developed through computer use came at the expense of other, more social
skills.
The Texas Laptop plan was never formally implemented beyond the pilot project
phase. However, several computer integration projects have been carried out in other
parts of the country. For example, Larry Cuban reports on computer integration
projects carried out in Silicon Valley in California. MIT has developed a cheap laptop
computer for use in developing nations. You can find a link to computer integration
projects that have been implemented in Philadelphia public schools through the
support of the Microsoft Foundation.
Students in computer ethics classes at the University of Puerto Rico at Mayaguez have
looked into the feasibility of integrating laptops in the public school socio-technical
system in Puerto Rico. They began by looking at the project to provide public school
teachers with laptops that was carried out in the late 1990's under the Pedro Rossello
administration. The student research projects came to focus on three problem areas.
First, they examined whether there were structures in laptop design that made
computers unfit for use by children. Second, they studied whether social or ethical
problems would arise from disposal of spent laptops. Third, they investigated the
impact on copyright law and intellectual property practices that digitalizing printed
textbooks would have.
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4.5.3.1 Decision Point One

You are a computer engineer and have been subcontracted by your local
government to purchase new portable computers for high school teachers. Your
job includes...
• selecting the kind of computer to be used

• identifying vendors who will sell the computers
• overseeing the distribution of computers to high school teachers
• developing an implementing a training program to help teachers learn to use
computers
• designing a technical support hotline to help teacher work out any technical
problems that may arise
Distributing computers to high school teachers seems simple enough. You select
the computers, buy them, and give them to the teachers. Yet only a slight
change in circumstances can bring into the open latent or potential ethical
issues:
• How should you go about setting up the bidding process to determine the
computers to be used?
• What should you do to determine teacher and student needs and how computers
can respond to these needs? It makes very little sense to provide computers and
then tell teachers and students to use them. What are they to do with these
computers? How do they ft them into everyday education? This requires seeing
the computer project from the standpoints of students, their parents, and
teachers. The reversibility test will help here.
• Who stands to benefit from your actions? Who stands to be harmed from these
actions? How will benefits and harms be distributed through the different
stakeholders in this case?
• Latent ethical problems exist in this socio-technical system that can erupt
into full-blown problems with small changes in circumstances
• Someone you know well-say your cousin submits a bid. What ethical issues does
this turn of events give rise to?
• The contract to provide computers is awarded to you cousin, and he provides
reliable computers at a reasonable price. The, a few weeks later, you read the
following headline in the newspaper: "More Government Corruption-Computer
Czar's Cousin Counts Millions in Cozy Computer Contract" What do you do
now?
• A group of angry high school teachers holds a press conference in which they
accuse the government of forcing them to use computing technology in their
classes. They say you are violating their academic freedom. How should you
respond?
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• Someone in the government suggesting placing a program in each computer that

allows government officials to monitor the computers and track user behavior.
How would you feel if your computer use were being monitored without your
knowledge or consent > Are their circumstances under which monitoring could
bring about any social benefits? What are the likely harms? Do the benefits
outweigh the harms? Suppose you go along with this and read the following
headline in the morning newspaper: "Government Snoops B ug High School
computers". Using the publicity test, what kind of person would you appear to be
in the public's eye? How would you view yourself in terms of this action?
4.5.3.2 Decision Point Two

You are Dr. Negroponte from MIT. For several years now, you have been working
to design laptop computers that respond to a wide range of needs of children in
poor, developing nations. You have set up an incentive for people in developed
nations to contribute to children in poor nations. For $300, one can buy two
laptops, keep one, and have the other donated to a child in a developing nation.
This has generated computers but governments in developing nations-
enthusiastic at first-have recently shown themselves reluctant to carry through
on their commitments. Your goal of reducing laptop costs to $100 per computer
have also stalled. It has been difficult to generate projected economies of scale.
• The laptops employ a simple design. They use Linux as an operating system since
this shareware can be freely downloaded. The computers are also designed to be
used in areas where the underlying infrastructure, especially electricity, is
unreliable. They are battery driven and a hand crank allows for recharging
batteries when electricity is unavailable. They employ a wireless connection to the
Internet.
• An Open Education Resource movement has been started to generate
educational resources directly and freely available to children using MIT laptops.
This movement has generated considerable educational content of varying
qualities. Reports available online provide insights into the pros and cons of the
open resource educational movement. Whether this can (or should) replace
traditional textbooks (which can be quite expensive and difficult to update) is still
open to debate.
• There is evidence that laptops can and have contributed to an enhanced learning
experience for children in developing nations. Poor attendance, a large and
chronic problem, has been improved in laptop programs. Children enjoy their
computers and seem better motivated in general as a result. They take their
computers home for homework and share them with the rest of their family.
Many teachers have successfully adapted their teaching styles to this Internet-
supported, technologically enhanced educational mode.
• But recently, laptops have come under increasing critical scrutiny.
• They are more expensive than traditional educational materials such as textbooks
• They compete for scarce financial resources and may be less cost-effective in the
long run than other, more traditional educational resources.
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• The MIT laptop has no hard drive, a fact critically singled out by Microsoft's
founder, Bill Gates. They have been designed to use the Linus operating system
rather than Microsoft's more expensive and complicated one.
• Developing nation government's have recently shown "cold feet" to putting action
behind their verbal commitments to laptop computers. This may, in part, be due
to concerns expressed by parents and teachers.
• Defend the MIT Laptop Project in the face of these and other criticisms.
• Should their design be modified to suit better children's needs as well as the
concerns of teachers and parents?
• What features do MIT laptops already display that respond to student, parent,
and teacher needs?
• What are the alternatives to MIT Laptops? For example, evaluate the proposal
made by a group in computer ethics to invest in and emphasize instruction in
computer laboratories housed in schools themselves. What problems would this
new approach avoid? What are its limitations in comparison to the laptop
approach?
4.5.3.3 Decision Point Three

• You live in a developing nation. While you have work, it doesn't pay well and
you are barely able to provide for your family's basic needs. One problem
and things will get very difficult for you and your family.
• Your child came home with an MIT-designed laptop computer. She and her
classmates have benefited from the computers donated to their school by the
generosity of developed nations where concerned citizens can buy two
computers and have one donated to needy children. You find this somewhat
patronizing and you see these laptops as a mixed blessing.
• On the one hand, this laptop has helped you and your family to enjoy the benefits
of access to the Internet, although, because of poor infrastructure, this access is
limited, sporadic, and subject to frequent breakdowns. On the other hand, you
question whether your child is mature enough to use and care for her computer.
If anything should happen, you would be required to buy a new replacement
laptop, and you simply don't have the money.
• Yet should you not replace your daughter's broken laptop, she would be excluded
from the education her peers enjoy because she would no longer have a
computer. You question whether you want to run on this "treadmill."
• Furthermore, you can see that laptops— even MIT laptops—are designed for
adults, not children. They are made of heavy metals and other toxic materials.
The batteries, especially, are dangerous because of the materials they contain.
They wear out and replacing them can be expensive.
• Your child could also become a target for robbers. She walks to and from school
carrying her computer, and you know of other children who have been beaten
and robbed of their laptops.
• So you see these laptops as a mixed blessing fraught with risk. What should you
do?
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Exercise: Prepare a STS Grid

• Construct a socio-technical system (STS) grid for public schools in
Puerto Rico
• Using the templates found at m14025 (Socio-Technical Systems in
Professional Decision Making) identify the key constituents such as
hardware, software, physical surroundings, etc.
• Select key levels for analysis. For example, you may want to look at
the STS from the standpoint of individuals (students and teachers),
small groups (public school systems), and institutions (education
and business).
• Starting with a short list of values, identify the values embedded in
the public school STS and, if possible, the specific components in
which these values are embedded. A good place to start is to see
how different physical arrangements of the classroom embody
different approaches to education.
Values in STSs
Values that can be used for exercise 1 include Justice (equity and access), Property,
Privacy, Free Speech, Responsibility (Safety). More on these values can be found by
clicking on the Computing Cases link provided in this module. Several of these values
are defined in the Ethics of Team Work module, m13769.
Exercise: Identifying Potential or Latent

Problems in STSs
• Choose one of the following three problem areas to help focus your
work: (1) value problems that may arise when laptops with their
current design are integrated in the PR STS; (2) value problems that
may arise by the digitalization of textbooks and other educational
materials; (3) value problems and potential harms that may arise
during the disposal of spent laptops.
• Compare values embodied in current laptop design with those
embodied in the Puerto Rican public school STS. Are there any
conflicts? What are these?
• Look more closely at the Puerto Rican public school STS. Are there
any conflicts that will be high lighted, exaggerated, or increased by
the integration of laptop computers?
• Finally, look for potential harms that could occur in the short,
middle, and long term future.
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Exercise: Develop Counter-Measures to

Problems
• Generate 5 to 10 options to respond to the problems you have
identified. Make sure that you include the status quo among your
options.
• Check each option against the problems you have identified. Does
the option solve the problems identified in your STS analysis? Does
it integrate the conflicting values and avoid untoward results? Does
it give rise to new problems?
• Prepare a short presentation for the class (5 to 10 minutes) where
you outline your problem, set forth the range of solutions you have
identified, and describe and justify your solution. Be sure to address
issues that may arise when you turn to implementing your solution.
• Provide a one or two sentence argument that your solution is best
for delivering on social responsibility.
Exercise: Evaluate the Microsoft

Philadelphia Public Schools Project
• Listen to/read the news report on the Microsoft Foundation's
project to integrate computing technology in Philadelphia. (You can
find it by clicking on the link in this module.)
• Is this an example of a corporation carrying out its social

responsibility to the surrounding community?
• Evaluate Microsoft generally in terms of its social responsibility.
4.5.5 Presentations
Social Justice and Responsible Technology
Please view or download it at Social Justice and Resp Tech.pptx (http://cnx.org/conten

t/m14257/latest/Social%20Justice%20and%20Resp%20Tech.pptx)
Educational Laptops Presentation
Please view or download it at Educational Laptops.pptx (http://cnx.org/content/m1425

7/latest/Educational%20Laptops.pptx)
116
Chapter 5 CSR (Corporate Social

Responsibility)
5.1 A Short History of the Corporation
HOW TO EDIT:
Word Version of this Template
Please view or download it at EAC TK STD TEMPLATE.doc (http://cnx.org/content/m173

53/latest/EAC%20TK%20STD%20TEMPLATE.doc)
This is an example of an embedded link. (Go to "Files" tab to delete this file and
replace it with your own files.)
5.1.1 Introduction
In this module you will learn about the history of corporations. Antecedents of the
modern corporation can be found in the Middle Ages, the Renaissance, and in the
Industrial Revolution in Great Britain and the United States. Corporations have
evolved into their present form as the synthesis of discrete solutions to specific
historical problems that have arisen in the practice of business. This module has been
designed for courses in (1) business, society, and government, (2) business ethics, (3)
corporate governance, and (4) corporate social responsibility.
5.1.2.1 The History of the Corporation

This historical process has produced five functions that characterize the modern
corporation. Corporations have emerged as...
1. "Passive devices" that hold property

2. Structures designed to exert monopoly control over and regulate a domain of
specialized knowledge and skill
3. Means designed to pool capital and resources including human resources
117
4. A legal shield that protects owners and investors from liability and helps to
spread and distribute financial, moral, and legal risk
5. Organizational decision-making structures that subordinate and synthesize the
actions of human agents to bring about collective goals such as building a
railroad, designing and manufacturing automobiles, and pursuing legitimate
business ventures.
5.1.2.1.1 Passive Devices that hold property

When the abbot of a medieval monastery died, public officials had difficulty
determining to whom its property, wealth, and resources passed. While this is hard to
conceptualize from a modern standpoint, during the Middle Ages, no legal distinction
could be made between (1) managing property owned by others, (2) exercising
stewardship over property owned by others, and (3) owning property. Moreover, the
concept and practice of owning property is complex. "Property" in its modern sense
has been spelled out as a bundle of distinct rights including "the right to possess,
control, use, benefit from, dispose of and exclude others from the property."
(DesJardins: 37) These distinct rights are not given as entailments of a natural concept
of property but represent legally endowed capacities designed to respond to specific
practical problems. So, to return to the problem created by the death of the abbot, a
legal entity (called the church) was created and endowed with the one of the bundled
rights accompanying the notion of property, namely, the right to possess and hold
property (Stone 1974: 11)
5.1.2.1.2 Structures that exert monopoly control and regulate a domain of

specialized
Those familiar with European history know that the university came from student
guilds. Students banded together to hire noted scholars willing to teach their research.
Other guilds were formed around practical occupations as butchering or shoe making.
Eventually, guilds evolved to address a series of practical problems: (1) how to educate
individuals concerning the skills and knowledge required by the practice, (2) how to
identify those responsible for the improper practice of the craft, (3) how to control
who could and could not participate in (and profit from) the craft, and (4) how to
regulate the craft to promote the interests of its practitioners and its beneficiaries or
clients. Guilds became responsible for controlling the privileges of a trade,
establishing rules and standards of practice, and holding courts to adjudicate
grievances between participants. (Stone: 11-13)
118
5.1.2.1.3 A set of means specially designed to pool capital and resources

including human resources.
As business ventures became more ambitious, their successful execution required

raising considerable funds and capital along with the coordination of the activities of
diverse human agents. Organizational structures were created slowly over time to
raise money, acquire capital, and manage these complex ventures. This included
creating roles that were coordinated through complex organizational systems. The
distinction between the owner and manager functions, so crucial to the structure of
the modern corporation, emerged slowly during this period. Owners provided money
and capital and determined the overall goals pursued by the organization. Managers
carried out administrative tasks concerned with day to day operations; their moral
and legal duty was to remain faithful to the aims and interests of the owners.
Unchartered joint stock companies served as proto-corporations that generated
capital, protected monopolies of trade and craft, and managed complex ventures such
as importing spices and tea from the Orient. As these structures evolved, they
increasingly embodied the important distinction between the ownership and
management functions.
5.1.2.1.4 Providing a legal shield to limit owner and operator liability

Scandals in 18th century Great Britain revealed another set of problems besetting the
emerging corporation. When the unchartered joint stock company, the South Sea
Company, went bankrupt, all the investors and owners found themselves responsible
for covering the huge debt created when risky investments and questionable ventures
went sour. This debt went well beyond resources of the investors destroying their
personal fortunes and placing many of them in debtor's prison. (This and other
fiascoes were dramatized by Charles Dickens in his novel, Little Dorrit.) The specter
of unlimited liability scared of potential investors and set back the development of the
corporation. It became necessary to endow joint stock companies with powers and
devices that limited and distributed financial, moral, and legal risk. (Both owners and
managers required protection although in different ways.) Individuals would invest in
joint stock companies only when the associated risks became manageable and widely
distributed.
5.1.2.1.5 Organizational structure that subordinate and synthesize the actions of

human agents
Negatively, the development of the modern corporation was facilitated by creating a

shield that limited the liability of owners and managers. Liability for owners was
119
limited legally to the amount invested. Liability for managers required proving that
they failed to remain faithful to the interests of the stockholders, the principals or
originators of their actions. This broke down into demonstrating failure to exercise
"sound business judgment" by, among other things, allowing outside, competing
interests to corrupt their business judgment. Positively, the corporation emerged out
of a series of legal innovations designed to establish and then control the collective
power of corporate organizations. Complex organizational structures were created
that designed differentiated roles filled by employees. These structures served to
channel the activities of employees toward corporate ends. The investor role
stabilized into that of stockholders who owned or held shares of the corporation. To
promote their interests and to establish the cardinal or fundamental objectives of the
corporation, the stockholders elected representatives to serve on a board of directors.
The directors then appointed managers responsible for running the corporation and
realizing the interests and objectives of the stockholders. Managers, in turn, hired and
supervised employees who executed the company's day to day operations (line
employees) and provided expert advice (staff employees). These roles (and the
individuals who occupied them) were related to one another through complex
decision-making hierarchies. Davis (1999) in his discussion of the Hitachi Report shows
how many modern companies have dropped or deemphasized the staff-line
distinction. Others (Stone, Nader) cite instances where managers have become so
powerful that they have supplanted the directorial role. (They hand pick the directors
and carefully filter the information made available to stockholders.) But these two
distinctions (staff v. line and owner v. operator) remain essential for understanding
and classifying modern corporations. (See Fisse, Stone, and Nader.)
5.1.2.1.6 Profile of the Modern Corporation

Corporations became full blown legal persons. They acquired legal standing (can sue
and be sued), have been endowed with legal rights (due process, equal protection,
and free speech), and have acquired legal duties (such as tax liabilities). (See table
below for the common law decisions through which these corporate powers and
rights have been established.) The powers of the corporation were regulated by the
state through founding charters which served roughly the same function for a
corporation as a constitution did for a state. Initially, charters limited corporate
powers to specific economic activities. Railroad companies, for example, had charters
that restricted their legitimate operations to building and operating railroads. When
they sought to expand their operations to other activities they had to relate these to
the powers authorized in the founding charter. If a charter did not specifically allow an
operation or function, then it was literally ultra vires, i.e., beyond the power of the
corporation (Stone: 21-22). This method of control gradually disappeared as states,
competing to attract business concerns to incorporate within their boarders, began to
loosen charter restrictions and broaden legitimate corporate powers in a process
called “charter mongering.” Eventually charters defined the legitimate powers of
corporations so broadly that they ceased to be effective regulatory vehicles.
120
Given this vacuum, governments have had to resort to other measures to control and
direct corporations toward the public good. The practice of punishment, effective in
controlling human behavior, was extended to corporations. But Baron Thurlow (a
British legal theorist) framed the central dilemma in corporate punishment with his oft
quoted comment that corporations cannot be punished because they have “no soul to
damn” and “no body to kick.” The unique attributes of corporations has given rise to
creative options for corporate control and punishment: fining, stock dilution, court-
mandated changes in corporate structure, adverse publicity orders, and community
service. (See Fisse) Most recently, Federal Sentencing Guidelines have sought to
provide incentives for corporations to take preventive measures to avoid wrongdoing
by developing ethics compliance programs. These guidelines adjust punishments in
light of ethics programs that the corporations have designed and implemented to
prevent wrongdoing. Corporations found guilty of wrongdoing would still be punished.
But punishments can be reduced when guilty corporations show that they have
developed and implemented compliance programs to promote organizational ethics
and to prevent corporate wrongdoing. These include compliance codes, ethics training
programs, ethics risk identification measures, and corporate ethical audits.
History of Corporation
121
Problem Solution Organizational

Form
Successfully Create a "passive Proto-corporation

transferring device to hold
stewardship over property"
church holdings to
new abbot
Control over and Create a device to Medieval guilds

regulation of a (a) hold the that evolve into
practice or skill privileges of some regulated
particular trade, (b) companies.
establish rules and
regulations for
commerce, and (c)
hold courts to
adjudicate
grievances among
members.
Pooling capital and Create a device (a) Unchartered joint

resources and to hold privileges stock companies
of trade, (b) where
directing complex
investors provide
ventures
capital, and (c) that
delegates
operations to
managers
Limiting investor Corporation Limited

liability, limiting evolves into a legal corporation whose
manager liability, person with (a) operations are
and balancing the legal rights and defined in and
two duties, (b) owned limited by the
by shareholders, charter
(c) run by
managers, (d)
regulated through
state charter
Ultra Vires (charter Granted broad Full Blown

prevents growth) powers through Corporation
122
and Charter more broadly

Mongering defined charters
Finding agent (a) Due process, Corporation as

responsible for equal protection, Legal Person
wrongdoing and free speech
rights, (b) legal
duties, (c) legal
standing, (d)
Federal Sentencing
Guidelines, and
Sarbanes-Oxley Act
Modified from Christopher Stone, Where the Law Ends
Options for Corporate Punishment (Fisse and French)

123
Description Example Target of Deter

Punishment Trap
Avoid
Monetary Fines Pentagon Harms Fails t

innocent Escap
Exaction Procurement
Scandals
Stock Dilution Dilute Stock Stockholders Escap

and award to (Not attack
victim necessarily future
guilty) earnin
Probation Court orders SEC Corporation Escap

internal Voluntary and its it man
changes Disclosure Members organ
(special board Program chang
appointments)
Court Ordered Court orders English Targets Escap

Adverse Publicity corporation to Bread Acts corporate (altho
publicize (Hester
image adver
crime Prynne
public
shame in
indire
Scarlet
attack
Letter)
financ
values
CommunityService Corporation Allied Representative Escap

Orders performs chemical groups/ target
services (James River individuals financ
mandated by Pollution) from values
court corporation
Citation for Table
This table provides a close summary of Fisse, B. (1985). "Sanctions Against

Corporations: The Limitations of Fines and the Enterprise of Creating Alternatives" in
124
Corrigible Corporations and Unruly Law, editors Brent Fisse and Peter A. French.
San Antonio, TX: Trinity University Press, 137-157. Summary in tabular form of the
taxonomy developed by Fisse to classify and compare forms of corporate punishment.
Requirements of Sarbanes-Oxley (Summarized by Dyrud: 37)
• Provide increased protection for whistle-blowers

• Adhere to an established code of ethics or explain reasons for non-compliance
• Engage in “full, fair, timely and understandable disclosure”
• Maintain “honest and ethical” behavior.
• Report ethics violations promptly
• Comply with “applicable governmental laws, rules, and regulations”
• Dyurd cites: ELT, Ethics and Code of Conduct, n.d.; http://www.elt-inc.com/soluti
on/ethics and code of conduct training obligations.html (http://www.elt-inc.com/s
olution/ethics%20and%20code%20of%20conduct%20training%20obligations.htm
l%20http://www.elt-inc.com/solution/ethics%20and%20code%20of%20conduct%2
0training%20obligations.html)
Amended Federal Sentencing Guidelines (Taken from Dyrud: 37)
1. Establishing standards and procedures to prevent and detect criminal conduct

2. Promoting responsibility at all levels of the program, together with adequate
program resources and authority for its managers
3. Exercising due diligence in hiring and assigning personnel to positions with
substantial authority
4. Communicating standards and procedures, including a specific requirement for
training at all levels
5. Monitoring, auditing, and non-internal guidance/reporting systems
6. Promiting and enforcing of compliance and ethical conduct
7. Taking reasonable steps to respond appropriately and prevent further
misconduct in detecting a violation
125
5.1.2.2 Legal Trail Toward Corporate Moral Personhood: A Table

Summary
126
Date Decision Legal Right

Affirmed
1889 Minneapolis and Right for judicial

St. L. R. Co. v. review on state
Beckwith legislation
1893 Noble v. Union Right for judicial

River Logging R. review for rights
Col, infringement by
federal legislation
1906 Hale v. Henkel Protection "against

unreasonable
searches and
seizures (4th)
1908 Armour Packing C. Right to trial by

v. United States jury (6th)
1922 Pennsylvania Coal Right to

Co. V. Mahon compensation for
government
takings
1962 Fong Foo v. United Right to freedom

States from double
jeopardy (5th)
1970 Ross v. Bernhard Right to trial by

jury in civil case
(7th)
1976 Virginia Pharmacy Right to free

Board v. Virginia speech for purely
Consumer Council) commercial speech
(1st)
1978 First National Bank Right to corporate

of Boston v. political speech
Bellotti (1st)
127
1986 Pacific Gas and Right against

Electric Company coerced speech
v. Public Utility (1st)
Commn of
California
From Ritz, Dean. (2007) "Can Corporate Personhood Be Socially Responsible?" in eds.
May, S., Cheney, G., and Roper, J., Oxford, UK: Oxford University Press: 194-195.
5.1.3 What you will do ...
5.1.3.1 Exercise: Other People's Money

Watch the shareholder's meeting in the movie, "Other People's Money." Then
answer the questions below. Think generally about what the manager of a
corporation should do with the money its stakeholders have invested in it.
• What is Larry the Liquidator's basic argument? What is Andrew Jorgensen's basic
argument?
• What is Larry the Liquidator's conception of the nature and value of the
corporation? What is Andrew Jorgensen's conception of the nature and value of
the corporation?
• What is the social responsibility of a corporation according to Larry the
Liquidator? What is it according to Andrew Jorgensen?
• Write a paragraph on which argument you find most persuasive, that of Larry or
that of Andrew. Explain why you find it persuasive.
5.1.3.2 Exercise: How to punish Arthur Andersen

Watch the documentary, "The Smartest Guys in the Room," paying special
attention to the role played in the Enron fiasco by the accounting firm, Arthur
Andersen. Then answer the following questions.
• How important should AA's former, excellent reputation have been in

determining how to punish it in the role it played in the Enron case? Explain your
answer.
• Enron was only the last of a series of ethics scandals that AA had fallen into. How
should it have adjusted to prior scandals? (Are the Federal Sentencing Guidelines
of any help here?)
• Consider that Sarbanes-Oxley was passed largely in response to Enron. Do its
provisions go far enough to prevent future Enrons? Do they go too far?.
• Using the table that summarizes punishment options provided by French and
Fisse, how would you construct a punishment for Arthur Andersen? Who should
128
be targeted? Should the company's black box be left alone? Is it better to attack
financial or non-financial values? Should Arthur Andersen and other corporate
offenders be encouraged to reform themselves or should those reforms be
designed and directed from the outside?

Peter French speculates on the possibility that a corporation could consist of nothing
more than a sophisticated software program. He also holds forth the notion of
corporate moral personhood (as opposed to natural personhood). Now that you have
had an opportunity to study the history of and structure of the modern corporation,
what do you think about the nature of corporations?
5.1.5 Appendix
5.1.5.1 Bibliography
1. Stone, C. D. (1975) Where the Law Ends: The Social Control of Corporate
Behavior. Prospectr Heights, IL: Waveland Press, INC: 1-30.
2. Sandel, M. (1982). Liberalism and the Limits of Justice. Cambridge: Cambridge
University Press.
3. Des Jardins, J.R. (1993) Environmental Ethics: An Introduction to
Environmental Philosophy. Belmont, CA: Wadsworth Publishing Company: 37.
4. Clarke, T. (2004) "Introduction: Theories of Governance-Reconceptualizing
Corporate Governance Theory After the Enron Experience," in Theories of
Corporate Governance: The Philosophical Foundations of Corporate
Governance, ed. Thomas Clarke. New York: Routledge: 1-30.
5. French, P.A. (1984) Collective and Corporate Responsibility. New York:
Columbia University Press.
6. French, P.A. (1997) "Corporate Moral Agency" in Werhane, P.H., and Freeman, R.E.
Blackwell Encyclopedic Dictionary of Business Ethics. Oxford, UK: Blackwell:
148-151.
7. May, L. (1987) The Morality of Groups: Collective Responsibility, Group-Based
Harm, and Corporate Rights. Notre Dame, IN: University of Notre Dame Press.
8. Werhane, P. H. (2008) "Mental Models: Moral Imagination and System Thinking in
the Age of Globalization," in Journal of Business Ethics, 78: 463-474.
9. Werhane, P. (2007) "Corporate Social Responsibility/Corporate Moral
Responsibility: Is There a Difference and the Difference It Makes," in eds., May, S.,
Cheney, G., and Roper, J., The Debate over Corporate Social Responsibility.
Oxford, UK: Oxford University Press: 459-474.
10. Fisse, B. and French, P.A., eds. (1985) Corrigible Corporations and Unruly Law.
San Antonio, TX: Trinity University Press.
129
11. Nader, R. and Green, M.J., eds. (1973) Corporate Power in America. New York:
Grossman.
12. Nader" R. Green, M. and Seligman, J. (1976) Taming the Giant Corporation. New
York: Norton.
13. Davis, M. (1998) Thinking Like an Engineer: Studies in the Ethics of a
Profession. Oxford, UK: Oxford University Press: 119-156.
14. Jackall, R. (1988) Moral Mazes: The World of Corporate Managers. Oxford, UK:
Oxford University Press.
15. Carol, A. B., "Social Responsibility," in Werhane, P., and Freeman, R. E., eds. (1997,
1998) Blackwell Encyclopedic Dictionary of Business Ethics. Oxford, UK:
Blackwell Publishers, INC: 593-595.
16. Dyrud, M.A. (2007) "Ethics, Gaming, and Industrial Training," in IEEE Technology
and Society Magazine. Winter 2007: 36-44.
17. Ritz, Dean. (2007) "Can Corporate Personhood Be Socially Responsible?" in eds.
May, S., Cheney, G., and Roper, J., Corporate Governance. Oxford, UK: Oxford
University Press: 194-195.
5.1.6 EAC ToolKit Project

This module is a WORK-IN-PROGRESS; the author(s) may update the content as

needed. Others are welcome to use this module or create a new derived module.
You can COLLABORATE to improve this module by providing suggestions and/or
feedback on your experiences with this module.
Please see the Creative Commons License (http://creativecommons.org/licenses/by/

2.0/) regarding permission to reuse this material.
Funded by the National Science Foundation: "Collaborative Development of

Ethics Across the Curriculum Resources and Sharing of Best Practices," NSF-
SES-0551779
5.2 Three Views of CSR (Corporate Social Responsibility)


18/1.6/EAC%20TK%20STD%20TEMPLATE.doc)
• The first two links to this module are to sample corporate social responsibility
statements put out by McDonalds and Starbucks. These will help you to
130
benchmark your own efforts both in the fictional Burger Man case and in your
efforts to develop CSR reports for real companies.
• The other link is a story from reporter, Paul Solomon, that reports on the annual
Business for Social Responsibility conference. This story, first broadcast on
December 23, 2004 reports on outstanding and successful efforts on CSR. Its title
is "Good Business Deeds" and it was accessed for this module on August 17, 2008
here (http://www.pbs.org/newshour/bb/business/july-dec04/corporate%2012-2
3.html).
5.2.1 Introduction
This module will introduce you to the theme of corporate social responsibility. Three
representative cases will help to pose the central problems and basic issues of CSR.
Then you will work on developing a social contract between the business corporation
and society to articulate the interests, goods, and rights at stake in CSR. Three
different approaches dominate this field: the shareholder approach set forth by
Milton Friedman, the stakeholder approach articulated by Evan and Freeman, and
Patricia Werhane's alliance model. Finally, you will work on developing a CSR program
for the hypothetical corporation, Burger Man. This will be based on a shareholder
meeting that consists of six or seven stakeholder presentations. (You will play the role
of one of the stakeholders.) Your CSR program will address and integrate the needs
and interests of the Burger Man stakeholders.
Three CSR Challenges
Patricia Werhane discusses how six corporate organizations deal with three CSR
challenges: (1) carrying out oil drilling in a corrupt political environment, (2) working
with suppliers who impose sweatshop conditions on employees, and (3) addressing
the HIV/AIDS challenge in Africa. Each challenge elicits two corporate responses, one
from a shareholder or stakeholder perspective, the other from an alliance perspective.
Shell Oil's response to political corruption in Nigeria will be compared with Exxon/
Mobile's response in Chad and Cameroon. Nike's answer to public criticism of the
employment practices of its third world suppliers will be compared to Wal Mart's
reputedly heavy-handed treatment of its employees and suppliers. Finally, while the
pharmaceutical industry has developed an expensive drug cocktail to treat HIV/AIDS in
patients in developed nations, the NGO (Non Government Organization), the Female
Health Company, has designed a program to distribute of condoms to prevent
infection in the frst place. These paired corporate responses to CSR challenges are not
provided in support of the position that the superiority of the alliance approach is a
"no-brainer." Instead, they provide you with a menu of CSR strategies that you will
evaluate using the CSR framework you will develop out of the social contract that
between business and society. These three CSR challenges come from Werhane (2007)
Operating in a Corrupt Environment

131
• A big challenge facing multinational corporations is how they should respond to

local corruption. Both Shell Oil and Exxon/Mobile sought to carry out drilling
operations at sites plagued by corrupt local and national governments.
• Shell took a shareholder approach arguing that their primary CSR was to their
stockholders and that involvement in corrupt local politics would be tantamount
to paternalism.
• Exxon/Mobile, on the other hand, adopted a more active approach. They took
expensive measures to mitigate the environmental impact of their operations.
They also hired and provided technical training to local residents. Finally, they
worked to ensure that the revenues they introduced into the local communities
were not lost through political and business corruption.
• What are the CSRs of multinational corporations that operate in corrupt local
environments? Are these fashioned around the minimal obligation of creating no
additional harm? Or should they expand to preventing harm (if possible) that
others are about to inflict? To move even further up the ladder of responsibility,
do multinational corporations have positive, supererogatory responsibilities that
consist of adding value to the communities they do business in?
Vicarious CSR: Responding to Supplier Sweatshops
• Vicarious responsibility occurs when one agent accepts responsibility for actions
executed by another. For example, under agency theory, the principal bears
overall moral and legal responsibility for the action since he or she has originated
it. Although the agent executes the action, he or she is responsibility only for
executing the action faithfully and treating the principal's interests as his or her
own.
• In this context, can we hold corporations such as Nike and Wal Mart vicariously
responsible for the morally questionable actions of their suppliers? If so, then
under what conditions?
• Nike fell under siege when the press found out that its suppliers based in the
third world imposed harsh, sweatshop conditions on their employees, including
child labor. Nike could have argued that
• this was beyond the scope of their responsibility. How could they be held
vicariously responsible for the actions of another? Their job was to produce shoes
at the lowest possible price to deliver an affordable quality product to customers
and to maximize shareholder value. But Nike went beyond this minimal
responsibility to carefully vet suppliers and to work with them to improve working
conditions. Thus, they expanded the scope of their CSR to include improving
working conditions for, not only their employees, but also the employees of their
suppliers.
• Wal Mart has been identified by Collins and Porras (Built to Last) as a highly
successful and visionary company. It has certainly led the way in providing
consumers with high quality products at surprisingly low prices. But the savings it
provides to customers and the high returns it guarantees investors are purchased
at a high price. Wal Mart prevents its employees from joining unions which has
lowered their wages and restricted their health and retirement benefits. Wal Mart
employees are also expected to work long hours for the company. While it
provides cheap, high quality products to its customers, Wal Mart pushes suppliers
132
narrowing their profit margin and placing upon them the responsibility of
supplying product just-in-time to meet demand.
• In its earlier days, Wal Mart targeted small towns. Their competitive practices
forced less aggressive, local business to leave. While they have brought
considerable benefits to these communities, they have also seriously changed
established business and social structures.
• Finally, Wal Mart, like Nike initially, exercises minimal supervision over their
suppliers many of whom are oversees. Wal Mart suppliers also have been known
to impose harsh working conditions on their employees.
Some CSR Questions for Nike and Wal Mart
1. From a broader CSR perspective, is Nike maximizing stakeholder value? Is it

redistributing burdens and costs from customers and investors to its suppliers
and their employees? Does CSR allow this redistribution of the corporate wealth
form the shareholders to other stakeholders? (Think about Friedman's arguments
here.
2. If it is necessary to trade of stakeholder stakes as both Wal Mart and Nike do,
which trade of is more just? Nike's distribution of its wealth from its stockholders
to the needy manifested in its efforts to improve the working conditions and
income of the employees of its suppliers? Or Wal Mart's distribution of benefits to
its stockholders and its comparatively prosperous customers?
3. Which model would Friedman prefer under the his version of the shareholder
view of CSR? Explain and evaluate.
4. Which model would be preferable by Evan and Freeman under the stakeholder
view? Who are Nike and Wal Mart's stakeholders? What are their stakes? How
should the wealth produced by these two corporations be distributed among
their stakeholders?
5. Werhane, in her alliance model, argues for the importance of a CSR model that
decentralizes the corporation and facilitates morally imaginative solutions. Why
does she argue that Nike's program is than Wal Mart's from this perspective?
What could Wal Mart do to improve its CSR on the alliance view?
Facing the AIDS Challenge in Africa
• The widespread and devastating effects of the AIDS epidemic in Africa are well
known. But what are the responsibilities of corporations in the face of this terrible
CSR challenge? Should they do business as usual and allow others who are
perhaps more qualified respond to this pervasive social problem? Or should they
recognize a broader responsibility to channel their wealth, knowledge and
expertise toward mitigating this social problem?
• Pharmaceutical corporations invest huge amounts of money in research and
development. The market place is a good place for both encouraging this
necessary risk and for distributing it among several groups and interests.
Developing new medicines requires costly research. So Friedman's question is
highly pertinent here: does imposing CSR on a corporation do more harm than
good because it interferes with the delicate mechanism of the market?
• At any point along the way, the product may not meet expectations, a competitor
may beat the pharmaceutical to the market, the regulatory process may delay or
133
even prevent sale, and so on. The rewards from patenting a successful medicine
are astoundingly high. But heavy, possibly devastating losses are also possible.
Adding CSR to the mixture may be the formula for corporate disaster.
• Pharmaceutical corporations also face daunting challenges from regulatory
agencies such as the Food and Drug Administration. New products must be
exhaustively and painstakingly tested to avoid problems that have arisen in the
past such as the Dalkon Shield and Thalidomide. Again, considerable effort must
be expended in exploring the middle and long term consequences accompanying
product and drug use, and all of this before the product can be marketed and
profits made. Government regulation also raises another problem. Is government
prodding necessary to force corporations into a proper CSR posture? Or should
corporations be allowed to develop voluntarily their own CSR responses?
• In the case at hand, pharmaceutical companies have invested considerable
resources to carry out research into medicines that control HIV infection and
prevent it from developing into full-blown AIDS. But these treatments are very
expensive and bring with them considerable side effects. An anti-AIDS chemical
cocktail can cost patients in developed nations between 15 and 20 thousand
dollars per patient per year. This is far beyond the financial resources available to
a typical HIV/AIDS patient in Africa. Some NGOs and critics of the pharmaceutical
industry accuse the latter of gouging victims and drawing excess profits from the
misfortune of others. A spokesperson for "Doctors Without Borders," for
example, claims that the AIDS treatment "cocktail" that costs U.S. patients 15 to
20 thousand dollars could be made available to Africans at less than 300 dollars
per patient per year. Pharmaceuticals, according to their critics, need to rethink
their CSR, cease operating as for-profit businesses, and make these drugs
available to third world sufferers at cost.
• What are the CSRs of multinational pharmaceutical corporations for making HIV/
AIDS drugs available to victims in the poverty-stricken nations of Africa? Are they
responsible for charging what the market will bear? Assuming they have the right
to recoup their heavy investment in research, should governments, recognizing
the necessity of compensating drug companies for their research, buy these
drugs and redistribute them at little or no cost to those who can't afford them? Or
should the pharmaceuticals charge more to those who can pay and less to those
who cannot? (This redistributes the burden of cost from the haves to the have
nots.)
• Many NGOs have taken the stance that their responsibility lies in pressuring drug
companies to do the right thing and donate medicines to patients who cannot
pay. This is their corporate social responsibility, and the pharmaceutical industry
certainly has enough money to do this.
• But others have tried to reframe this issue using moral imagination. Treating
individuals for HIV infection once they have contracted it is expensive no matter
how you look at it. But, redefining the problem, can moderate and affordable
measures be taken to prevent the spread of the disease?
• This is the imaginative approach taken by the Female Health Company which has
initiated a widespread effort to distribute condoms to those at risk for contracting
AIDS.
134
• How does the approach of the FHO exemplify Werhane's alliance model? How
should pharmaceutical companies respond to this kind of initiative? Is it
necessary to frame the relation between the pharmaceutical industry and NGOs
as an adversarial relation or should broader alliances be formed that coordinate
the efforts of these groups?
5.2.2 The Social Contract between Business and Society

Every contract is built on the basis of three conditions (1) free and informed
consent, (2) a quid pro quo, and (3) the rational self interest of the contracting
parties.
• Free and Informed Consent: No contract is legitimate that is based on force,

fraud or deception. The parties must enter into this agreement freely and without
compulsion. They must understand the terms of the contract which excludes
deception and fraud. In short, the contract presupposes the uncoerced
participation of all the parties. To enter into the contract they must understand all
the key issues and consent to the constitutive exchange.
• Quid Pro Quo: Quid Pro Quo literally means something in exchange for
something. Every contract is built around a mutually beneficial exchange. I give
you my baseball cap in exchange your ice cream. Most exchanges are
simultaneous. But some are what Hobbes calls "covenants." Here I give you my
baseball cap with the understanding that later this afternoon you will pass by
your refrigerator, get my ice cream cone and give it to me. I give you my part now
and trust you to carry out your part later.
• Rational Self Interest: Each of us should know the value of the items to be
exchanged. (That is one reason why a contract requires free and informed
consent.) This knowledge is determined, in part, by the preference schedules that
we have developed as rationally self-interested beings. So a legitimate contract
assumes that I have interests, that I am capable of determining what promotes
these interests, and that I am rational enough to determine means to promote
them and avoid other means that interfere with them.
Social Contracts
A social contract differs from other contracts because it is hypothetical. Business and
Society have never sat down in a room and hammered out a contract outlining their
relation. But this hypothetical contract provides a good means of making sense out of
the relation that has gradually evolved between society and business. Forget for a
moment the historical details of the relation between business and society. If this
relation is summarized as a contract, what does society give to business? What does
business give to society? Do these two institutions trust one another or do they each
adopt means to monitor and control the other? What are these means? Treating the
relation between business and society as a contract between two mutually consenting
agents or actors does get some of the facts wrong. But it provides a useful "heuristic"
device, i.e., a framework that will help us to summarize, structure, and, in a work,
make sense of the relation between the two. Moving from the terms of this "contract"
135
you will be able to develop a framework for understanding the social responsibilities
of business corporations. This, in turn, will help you to understand the CSR challenges
presented above and the CSRs of the fictional but realistic Burger Man corporation.
Exercise: In small groups, spell out the

social contract between society and
business.
• How can the absence of force, deception, and fraud be guaranteed in
this contract? How should each side hold the other accountable?
(This is especially the case where one side delivers at one time and
the other side is trusted to deliver later.)
• What benefits can business bring to society? How can society
benefit business. Develop a table with one column listing what
business has to contribute to society and the other what society has
to contribute to business. This table is the heart of your social
contract.
• Assume that society and business are rationally self interested. How
does this efect the formulation of the goods of the exchange? How
does this enforce the terms of the contract? Are these self interests
divergent? (Then each side must monitor the other to prevent the
corruption of the contract.) Are these interests convergent? (Then
the contract consists largely in building social capital and trust
between the contracting parties.)
• Donaldson, 1993 uses social contract theory to account for the rights
and duties of multinational corporations
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Exercise: CSR and STS

Choose one of the CSR challenges above and construct a socio-
technical table around it
STS Table
Component/
Technology Technology Physical
Embedded Stakeholders Procedures Laws
(Hardware) (Software) Surroundings
Value
Justice
Free Speech
Property
Privacy
Safety
Table 5.1 STS Table
5.2.3 Three CSR Frameworks

Shareholder View
From Milton Friedman, "The Social Responsibility of Business is to Increase Its Profits."
"But the doctrine of "social responsibility" taken seriously would extend the scope of
the political mechanism to every human activity. It does not differ in philosophy from
the most explicitly collectivist doctrine. It differs only by professing to believe that
collectivist ends can be attained without collectivist means. That is why, in my book
Capitalism and Freedom, I have called it a “fundamentally subversive doctrine” in a
free society, and have said that in such a society, "there is one and only one social
responsibility of business-to use its resources and engage in activities designed to
increase its profits so long as it stays within the rules of the game, which is to say,
engages in open and free competition without deception or fraud." 1970 by New York
Times Company
Stakeholder View
• A stakeholder must be distinguished from a stockholder. The latter owns a share

of the corporation. On the other hand, a stakeholder is any group or individual
that has a vital interest in the doings of the corporation. Hence the stockholder is
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a stakeholder of the corporation whose vital interest at play is the share owned of
the corporation and the money invested in this share.
• There are several other stakeholders of the corporation. These include (1)
employees, (2) customers, (3) suppliers, (4) local community, (4) surrounding
governments, (5) the surrounding human and natural environment, and (6) the
corporation's managers. (In some situations there are other stakeholders such as
competitors.)
• Stakeholder theory requires that the corporation recognize and respect the vital
interests of each of its surrounding stakeholders. This frequently issues in
proposing stakeholder rights and assigning to others correlative duties to
recognize and respect these rights.
• Stakeholder theory also requires that the corporation integrate interests where
possible, mediate or broker conflicts between interests, and only trade of
competing interests when absolutely necessary and when more conciliatory
efforts have already been made and have failed.
• See Evan and Freeman 1988
Werhane's Alliance Approach
• Werhane's alliance approach is similar to the stakeholder approach in that it

recognizes several groups that surround the corporation and have vital interests
that depend on the doings of the corporation. These surrounding groups are
more or less the same as those in the stakeholder approach: owners, managers,
employees, customers, suppliers, local communities, governments, the
environment, etc.
• But Werhane makes two significant departures from the stakeholder approach.
First, she uses moral imagination to distance the corporation from the problem
solving process; the lens of problem solving refocuses on each of the other
stakeholders. Whereas for stakeholder theory the corporation is the center of
analysis and is visualized as surrounded by its stakeholders, the alliance approach
decentralizes the corporation and alternatively visualizes each stakeholder as the
center for the purpose of framing problems and generating solutions.
• Second, the alliance approach sees the corporation as a part of a system of
interrelated and interdependent parts. Hence, each problem situation presents a
system formed of the corporation, owners, managers, employees, suppliers,
customers, local communities, and governments. Problems emerge from value
conflicts within and between the constituent parts of the system. They are solved
through the cooperation of the different constituencies of the alliance.
• While this approach does not lend itself to algorithms or rules, it does promise
solutions by highlighting and facilitating moral imagination both in the framing of
problems (problems are posed in terms of framings from multiple perspectives)
and in terms of the generation of solutions (multiple problem framings help us to
visualize new solution horizons).
• See Werhane, 2007 and 2008.
138
5.2.4 What you will do ...

Module Activities
1. Examine the CSR challenges presented above. Compare the two responses to
each challenge.
2. Learn about three models of corporate social responsibility.
3. Develop a fully articulated social contract between business and society. Use this
contract to understand the basic CSRs of business corporations.
4. Prepare a Social Impact Analysis on the fictional firm, Burger Man.
5. Prepare for and participate in a board meeting for Burger Man to examine
ethically its practices and develop for it a viable and sustainable program of
corporate social responsibility. This requires that you give a short presentation on
the interests of a particular Burger Man stakeholder
6. Develop a full blown CSR program for Burger Man that carries out the
responsibilities of this company to its stakeholders.
5.2.5 Burger Man Stakeholders

The author became aware of the Burger Man exercise when participating in an Ag-Sat
broadcast course in Agricultural Ethics in 1992. The exercise was created by the leader
of the course, Dr. Paul Thompson.
Burger Man Profile
Burger Man is a franchise that began by selling the fast food staples of hamburgers,
french fries, and milk shakes. As the company has matured and faced other
competitors in this market niche, it has, of course, developed a more sophisticated set
of products and services. But it has also been challenged on various issues related to
corporate social responsibility. Groups representing the rights and interests of
animals have criticized the agribusiness methods used by its suppliers. Recently,
public interest groups have blamed Burger Man and its competitors for encouraging
unhealthy dietary habits among its customers and the public in general. Shareholders,
of course, are concerned that the company continue to be profitable and provide
them with a good return on investment. Governmental regulatory agencies such as
the EPA (Environmental Protection Agency) and OSHA (Occupational Safety and Health
Administration) wish to hold Burger Man accountable for conforming to its
regulations. In short there are several stakeholder groups surrounding this
corporation, each vying for its particular interest. In this exercise, you will play two
roles. First you will be assigned a role as one of Burger Man's stakeholders and make
a presentation of your group's interest in mock shareholder meeting that will be held
in class. Then you will switch to the role of Burger Man management. Here your
assignment will be to articulate the different stakeholder interests and integrate them
into a coherent CSR plan for your company.
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Burger Man Customers
• Burger Man customers are the consumers who go to its restaurant and enjoy its
food services. In preparing your board meeting presentation you need to explore
Burger Man's social responsibilities to its customers.
• Are these reducible to providing them an enjoyable product at a reasonable
price? Or does BM's social responsibilities go beyond this?
• Burger Man has extensive interactions with its suppliers that include meat
packing corporations and agri-business concerns. How should Burger Man
choose its suppliers? How carefully should it monitor their activities. To what
extent is Burger Man responsible for the untoward activities of these groups?
• How responsible is Burger Man for shaping the dietary habits of its customers?
Does it bear responsibility for the health problems that its public develops from
bad dietary practices?
Burger Man Shareholders
• Burger Man shareholders are investors who have purchased shares of Burger
Man's publicly traded stock.
• What are their stakes?
• What are their responsibilities? For example, how closely should shareholders
monitor the actions of their agents, i.e., Burger Man's managers? Are
shareholders responsible for holding Burger Man to certain standards of
corporate social responsibility? What are these standards and how do they stand
in relation to the different models of social responsibility?
• Prepare your presentation around these issues. Address shareholder interests
(stakes) and responsibilities.
Burger Man Managers
• Burger Man managers are the agents of the shareholders/owners responsible for
overseeing the day-today operations of the corporation.
• What are the manager's stakes? What role do they play in the different models of
social responsibility? (Classical, stakeholder, and alliance views?)
• Agency theory argues that the primary corporate governance problem is
overseeing and controlling the actions of managers. How closely should
shareholders and their board of directors oversee corporate managers? Are
managers self-interested agents or stewards of the corporation?
• What are managerial responsibilities vis a vis corporate social responsibility?
Should they uncover illegal actions? Should they implement an audit process that
assess the corporation's success in carrying out its social responsibilities? Should
these responsibilities go beyond the legal minimum?
• Should managers go beyond the legal minimum in monitoring and carrying out
corporate social responsibilities?
• Are corporate managers responsible only to shareholders or do their
responsibilities extend to other stakeholders? If the latter, how do they balance
conflicting stakes?
• Structure your presentation around outlining managerial stakes and roles.
Choose a model of corporate social responsibility and argue for its
appropriateness to Burger Man.
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Government Regulatory Agencies: OSHA and EPA
• OSHA is in charge of regulating workplace safety. EPA is in charge of setting,

monitoring, and enforcing standards concerning the environment. (For example,
they establish acceptable air emission and water discharge standards.)
• What are the stakes of government regulatory agencies? What is their role in the
context of the Burger Man corporation?
• Write your position paper outlining your group's stakes and roles in the context of
establishing Burger Man's corporate social responsibility procedures. What would
you recommend? How should you back up or enforce these recommendations?
Animal Rights Activists
• Burger Man serves hamburgers, chicken sandwiches, and dairy products. These
involve animals. As animal rights activists, you are concerned with steering Burger
Man and its suppliers toward morally acceptable treatment of animals.
• What are your group's stakes in this board meeting? What kind of role should you
play?
• State your policy on animal treatment? Is it a position of animal welfare based on
utilitarian considerations? (Peter Singer provides such a position.) Is it a
deontological position based on the assertion of animal rights that impose
correlative duties on humans? (Tom Regan takes this position.) Or should you
base your arguments on anthropocentric issues such as human health?
• Write a position paper that responds to these questions for presentation in the
Burger Man board meeting.
Town X Committee for Economic Development
• Your town, Town X, has three Burger Man franchises. Representatives from the
town council are participating in the board meeting in order to ensure that Burger
Man's policies on corporate social responsibility enhance the town's economic
welfare and development.
• What are your stakes? What are your roles and responsibilities?
• What kind of services and products do you provide for Burger Man? What
benefits do your community draw from Burger Man? How can Burger Man
activities and policies promote or demote your town's interests and stakes?
• Develop a position paper for the board meeting that addresses these issues? Pay
special attention to the goods and risks that your town exchanges with Burger
Man.
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Exercises in CSR
• Participate in the Burger Man Stakeholder Meeting
• Take your assigned stakeholder group and prepare a short
presentation (five minutes maximum) on your stakeholder's
interests, rights, needs, and vulnerabilities.
• Listen to the stakeholder presentations from the other groups. Try
to avoid a competitive stance. Instead, look for commonalities and
shared interests. You may want to form coalitions with one or more
of the other groups.
• Switch from the stakeholder role to that of Burger Man
management. You are responsible for developing a comprehensive
corporate social responsibility program for Burger Man. You job is to
integrate the concerns expressed by the stakeholders in their
presentation and form your plan around this integration.
• Try to resolve conflicts. If you cannot and are forced to prioritize,
then you still must find a way of recognizing and responding to each
legitimate stakeholder stake. You may want to refer to the "Ethics
of Team Work" module (m13760) to look for time-tested methods
for dealing with difficult to reconcile stake. These include setting
quotas, negotiating interests, expanding the pie, nonspecific
compensation, logrolling, cost-cutting and bridging. You should be
able to establish beyond a shadow of a doubt that you have made
every attempt to recognize and integrate every legitimate
stakeholder stake.

This module and two others (A Short History of the Corporation and Corporate
Governance) are designed to help you understand the corporate context of business.
In this section, you should reflect on three questions: (1) What have you learned about
the social responsibilities of corporations? (2) What still perplexes you about the social
responsibilities of corporations. (3) Do you find one model of CSR better than the
others? (4) Can these models of CSR be combined in any way?
5.2.7 Appendix
Rubric for Partial Exam on CSR
Please view or download it at PE Rubric CLSR F08.docx (http://cnx.org/content/m1731

8/1.6/PE_Rubric_CLSR_F08.docx)
This file contains the rubric to be used on the partial exam for Corporate Leadership
and Social Responsibility, ADMI 3405, Fall 2008"
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Corporate Social Responsibility Frameworks: Seminal Papers
1. Friedman, M. (1970) "The Social Responsibility of Business Is to Increase Its

Profits," in New York Times Magazine, September 13, 1970.
2. Evan, W.M. and Freeman, E. (1988) A Stakeholder Theory of the Modern
Corporation: Kantian Capitalism" in Beauchamp and Bowie 1988.
3. Friedman 1970 and Evan and Freeman 1988 can be found in: Beauchamp, T.L.
and Bowie, N.E., editors. (1988) Ethical Theory and Business, 3rd Edition. New
Jersey: Prentice Hall: 87-91 and 97-106.
4. See Werhane 2007 and 2008 below
References
1. Collins, J.C., Porras, J. I. (1994) Built To Last: Successful Habits of Visionary

Companies. New York: Harper Collins Publishers.
2. Stone, C. D. (1975) Where the Law Ends: The Social Control of Corporate Behavior.
Prospectr Heights, IL: Waveland Press, INC: 1-30.
3. Des Jardins, J.R. (1993) Environmental Ethics: An Introduction to Environmental
Philosophy. Belmont, CA: Wadsworth Publishing Company: 37.
4. Clarke, T. (2004) "Introduction: Theories of Governance-Reconceptualizing
Corporate Governance: The Philosophical Foundations of Corporate Governance,
ed. Thomas Clarke. New York: Routledge: 1-30.
5. Donaldson, T. (1993) The Ethics of International Business. New York: Oxford
University Press.
6. French, P.A. (1984) Collective and Corporate Responsibility. New York: Columbia
University Press.
7. French, P.A. (1997) "Corporate Moral Agency" in Werhane, P.H., and Freeman, R.E.
Blackwell Encyclopedic Dictionary of Business Ethics. Oxford, UK: Blackwell:
148-151.
11. Fisse, B. and French, P.A., eds. (1985) Corrigible Corporations and Unruly Law. San
Antonio, TX: Trinity University Press.
12. Nader, R. and Green, M.J., eds. (1973) Corporate Power in America. New York:
Grossman.
13. Nader" R. Green, M. and Seligman, J. (1976) Taming the Giant Corporation. New
York: Norton.
14. Davis, M. (1998) Thinking Like an Engineer: Studies in the Ethics of a Profession.
Oxford, UK: Oxford University Press: 119-156. Jackall, R. (1988) Moral Mazes: The
World of Corporate Managers. Oxford, UK: Oxford University Press.
143
1998) Blackwell Encyclopedic Dictionary of Business Ethics. Oxford, UK: Blackwell
Publishers, INC: 593-595.
17. Ritz, Dean. (2007) "Can Corporate Personhood Be Socially Responsible?" in eds.
May, S., Cheney, G., and Roper, J., Corporate Governance. Oxford, UK: Oxford
University Press: 194-195.




SES-0551779
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Chapter 6 CG (Corporate Governance)

6.1 Moral Ecologies in Corporate Governance

53/latest/EAC%20TK%20STD%20TEMPLATE.doc)
6.1.1 Two Thought Experiments

The Ring of Gyges (Plato's Republic II, S359)
Gyges a poor shepherd is tending his flock when there is an earthquake. A hugh crack
opens in the earth to expose a sarcopagus. Gyges reaches in and takes the ring that
draws his attention. Later, when he is talking among friends, he notices that he
becomes invisible when he turns the ring in toward himself. He tries this out a few
times and then forms his plans. Invisible, he gains entry to the king's castle and rapes
the queen. Drawing her into his nefarious plan, they kill the king and take over the
kingdom. Gyges marries the queen and becomes ruler of a large and wealthy
kingdom. Somehow it doesn't seem fit to say that he lives "happily ever after." But,
since he is never caught, it doesn't follow that his ill-gotten gain has made him
miserable.
Before finding his ring, Gyges was, at least outwardly, a well-behaved, just citizen. But
the combination of vast power and no accountability drew Gyges over to the dark
side. Does the human character, like that of Gyges, dissolve in the face of temptation
and lack of accountability? Is the threat of punishment necessary to keep individuals
moral? Is visibility and the threat of punishment all that stands between an individual
and a life of injustice?
The Milgram Experiments
From 1960 until 1963, Stanley Milgram, a social psychologist, carried out a series of
experiments on around 1000 subjects. Each experiment brought together three
participants, a subject (or teacher), a learner, and an experimenter. In the initial
orientation, the experimenter told the subject/teacher and the learner that they were
about to participate in an experiment designed to measure the influence of
punishment (in the form of electrical shocks) on learning. The learner was presented
145
with information. The teacher then asked questions based on this information. If the
learner answered correctly, then they went on to the next question. If the learner
answered incorrectly, then he was given an electrical shock by the teacher. With each
missed question the intensity of the shock increased. The experiment continued until
all the questions were asked and answered.
However, these instructions constituted a deception brought upon the teacher/subject

by the secret collaboration of the experimenter and the learner. The real purpose of
the experiment was to determine how far individuals would go in turning against their
moral views on the basis of an external authority. The learner feigned pain and
suffering because there was no actual electrical shock. And the learner deliberately
missed most of the questions in order to force the teacher to progress to higher and
what appeared to be life-threatening levels of shock. While teachers were not
physically forced to continue the experiment over the feigned protests of the learners,
whenever they tried to stop it, they were told by the experimenter that they had to
continue to the end.
Before the Milgram experiments were carried out, a group of psychogists were asked
to predict how many teachers/subjects would go all the way to the end and give the
learner what they thought were life-threatening and highly painful shocks. The
consensus was that most would stop the experiment early on when the learner first
began to protest. But the actual results were quite "shocking." Nearly 60 percent of
the teachers went all the way and gave the learner the maximum shock. You can read
more about these experiments and how they have been interpreted by reading
Milgram 1974 and Flanagan 1991. You Tube has several video vignettes on the
Milgram Experiments. Simply type "Milgram Experiments" in the search window and
browse the results.
Can authority and environment override our everyday moral beliefs as well as the
characters constructed from them? Is character robust and "trans-situational?" Or is it
radically dependent on situation and environment? Can normally decent and well-
behaved individuals turn into moral monsters given the right external conditions?
From Gyges and Milgram to Moral Ecology
Both of these thought experiments raise the question of the influence of environment
on character. This module is designed to help increase the strength of moral character
by identifying different organizational environments (called "moral ecologies") and
having you developing strategies to resist their pressures and maintain integrity.
6.1.2 Introduction
Corporate governance is defined in the Blackwell Encyclopedic Dictionary of Business

Ethics as “concerned with those decisions made by the senior executives of a firm and
the impacts of their decisions on various stakeholder groups.” (EBE 147) This module
turns corporate governance inside-out and looks at it from the perspective of the
governed, that is, from the directors, managers, and employees subject to the
146
structures and strategies of corporate governance. Corporate environments function

as “moral ecologies,” that is, “the somewhat stable, but constantly negotiated set of
values, practices, and influences within societies, organizations, professions, and work
groups.” (Huff et. al., 2008) The thrust of this module is to help you begin to strategize
on how to develop sustainable moral careers within different moral ecologies. You will
study different kinds of moral ecologies using a taxonomy developed from the
research of Michael Davis in Thinking Like an Engineer and Robert Jackall in Moral
Mazes. Huff (2008) provides some generic strategies for individuals to pursue within
in these organizational environments. But the exercises included in this module will
encourage you to expand upon this list. Working through this module will help you to
view corporate governance from within from the micro perspective of the individual.
Another module will allow you to see corporate governance from the outside from the
macro point of view.
6.1.3 What you need to know ...
6.1.3.1 Personality Characteristics: The "Big Five" (plus one)

So much of success in practical and professional ethics lies in anticipating and

defusing potential ethical challenges. Called "Preventive Ethics," this approach
encourages you to develop the skill of uncovering latent or hidden ethical problems
that could erupt into full-blown ethical dilemmas. "An ounce of prevention is worth a
pound of cure." This module is designed to help you reflect on your personality,
different organizational environments or ecologies, and how your personality fits into
these moral ecologies. Your success depends on developing plans for successful
moral careers that respond to your personality traits and resist ethical challenges
presented by organizational environments.
Personality Characteristics: Find your place on the continuum
1. Extraversion..........................Introversion
2. Neuroticism Stability.............Emotional
3. Conscientiousness.................Carelessness
4. Agreeableness.......................Disagreeableness
5. Openness (to experience).......Closed (to experience)
6. Honesty/Humility.................Dishonesty/Arrogance
This account of personality modifies that presented by Huff et al in "Good computing:

a pedagogically focused model of virtue in the practice of computing, parts 1 and 2."
147
6.1.3.2 Three Moral Ecologies

148
Managersand
Centrality of Allocation of T
Type/ engineers: role Withholding
ethics and praise and o
Characteristics and information
values blame a
participation
Managers
Managers play Ethics and
Allocated withhold to
line role (=make values are side "
according to control and
decisions) constraints m
hierarchical protect
Finance- Engineers dealt with D
position: secrets.
Driven provide when they d
praise goes Engineers
technical oppose a
up and blame withhold
information financial b
goes down. bad news to
(=staff role) considerations
avoid blame.
D
Praise and
Managers make o
blame are Information
decisions on e
Ethics and fairly not withheld
financial a
values are not allocated but gaps
Customer- matters. to
central but are based on arise
Driven Engineers "go to th
still assigned because or
the mat" on p
important. responsibility role
engineering in
and differences.
matters. m
contribution.
p
E
a
m
w
c
Praise and Open
Manager and b
blame are consensus
engineering Ethics and m
attributed to process
distinction values are in
group and ensures that
Quality- drops out. constitutive of c
distributed to needed
Driven Interdisciplinary the th
individuals information
work teams are organization's d
within is integrated
empowered and identity. a
according to into decision
responsible r
contribution. making
p
th
u
c
r
Table 6.1 Summary Table

149
This table and the explanatory material below summarizes materials from studies
reported by Davis (Thinking Like an Engineer) and Jackall (Moral Mazes). The reader
should be aware that it departs somewhat from the strictly reported results in order
to adopt the results to the idea of moral ecology. This later idea was introduced by R.
Park in Human Communities: The City and Human Ecology, Free Press, Glencoe, IL,
1952.
Breakdown of Table
• Moral ecologies can be categorized according to a series of considerations. The

table above focuses on five.
• First, managers and engineers occupy distinct roles and participate differently in
the decision making process. Managers play the line role. They collect
information to make decisions that govern the day to day operations of the
corporation. Engineers are hired as staff employees. They provide technical
information to decision makers but do not participate directly in the decision
making process. This raises difficulties when engineers, for technical or ethical
reasons, disagree with the decisions taken by their managers. The line and staff
roles channel decision making and constrain dissent.
• Moral ecologies can also be typed according to the centrality of ethical
considerations in the corporation's goals, charter, operations, and even identity.
Ethical considerations can range from (1) playing a central role, (2) to playing an
important but subordinate role, (3) to being marginalized as irrelevant side
constraints. The importance a corporation places on ethics colors all the other
categories mentioned in the table above. If ethics is central to a corporation then
it plays a central role in the decision making process, guides the allocation of
praise and blame, determines the nature and amount of information shared in
the decision making process, and determines how an organization treats dissent
and disagreement.
• A corporation's conception of responsibility is revealed through the ways in which
it allocates praise and blame. Significant differences arise between the way
finance companies assign praise and blame and the ways these are allocated in
quality or customer driven companies. Again, this related to the roles played by
engineers and managers and the centrality of ethics in the corporation's
governance.
• Ethical problems arise when crucial information is withheld from the decision
making process. Hence, the flow of communication and the kinds of situations in
which communication flow is disrupted helps to characterize a moral ecology. For
example, the Hitachi report asserts that communication between managers and
engineers breaks down predictably within finance-driven companies. This
breakdown is grounded in the characteristics of the finance-driven moral ecology,
especially in differences between the managerial and engineering roles and the
extent to which managers and engineers participate in decision making.
• Finally, moral ecologies can be classified according to how they treat dissent and
dissenting professional opinions. Dissent is less likely in quality than in finance-
driven companies. While finance-driven companies treat dissent as disloyalty,
150
quality-and customer-driven driven companies treat dissent as a stage in the

process of reaching consensus.
Finance-Driven Companies
1. Finance-driven companies place financial objectives at the very heart of their

constitutive objectives and corporate identity. For example, such companies are
focused on maximizing returns for investors.
2. Manager and Engineer Roles and Participation in Decision Making Process:
Managers play the line role in that they make the decisions that drive the day to
day operations of the corporation. They bear responsibility for the consequences
of their decisions and they are also responsible as the faithful agents of the
company's directors. Being a faithful agent requires that one treat another's
interests as one's own, maintain confidentialities, and avoid interests that conflict
with the director. Engineers play the staff role, that is, they answer questions put
to them by managers and are responsible for providing competent technical
information. However, they do not participate directly in the decision making
process, nor do they bear responsibility for the results of their manager's
decisions.
3. Centrality of ethics and values in the corporations decision making process:
Ethical consid erations play only the role of side constraints in the setting of
corporate policity and in the formulation and execution of its decisions. This
means that ethical considerations are important only if they promote or interfere
with the central, financial objectives. If appearing philanthropical is good for a
corporation's image (and generates customers and profits) then the corporation
appears philanthropic. If the corporation is likely to get caught in an ethical
violation (excessive pollution) and this negative publicity will lower its prestige
(and profits) then the corporation will not commit the violation. But in each case,
the end is the promotion of financial objectives and the means are appearing
ethical.
4. Allocating Praise and Blame: Jackall goes into detail on how finance-driven
corporations (and bureaucracies in general) assign praise and blame. The crucial
factor is one's position in the corporate hierarchy. Praise works its way up the
corporate ladder. If engineer Smith saves the company from a sever financial loss,
then Smith's supervisor (or his supervisor's supervisor) gets the credit. However,
if Smith's supervisor messes up, the blame passes down the corporate ladder to
Smith. Praise moves up the corporate hierarchy, blame down.
5. Information Exchange between Engineers and Managers: In finance driven
companies, man agers withhold information from the engineers under their
supervision for a variety of reasons. For example, if it is proprietary information,
the manager may withhold all or part to prevent engineers from leaving the firm
and revealing its secrets to a competitor. Managers may also use information to
wield power and authority. By keeping engineers in the dark (like mushrooms)
they effectively maintain authority and prevent dissent. On the other hand,
engineers withhold bad news from their managers to avoid blame as well as the
"shoot the messenger" syndrome. (When the incompetent general receives bad
news from a soldier, he shoots the soldier rather than respond to the news.)
151
6. Handling Dissenting Professional Opinions: Dissent is interpreted as disloyalty

in fnance-driven companies. This organizational habit (maintained by managers
to hold on to their authority) will even undermine DPO (dissenting professional
opinion) procedures that look good on paper. A good DPO procedure
communicates the opinion to several levels of supervisor, allows for the
independent investigation of the merits of the opinion, and prevents retaliation
against the professional asserting the opinion. But ruthless managers find ways
to undermine such a procedure at all levels. Engineers may claim the right not to
be held as scape goats to administrative incompetence. (See the Theory Building
Activities: Rights module) This right may be supported on paper by a detailed DPO
procedure. But it also has to be implemented at all levels and continually
monitored.
Customer-Driven Companies
• Customer-driven companies focus on customer satisfaction. If the customer asks

for or is satisfied with a lower quality product, then this is an acceptable result for
this type of company as opposed to a quality driven company which would stand
fast with the higher quality product.
• Managers and engineers: roles and participation : Managers make decisions on
financial matters. But engineers are expected to "go to the mat" for engineering
standards when these form all or part of the decision. Hence the distinction
between managers (playing the line role) and engineers (playing the staff role)
weakens, and engineers play a much more active role (advocates for engineering
standards) in decision making. (Engineering standards include engineering ethics
standards.)
• Centrality of Ethics and Values: While customer satisfaction plays the central
role, ethical consid erations are still important, especially regarding the ethical
treatment of customers and reflecting the ethical values held by the customers. In
many cases, it is difficult to distinguish quality and customer driven companies as
the role ethical standards play gets closer to a central, constitutive one.
• Allocation of Praise and Blame: Responsibility in customer driven companies is
tied closely to individual performance and contribution. This is because customer
satisfaction is a more objective criterion than the internal political standards that
dominate finance driven companies. Responsibility is closely alligned with
contribution.
• Withholding Information: Information enhances control and responsibility. (The
more you know, the more responsibly you can act.) Since praise and blame are
allocated according to contribution, there is less incentive to withhold
information. If communication gaps arise between engineers and managers,
these are much more likely to hinge on disciplinary differences. Engineers may
have trouble communicating technical information to managers, or appear
condescending by "dumbing down" the information. Managers may have
difficulties communicating financial constraints to engineers who focus on quality
standards. But these are minor, resolvable gaps.
• Treatment of Dissent: Dissent and disagreement are not only tolerated but
actually expected. Managers expect engineers to advocate for issues in their
sphere as they pertain to the decision making process. This process itself is
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adversarial because it is assumed that this is the best way to get all the
information out on the table. Bad news and professional dissenting opinions are
not interpreted as disloyalty; in fact, disloyalty lies in refusing to expose faws in
the choices proposed by one's supervisor. Managers expect their engineers to "go
to the mat" when advocating technical positions based on their professional
judgment.
Quality-Driven Companies
• Quality-driven companies stand out for the emphasis they place on achieving
high engineering standards and on elevating the participation of the engineer in
the decision making process. As is implied by the name, the central focus of these
corporations is the achievement of high quality in products and services.
• Managers and Engineers:Role and Participation: In quality-driven companies,
the distinction between the manager and engineering roles drops out. For
example, while engineers play the staff role and provide expert engineering
advice, they also participate fully in the decision making process. The locus of
decision making moves from individual managers to small interdisciplinary
groups. These groups, in turn, carry out consensus-based decision making
procedures.
• Centrality of Ethics and Values: In quality-driven companies, ethics and values
are central to the organization's objectives, charter, and identity. This has a
decisive impact on the role of the engineer in the decision-making process. In
customer driven companies, engineers are expected to advocate engineering and
ethical standards precisely because these are not central to the organization's
identity. But the centrality of ethical concerns in quality driven companies
changes the engineer's role from advocacy to channeling technical expertise
toward realizing ethical value.
• Allocation of praise and blame: In customer-driven companies, blame
avoidance procedures no longer dominate the decision making process. In quality
driven companies they disappear completely. Decisions are made by
interdisciplinary groups in which engineers and managers participate fully and
equally. Responsibility (praise and blame) then is allocated to the group. If it is
distributed to members inside the group it is done so on the basis of
contribution. But the primary target of responsibility ascriptions is the group, not
the individual. And the response to untoward happenings is not targeting
individuals and groups for blame but taking measures to learn from mistakes and
avoiding them in the future.
• Withholding Information: The open, consensus-based decision process ensures
that the needed information is brought forth and integrated into the decision.
This results from removing a primary motivation to withholding information,
namely, blame avoidance. Quality-driven corporations aggres sively move to
prevent untoward occurrences and, should prevention fail, make adjustments to
ensure they do not reoccur. The motive to withhold information does not arise in
this moral ecology.
• Treatment of Dissent and DOPs (dissenting professional opinions): Engineers
and managers work toward consensus by gathering information, discussing the
problem and continuing the discussion until consensus is reached. Thus, dissent
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does not stand alone but is considered to be an essential and healthy component
to the decision-making process. When consensus is not immediately reached,
participants seek more information. If consensus is still not reached, the decision
is postponed (if this is possible). The most viable strategy to reach consensus is to
continue the discussion. For example, an engineer and manager might approach
a supervisor; in this way they bring a new perspective into the decision-making
process. They might consult other experts. The crucial point here is that
disagreement (really non-agreement) is not a bad thing but a necessary stage in
the process of reaching agreement and consensus.
Skill Sets
• The four skills described below are derived from studying the moral expertise
displayed by moral exemplars. Each moral ecology will require the exercise of
each of the skills described below. However, each skill has to be contextualized
into the moral ecology. For example, reasonableness should not be exercised in
the same way in a finance-driven company as it should be exercised in a quality-
driven company. The reasonable exercise of dissent is manifested differently in
an environment where dissent is equated with disloyalty than in one in which
dissent is embraced as a necessary part of the consensus-reaching process. So
your job, in constructing your moral careers within these different moral
ecologies, is to contextualize the skill, that is, describe specifically how each skill
should be practiced in each particular moral ecology.
• Moral imagination consists of projecting oneself into the perspective of others.
It also includes multiple problem definitions and the ability to distance oneself
from the decision situation to gain impartiality.
• Moral creativity is the ability to generate non-obvious solutions to moral
challenges while responding to multiple constraints.
• Reasonableness consists of gathering relevant evidence, listening to others,
giving reasons for one's own positions (arguments and evidence), and changing
plans/positions only on the basis of good reasons.
• Perseverance involves planning moral action and responding to unforeseen
circumstances while keeping moral goals intact.
Personality Traits
• Extraversion: Extraversion, which is paired with its opposite, introversion, has

also been called confident self-expression, assertiveness, social extraversion, and
power. An individual in whom this trait dominates tends to be assertive and out-
going.
• Conscientiousness: Individuals with this trait are successful in carrying out tasks
because they can discipline themselves to stay focused on a task. They are
successful in the right moral ecology and tend to conform to the basic norms of
their environment. This trait can lead to bad results if not guided by moral
considerations.
• Neuroticism: This trait indicates a lack of emotional stability. According to Huff et
al., “it is correlated with less effective coping and depression.” Neuroticism has
also been shown to interfere with the exercise of moral skills. Is there a particular
moral ecology that can heighten the negative impacts of this personality trait?
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• Agreeableness: According to Huff et al, this trait has also been called “social
adaptability, likability, friendly compliance, and love.” Again think about how this
trait would operate within a finance-driven moral ecology as opposed to a quality-
driven one.
Two Kinds of Moral Expertise
• Studies carried out by Chuck Huff into moral exemplars in computing suggest
that moral exemplars can operate as craftspersons or reformers. (Sometimes
they can combine both these modes.)
• Craftspersons (1) draw on pre-existing values in computing, (2) focus on users or
customers who have needs, (3) take on the role of providers of a service/product,
(4) view barriers as inert obstacles or puzzles to be solved, and (5) believe they are
effective in their role.
• Reformers (1) attempt to change organizations and their values, (2) take on the
role of moral crusaders, (3) view barriers as active opposition, and (4) believe in
the necessity of systemic reform
• These descriptions of moral exemplars have been taken from a presentation by
Huff at the STS collo quium at the University of Virginia on October 2006.
Skill sets, personality traits, and kinds of moral expertise are discussed in detail by
Huff et al., "Good computing: a pedagogically focused model of virtue in the practice
of computer, parts 1 and 2." These are published in Information, communication
and Ethics in Society, Emrald Group Publishing Limited, Vol. 6, numbers 3 and 4 in
2008.
6.1.4 What you will do...

In this section, you will learn about this module's activities and/or exercises. You will
also find step by step instructions on how to carry them out.
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Exercise: What we do when nobody is

looking
• You will be asked either to defend or criticize the following
position on the nature and function of punishment
• Entiendo que ser castigado es una manera de educar a la persona a
cometió la falta y a la sociedad en general para que comprendan y
entiendan que su conducta es una falta y afecta a la sociedad. En
conclusión es una soluci6n viable hasta el memento bastante
efectiva siempre y cuando el castigo sea ejecutado de una manera
prudente, saludable y dentro de lo que las leyes permiten.
• I understand that punishment educates both the individual at fault
and society in general in order that they understand that their
conduct is faulty and that it effects society. In conclusion, it is a
viable solution and, up to the moment, sufficiently effective always
and when the punishment is executed in a prudent and safe manner
within what is permitted by the law.
• Restate this argument in your own words. (Try to shorten it by
summarizing its key points.) Then discuss and clarify its key terms.
Offer ethical and practical considerations in its defense.
Exercise: Milgram and Business

• Continuing with the task in part one, you will be asked to either
defend or criticize the following position on the meaning that the
results of the Milgram experiments have for business
administration
• The Milgram experiments teach us that under the right conditions,
anyone is capable of committing immoral activities. If a strong,
dominant boss exists and has a weak, dependable employer, then
the employer will out of necessity do whatever the boss wants.
• Many people are willing to commit immoral acts even though they
know it is wrong if they know they are not being watched.
• It teaches us that many employees tend to do illegal works just
because their managers ask them to so they assume they will be
taking full responsibility for the situation even though it is
unethical.
Exercise: Commentary Groups

• Your job is to evaluate the arguments made by the teams debating
in parts one and two. Be sure to focus on the argument and not
the content of the position. Listen to their statements.
• Do they base these on sound statements?
• What kind of ethical and practical principles (or values) do they use
to make their case?
• Do their frame their position broadly or narrowly?

156
Exercise: Closure Groups

• After listening to the debate and commentary, recap what has
happened and discuss whether there are any conclusions that can
be drawn from this activity
• Do people agree or disagree about these 2 issues?
• If there is agreement, why does it exist?
• If there is disagreement, why does it exist?
• Is agreement possible? Why or why not?
Exercise
• Which moral ecology would you like to work in: finance-, customer-
, or quality-driven companies?
• Why? Specify your answer in terms of how the company allocates
praise or blame, the centrality of moral concerns, the role given to
professionals, the circumstances under which information is
withheld, and the typical response to bad news.
• Why? What configuration of personality traits best fits within which
moral ecology?

This module was designed to help you visualize how to realize a moral career within
three dominant moral ecologies. Apply these matters to yourself. Which moral ecology
would be best for you? Of the two moral careers mentioned above, reformer and
helper, which best fits your personality? Why? In other words, begin the process of
visualizing and planning your own moral career.
6.1.6 Appendix
References
1. Davis, M. (1998) Thinking Like an Engineer: Studies in the Ethics of a

Profession. Oxford, UK: Oxford University Press: 117-156.
2. Doris, J.M. (2002) Lack of Character: Personality and Moral Behavior. New
York: Cambridge University Press.
3. Flanagan, O. (1991) Varieties of Moral Personality: Ethics and Psychological
Realism. Cam bridge, Mass: Harvard University Press: 293-314.
4. Harris, C.E., Pritchard, M.S., and Rabins, M.J. (1999) Engineering Ethics: Concepts
and Cases, 2nd Ed. New Jersey: Wadsworth: 181-188.
5. Huff, C., Barnard, L. and Frey, W. (2008) "Good Computing: A Pedagogically
focused model of virtue in the practice of computing, Parts 1 and 2," in The
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Journal of Information, Communication and Ethics in Society. Vol. 6, numbers

3 and 4.
6. Jackall,R. (1983). "Moral Mazes: Bureaucracy and Managerial Work," in Harvard
Business Review: Sept and Oct 1983.
7. Jackall, R. (1988) Moral Mazes: The World of Corporate Managers. Oxford, UK:
Oxford University Press.
8. Mannix, E., and Neale, M.A. (2005) "What Differences Make a Difference?: The
Promise and Reality of Diverse Teams in Organizations," in American
Psychological Society, 6(2): 31-49.
9. Milgram, S. (1974) Obedience to Authority. New York: Harper Perennial.
10. Park, R. (1952). Human Communities: The City and Human Ecology, Free Press,
Glencoe, IL.
11. Solomon, R.C. (2003) "Victims of Circumstances?: A Defense of Virtue Ethics in
Business," in Business Ethics Quarterly. Volume 13, Issue 1: 43-62.
This optional section contains additional or supplementary information related to this

module. It could include: assessment, background such as supporting ethical theories
and frameworks, technical information, discipline specific information, and references
or links.




SES-0551779
6.2 Different Approaches to Corporate Governance

• The first link refers to a news story on Dunn's resignation from the Hewlett-
Packard board.
• It is taken from PBS's Online NewsHour in a report delivered by Margaret Warner
on September 22, 2006.
• The second link provides background information on the Hughes Aircraft case
profiled just below.
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CORPORATE PROFILES:
Arthur Andersen
Once a highly respected company, Arthur Andersen no longer exists having gone
bankrupt in the wake of the Enron disaster. Arthur Andersen provided Enron with
consulting and accounting services. The consulting division was more successful but
the accounting division, with its long tradition of outstanding ethical service, was the
corporation's backbone. Arthur Andersen signed off on Enron's use of mark-to-market
accounting which allowed Enron to project optimistic earnings from their deals and
then report these as actual profits years before they would materialize (if at all). They
also signed off on Enron's deceptive use of special purpose entities (SPE) to hide debt
by shifting it from one fictional company to another. With Arthur Andersen's blessing,
Enron created the illusion of a profitable company to keep stock value high. When
investors finally saw through the illusion, stock prices plummeted. To hide their
complicity, Arthur Andersen shredded incriminating documents. For federal
prosecutors this was the last straw. The Justice Department indicted the once proud
accounting firm convinced that this and previous ethical lapses (Sunbeam and Waste
Management) showed a pattern of unabated wrongdoing. Arthur Andersen was

conflicted of obstructing justice on June 15, 2002 and closed its doors shortly after.
McLean and Elkind provided background for this profile on Arthur Andersen. See
below for complete reference.
AA Timeline (Taken from Smartest Guys in the Room)
• 1913— Founded by Arthur Andersen: “think straight, talk straight”

• Stood up to Railroad company in early years. When asked to change accounting
standards, Andersen said, “There is not enough money in the city of Chicago [to
make AA give into client demands]”
• 1947-1963—Leonard Spacek became president of AA succeeding Arthur
Andersen.
• Spacek helped motivate the formation of the Financial Accounting Standards
Board. AA also served as conscience of accounting profession criticizing the
profession and the SEC (Securities and Exchange Commission) for “failing to
square its so-called principles with its professional responsibility to the public.”
• 1963-1989—Slow erosion of standards and development of competition between
accounting and consulting divisions. (Consulting division was developed to take
advantage of a profitable direction in the financial industry.)
• 1989—Consultants achieve relative autonomy as “separate business unit.”
(McLean: 144)
• 1997—Consultants break from firm.
• 1988-1991—Arthur Andersen receives 54 million in fees from Enron
• 2000—Enron pays AA 52 million. The lion share of this was for consulting fees.
• June 15, 2002—AA found guilty of obstruction of justice. “Today's verdict is
wrong....The reality here is that this verdict represents only a technical confliction.”
(McLean: 406)
Hughes Aircraft
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Howard Hughes founded this company at the beginning of the twentieth century.
Hughes became a regular supplier of military hardware to the U.S. military. In the
1980's this included parts for surface to air misiles and fighter aircraft. One division
specialized in computer chips designed to convert analogue information to digital for
use in guidance systems and decision support systems. For example, these chips
interacted with radar to help pilots of fighter aircraft avoid enemy missiles and also
served as an essential component for missile guidance systems, the so-called smart
bombs. Hughes had won the competitive bids for these highly profitable military
projects but they had also committed themselves to tight delivery schedules with
inflexible deadlines. And on top of this, the U.S. Airforce demanded that these
computer chips and the systems that integrated them be rigorously tested to show
that they could withstand the severe environmental stresses of battle. Hughes soon
fell behind on the delivery of these computer chips causing a chain reaction of other
delays both within the company and between the company and other links in the
military supply chain. The environmental tests carried out by quality control under the
supervision of Frank Saia had worked hard to complete the time-consuming tests and
still remain on schedule with deliveries; hot parts (parts in high demand) were pulled
to the front of the testing line to keep things running but soon even this wasn't
enough to prevent delays and customer complaints. Giving way to these pressures,
some Hughes supervisors pushed employees to pass chips without testing and even
to pass chips that had failed tests. Margaret Gooderal and Ruth Ibarra resigned from
the company and blew the whistle on these and other ethical failings that had become
rampant in Hughes. So the corporate social responsibility question becomes how to
change this culture of dishonesty and restore corporate integrity to this once
innovative and leading company. (Background information on Hughes can be found ).
Patricia Dunn v. Tom Perkins on Corporate Governance
When Patricia Dunn became a "non-executive" chairman of Hewlett-Packard's board

on February 7, 2005, she brought with her an outstanding reputation in corporate
governance. Her top priorities were to oversee the election of a new CEO after the
firing of Carly Fiorina whose management of the recent acquisition of Compaq had
lost her the HP board's support. Dunn also was determined to stop leaks to the press
from high-level HP officials. She viewed the latter task as a fundament component of
the post-Enron corporate governance approach she felt was needed as Hewlett-
Packard moved into the 21st century. But her formal take on CG was at odds with
powerful board member and successful venture capitalist, Tom Perkins. In his opinion,
too strict an approach to CG stood in the way of HP culture and took focus away from
competing with Dell and IBM as well as staying on the cutting edge in the
development of new technology. As the leaks continued, Dunn's investigation into
their source (most likely a discontented HP board member) became more active and
rigorous. And the disagreements between her and board member Perkins deepened;
their incompatible views on CG (and other disagreements) led to Perkins's resignation
from the HP board. Things became critical when Perkins received a letter from A.T.
and T. informing him that an account had been established in his name (but without
his knowledge or consent) using the last 4 digits of his social security number and his
private phone number. During the HP-led investigation into the press leaks, a private
investigation firm used an illegal technique known as "pretexting" to obtain
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confidential information about HP board members and news reporters including

private phone and social security numbers. Perkins reported this to the SEC, and
Patricia Dunn, as chairman and de facto head of the leak investigation, was indicted
on four criminal charges including identity theft.
For a complete case study see Stewart (complete reference below) and Anne Lawrence
and James Weber, Business and Society: Stakeholders, Ethics, Public Policy, 13th
edition (McGraw-Hill): 501-513.
Dunn focused on incompatible views of corporate governance as one of the causes of

the rift that had developed between her and Perkins's: “Tom's model of governance
may be appropriate in the world of venture capital, but it is outmoded and
inappropriate in the world of public company governance.” (Stewart, 165) She also
made clear her strong views on board members leaking confidential information
shared during board meetings to the press: “The most fundamental duties of a
director-the duties of deliberation and candor-rely entirely upon the absolute trust that
each director must have in one another's confidentiality. This is true for trivial as well as
important matters, because even trivial information that finds its way from the
boardroom to the press corrodes trust among directors. It is even more critical when
discussions can affect stock prices....Leaking "good" information is as unacceptable as
leaking "bad" information-no one can foretell how such information may advantage or
disadvantage one investor relative to another.” (Stewart, 156)
Questions
How can successful corporate governance programs be integrated
into companies with free-wheeling, innovative cultures without
dampening creative and imaginative initiatives? How does one make
sense of the fundamental irony of this case, that a conscientious
pursuit of corporate governance (attacking violations of board
confidentiality) can turn into violation of corporate governance
(violation of the privacy and persons of innocent board members)?

67/1.5/EAC%20TK%20STD%20TEMPLATE.doc)
6.2.1 Introduction
James B. Stewart, in a New Yorker article about Patricia Dunn and Hewlett-Packard,
describes corporate governance as “a term that technically refers to all aspects of
running a corporation but in recent years has come to emphasize issues of fairness,
transparency, and accountability.” This module looks at corporate governance from
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the macro perspective, (1) examining the management strategies adopted by a firm to
ensure compliance and pursue excellence and (2) from the standpoint of government
as it seeks to minimize unethical corporate behavior and to maximize the
corporation's contribution to social welfare.
6.2.2.1 Prisoner's Dilemma: Cooperation or Competition?

Scholarly debates on corporate governance have turned on the advocacy of different

approaches, many of which can be modeled mathematically. Two approaches are
based on the concepts of agency and stewardship. (See Davis et. al. in Clarke 2004) To
enter into this debate, you will reenact the "Prisoner's Dilemma." Imagine that two
patriotic spies, A and B, have just been captured by the enemy. Both are placed in
separate interrogation cells and are being pressured to confess and provide details
about their spying activities. A and B would like to coordinate their actions but the
enemy has kept them apart to prevent this. Their objective is to pit A against B
another in order to get the desired information. To do this, they have set forth the
following systems of motivations, i.e., punishments and rewards.
Options for the Prisoners
• If both A and B confess. A and B are put in jail for five years each. The net loss in
this scenario is 10. This is the least desirable alternative from the collective
standpoint.
• If one confesses and the other does not. The confessor is released immediately
while the non-confessor gets seven years in prison. This maximizes the
confessor's self interest but severely punishes the patriotic, non-confessor. Net
loss is 7.
• If both do not confess. After six months of half-hearted interrogation (most of
this time is for processing the prisoners' release), both are set free for lack of
evidence. While not maximizing self interest (this lies in confessing while the
other remains silent) this does maximizes overall welfare by producing a net loss
of only 1.
Prisoner Dillema Options Summarized

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Prisoner A / Confess Not Confess

Prisoner B
Confess Both go to jail for 5 A goes to jail for 7

years (Net loss is years. B is released.
10) (Net loss is 7)
Not Confess B goes to jail for 7 Both held for six

years. A is released months, then
(Net loss is 7) released. (Net loss
is 1.0)
Assumptions in the Prisoner Dilemma
• Cooperation produces the best collective option and the second best individual
option. This, in turn, assumes that cooperation produces more social welfare than
competition.
• Free riding (competing) on the cooperation of others produces the most
individual gains (for the free rider) but the second worst collective results. Society
suffers loses from the harm done to the trusting, non-confessor and from the
overall loss of trust caused by unpunished free-riding.
• Unlimited, pure competition (both prisoners confess) produces the worst
collective results and the second worst individual results.
• Multiple iterations of the prisoner's dilemma eventually lead to cooperative
behavior. But what causes this? (1) The trust that emerges as the prisoners,
through repeated iterations, come to rely on one another? Or (2) the fear of "tit-
for-tat" responses, i.e., that free riding on the part of one player will be punished
by free riding on the part of the other in future iterations?
• Does the Prisoner's Dilemma assume that each player is a rational, self-interest
maximizer? Are the players necessarily selfish in that they will seek to maximize
self interest even at the expense of the other players unless rewards and
punishments are imposed onto the playing situation from the outside?
The Prisoner's Dilemma is designed to model the reality of corporate governance

where the directors/owners of a corporation delegate responsibility for the
corporation's operations to managers who are charged with pursuing, not their own
interests, but those of their directors. The problem of corporate governance is how
this cooperative arrangement is institutionalized. Can managers be left alone and
trusted to pursue the best interests of the corporation? This is implied in stewardship
theory. Or is it necessary to design a system of controls to keep the managers from
diverting the operations of the corporation toward their exclusive, self-interests? This
is the approach taken in agency theory. Modeling this in terms of repeated iterations
of the prisoner's dilemma, does cooperation emerge as the most reliable strategy in
the long run? Or does it need to be manufactured by introducing a system of
incentives such as fear of tit-for-tat strategies? The Prisoner's Dilemma models the
central problems of corporate governance by asking whether cooperation naturally
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emerges between managers and directors or whether it needs to be manufactured

through a system of punishments and rewards.
The Prisoner's dilemma is discussed throughout the literature in business ethics. For a
novel and insightful discussion in the context of corporate responsibility see Peter A.
French, 1995 Corporate Ethics from Harcourt Brace College Publishers.
6.2.2.2 A Short Footnote on Human Nature

• One important means for classifying different approaches to corporate
governance is to reflect on the associated account of human nature. This is a very
complex issue but, fortunately, political philosophy provides us with some useful
insights.
• Thomas Hobbes in the Leviathan presents a comprehensive psychological
analysis of human nature based on seventeenth century physics. The focal point
of this analysis is the human individual's unlimited pursuit of desire. Without
external checks (primarily the threat of punishment imposed by a powerful
sovereign) the State of Nature (where human individuals pursue self interest
without external checks) is identical to a State of War. This war of all against all is
“solitary, poore, nasty, brutish, and short.”
• Hobbes's view has been characterized by C.B. Macphearson as "possessive
individualism" which portrays the self as the possessor of its own attributes
including the property acquired through its actions. This leads to a view called
atomic individualism which is based on the claim that the self has its
characteristics and determinate structure prior to and independently of any social
interaction.
• Jean-Jacques Rousseau offers a brilliantly original criticism of Hobbes' conception
of human nature in his Second Discourse, the Discourse on the Origin of
Inequality. According to him, Hobbes's characterization of human nature in the
State of Nature is actually a description of the human corrupted by society and
the acquisition of property. “The first person who, having enclosed a plot of land,
took it into his head to say this is mine and found people simple enough to believe
him, was the true founder of civil society. What crimes, wars, murders, what
miseries and horrors would the human race have been spared, had someone pulled
up the stakes or filled in the ditch and cried out to his fellow men: "Do not listen to
this imposter."”
• Rousseau argues that before the notion of property, the human's desire to
preserve self was balanced by the social feeling of pity brought forth by the
suffering of others. Only the unchecked pursuit of property (seen in terms of
exclusive possession) would bring the motive of self-interest into conflict with
natural pity.
• In opposition to Hobbes's atomic and individualistic self, a group of political
philosophers, beginning with Aristotle, see the self as primarily social. Aristotle
characterizes the human as a political animal (a being who naturally constructs a
social organism called the "polus"). Sandel describes a "thick self" constructed out
of familial, social and political content; this content is integrated into the core of
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the self. Werhane's description of this "social animal" is worth quoting in full: “In
that socialization process, we develop a number of interests, roles, memberships,
commitments, and values such that each individual is an historical, cultural, and
social product, a pluralistic bundle of overlapping spheres of foci, a thick self or
selves.... [T]here is no self as precritical, transcendental subject, totally ideal
spectator or dispossessed subject.”
• Thus a series of views of human nature emerge that are instrumental in forming
different approaches to corporate governance. Hobbes's atomistic individualism
will favor the compliance approach mandated by agency theory as directors set
up external checks to self-serving managers. Rousseau's more nuanced view
would require structures to hold the pursuit of self-interest in check while
strengthening the equally natural impulses toward socializability and
cooperation. The social conception of the self would treat the corporation as an
environment where managers, as stewards, recruit employees who will quickly
commit to the central corporate values and then develop supporting structures
and procedures to help their colleagues find meaningful work while fulfilling
social, corporate objectives.
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6.2.2.3 Approaches to Corporate Governance Summary Table

166
(1,1) Description(1,2) Theory of Owner Role(1,4) Man

Human
Nature(1,3)
Agency Managers act Managers are Owners are Man

Theory(2,1)
as agents of the rational, but principals, that is, agen
corporation self-interested they originate the resp
fulfilling the beings who action and bear actin
goals established must be primary moral inte
by the owners / controlled from responsibility.(2,4) prin
directors(2,2) the outside(2,3) hire
Faith
imp
conf
inte
main
conf
Stockholder Corporation is Stockholders Owners invest in Man

Approach(3,1) property of pursue self corporation and resp
stockholders who interest. They seek a return ensu
dispose of it as are rational (profit) on their own
they see ft.(3,2) (instrumental), investment.(3,4) max
economic self- on
interest inve
maximizers.(3,3)
Stakeholder Owners drop out Groups have Owners drop to Man

Approach(4,1) of center focus. special interests one of a group of met
Corporation is but recognize equal They
run for the sake the need to stakeholders. Still stak
of its integrate these. advocate their stak
stakeholders.(4,2) Humans possess financial interests inte
capacity for but not to the f
procedural exclusion of other poss
reasoning.(4,3) stakeholders.(4,4)
Stewardship Managers act as Desire and self Owners still set Man
Model(5,1) stewards for interest are cardinal objectives stew
absentee owners; balanced out by but they also are exer
oversee the social motives responsible for over
operations of such as providing of th
corporation and Rousseau's pity managers with a thei
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exercise care over and Aristotle's meaningful work

them. Emotion virtues.(5,3) environment.(5,4)
(care) plays an
equal role with
instrumental
rationality.(5,2)
This table summarizes materials from Introduction: Theories of Governance (Clarke, 1

through 30) and provides a taxonomy of several different approaches to corporate
governance.
Agency Theory
1. In agency theory, the owners/directors set the central objectives of the

corporation. Managers, in turn, are responsible for executing these objectives in
the corporation's day-to-day operations. Corporate governance consists of
designing structures and procedures to control management, i.e., to keep their
actions in line with director-established objectives.
2. Managers cannot be trusted to remain faithful agents, i.e., to stay faithful to the
interests and goals of the owners/directors. This presupposes a particular view of
human nature. Humans are rational, egoists. They have desires and use reason to
devise means to realize them. Since one desire can be checked only by another
desire, this egoism is potentially without limit. Agency theory assumes that
managers will divert corporate resources to pursue their own selfish ends unless
checked by some system of external controls. Thus, another key element of
corporate governance under agency theory is to find the most efficient systems
of controls to keep manager egoism in check.
3. The owners/directors play the role of principal in agency theory. The principal
originates the action and bears primary moral and legal responsibility for it. Most
of the time the principal of an action is also its executor. But there are times when
the principal lacks the knowledge and skill necessary for executing the objectives
he or she originates. In this case, the principal contracts with an agent. The
principal authorizes the agent to act on his or her behalf. This requires that the
agent remain faithful to the goals and interests of the principal. See Hobbes's
Leviathan, Chapter 16 for an important historical account of the agent-principal
relation.
4. Managers are agents. Their primary responsibility is to serve as faithful executors
of the goals and interests of the principals. This requires, first, that, managers are
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responsible for exercising their professional judgment in a competent way.

Managers are also responsible for remaining faithful to the interests of their
principals. To do this they must avoid conflicts of interests and maintain
confidentialities (i.e., keep secrets). Agent can also range from being free
(unguided by principals) to bound (tightly monitored and controlled by principals).
5. How does ethics enter into corporate governance under agency theory? Primary
emphasis is placed on compliance, i.e., enforced conformity to rules that
constitute minimum thresholds of acceptable behavior. Compliance approaches
develop (1) rule based codes, (2) systems of monitoring to detect violations, and
(3) punishments and rewards to deter non-compliance and reward compliance.
Trevino and Weaver provide an empirical analysis to the goals achieved through
compliance ethics: “[4] the perception that better decisions are made because of
the ethics program [5] ethical advice seeking, [6] decreased unethical behavior in
the organization... [7] ethical awareness.” (Weaver and Trevino, 1999: 333.)
Stockholder Theory
1. The stockholder approach is quite similar to that set forth in agency theory. The
difference is that it views the corporation as the property of its owners
(stockholders) who may dispose of it as they see ft. Most of the time this involves
using it to receive maximum return on investment.
2. Stockholders are oriented toward self-interest, so stockholder theory, along with
agency theory, takes an egoistic/Hobbesian view of human nature. Humans are
rational, self-interest maximizers. Owners should expect this from the
corporation's managers and employees. They should integrate procedures and
controls that channel the corporation and its members in the direction of their
(owners) self-interest.
3. The owners invest in the corporation and seek a return (profit) on this
investment. But this narrow role has been expanded into overseeing the
operations of the corporations and its managers to ensure that the corporation is
in compliance with ethical and legal standards set by the government. Just as the
master, under tort law, was responsible for injury brought about by the
negligence of a servant, so also are directors responsible for harm brought about
by their property, the corporation.
4. Managers are role-responsible for ensuring that investors get maximum return
on their investment. This includes exercising good business judgment and
avoiding conflicts of interests and violations of confidences.
5. Like corporations operating within agency theory, stockholder corporations focus
on compliance strategies to monitor managers and make sure they remain
faithful agents. However, directors under the stockholder approach also take
seriously oversight responsibility which include ensuring corporate compliance
with laws such as Sarbanes-Oxley and the Federal Sentencing Guidelines.
Stakeholder Theory
1. Owners drop out of the center of attention in this approach to become one of
several, equal stakeholders. A stakeholder is any group or individual that has a
vital interest, right, good, or value in play or at risk. (A gambler's stake is the
money on the table in play as the roulette wheel turns. Depending on the
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outcome of the situation, the gambler either keeps or loses the stake.) Examples
of corporate stakeholders include stockholders, employees, customers, suppliers,
local community, and government. The corporation on this view exists for the
sake of its stakeholders, not stockholders.
2. The stakeholder view can be closely tied to egoism if it is assumed that the
different stakeholder groups exist to maximize their selfish interests. But the
stakeholder approach to corporate governance goes beyond the egoistic account
of human nature. The corporation (and its managers) become responsible for
mediating between these different, often conflicting, stakeholder interests, always
keeping in mind that all stakeholders deserve equal respect. If stakeholders have
any solidarity with one another, it is because the interest set of each includes the
interests of the others. (This is how Feinberg defines solidarity.) The ability to
envision the interests of each stakeholder and to work toward integrating these
must be built on a view of human nature that is as altruistic as egoistic. While not
embracing the social view of human nature outlined above, the stakeholder view
assumes that stakeholders are capable and willing to negotiate and bargain with
one another. It begins, in other words, with enlightened and long term self
interest.
3. The first feature of the owner role is the reduction in centrality mentioned just
above. They advocate their interests in the same arena as the other stakeholders,
but they also must work to make their interests compatible with the other
stakeholders. This requires integrating interests when possible and drawing
integrity-preserving compromises when necessary. (See Benjamin 1990).
4. Managers play an important meta-role here. They are faithful agents but of all
stakeholders, not just stockholders. Thus, they become referees or (to switch
metaphors) brokers between stakeholders. They oversee the generation of
expansive corporate values capable of absorbing and integrating narrower
stakeholder interests.
5. Stakeholder approaches combine compliance and value-based approaches. In
compliance, corporate officers define a moral and legal minimum; this consists of
the minimum set of rules necessary for stakeholder coexistence. Beyond this,
value-based approaches seek to create common, broader objec tives, aspirations
that can unite the different stakeholders in the pursuit of excellence. Stakeholder
approaches need both; the compliance approach gets things started and the
values-based approach sets them on the path to excellence.
Stewardship Theory
• Managers and employees can be trusted to act as stewards or guardians of the

corporation. This means that while they do not own the corporation's resources,
they will safeguard these for the owners. A steward is a caretaker who looks after
the owner's property and interests when the owner is absent
• This approach definitely makes use of the social approach to human nature.
Humans, naturally and spontaneously, realize their innermost natures by forming
social unions. The corporation, under this view, is such an organization. While
taking on the characteristics of a social contract with the other approaches,
especially agency theory, the corporation under the stewardship view is more of a
coopera tive, collaborative enterprise. Humans can act and find meaning in
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interests and concerns well beyond the confines of the ego. In fact, to organize
the corporation around egoistic assumptions does harm to those capable of
action on altruistic motives. The emphasis here is on building trust and social
capital to strengthen the social potentialities of human nature.
• Owners still establish the cardinal objectives for the sake of which the corporation
exists. But they are also responsible for providing managers with an environment
suitable developing human potentialities of forming societies to collaborate in
meaningful work.
• Managers act as stewards or caretakers; they act as if they were owners in terms
of the care and concern expressed for work rather than merely executors of the
interests of others. In other words, the alienation implied in agency theory (acting
not out of self but for another), disappears as the managers and employees of
the corporation reabsorb the agent function.
• Stewardship approaches are primarily value-based. They (1) identify and
formulate common aspirations or values as standards of excellence, (2) develop
training programs conducive to the pursuit of excellence, and (3) respond to
values "gaps" by providing moral support.
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6.2.2.4 External Controls: Fining, Stock Dilution, Changing Internal

Governance, Court Ordered Adverse Publicity, and Community Service
172
Deterrence
Target of
Description Example Trap
Punishment
Avoided?
Pentagon
Harms Fails to
Monetary Exaction Fines Procurement
innocent Escape
Scandals
Stockholders Escapes by
Dilute Stock
(Not attacking
Stock Dilution and award to
necessarily future
victim
guilty) earnings
Court orders
SEC Escapes since
internal Corporation
Voluntary it mandates
Probation changes and its
Disclosure organizational
(special board Members
Program changes
appointments)
Escapes
English
(although
Bread Acts
Court orders adverse
(Hester Targets
Court Ordered corporation to publicity
Prynne corporate
Adverse Publicity publicize indirectly
shame in image
crime attacks
Scarlet
financial
Letter)
values)
Corporation Representative
Allied Escapes since
performs groups/
CommunityService chemical targets non-
services individuals
Orders (James River financial
mandated by from
Pollution) values
court corporation
Table 6.2 Classifications of Corporate Punishments from French and Fisse This table summarize
Corporations: The Limitations of fines and the enterprise of Creating Alternatives." This article is
Unruly Law and provides a taxonomy of different forms of punishment for corporations. It helps r
targets the guilty, produces a positive change within the corporation, avoids Cofee's deterrence tra
the corporate black box. For full reference to book see bibliography below.
173
Requirements of Sarbanes-Oxley (From Dyrud: 37)
• Provide increased protection for whistle-blowers

• Adhere to an established code of ethics or explain reasons for non-compliance
• Engage in "full, fair, timely and understandable disclosure"
• Maintain "honest and ethical" behavior.
• Report ethics violations promptly
• Comply with "applicable governmental laws, rules, and regulations"
• Dyurd cites: ELT, Ethics and Code of Conduct, n.d.; http://www.elt-inc.com/solutio
n/ethics and code of conduct training obligations.html (http://www.elt-inc.com/sol
ution/ethics%20and%20code%20of%20conduct%20training%20obligations.htm
l%20http://www.elt-inc.com/solution/ethics%20and%20code%20of%20conduct%2
0training%20obligations.html)
Ammended Federal Sentencing Guidelines (Dyrud 37)
• Establishing standards and procedures to prevent and detect criminal conduct

• Promoting responsibility at all levels of the program, together with adequate
program resources and authority for its managers
• Exercising due diligence in hiring and assigning personnel to positions with
substantial authority
• Communicating standards and procedures, including a specific requirement for
training at all levels
• Monitoring, auditing, and non-internal guidance/reporting systems
• Promiting and enforcing of compliance and ethical conduct
• Taking reasonable steps to respond appropriately and prevent further
misconduct in detecting a violation

Module Activities
• Study the Prisoner's Dilemma to help you formulate the central challenges of
corporate governance.
• Study four different approaches to corporate governance, (1) agency theory, (2)
the stockholder ap proach, (3) the stakeholder approach, and (4) stewardship
theory.
• Examine corporate governance from the macro level by (1) looking at the
structural changes a company can make to comply with legal and ethical
standards and (2) examining the balances that government must make to control
corporate behavior and yet preserve economic freedom.
• Design a corporate governance program for an actual company that you and your
group choose. It should be a company to which you have open access. You will
also be required to take steps to gain the consent of this company for your study.
174
• Reflect on how to integrate this module's macro description of corporate

governance with the micro perspective presented in the module on moral
ecologies and corporate governance.
Corporate Governance Plans
• A corporate code of ethics that responds to the specific ethical problems

uncovered by your profile of the corporation you are studying.
• A corporate ethics training program designed to acquaint employees, owners,
and managers with the company's value aspirations and compliance objectives.
• A Corporate Ethics Audit designed to identify and minimize ethical risks.
• A comprehensive ethics compliance program that responds to the requirements
set forth in Sarbanes and Oxley as well as the Federal Sentencing Guidelines.
• A program in corporate excellence designed to articulate and realize the core
values that define your company's identity and integrity.

This material will be added later. Students will be given an opportunity to assess
different stages of this module as well as the module as a whole.
6.2.5 Appendix
Bibliography
1. Benjamin, M. (1990) Splitting the difference: Compromise and Integrity in

Ethics and Politics. Lawrence, KS: University of Kansas Press.
1998) Blackwell Encyclopedic Dictionary of Business Ethics. Oxford, UK:
Blackwell Publishers, INC: 593-595.
3. Clarke, T. (2004) "Introduction: Theories of Governance—Reconceptualizing
Corporate Governance: The Philosophical Foundations of Corporate
Governance, ed. Thomas Clarke. New York: Routledge: 1-30.
4. Davis, J.H., Schoorman, D., and Donaldson, L. "Toward a Stewardship Theory of
Management," in Theories of Corporate Governance: The Philosophical
Foundations of Corporate Governance, ed. Thomas Clarke. (2004) New York:
Routledge: 1-30.
6. Feinberg, J. (1970) "Collective Responsibility" in Doing and Deserving: Essays in
the Theory of Responsibility. Princeton, NJ: Princeton University Press: 234.
7. Fisse, B. and French, P.A., eds. (1985) Corrigible Corporations and Unruly Law.
San Antonio, TX: Trinity University Press.
175
8. French, P.A. (1984) Collective and Corporate Responsibility. New York:

Columbia University Press.
9. Hobbes, T. (1651, 1968) Leviathan. Middlesex, England: Penguin Books: 186.
10. Macpherson, C.B. (1962) The Political Theory of Possessive Individualism:
Hobbes to Locke. London, UK: Oxford University Press: 3.
12. McLean, B., and Elkind, P. (2003) The Smartest Guys in the Room: The Amazing
Rise and Scandalous Fall of Enron. New York: Portfolio: 141-149.
13. Paine, L.S. (1994) "Managing for Organizational Integrity," in Harvard Business
Review, March/April 1994.
14. Rousseau, J.J. (1987) Jean-Jacques Rousseau: The Basic Political Writings
Translated by Donald A. Cress. Indianapolis, IN: Hackett Publishing Company: 60.
15. Sandel, M. (1982, 1998). Liberalism and the Limits of Justice. Cambridge:
Cambridge University Press
16. Stewart, J.B. (2007) "The Kona Files: How an obsession with leaks brought scandal
to Hewlett-Packard," in The New Yorker, February 19 and 26, 2007: 152-167.
17. Stone, C. D. (1975) Where the Law Ends: The Social Control of Corporate
Behavior. Prospectr Heights, IL: Waveland Press, INC: 1-30.
18. Swartz, M., Watkins, S. (2003) Power Failure: The Inside Story of the collapse of
Enron. New York: Doubleday: 356.
19. Weaver, G.R. and Trevino, L.K. (1999) "Integrated and decoupled social
performance: Management commitments, external pressures, and corporate
ethics practices." The academy of Management Journal, 42: 539-552.
20. Werhane, P.H. (1999) Moral Imagination and Management Decision Making.
Oxford, UK: Oxford University Press: 39.
Corporate Governance and Hewlett-Packard Case
Please view or download it at CorpGov HP Case.pptx (http://cnx.org/content/m17367/

1.5/CorpGov_HP_Case.pptx)


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SES-0551779
6.3 Pirate Code for Engineering Ethics

6.3.1 Statements of Value/Codes of Ethics

• William J. Frey
• Center for Ethics in the Professions
• University of Puerto Rico at Mayaguez

In this module, you will learn about professional and occupational codes of ethics by
looking at a bad code, writing your own code, and then critically examine a
professional code of ethics, the engineering code for the Colegio de Ingenieros y
Agrimensores de Puerto Rico. Three exercises will take you through the process of
examining the Pirate Creed, writing your own code, and examining the Colegio's code.
Text boxes will provide helpful background information on purposes served by
professional codes, philosophical objections, and a framework for working your way
through a stakeholder-based code like that of the CIAPR or the National Society of
Professional Engineers. This module provides a Spanish translation of the Pirate Creed
prepared by Dr. Dana Livingston Collins of the Department of Humanities in the
University of Puerto Rico at Mayagüez.
Concluding this module are two word documents uploaded as media files. One
provides the exercises that are presented in this module in XML format. The other
provides the background information that has been presented in this module as
Textboxes.
177
6.3.3 Module Activities

1. You will analyze the Pirate Creed in terms of (a) its different functions, (b) the
community values it embodies, and (c) how it stands toward nonmembers of the
pirate community as well as members.
2. You will write a code of ethics for an occupational or professional area such as
business or engineering.
3. You will debrief the rest of the class on your group's code, clarify its functions and
values, and defend it if necessary.
4. This module will conclude with a look at the code of ethics of the Puerto Rico
State Society of Professional Engineers and Land surveyors or Colegio de
Ingenieros y Agrimensores de Puerto Rico.
6.3.4 Pirates Creed of Ethics (translated into Spanish by Dana

Collins)
1. El capitan tendra comando total durante una batalla y tendra la autoridad para
dirigir el barco. El que no sigua al capitan podra ser castigado se la tripulaci6n no
vota en contra del castigo.
2. Si el barco naufraga, la tripulaci6n permanecera unidos hasta el capitan consigue
otra nave. Si la nave es propiedad comun de la tripulaci6n, la primera nave
capturada pertenecera al capitan con una (1) parte de botfn.
3. El cirujano del barco recibira doscientas (200) coronas para el mantenimiento de
su equipo medico y recibira una (1) parte del botfn.
4. Los otros ofciales recibiran una (1) parte cada uno, y si se distinguen, la
tripulaci6n determinara cuanto recibiran como recompensa.
5. El botfn de una nave capturada sera distribuido en partes iguales.
6. El primero que seiale la aparici6n de un barco que sea capturado recibira cien
(100) coronas.
7. El que pierda un ojo, una mano, o una pierna mientras esta en servicio, recibira
hasta seis esclavos o seiscientas (600) coronas.
8. Los suministros y raciones seran compartidos por igual.
9. La penalidad por traer una mujer disfrazada a bordo es la muerte.
10. Si un hermano roba de otro, perdera su nariz u orejas. Se peca de nuevo, se le
daran un mosquete, municiones, plomo y una botella de agua y sera abandonado
en una isla.
11. Si hay duda en una disputa entre hermanos, una corte de honor determinara el
veredicto. Si un hermano es encontrado culpable, la primera vez sera perdonado,
pero al ofender de nuevo, sera atado a un cai6n y recibira un latigazo de cada
miembro de la tripulaci6n. El mismo castigo sera dado a todos, incluyendo
ofciales, quienes se emborrachen al punto de perder sus sentidos mientras esten
en el barco.
178
12. El que se duerma mientras esta trabajando como centinela, recibiran latigazos
por todos los miembros de la tripulaci6n. Se repite el crimen, su cabeza sera
rajada.
13. A todos quienes conspiren para desertar, o lo que hayan desertado y sean
capturados, sus cabezas seran rajadas.
14. Pelas entre varios hermanos mientras esten a bordo sera resueltos en tierra con
pistolas y espadas. El que saque primera sangre sera el vencedor. No pueden
golpear a otro mientras esten a bordo de la nave.
6.3.5 Exercise: Pirate Creed

• What is good about the Pirate Creed of Ethics?
• What is bad about the Pirate Creed of Ethics?
• What is the purpose of the Creed for the Pirate Community?
• What values are embedded in the Pirate Creed?
• How does the Pirate Creed deal with nonmembers?
6.3.6 Exercise: Writing a Code of Ethics for Engineers

• Step One: Identify the purpose behind your engineering code of ethics. For
example, is it to punish wrongful behavior, provide a set of guidelines, educate
the community, support ethical behavior, or create an ethics dialogue?
• Step Two: Identify the contributions that engineering makes to society.
• Step Three: Identify the stakeholders of the engineering profession. A
stakeholder is any group or individual with a vital or essential interest tied to what
engineers do. along with these stakeholders, identify their stakes, that is, the
goods, rights, interests or values that are maintained, promoted, or diminished by
what engineers do?
• Step Four: Enumerate the obligations or duties that engineers have toward each
of these stakeholders. In other words, what can engineers do to maintain,
promote, or diminish the stakes of each stakeholder?
• Step Five: Identify the conflicting obligations that arise from the fact that
engineers have different stakeholders who hold conflicting stakes? Do any of
these stakeholders or stakes have obvious priority over the others?
• Step Six: Step back and reflect on what you have written. For example, look for
different kinds of provisions. Does your code use ideals of the profession which
set forth the profession's central or cardinal objectives? Does your code contain
principles of professional conduct which set forth minimal levels of behavior
and prescribe sanctions and punishments for compliance failures? In the CIAPR
(Colegio de Ingenieros y Agrimensores de Puerto Rico) code of ethics, the
fundamental principles and basic canons set forth the ideals of the profession.
The principles of professional conduct fall in the section on practical norms.
• Step Seven: The Final Audit. Submit your code to an overall audit to see if
anything has been left out. Have you included all the stakeholders and their
179
stakes? Have you left out any ethical considerations such as rights and duties?
Compare your code to the law. Are your code's provisions legal? Do they overlap
with existing law? Do they imply criticisms of existing laws? If they imply
punishments or sanctions, what measures does your code prescribe to
administer justly and properly these sanctions? Finally, be sure to guard against
the equal but opposite sins of over-specificity and too much generality. Overly
specifc codes try to provide a rule for every possible situation. Because this is
impossible, these codes tend toward rigidity, inflexibility, and irrelevance. Codes
that are too general fail because they can be interpreted to rationalize any kind of
claim and, thus, mask immoral actions and intentions.
6.3.7 Exercise: Studying the code of Ethics of the Colegio de

Ingenieros y Agrimensores de Puerto Rico
• Identify the provisions that touch upon the relation of the engineer to the public.
What goods are at stake in this relation? What can engineers do to preserve or
promote these goods?
• Identify provisions that touch upon the relation of the engineer to the client. What
goods are at stake in this relation? What can engineers do to preserve or promote
these goods?
• Identify provisions that touch upon the relation of the engineer to the CIAPR
(professional engineering society) What goods are at stake in this relation? What
can engineers do to preserve or promote these goods?.
• Finally, identify provisions that touch upon the relation of the engineer to other
engineers (peer relations). What goods are at stake in this relation? What can
engineers do to preserve or promote these goods?
6.3.8 Textbox: Code of Ethics of Colegio de Ingenieros y

Agrimensores de Puerto Rico (Puerto Rico State society of
Professional Eng
• The CIAPR code of ethics has three parts:
• Part One: Three Fundamental Principles which express cardinal objectives for
engineering practice in Puerto Rico
• Part Two: Ten Canons which set forth general rules for ethical engineering
practice
• Part Three: Each canon is repeated followed by several practical norms by setting
forth detailed rules, practical norms specify and interpret the basic canons. They
also set forth specific and concrete rules for professional and ethical conduct
• The CIAPR code of ethics is a stakeholder code. This means it identifies
engineering stakeholders, the goods they depend upon, and the duties engineers
have in protecting or promoting these goods.
180
Key Engineer Relations
• The relation between engineer and public is founded on the goods of health,
safety and welfare.
• The relation between engineer and client is founded on the good of faithful
agency (trust).
• The relation between the individual engineer and the profession is founded on
the engineer working to maintain the good reputation and integrity of the
profession.
• The peer relation between practicing engineers is founded on the good of
collegiality.
Engineer and Public
• Duties arising in this relation are tied to maintaining or promoting the goods of
health, safety, and welfare. They include minimizing harm, avoiding paternalism
(making decisions for others who have the right and ability to make these for
themselves), free and informed consent (the right of those taking a risk to
consent to that risk).
• FP1: Deberan considerar su principal función como profesionales la de servir a la
humanidad. Su relación como professional y cliente, y como professional y
patrono, debera estar sujeta a su función fundamental de promover el bienestar
de la humanidad y la de proteger el interes publico.
• Canon 1: Velar por sobre toda otra consideración por la seguridad, el ambiente, la
salud y el bienestar de la comunidad en la ejecuci6n de sus responsabilidades
profesionales.
• Practical Norm 1d: Cuando tengan conocimiento o sufciente razón para creer que
otro ingeniero o agrimensor viola las disposiciones de este Código, o que una
persona o frma pone en peligro la seguridad, el ambiente, la salud o el bienestar
de la comunidad, presentaran tal informaci6n por escrito a las autoridades
concernidas y cooperaran con dichas autoridades proveyendo aquella
información o asistencia que les sea requerida.
Engineer to Client
• Duties stemming from this relation arise out of faithful agency, that is, the
responsibility of an engineer to remain true to the client's interests. Positively this
includes exercising due care for the client by carrying out the client's interests
through the exercise of sound, competent engineering professional judgment.
Negatively this entails avoiding conflicts of interest and revealing the client's
confidential information.
• Faithful Agency: Canon 4—Actuar en asuntos profesionales para cada patrono o
cliente como agentes feles o fduciarios, y evitar confictos de intereses o la mera
apariencia de estos, manteniendo siempre la independencia de criterio como
base del profesionalismo.
• Confict of Interest: 4a—Evitaran todo conficto de intereses conocido o potencial
con sus patronos o clientes e informaran con prontitud a sus patronos o clientes
sobre cualquier relaci6n de negocios, intereses o circunstancias que pudieran
infuenciar su juicio o la calidad de sus servicios.
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• Confdentiality: 4i—Trataran toda informaci6n, que les llegue en el curso de sus

encomiendas profesionales, como confdencial y no usaran tal informaci6n como
medio para lograr benefcio personal si tal acci6n es adversa a los intereses de sus
clientes, de sus patronos, de las comisiones o juntas a las que pudiera pertenecer
o del publico.
Engineer to Profession
• This includes working to promote the profession's autonomy and independence

as well as maintaining its good reputation. Moreover it requires that engineers
participate in their professional society, work to advance engineering, be
objective and impartial in their work, and associate only with persons of good
reputation.
• Canon 3: Emitir declaraciones publicas unicamente en una forma veraz y
objetiva.
• Practical Norm 3a: Seran objetivos y veraces en informes profesionales,
declaraciones o testimonios. Incluiran toda la informaci6n relevante y pertinente
en tales informes, declaraciones o testimonios.
Engineer to Engineer
• This relation is based on the good of Collegiality. It requires that engineers work
to maintain friendly and collaborative relations with other engineers by avoiding
disloyal competition and comparative advertising and by always giving peers due
credit for their contributions to engineering projects and designs.
• Practical Norm 4l: Antes de realizar trabajos para otros, en los cuales puedan
hacer mejoras, planos, diseios, inventos, u otros registros, que puedan justifcar la
obtenci6n de derechos de autor o patentes, llegaran a un acuerdo en relaci6n con
los derechos de las respectivas partes. (Give due credit to colleagues for their
work).
• Canon 5: Edifcar su reputación professional en el merito de sus servicios y no
competir deslealmente con otros. (Avoid disloyal competition)
• Practical Norm 6b: Anunciaran sus servicios profesionales sin auto-alabanza y
sin lenguaje en gaioso y de una manera en que no se menoscabe la dignidad de
sus profesiones. (Non-comparative advertising)
• Practical Norm 5h: No trataran de suplantar, ni suplantaran otro ingeniero o
agrimensor, despues de que una gestión profesional le haya sido ofrecida o
confada a este, ni tampoco competira injustamente con el. (Avoid disloyal
competition)
6.3.9 Professional Codes as Social Contracts

• What some have said about defining ethics could also be applied to defining a
profession: it's a bit like “nailing jello to a tree.” Nevertheless, we can make to
reasonable claims about professions: tye can be treated as social contracts, and
they have something to do with specialized knowledge. If these two claims hold,
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then a third claim can be made, namely, that professions have an ineliminable
ethical dimension.
• A legitimate contract between two parties requires a quid pro quo (a mutually
beneficial exchange) and free consent (consent that includes full information and
excludes force or deception). The social contract between engineering and society
can be pictured int he following way:
Society grants to
Profession grants to Society
Profession
Autonomy Self-Regulation
Prestige Primacy of public health, safety, and welfare
Developing and enforcing ethical and

Monopoly
professional standards
Table 6.3 Profession as Social Contract
Society grants autonomy, prestige, and monopoly control to the profession of

engineering.
1. Autonomy includes freedom from regulation and control from the outside
through cumbersome laws, regulations, and statutes.
2. Prestige includes high social status and generous pay.
3. Monopoly status implies that the profession of engineering itself determines who
can practice engineering and how it should be practiced.
4. The profession promises to use its autonomy responsibly by regulating itself. it
does this by developing and enforcing professional and ethical standards. By
granting prestige to the profession, society has removed the need for the
profession to collectively bargain for its self-interest.
5. Not having to worry about its collective self-interest, the profession is now free to
hold paramount the health, safety, and welfare of the public.
6. This contract explains why professions develop codes of ethics. Codes document
to the public the profession's commitment to carry out its side of the social
contract, namely, to hold paramount public welfare. They can do this because
society will honor its side of the contract, namely, to remove from the profession
the need to fight for its self-interest
This social contract is more symbolic and explanatory than real.
• Codes allow the profession to document to society that it has developed proper
standards and intends to enforce them. They express the profession's trust in
society to keep its side of the bargain by granting autonomy, prestige, and
monopoly. Of course this contract has never been explicitly enacted at a point in
historical time. But the notion of a social contract with a mutually beneficial
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exchange (a quid pro quo) provides a useful device for modeling the relation that
has actually evolved between society and its professions.
Professions and Responsibility
• Professions have been created to exercise stewardship over knowledge and skill
domains.
• Exercising stewardship over X generally means watching over, preserving,
protecting, and even improving X. Stewardship is a forward-looking kind of
responsibility similar to the responsibility that a parent exercises toward his or
her children. The steward is a trusted servant or agent of the landowner who acts
in the owner's place while the later is absent or incapacitated.
• "Stewardship," thus, refers to the profession's responsibility to safeguard its
specific domain of knowl edge and skill. This domain is essential to society in
some way (it provides society with a basic, common good) and society delegates
responsibility for this domain to its members who are specially suited to exercise
it.
• So, generally speaking, professions can be characterized in terms of
epistemological and ethical responsibilities.
• The epistemological responsibility refers to stewardship over the knowledge and
skills that characterizes the profession. The profession preserves, transmit, and
advances this domain of knowledge and skill. (Epistemology study of knowledge.)
• The ethical dimension refers to the responsibility of the profession to safeguard
knowledge and skill for the good of society. Society trusts the profession to do
this for the sake of the common good. Society also trusts the profession to
regulate its own activities by developing and enforcing ethical and professional
standards.
6.3.10 Objections to and Mischievous Side Effects of Codes of

Ethics
These objections are taken from John Ladd, "The Quest for a Code of
Professional Ethics: An Intellectual and Moral Confusion." This article can be
found in Deborah G. Johnson, editor, (1991) Ethical Issues in Engineering, New
Jersey: Prentice Hall: 130-136. The author of this module has taken some
liberties in this presentation.
• Codes “confuse ethics with law-making” (Ladd, 130). Ethics is deliberative and
argumentative while law-making focuses on activities such as making and
enforcing rules and policies.
• A code of ethics is an oxymoron. Ethics requires autonomy of the individual
while a code assumes the legitimacy of an external authority imposing rule and
order on that individual.
• Obedience to moral law for autonomous individuals is motivated by respect
for the moral law. On the other hand, obedience to civil law is motivated by
fear of punishment. Thus, Ladd informs us that when one attaches “disciplinary
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procedures, methods of adjudication and sanctions, formal and informal, to the

principles that one calls 'ethical' one automatically converts them into legal rules or
some other kind of authoritative rules of conduct....” (Ladd 131) Accompanying
code provisions with punishments replaces obedience based on respect for the
(moral) law with conformity based on fear of punishment.
• Codes lead to the dangerous tendency to reduce the ethical to the legal.
Ethical principles can be used to judge or evaluate a disciplinary or legal code. But
the reverse is not true; existing laws cannot trump ethical principles in debates
over ethical issues and ethical decisions. As Ladd puts it, “That is not to say that
ethics has no relevance for projects involving the creation, certification and
enforcement of rules of conduct for members of certain groups....[I]ts [ethics's] role
in connection with these projects is to appraise, criticize and perhaps even defend
(or condemn) the projects themselves, the rules, regulations and procedures they
prescribe, and the social and political goals and institutions they represent.” (Ladd
130)
• Codes have been used to justify immoral actions. Professional codes have
been misued by individuals to justify actions that go against common morality.
For example, lawyers may use the fact that the law is an adversarial system to
justify lying. Ladd responds in the following way to this dodge: "{T}here is no
special ethics belonging to professionals. Professionals are not, simply because
they are professionals, exempt from the common obligations, duties and
responsibilities that are binding on ordinary people. They do not have a special
moral status that allows them to do things that no one else can." (Ladd 131)
Mischievous Side-Effects of Codes (from John Ladd)
• Codes make professionals complacent. (Ladd 135) First, they reduce the ethical
to the minimally acceptable. Second, they cover up wrongful actions or policies by
calling them-within the context of the code-"ethical". For example, the NSPE code
of ethics used to prohibit competitive bidding. Enshrining it in their code of ethics
gave it the appearance of being ethical when in fact it was motivated primarily by
self interest. This provision was removed when it was declared unconstitutional
by the U.S. Supreme Court for violating the Anti-Trust law.
• Because codes focus on micro-ethical problems, “they tend to divert attention
from macro-ethical problems of a profession.” (Ladd 135) For example, in Puerto
Rico, the actions of the Disciplinary Tribunal of the Colegio de Ingenieros y
Agrimensores de Puerto Rico tend to focus on individual engineers who violate
code provisions concerned with individual acts of corruption; these include
conflicts of interest, failing to serve as faithful agents or trustees, and
participating in corrupt actions such as taking or giving bribes. On the other hand,
the CIAPR does not place equal attention on macro-ethical problems such as “the
social responsibilities of professionals as a group” (Ladd 132), the role of the
profession and its members in society (Ladd 135), and the “role professions play
in determining the use of technology, its development and expansion, and the
distribution of the costs.” (Ladd 135)
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6.3.11 Exercise: Questions for Refection

1. Which of Ladd's criticisms apply to the Pirate Creed?
2. How does your group's code of ethics stand in relation to Ladd's criticisms?
3. Do Ladd's objections apply t the ABET, NSPE, or CIAPR codes?
WORD FILE
To view, please see here (http://cnx.org/content/m13849/latest/Code%20EX%20Bx%20

1.doc)
6.4 Developing Ethics Codes and Statements of Values


Codes of ethics evoke opposite reactions from people who teach, do research in, or
are practitioners of occupational and professional ethics. Some hold that teaching
codes of ethics is essential to preparing students for their future careers.
Corporations, for example, have come to view codes as the cornerstone of a
successful compliance program. Professional societies, such as the Puerto Rico State
Society of Professional Engineers and Land Surveyors, also make the drafting,
revising, and disseminating professional codes of ethics a central part of practicing
professional engineering ethics. But many strongly oppose codes because they
promote the wrong sorts of attitudes in those who would be influenced by them. As
you will see below, philosophical ethicists raise objections to codes because they
undermine moral autonomy, lead to uncritical acceptance of authority, and replace
moral motives with fear of punishment. These polar stances are grounded in the very
different perspectives from which different groups approach codes. But they are also
grounded in the fact that codes take many different forms and serve distinct
functions. For example, consider the introductory considerations presented in the
following:
6.4.1.1 Different Uses for Codes

Kinds of Codes
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• Professional Codes of Ethics. Professions such as engineering and accounting

have developed codes of ethics. These set forth the ideals of the profession as
well as more mundane challenges faced by members. Engineering codes, for
example, set forth service to humanity as an ideal of the profession. But they also
provide detailed provisions to help members recognize conflicts of interest,
issues of collegiality, and confidentiality responsibilities.
• Corporate Codes of Ethics. Corporate codes are adopted by many companies to
respond better to the Federal Sentencing Guidelines. These codes provide
guidelines on particularly sticky issues (When does a gift become a bribe?) They
also set forth provisions that express the core values of the corporation. These
lengthy codes with detailed provisions support a compliance approach to
organizational discipline.
• Corporate Credos. Some companies have shortened their lengthy codes into a
few general provisions that form a creed. Johnson and Johnson's Credo is famous
in this respect and can be found by clicking on the Business Ethics Library link
provided above.
• Statements of Values. Finally, more mature companies find it useful to express
and disseminate their core value commitments in Statements of Values. These
form the basis of values-based decision-making. While codes of ethics clearly
establish minimum standards of acceptable conduct, Statements of Values
outline the aspirations that can drive companies toward continuous
improvement.
Functions or Purposes Served by Codes
• Discipline. This function gets all the attention. Most codes are set forth to
establish clearly and forcefully an organization's standards, especially its
minimum standards of acceptable conduct. Having established the limits,
organizations can then punish those who exceed them.
• Educate. This can range from disseminating standards to enlightening members.
Company A's employees learned that anything over $100 was a bribe and should
not be accepted. But engineers learn that their fundamental responsibility is to
hold paramount public safety, health, and welfare. Codes certainly teach
minimum standards of conduct, but they can help a community to articulate and
understand their highest shared values and aspirations.
• Inspire. Codes can set forth ideals in a way that inspires a community's members
to strive for excellence. They can be written to set forth the aspirations and value
commitments that express a community's ideals. They can point a community
toward moral excellence.
• Stimulate Dialogue. Engineering professional codes of ethics have changed
greatly over the last 150 years. This has been brought about by a vigorous
internal debate stimulated by these very codes. Members debate controversial
claims and work to refine more basic statements. Johnson and Johnson credits
their credo for their proactive and successful response to the Tylenol crisis.
Regularly, employees "challenge the credo" by bringing up difficult cases and
testing how effectively the credo guides decision-making and problem-solving.
The CIAPR's Disciplinary Tribunal cases have served as a focus for discussions on
how to interpret key provisions of the organization's code of ethics. The NSPE
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Board of Ethical Review decisions have also provided an excellent forum for
clarifying ethical concepts (public safety, conflict of interest) in the context of
cases brought to the board by NSPE members. The BER discusses cases in terms
of relevant provisions of the NSPE code. Over the years, the NSPE BER has
established a firm foundation for the resolution of difficult ethical cases by
developing analogies with cases it has already discussed and clarified.
• Empower and Protect. Codes empower and protect those who are committed to
doing the right thing. If an employer orders an employee to do something that
violates that employee's ethical or professional standards, the code provides a
basis for saying, "No!". Engineers have refused to carry out directives that place
in jeopardy the health and safety of the public based on statements like canon 1
of the CIAPR code. (The NSPE code has similar provisions.) Because codes
establish and disseminate moral standards, they can provide the structure to
convert personal opinion into reasoned professional judgment. To reiterate, they
provide support to those who would do the right thing, even under when there is
considerable pressure to do the opposite.
• Codes capture or express a community's identity. They provide the occasion
to identify, foster commitment, and disseminate the values with which an
organization wants to be identified publicly. These values enter into an
organization's core beliefs and commitments forming an identify-conferring
system. By studying the values embedded in a company's code of ethics,
observing the values actually displayed in the company's conduct, and looking for
inconsistencies, the observer can gain insight into the core commitments of that
company. Codes express values that, in turn, reveal a company's core
commitments, or (in the case of a hypocritical organization) those values that
have fallen to the wayside as the company has turned to other value pursuits.
Difficulties with Codes
• The following objections lead philosophers to argue that presenting codes of

ethics in ethics classes undermines several key moral attitudes and practices.
• Codes can undermine moral autonomy by habituating us to act from motives like
deference to external authority and fear of punishment. We get out of the habit
of making decisions for ourselves and fall into the habit of deferring to outside
authority.
• Codes often fail to guide us through complex situations. Inevitably, gaps arise
between general rules and the specific situations to which they are applied;
concrete situations often present new and unexpected challenges that rules,
because of their generality, cannot anticipate. Arguing that codes should provide
action recipes for all situations neglects the fact that effective moral action
requires more than just blind obedience to rules.
• Codes of ethics can encourage a legalistic attitude that turns us away from the
pursuit of moral excellence and toward just getting by or staying out of trouble.
For example, compliance codes habituate us to striving only to maintain
minimum standards of conduct. They fail to motivate and direct action toward
aspirations. Relying exclusively on compliance codes conveys the idea that
morality is nothing but staying above the moral minimum.
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This module is designed to steer you through these complex issues by having you
draft a Statement of Values for students at your university. As you work through
your Statement of Values, you will learn that codes have strengths and weaknesses,
serve different functions, and embody values. To get you started in this process, you
will study a defective code, the Pirate Credo. A quick glance is all that is needed to see
that codes are "all too human" and need to be approached critically. In a second
activity you will identify the values embedded in professional, corporate, and
academic codes. Working with these values, you will develop a list upon which your
group will build its own Statement of Values in a third activity. Finally, you will
construct value profiles that include a general description, sample provisions, value-
based challenges, and value principles. These will all contribute to motivating those in
your community to commit to and work in concert to realize these values.
6.4.2 How an academic community developed a Statement of

Values
A False Start
The faculty of the Arts and Sciences College of University X decided to form a
committee to write a code of ethics. This committee met several times during the
course of an academic semester to prepare the first draft. When they finished, they
circulated copies throughout the college. Then they held a series of public hearings
where interested members of the College could criticize the code draft. These were
lightly attended and those attending had only a few suggestions for minor changes.
However, when the code was placed before the faculty for approval, considerable
opposition emerged. For example, a provision discouraging faculty from gossiping was
characterized by opponents as an attempt by a hostile College administration, working
through the committee, to eliminate faculty free speech. Several opponents expressed
opposition to the very idea of a code of ethics. "Does the administration think that our
faculty is so corrupt," they asked, "that the only hope for improvement is to impose
upon them a set of rules to be mindlessly followed and ruthlessly enforced?" At the
end of this debate, the faculty overwhelmingly rejected the code.
Reflections on "A False Start"
• Should codes of ethics be democratically developed from the "bottom up" or

should they be authoritatively imposed from the "top down?" Or does this
depend on certain characteristics of the community? Maybe corporate managers
should have lawyers draft their codes to meet the Federal Sentencing Guidelines;
these completed codes should then be implemented throughout the company at
all levels. Maybe academic communities should democratically determine their
own codes, and if they are unable to do so, then so much the worse for the "very
idea" of a code of ethics.
• The Ethics of Team Work module presents three ways that lead groups to go off
the tracks: Group Polarization, Groupthink, and "Going to Abilene." Do you think
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that any of these would explain false starts in developing a code of ethics? How
can these group pitfalls be overcome?
• Groups are often polarized around different and conflicting ideologies or
paradigms. Thomas Kuhn discusses paradigms in the context of scientific
debates. When these debates are fueled by conflicting and incompatible
paradigms, they can turn acrimonious and prove extraordinarily difficult to
resolve. For Kuhn, paradigms articulate and encapsulate different world views;
the meanings and experiences shared by one group operating under one
paradigm are often not shared by those operating under different paradigms.
Members of the Arts and Sciences faculty of University X may have disagreed
about the provisions proscribing gossiping because they were operating under
different conceptual systems brought about by incommensurable paradigms. If
faculty members assumed different meanings for 'gossiping', 'code', and
'discipline', then this would fuel the polarization of non-agreement like that which
occurred at University X.
• Cass Sunstein proposes that communities work around ideological or paradigm-
driven disputes by developing, in special circumstances, "incompletely theorized
agreements." These agreements are brought about by bracketing commitments
to a given ideology or paradigm. This allows one side to work on understanding
the other instead of marshaling arguments to defend the set of views entailed by
its paradigm. So Sunstein's recommendation to the College of Arts and Sciences
of University X would be to suspend commitment to defending the core beliefs of
the conflicting ideologies and try to hold discussions at a more concrete,
incompletely theorized level. This makes finding common ground eas ier. When
shared understandings are forged, then they can serve as bridges to more
complex, more completely theorized positions.
• Looking at this problem from a completely different angle, do codes of ethics
require a background of trust? If so, how can trust be built up from within highly
diverse and highly polarized communities or groups?
• Finally, can codes of ethics be abused by more ruthless groups and individuals?
For example, as those in the College of Arts and Sciences claimed, can codes of
ethics be used by those in positions of power to strengthen that power and
extend control over others?
A Success Story
• Three years later at the same university, another faculty group set out to
construct a code of ethics in order to respond to accreditation requirements.
They began with the idea of constructing a stakeholder code.
• First, they identified the stakeholders of the college's activities, that is, groups or
individuals who had a vital interest in that community's actions, decisions and
policies.
• Second, they identified the goods held by each of these stakeholders which could
be vitally impacted by the actions of the college. For example, education
represented the key good held by students that could be vitally impacted by the
activities and decisions of the College.
• Working from each stakeholder relation and the good that characterized that
relation, members of the college began crafting code provisions. Some set forth
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faculty duties such as keeping regular office hours, grading fairly, and keeping up
to date in teaching and research. Others emphasized student duties such as
working responsibly and effectively in work teams, adhering to standards of
academic honesty, and attending classes regularly.
Because stakeholder codes embody a community's values, the individuals in charge of

drafting the code decided that a more direct approach would be to identify the
embodied values and refine them into a Statement of Values. This formal statement
could later be developed in different directions including a more detailed compliance
code.
Turning their efforts toward preparing a Statement of Value Process, the Business
Administration com munity went through the following steps:
1. They discussed a flawed document, the Pirate Credo. This brought about three
positive results: participants came to see how codes embody values, that codes
serve different functions, and that codes clarify relations between the insiders
and outsiders of a community.
2. Participants examined "bona fide" codes of ethics such as academic codes, codes
of honor, corporate codes, and professional codes. Since codes embody values,
they developed lists of the values these codes embodied.
3. The sample provisions crafted in the earlier stakeholder code effort were
presented so that participants could identify the values these embodied. Previous
efforts in developing a stakeholder code could be benchmarked against the codes
studied in the previous step. Convergences and divergences were noted and used
to further characterize the college's community in terms of its similarities and
differences with other communities.
4. In this step, faculty members were asked to reduce the values list to a
manageable number of five to seven. This led to the most contentious part of the
process. Participants disagreed on the conception of value, the meaning of
particular values like justice, and on whether rights could be treated as values.
5. To resolve this disagreement, discussion leaders proposed using ballots to allow
participants to vote on values. This process was more than a simple up or down
vote. Participants also ranked the values under consideration.
6. After the top five values were identified, efforts were made, in describing each of
the remaining values, to find places to include at least components of the values
left out. For example, while confidentiality was not included in the final value list,
it was reintegrated as a component of the more general value of respect. Thus,
the final values list could be made more comprehensive and more acceptable to
the faculty community by reintegrating some values as parts of other, more
general values. Another way of picking up values left behind in the voting process
was to combine values that shared significant content. Values that did not make it
into the final list were still noted with the provision that they could be integrated
into subsequent drafts of the Statement of Values.
7. A committee was formed to take each value through a value template. After
describing the value, they formulated a principle summarizing the ethical
obligations it entailed, crafted sample provisions applying the value, and posed
different challenges the value presented to help guide a process of continuous
improvement.
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8. The committee presented its results to the faculty who approved this first draft
Statement of Values
9. The faculty then developed a schedule whereby the Statement of Values would be
revisited, expanded, revised, and improved.
6.4.3 Textbox: Responding to the Federal Sentencing

Guidelines
Recent efforts to develop ethics codes in the academic context for both students and
faculty may, in part, stem from the success of ethics compliance programs developed
in business and industry in response to the Federal Sentencing Guidelines.
Organizational codes of ethics have been integrated alongside other compliance
structure and activities to prevent criminal behavior, to detect criminal behavior, and
to ensure prompt and effective organizational response once such behavior has been
detected.
The following section contains short exerpts from the Federal Sentencing
Guidelines. For more details consult the materials referenced in note 5 below.
• "The hallmark of an effective program to prevent and detect violations of law is

that the organization exercised due diligence in seeking to prevent and detect
criminal conduct by its employees and other agents. Due giligence requires at a
minimum that the organization must have taken the following types of steps:
• The organization must have established compliance standards and procedures to
be followed by ite employees and other agents that are reasonably capable of
reducing the prospect of criminal conduct.
• Specific individual(s) within high level personnel of the organization must have
been assigned overall responsibility to oversee compliance with such standards
and procedures.
• The organization must have used due care not to delegate substantial
discretionary authority to individuals whom the organization knew, or should
have known through the exercise of due diligence, had a propensity to engage in
illegal activities.
• The organization must have taken steps to communicate effectively its standards
and procedures to all employees and other agents, e.g., by requiring participation
in training programs or by disseminating publications that explain in a practical
manner what is required.
• The organization must have taken reasonable steps to achieve compliance with
its standards, e.g., by utilizing monitoring and auditing systems reasonably
designed to detect criminal conduct by its employees and other agents and by
having in place and publicizing a reporting system whereby em ployees and other
agents could report criminal conduct by others within the organization without
fear of retribution.
Recommendations by the Federal Sentencing Guidelines for an Effective

Compliance Program
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• Appointing individuals to serve as ethics or compliance officers

• Developing corporate credos and codes of ethics that effectively communicate an
organization's ethical standards and expectations to employees.
• Designing ethics training programs for all employees
• Designing and implementing monitoring and auditing systems
• Designing and implementing an effective system of punishments and sanctions.
These must be accom panied by investigative procedures that respect employee
due process rights.
6.4.4 Textbox: Compliance Oriented Codes and Programs

Versus Values Oriented Codes and Programs
Compliance Strategy
1. The initial and still probably the most prevalent method for responding to the
Federal Sentencing Guidelines is the compliance strategy. This strategy is based
on three interrelated components:
2. Rules: Compliance strategies are centered around strict codes of ethics
composed of rules that set forth minimum thresholds of acceptable behavior.
The use of rules to structure employee action does run into problems due to the
gap between rule and application, the appearance of novel situations, and the
impression that it gives to employees that obedience is based on conformity to
authority.
3. Monitoring: The second component consists of monitoring activities designed to
ensure that em ployees are conforming to rules and to identify instances of non-
compliance. Monitoring is certainly effective but it requires that the organization
expend time, money, and energy. Monitoring also places stress upon employees
in that they are aware of constantly being watched. Those under observation
tend either to rebel or to automatically adopt behaviors they believe those doing
the monitoring want. This considerably dampens creativity, legitimate criticism,
and innovation.
4. Disciplining Misconduct: The last key component to a compliance strategy is
punishment. Pun ishment can be effective especially when establishing and
enforcing conduct that remains above the criminal level. But reliance on
punishment for control tends to impose solidarity on an organization rather than
elicit it. Employees conform because they fear sanction. Organizations based on
this fear are never really free to pursue excellence.
Values Orientation
1. To facilitate comparison, three correlative but different elements to Values-Based

or aspirationnal approaches will be identified.
2. Development of Shared Values: Using a process similar to the one described
above, a company develops a Statement of Shared Values. These provide
guidelines that replace the hard and fast rules of a compliance code. Statements
in values-oriented codes play a different logical function than statements in
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compliance codes. "Principles of Professional/Organizational Conduct" in

compliance codes specify circumstances of compliance: time, agent, place,
purpose, manner, etc. These provide sufficient content to set forth principles of
professional conduct as rules that can be violated. This, in turn, allows them to be
backed by punishment for violation. "Ideals of the Profession" (or organization)
set forth a community's shared aspirations. These are pitched at a level well
above and beyond the minimum. Communities can and should define themselves
as much by their aspirations as by their threshold standards.
3. Support for Employees: Since Statements of Values set forth excellences or
aspirations, the role of the organization changes from monitoring and then
punishing misbehavior to finding ways of opening avenues for employees to
realize key values in their day to day activity. Excellence is not something to be
reached overnight. It requires rethinking basic motivations, attitudes, beliefs, and
goals. Companies need to identify obstacles to achieving ideals and then develop
support structures to help those who seek to realize ideals. Values-based
approaches change from punishing conduct that falls below the minimum to
providing collective support to those who strive for the excellent.
4. Locking in on Continual Improvement: The philosopher, John Dewey,
characterizes moral re sponsibility as the drive to better ourselves. The particular
twist in Dewey's approach is to find ways of folding what has been learned from
the past into meeting new challenges that arise in the future. This involves
changing habits and, ultimately, changing character. Continual improvement is
the ultimate goal of corporations oriented toward excellence. The values these
"moral ecologies" identify structure and channel this endeavor. What is needed at
this stage is to develop concrete programs and strategies for identifying obstacles
to excellence, removing them, and remaining on track for excellence.
5. To summarize, some companies identify a compliance strategy where they set
forth rules that establish minimum levels of acceptable conduct, monitor
compliance, and punish non-compliance. Others, value-oriented or aspiration-
oriented companies, identify core values or aspirations (by reflecting on
community values and finding them embedded in extant codes of ethics), develop
programs and structures to support those who strive for these values, and work
to lock in a program of continual improvement or betterment.
6. Something to think about. Compliance approaches work best in what of
company, organization or moral ecology. (Think about this in terms of the central
or core commitments such as those in finance-, customer-, and quality-driven
companies.) Values-based approaches work best in what kind of company,
organization or moral ecology? How does one transition from compliance to
values-based approaches? How does one integrate the two?
6.4.5 Exercise: Evaluating the Pirate Credo

Read the Pirate Credo. Then answer the following questions individually
• What is good about the Pirate Credo?

• What is bad about the Pirate Credo?
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• What is the purpose served by the Pirate Credo? For the Pirate Community? For
non-members?
6.4.6 Exercise: Developing Corporate Codes of Ethics

1. Ethics Bowl Corporations. You have been assigned corporations corresponding to
two of the six ethics bowl cases. For your presenting corporation, you will be
developing a partial code of ethics. For the commenting corporation, you need to
familiarize yourself with the moral ecology of the corporation, its needs, and be
ready to comment on the code offered by another group.
2. What kind of moral ecology is predominate in your corporation? Is it financial-,
customer-, or quality-driven. Look at how the type of moral ecology structures
other organizational activities: allocation of praise and blame, exchange of
information, treatment of dissenting opinions, and central of moral concerns. All
of these issues need to be addressed directly or indirectly in your code.
3. What is the ethical challenge that is highlighted in the ethics bowl scenario based
on your case. For this information go to the "Ethics Bowl in the Environment of
the Organization" module. m21191.
4. What functions are you addressing in your code outline? Looking above, these
would include educate, inspire, create dialogue, discipline, empower, secure and
express identity.
5. Develop within the time available a sketch of a code. This could be a section of a
compliance code, a corporate credo, or a statement of values. In choosing your
form, think carefully about the function(s) of your code. Have something that you
can present, informally, for around 3 to 5 minutes.
6.4.7 Exercise: Evaluating Bona Fide Codes of Ethics

Form small work teams of four to five individuals. Carry out the following four
steps and report your results to the rest of the group.
1. Review a few sample codes per team.

2. List the values you identify in the codes. Express each value as a word or in as
few words as possible.
3. Identify any recurring values.
4. Record and post the list of values.
6.4.8 Exercise: Do a Statement of Values for Students at Your

University
In this third exercise, work with your group to develop a refined list of five to
seven values. You can refine your list by integrating or synthesizing values,
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grouping specific values under more general ones, and integrating values into
others as parts. Do your best to make your list comprehensive and
representative.
1. Brainstorm: list the values for your group. Keep in mind that values are multi-
dimensional. For example, in the academic context, the values will break down
into dimensions corresponding to stake holder: faculty, students, administration,
and other academic stakeholders.
2. Refine: reduce your list to a manageable size (5-7). Do this by rewording,
synthesizing, combining, and eliminating.
3. Post: share your list with the entire group.
4. Revise: make any last minute changes.
5. Combine: a moderator will organize the lists into a ballot
6. Vote: Each person ranks the top five values
6.4.9 Exercise-Conveying Our Values: Crafting a Values-Based

Code
Each value in your Statement of Values needs to be accompanied by a Value

Profile. Give a description of the value in everyday, non-technical terms. Think
concretely. For example, those who exemplify your value behave in a certain
fashion, exhibit certain commitments, pursue certain projects, and show certain
attitudes and emotions. Try to think of general guidelines to keep in mind when
working to realize your value. Finally, values challenge us because portray our
aspirations. Think of specific ways values challenge us. For example, students
may set for themselves the challenge of working responsibly in teams. They can
further spell out what kinds of actions and attitudes this might require. Faculty
members might set for themselves the challenge of grading more fairly. This
could require actions like developing rubrics and refining exams to make them
clearer. The purpose of this fourth exercise is to provide content to your
statement of values and begin its implementation in your community. The
following steps ennumerated below will help.
1. Value: Responsibility
2. Description: a responsible person is a person who...
3. Principle: The faculty, students, and staff of the college of business
Administration will...
4. Commitments: Keep office hours, do your fair share in work teams, divide work
into clear and coordinated tasks, tec.
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6.4.10 Exercise: Creating Awareness of the UPRM College of

Business Administration Statement of Values
This exercise provides you an opportunity to study and discuss the UPRM College of
Business Administration Statement of Values (available via the PREREQUISITE LINKS).
Your task consists of the following tasks:
• Read the entire UPRM CBA Statement of Values (individually)

• Discuss the particular section/value assigned to your group and briefly describe
what commitments or challenges does this value present for the students, faculty
and/or staff of the CBA
• List the most important commitments or challenges as precise and concise
principles
6.4.11 Exercise: Assessing the UPRM College of Business

Administration Statement of Values
This exercise offers four scenarios in academic integrity. Your job is to discuss each
scenario in terms of the values listed in the UPRM College of Business Administration
Statement of Values (available via the PREREQUISITE LINKS).
Marta Acevedo, a business administration student, has a report due tomorrow.

She has been overwhelmed for the last few weeks with assignments from other
classes and doesn't really have time to complete this exercise. She discovers
that her roommate took this same class the previous semester and has a
complete report on disk. She considers using her roommate's report. Should
she? What would you do if you were her?
• Is Marta threatening any of the values listed in the ADEM SOV? Which ones?
• What can be done prevent this kind of problem from arising in the first place?
Should Marta have planned her course load better when registering? Can
teachers coordinate to prevent overloading students with the same deadlines?
Whose fault is this? The students? The teachers? The system?
• Can this problem be posed as a conflict between ADEM values and other values
held by students and teachers? If so, what are values that are in conflict? How can
these conflicts be addressed?
• Do you think the ADEM SOV adequately addresses this problem? If not, how can it
be improved?
You are head of your department. A recent study has revealed that plagiarism,
which is a university-wide problem, is especially bad in your department.
Imagine your relief when a member of your faculty brings you his latest
software project, a super-effective and comprehensive anti-plagiarism software
program. This program does everything. It detects subtle changes in style in
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student papers. Its new search engine quickly connects to existing online paper
data bases, greatly expanding the ability of a professor to detect the sources
from which their students have copied. Furthermore, it allows professors to
upload papers and projects from past semesters and provides fast and flexible
indexing to help them identify recycled student work. Professors can zero in on
students using recycled papers, and the former students who have become their
suppliers. Following the recent lead of Ohio State University, you can now
revoke the degrees of past students who participate in this version of academic
dishonesty. In short, this new and exciting software package allows you to
monitor the work of present and past students to a degree thought impossible
even in the recent past. "Plagiarism," your colleague tells you, "will now become
a thing of the past."
• Does this anti-plagiarism program threaten any of the values in the ADEM SOV? If
so, which values?
• Is the department chairperson treating students disrespectfully by adopting and
implementing the anti-plagiarism software? Can faculty treat students
disrespectfully as "justifiable" retaliation for student cheating and plagiaring? Do
two wrongs make a right?
• What is the cause of plagiarism? Do students do it out of ignorance of standards
and practices of documentation and acknowledgment? Do they do it because
they procrastinate until they do not have time to do the assignment properly? Do
students resort to plagiarism because they have too many conflicting obligations
such as family, job, large course loads, etc.?
You teach an advanced course in Engineering Economics that has both graduate
and undergraduate students. At the end of the semester the students turn in a
group project that comprises 40% of their grade. One of the groups complains to
you that only 4 out of the 5 members have done any work. The fifth student, the
one who allegedly has done no work, is an undergraduate. The others are
graduate students. You talk with the undergraduate who claimed that she tried
to involve herself in the group activities but was excluded because she was an
undergraduate. What should you do?
• ADEM faculty have identified students not working together effectively in groups
as a major concern. Do you find this a problem? What do you think are the causes
of students not participating effectively in work groups?
• Assume that the teacher in this case is committed to implementing the ADEM
SOV. Which values are at play in this case? Design an action for the teacher that
realizes these values?
• Assume you are a member of this student work group. What can groups do to
ensure that every member is able to participate fully? What do group members
do to exclude individuals from participating?
You are studying frantically for your exam in a computer engineering course. It
will be very difficult. But your roommate, who is also taking the course and has
the exam tomorrow, seems unconcerned. When you ask why, he tells you that
he has a copy of the exam. Apparently, a group of students in the class found
out how to hack into the professor's computer and download the exam. (They
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installed a Trojan horse called Sub-Seven into the professor's computer which
allows unauthorized access; then they searched through the professor's files,
found the exam and downloaded it.) Your roommate has the exam in his hand
and asks you if you would like to look at it. What should you do?
• A group of students in a computer ethics class created a survey that asked

students if they would avail themselves of exams obtained through means such
as that described in the scenario above. Sixty percent of the respondents said
that they would. Compare this to the value commitments expressed in the ADEM
SOV? Is there a gap between aspiration and behavior? What can be done to
reduce this gap?
• Suppose you took the exam. Would this have any long term effects on your
character? Would acting dishonestly this time make it easier to do so in the
future?
• Suppose you wish to uphold standards of academic integrity in this case and not
take the exam. Should you turn your roommate in to the teacher? Would keeping
this exam theft a secret undermine any of the UPRM ADEM values? If so, which
ones?
You have now discussed some or all of the above cases in terms of the ADEM
Statement of Values. What do you think are the strengths of this document? What are
its weaknesses? Do you recommend any changes? What are these?
Sources for Cases
• Case 1 has been developed by William Frey, Chuck Huff, and Jose Cruz for their
book, Good Computing: A Virtue Approach to Computer Ethics. This book is
currently in draft stage and is under contract with Jones and Bartlett Publishing
Company.
• Cases 2 and 3 were developed by UPRM faculty teams from the College of
Engineering during workshops held for the ABET 2001 Steering Committee and
the Department of Industrial Engineering. These workshops took place April 6,
2001 and May 14, 2001.
• Case 4 has been modified from "The Plagiarism Detector" written by Moshe Kam.
It can be found at the beginning of the ethics chapter in Practical Engineering
Design, edited by Maja Bystrom and Bruce Eisenstein. Moshe Kam. "The
Plagiarism Detector", in Practical Engineering Design, edited by Maja Bystrom and
Bruce Eisenstein. Boca Raton, FLA: CFC Press, 2005: 27-28.
6.4.12 Assessment Tools

Ethics Across the Curriculum Matrix
Please view or download it at EACMatrix Template ADEM Feb 17.doc (http://cnx.org/co

ntent/m14319/latest/EACMatrix_Template_ADEM_Feb_17.doc)
This table will help you document your class discussion of the ADEM Statement of
Values.
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Muddy Point Exercise
Please view or download it at MP.doc (http://cnx.org/content/m14319/latest/MP.doc)
Clicking on this media file will open a word format for the Muddiest Point Exercise.
Students are invited to discuss the strongest and weakest facets of the ADEM
Statement of Values.
Module Assessment Form
Please view or download it at MAP.doc (http://cnx.org/content/m14319/latest/MAP.do

c)
Clicking on this media file will open a general module assessment form taken from
Michael Davis' IIT EAC workshop. This form will help you assess the SOV activity as well
as other EAC modules.
6.4.13 Bibliography
1. Lynn Sharp Paine (1994) "Managing for Organizational Integrity," in Harvard
business review, March-April: 106-117
2. Gary R. Weaver and Linda Klebe Trevino (1999) "Compliance and Values Oriented
Ethics Programs: Influences on Employees' Attitudes and Behavior," in Business
Ethics Ethics Quarterly 9(2): 315-335
3. Stuart C. Gilman (2003) "Government Ethics: If Only Angels Were to Govern," in
Professional Ethics, edited by Neil R. Luebke in Ph Kappa Phi Forum, Spring 2003:
29-33.
4. Stephen H. Unger (1994) Controlling Technology: Ethics and the Responsible
Engineer, 2nd Edition. New York: John Wiley and Sons: 106-135.
5. "Federal Sentencing Guidelines—Sentencing of Organizations," in Ethical Theory
and Business, 5th Edition, edited by Tom L Beauchamp and Norman E. Bowie,
New Jersey: Prentice Hall: 182-187. This article was reprinted with permission
from The United States Law Week, Vol. 50 pp. 4226-29 (March 26, 1991) (Bureau
of National Affairs, Inc.)
6.5 Theory Building Activities: "Responsibility and

Incident at Morales"

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6.5.1.1 Getting Started...

Manuel, plant manager at the Phaust chemical plant in Morales, Mexico, has just died.
While he was babysitting the process of manufacturing Phaust's new paint remover
(monitoring on site temperature and pressure conditions) an explosion occurred that
killed him instantly. The Mexican government has formed an independent commission
to investigate this industrial accident.
This commission (headed by your instructor) has ordered key participants to testify on
their role in the accident in a public hearing. Your job is to present before this
commission from a stakeholder point of view. You will be divided into groups to role
play the following stakeholder perspectives:
• Fred, the chief engineer involved in designing the plant,

• plant workers,
• officials from Mexican government regulatory agencies,
• Phaust management,
• representatives from the parent French company,
• officials presiding over an engineering professional society.
You will be assigned roles and given class time to prepare presentations for the
commission. Then the class will enact the public hearing by having each group give a
presentation from the perspective of its assigned role. Following these presentations,
groups will answer questions from the investigating commission. Finally, you will work
through debriefing activities to help solidify your practical understanding of the
module's chief concepts. Background materials designed to help you with your
presentations include sketches of moral responsibility, links to the "Incident at
Morales" Case, tasks to help structure your role-playing, and activities to debrief on
this exercise. This module is designed to help you learn about moral responsibility by
using responsibility frameworks to make day-to-day decisions in a realistic, dynamic,
business context.
6.5.1.1.1 Before You Come to Class...

1. Visit the link to the National Institute for Engineering Ethics. Look at the study
guide and download the script for the video, "Incident at Morales." You want to
have some idea of what happens in the video before you watch it.
2. Read the module. Pay special attention to the section on "What you need to
know." Here you will read summaries of three senses of moral responsibility:
blame responsibility, sharing responsibility, and responsibility as a virtue. Your
goal here is not to understand everything you read but to have a general sense of
the nature of moral responsibility, the structure of the responsibility frameworks
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you will be using in this module, and the difference between moral and legal
responsibility. Having this background will get you ready to learn about moral
responsibility by actually practicing it.
3. Come to class ready to watch the video and start preparing for your part in the
public hearing. It is essential that you attend all four of these classes. Missing out
on a class will create a significant gap in your knowledge about and
understanding of moral responsibility.

"Responsibility" is used in several distinct ways that fall under two broad categories,
the reactive and the proactive. Reactive uses of responsibility refer back to the past
and respond to what has already occurred. (Who can be praised or blamed for what
has occurred?) Proactive uses emerge through the effort to extend control over what
happens in the future. An important part of extending control, knowledge, and power
over the future is learning from the past, especially from past mistakes. But proactive
responsibility also moves beyond prevention to bringing about the exemplary. How do
occupational and professional specialists uncover and exploit opportunities to realize
value in their work? Proactive responsibility (responsibility as a virtue) explores the
skills, sensitivities, motives, and attitudes that come together to bring about
excellence.
6.5.2.1 Different meanings of Responsibility

Reactive Senses
1. Causal Responsibility refers to prior events (called causes) which produce or

prevent subsequent events (called effects). Cheap, inaccurate sensors (cause)
required that Manual be present on the scene (effect) to monitor the high
temperatures and pressures required to correctly prepare Phaust's paint stripper.
2. Role Responsibility delineates the obligations individuals create when they
commit to a social or professional role. When Fred became an engineer he
committed to holding paramount the health, safety and welfare of the public.
(See NSPE code of ethics)
3. Capacity Responsibility sets forth those conditions under which someone can
be praised or blamed for their actions. Praise and blame associate an agent with
an action. Excuses are based on means for separating or disassociating an agent
from their actions. Capacity responsibility helps us determine whether there are
any legitimate excuses available for those who would disassociate themselves
from untoward, harm-causing actions.
4. Blame Responsibility determines when we can legitimately praise or blame
individuals for their actions.
Proactive Senses
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1. Sharing Responsibility extends the sphere of responsibility to include those to

whom one stands in internal relations or relations of solidarity. Shared
responsibility includes answering for the actions of others within one's group. It
also includes coming to the moral aid of those within one's group who have gone
morally astray; this involves bringing to their attention morally risky actions and
standing with them when they are pressured for trying to uphold group values.
While sharing responsibility entails answering for what members of one's group
have done, it does not extend to taking the blame for the untoward actions of
colleagues. Sharing responsibility does not commit what H.D. Lewis calls the
"barbarism of collective responsibility" which consists of blaming and punishing
innocent persons for the guilty actions of those with whom they are associated.
2. Preventive Responsibility: By using knowledge of the past, one can avoid errors
or repeat successes in the future. Peter French calls this the "Principle of
Responsive Adjustment." (One adjusts future actions in response to what one has
learned from the past.) According to French, responsive adjustment is a moral
imperative. If one fails to responsively adjust to avoid the repetition of past
untoward results, this loops back into the past and causes a revaluation of the
initial unintentional action. The benefit of the doubt is withdrawn and the
individual who fails to responsively adjust is now held responsible for the original
past action. This is because the failure to adjust inserts the initial action into a
larger context of negligence, bad intentions, recklessness, and carelessness.
Failure to responsively adjust triggers a retroactive attribution of blame.
3. Responsibility as a Virtue: Here one develops skills, acquires professional
knowledge, cultivitates sensitivies and emotions, and develops habits of
execution that consistently bring about value realization and excellence. One way
of getting at responsibility as an excellence it to reinterpret the conditions of
imputability of blame responsibility. An agent escapes blame by restricting the
scope of role responsibility, claiming ignorance, and citing lack of power and
control. In responsibility as a virtue, one goes beyond blame by extending the
range of role responsibilities, seeking situation-relevant knowledge, and working
to skillfully extending power and control.
6.5.2.2 Blame Responsibility

To hold Fred responsible for the accident at Morales, we need to...
1. Specify his role responsibilities and determine whether he carried them out
2. Identify situation-based factors that limited his ability to execute his role
responsibilities (These are factors that compel our actions or contribute to our
ignorance of crucial features of the situation.)
3. Determine if there is any moral fault present in the situation. For example, did
Fred act on the basis of wrongful intention (Did he intend to harm Manuel by
sabotaging the plant?), fail to exercise due care, exhibit negligence or
recklessness?
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4. If Fred (a) failed to carry out any of his role responsibilities, (b) this failure
contributed to the accident, and (c) Fred can offer no morally legitimate excuse to
get himself of the hook, then Fred is blameworthy.
Fred, and other Incident at Morales stakeholders, can escape or minimize blame by
establishing morally legitimate excuses. The following table associates common
excuses with the formal conditions of imputability of blame responsibility. (Conditions
of imputability are those conditions that allow us to associate an action with an agent
for purposes of moral evaluation.)
Excuse Source (Capacity

Excuse Statement
Responsibility)
Conflicts within a role

responsibility and I cannot, at the same time, carry out all
between different role my conflicting role responsibilities
responsibilities
Hostile Organizational The environment in which I work makes it

Environment which impossible to act responsibly. My
routinely subordinates supervisor routinely overrules my
ethical to financial professional judgment, and I can do
considerations. nothing about it.
Overly determining
I lack the time and money to carry out my
situational constraints:
responsibility.
financial and time
Overly determining
situational constraints: Carrying out my responsibility goes
technical and beyond technical or manufacturing limits.
manufacturing
Overly determining
Personal, social, legal or political
situational constraints:
obstacles prevent me from carrying out
personal, social, legal,
my responsibilities.
and political.
Crucial facts about the situation were kept

Knowledge Limitations from me or could not be uncovered given
even a reasonable effort.
Table 6.4 Excuse Table

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6.5.2.3 Proactive Responsibility

Preventive Responsibility: Responsive Adjustment
• Responsibility to adjust future actions in response to what has been learned from
the past
• Scenario One: Past actions that have led to untoward results. Failure here to
adjust future actions to avoid repetition of untoward results leads to reassessing
the original action and retrospectively blaming the agent.
• Scenario Two: Past actions have unintentionally and accidentally led to positive,
value-realizing results. Here the agent responsively adjusts by being prepared to
take advantage of being lucky. The agent adjusts future actions to repeat past
successes. In this way, the agent captures past actions (past luck) and inserts
them into the scope of praise.
• Nota Bene: The principle of responsible adjustment sets the foundation for
responsibility in the sense of prevention of the untoward.
Responsibility as a Virtue or Excellence
1. Virtues are excellences of the character which are revealed by our actions,
perceptions, beliefs, and attitudes. Along these lines, responsibility as a virtue
requires that we reformulate responsibility from its reactive, minimalist sense
(where it derives much of its content from legal responsibility) to responsibility as
an excellence of character.
2. Aristotle situates virtues as means between extremes of excess and defect. Can
you think of examples of too much responsibility? (Does Fred try to take on too
much responsibility in certain situations?) Can you think of anyone who exhibits
too little responsibility? (Does Fred take on too little responsibility or shift
responsibility to others?) For Aristotle, we can have too much or too little of a
good thing. From the "too much" we derive vices of excess from the "too little" we
derive the vices of defect.
3. Virtues are more than just modes of reasoning and thinking. They also consist of
emotions that clue us into aspects of the situation before us that are morally
salient and, therefore, worthy of our notice and response. Two emotions
important for responsibility are care and compassion. Care clues us into aspects
of our situation that could harm those who depend on our actions and vigilance.
Do Wally and Fred pay sufficient attention to the early batch leakages in the
Morales plant? If not, does this stem from a lack of care ("Let operations handle
it") and a lack of compassion ("Manuel can take care of himself")? Care and
compassion help to sensitize us to what is morally salient in the situation at hand.
They also motivate us to act responsibility on the basis of this sensitivity.
4. Responsibility as a virtue manifests itself in a willingness to pick up where others
have left off. After the Bhopal disaster, a worker was asked why, when he saw a
cut-off valve open, he didn't immediately close it as safety procedures required.
His response was that shutting of the value was not a part of his job but, instead,
the job of those working the next shift. This restriction of responsibility to what is
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one's job creates responsibility gaps through which accidents and other harms
rise to the surface. The worker's lack of action may not constitute moral fault but
it surely signifies lack of responsibility as a virtue because it indicates a deficiency
of care and compassion. Those who practice responsibility as a virtue or
excellence move quickly to fill responsibility gaps left by others even if these tasks
are not a part of their own role responsibilities strictly defined. Escaping blame
requires narrowing the range of one's role responsibilities while practicing
responsibility as a virtue often requires effectively expanding it.
5. Finally, responsibility as an excellence requires extending the range of knowledge
and control that one exercises in a situation. Preventing accidents requires
collecting knowledge about a system even after it has left the design and
manufacturing stages and entered its operational life. Responsibility requires that
we search out and correct conditions that could, under the right circumstances,
produce harmful accidents. Moreover, responsibility is a function of power and
control. Extending these and directing them toward good results are clear signs
of responsibility as a virtue.
Responsibility as Virtue
• The Incident at Morales provides us with a look into a fictionalized disaster. But, if
it is examined more carefully, it also shows opportunities for the exercise of
responsibility as a virtue. The following table will help you to identify these
"responsibility opportunities" and allow you to imagine counterfactuals where
had individuals acted otherwise the "incident" could have been avoided and
moral value could have been realized.
• Think of virtuous or even heroic interventions that could have prevented the
accident. These represents, from the standpoint of the film, lost opportunities for
realizing responsibility and other virtues.
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Relevance to Incident at
Characteristic
Morales
Could this have led

Change goal from avoiding blame to participants to look for more
pursuing professional excellence. creative responses to EPA
environmental regulations?
Could this have structured

Develop a flexible conception of your differently the relation
role responsibilities and move quickly between those responsible
to extend it to fill responsibility gaps for plant design/
left by others. construction and those
responsible for its operation?
Extend the scope and depth of your

Would this have led to
situational knowledge, especially
further follow-up on the
regarding accumulating information
early signs of leakage of the
on the operational history of newly
couplings?
implemented technologies.
Extend control and power. This

Could Fred have handled
includes finding ways of more
more proactively the last
effectively communicating and
minute change in the
advocating ethical and professional
chemical formulation of the
standards in the context of group-
paint remover?
based decision-making.
Table 6.5 Responsibility as a Virtue: Recovering Lost Opportunities
Section Conclusion
Integrate the retroactive and proactive senses of responsibility into your group's
presentation for the public hearing. Don't just work on the reactive approach, i.e., try
to avoid blame and cast it on the other stakeholder groups. Think proactively on how
to prevent future problems, respond to this accident, and turn the events into positive
opportunities to realize value.
Questions to Get Started
• Is Fred (blame) responsible for the accident and even Manuel's death? (Use the
conditions of imputability and the excuse table to get started on this question.)
• Did Wally and Chuck evade their responsibility by delegating key problems and
decisions to those, like plant manager Manuel, in charge of operations? (Start the
answer to this question by determining the different role responsibilities of the
stakeholders in this situation.)
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• What kind of responsibility does the parent French company bear for shifting
funds away from Phaust's new plant to finance further acquisitions and mergers?
(Looking at the modules on corporate social responsibility and corporate
governance will help you to frame this in terms of corporate responsibility.)
• Do engineering professional societies share responsibility with Fred? (The CIAPR
and NSPE codes of ethics will help here. Try benchmarking corporate codes of
ethics to see if they provide anything relevant.
• Look at the positive, proactive moral responsibilities of professional societies.
What can they do to provide moral support for engineers facing problems similar
to those Fred faces? Think less in terms of blame and more in terms of prevention
and value realization.
6.5.3 Presentation on Moral Responsibility

Please view or download it at Moral Responsibility.pptx (http://cnx.org/content/m1562

7/latest/Moral%20Responsibility.pptx)

In this module, you will...
1. apply and integrate the concept of moral responsibility (blame responsibility,

sharing responsibility, responsibility as a virtue) to situations that arise in the
video, "Incident at Morales."
2. learn the basic facts, character profiles, and decision-situations portrayed in the
video, "Incident at Morales." You will see the video in class and examine the script
and Study Guide at the NIEE website.
3. work in groups to develop and play a stakeholder role in a fictional public
hearing. Your group's specific tasks are outlined below in one of the group
profiles provided. In general, you will prepare a statement advancing your group's
interests and points of view. The responsibility frameworks will help you
anticipate questions, prepare responses, and defend your role against those in
other roles who may try to shift the blame your way. But most important, this
module provides tools to help you go beyond the reactive, blame standpoint.
4. participate in a mock public hearing by playing out your group's assigned role.
5. work with the other groups to debrief on this activity. The public hearing will
generate a lot of information, ideas, and positions. Debriefing will help you to
structure and summarize this material. The objective here is to learn by doing.
But to truly learn from what you have done, you need to reflect carefully.
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6.5.4.1 Stakeholder Roles

Mexican Government Regulatory Agencies
• Look at OSHA regulations on safety. Do any of these apply to the incident at

morales. Pay particular attendion to responsibilities for providing safe working
conditions and to mandated procedures for accident prevention. How as a
government agency can you encourage companies to take active and positive
measures to increase workplace safety and prevent accidents?
• Look at EPA or JCA for ideas on environmental issues. What are Phaust's
responsibilities regarding local environmental conditions? (Should the Mexican
government require lining waste water ponds?)
• As an official representing Mexican government regulatory agencies, how do you
balance the safety and environmental needs of Mexican citizens and workers with
the need to attract foreign companies and investors to Mexico to promote
economic development. Should safety and environmental values ever be traded
off to promote economic development?
Workers at Morales Plant
• Manuel, your plant manager, has just died. You and your co-workers are
concerned about the safety of this new plant. Can you think of any other issues
that may be of concern here?
• Develop a statement that summarizes your interests, concerns, and rights. Are
these being addressed by those at Phaust and the parent company in France?
• The Mexican Commission established to investigate this "incident" will ask you
questions to help determine what cause it and who is to blame. What do you
think some of these questions will be? How should you respond to them? Who do
you think is to blame for the incident and what should be done in response?
Designing Engineer: Fred
• Examine Fred's actions and participation from the standpoint of the three
responsibility frameworks mentioned above.
• Develop a two minute position paper summarizing Fred's interests, concerns, and
rights.
• Anticipate questions that the Commission might raise about Fred's position and
develop proactive and effective responses.
• Be sure to use the three responsibility frameworks. Is Fred to blame for what
happened? In what way? What can professional societies do to provide moral
support to members in difficult situations? How can interested parties provide
moral support? Finally, what opportunities arose in the video practicing moral
responsibility as a virtue? (Think about what an exemplary engineer would have
done differently.)
Phaust Management: Wally and Chuck

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• Chuck and Walley made several decisions responding to the parent company's
budget cuts that placed Fred under tight constraints. Identify these decisions,
determine whether there were viable alternatives, and decide whether to justify,
excuse, or explain your decisions.
• Develop a two minute position paper that you will present to the commission.
• Anticipate Commission questions into your responsibility and develop effective
responses to possible attempts by other groups to shift the blame your way.
Corporate Governance: French Parent Company
• You represent the French owners who have recently required Phaust Chemical.
You have recently shifted funds from Phaust operations to fnance further
mergers and acquisitions for your company.
• What are your supervisory responsibilities in relation to Phaust?
• Develop a preliminary two minute presentation summarizing your position and
interests.
• Anticipate likely commission questions along with possible attempts by other
groups to shift the blame your way.
Engineering Professional Society
• You represent the professional engineering society to which Fred belongs.

• Develop a two minute presentation that outlines your group's interests and
position.
• Anticipate possible Commission questions, develop responses, and anticipate
attempts by other groups to shift the blame your way.
• Respond to whether your professional society should extend moral support to
engineers in difficult positions like Fred's. Should they clarify code provisions?
Provide legal support and counseling? Make available a professional/ethical
support hotline?
Investigative Commission
This role will be played by your instructor and other "guests" to the classroom. Try to
anticipate the commissions questions. These will be based on the conditions of blame
responsibility, the principle of responsive adjustment, and responsibility as a virtue.
6.5.4.2 Module Time Line

• Module Preparation Activities: Read module and visit niee.org to get general
orientation to "Incident at Morales"
• Class One: Watch Video. Receive group role. Begin preparing your group role.
• Class Two: Work within your group on preparing your group's statement,
anticipating questions, and developing responses.
• Class Three: Participate in the Public Hearing. The group representing the
Mexican Commission will convene the public hearing, listen to the group's
statements, ask questions, and prepare a brief presentation on the Commission's
findings
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• Class Four: Class will debrief on the previous class's public hearing. This will
begin with the Com mission's findings
6.5.5 Incident at Morales and Jeopardy

Jeopardy and Incident at Morales
Please view or download it at Jeopardy IM.pptx (http://cnx.org/content/m15627/latest/

Jeopardy_IM.pptx)
Jeopardy on Socio-Technical Systems in Incident at Morales
Please view or download it at Jeopardy SOV IM.pptx (http://cnx.org/content/m15627/la

test/Jeopardy_SOV_IM.pptx)
6.5.6 What have you learned?

Listen to the findings of the Mexican Government Commission. Write a short

essay responding to the following questions. Be prepared to read parts of your
essay to your professor and to your classmates.
1. Do you agree with the Commissions findings? Why or why not? Be sure to frame
your arguments in terms of the responsibility frameworks provided above.
2. Were there any opportunities to offer Fred moral support by those who shared
responsibility with him? What were these opportunities? How, in general, can
professional societies support their members when they find themselves in
ethically difficult situations?
3. What opportunities arise for exercising responsibility as an excellence? Which
were taken advantage of? Which were lost?
4. Finally, quickly list themes and issues that were left out of the public hearing that
should have been included?
References
1. F. H. Bradley (1962) Ethical Studies, Essay I. Oxford, UK: Oxford University Press.
2. Herbert Fingarette. (1967) On Responsibility. New York: Basic Books, INC: 3-16.
3. Larry May (1992) Sharing Responsibility. Chicago: University of Chicago Press.
4. Larry May (1996) The Socially Responsive Self: Social Theory and Professional
Ethics. Chicago: University of Chicago Press: 28-46.
5. Michael Pritchard (2006) Professional Integrity: Thinking Ethically. Lawrence, KS:
University of Kansas Press.
6. Lawrence Blum (1994) Moral Perception and Particularity. Cambridge, UK:
Cambridge University Press: 30-61
7. Aristotle. Nichomachean Ethics, Book 3, Chapters 1-3.
8. Edmund L. Pincofs (1986) Quandaries and Virtues: Against Reductivism in Ethics.
Lawrence, KS: University of Kansas Press.
211
9. W.H. Walsh (1970) "Pride, Shame and Responsibility," The Philosophical Quarterly,
Vol 20, no 78, January 1970: 1-13.
10. Albert Flores and Deborah G. Johnson (1983) "Collective Responsibility and
Professional Roles" in Ethics April 1983: 537-545.
6.6 Writing and Analyzing Ethics Cases in Business and

Research Ethics
6.6.1 Outline of contents of featured links in Online Ethics,

UPRM-Ce-PRO, Computing Cases, and Connexions
• Computing Cases has experimented with a method for displaying a case that
takes advantage of online features such as hyperlinking. The three cases featured
(Therac-25, Hughes Aircraft, and Machado) provide excellent templates for
developing your own case. They, typically, provide an abstract, case narrative,
socio-technical system analysis, supporting document, perspective pieces, and
short ethical discussions. The focus is on computer ethics.
• Online Ethics provides a wide variety of cases. Of special interest are the cases
developed by graduate students that reflect their experiences in research ethics.
These cases normally provide the case narra tive, a commentary written by the
graduate student who is the author of the case, and a commentary by one or
more of the ethicists participating in the graduate research ethics workshop held
through the auspices of the Association for Practical and Professional Ethics.
• Adopt an orphan. The University of Puerto Rico -Mayaguez Center for Ethics in the
Professions has a number of case drafts displayed at its website. These come
from faculty development workshops or from students who have developed
cases in ethics workshops and classes. These provide only the bare narrative.
Your group may choose to adopt an orphan by taking one of these narratives and
building upon it through a socio-technical analysis or through links to supporting
information online. These cases represent issues vital to students and instructors
in business, science, and engineering. Developing one into a full blown case study
would represent an excellent investment of your time.
• The National Society of Professional Engineers publishes cases that have been
brought to and discussed by its Board of Ethical Review. The NSPE BER cases go
all the way back to the 1960's and provide invaluable insights into how engineers
interpret and use their codes of ethics. Each case has a summary, a question to
be answered by the BER's deliberations, a list of relevant code provisions, a
discussion of the case in terms of these provisions and a concluding decision.
Occasionally, the BER does not reach complete agreement on cases and
publishes a minority decision. Your group could adopt a BER case to this
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assignment by completing its research, identifying key decision points, and

providing an analysis of the case's underlying socio-technical system.
• Finally, two Connexions modules devoted to the Biomatrix and Toysmart cases
provides tables and templates to help you along on the process of analyzing your
case. They set forth exercises and tables designed to help you work through the
four stages of problem-solving based on an analogy between ethics and design
problems. These are (1) problem specification, (2) solution generation, (3) solution
testing, and (4) solution implementation.
6.6.2 Introduction
Learning Basic and Intermediate Moral Concepts
• Below is a media file that provides a summary of the basic and intermediate
moral concepts that play a key role in business and engineering ethics. (Many of
them also apply to research ethics.) This summary, in table form, will help you in
forming your case. Which concepts arise in the case you are considering? Can you
reform or rewrite the case to bring out other concepts?
• Examples of Basic Moral Concepts: Rights, Duties, Goods, and Virtues.
• Examples of Intermediate Moral Concepts: Conflict of Interest, Confidentiality,
Free Speech, Informed Consent, Privacy, Intellectual Property, etc.
• Cases provide an excellent way of learning how these basic and intermediate
moral concepts fit into the real world.
This module is designed to help you learn ethics by preparing and analyzing
ethics cases.
• Discussing cases will help you learn about basic and intermediate moral concepts.
Studying several cases helps you develop a repertoire of examples of different
degrees and kinds of instantiations of these concepts in real situations.
Discussing these cases and comparing them to one another helps you to develop
paradigmatic examples of the concepts and then understand more problematic
instances by establishing their relations to the paradigms through analogical
reasoning. This process, called by some "prototyping" more accurately reflects
the way we understand and use these thick concepts than does the process of
formally defining them in terms of necessary and sufficient conditions. (See
Michael Pritchard, Reasonable Children, and Mark Johnson, Moral Imagination.
For a clear and useful explanation of relating problematic cases to paradigms
(what they call "line drawing problems"), see Harris, Pritchard, and Rabins,
Engineering Ethics: Concepts and Cases (2000) Wadsworth: 45-52.
• Cases provide the means of converting the freestanding ethics course into an
ethics laboratory where you practice decision-making under conditions that
mirror real world situations to the greatest degree possible.
• By helping us to develop cases, you keep our ethics program, in all its aspects, as
up to date and relevant as possible. Many of these cases will be integrated into
the College of Business Administration Ethics Bowl competition.
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In this module you will carry out the following activities:
• Study and respond to a taxonomy that spells out different types of ethics cases.
• Receive advice on how to choose, prepare, write, and analyze your case.
• Study different templates for writing and analyzing your case. For example, the
template (procedures) for developing cases used by Dr. Huff at the Computing
Cases website provides an excellent model for developing historical, thick cases.
Dr. Huff places the development of a socio-technical system analysis at the center
of his case writing and analyzing method.
• You will receive advice on how to develop a poster presentation on your case
study and your analysis.

Michael Davis in Ethics and the University (1999) Routledge: 143-174 provides a
comprehensive discussion of how the field of practical and professional ethics
employs the case study method of teaching.
• He discusses how law schools began to use discussion of legal decisions (law
cases) to teach the law.
• Professors presented these cases using the "Socratic Method" or what has also
been termed as "testing to destruction." Aggressive questioning is used to get
students accustomed to the pressures of making a legal argument in an
adversarial context in court. The Socratic Method has never been successfully
used in teaching business because questions are not used by managers as
weapons in a legal context but as means for gathering the information necessary
for making informed decisions.
• Davis also discusses how the Harvard Business School adopted the legal model of
teaching by case discussion but quickly changed this methodology to reflect
better the underlying dynamics of the business situation.
• Philosophers have also used cases to clarify, rhetorically support, or advance a
position in a philosophical controversy. Deciding whether to keep the promise
you made to the village chief (on his deathbed) to use his inheritance to build a
statute of him or to buy the village children much needed shoes helps to point
out ethical conflicts and to advance a theory as a more effective way of
addressing these conflicts. The dilemma that Jim in the Jungle faces (made
famous by Bernard Williams) that is portrayed in the Mountain Terrorist module
also provides an example of this kind of puzzle case.
• Ethics cases began to emerge when physicians brought practical and difficult
decisions raising ethical issues to philosophical ethicists for discussion and
counsel. These case have also undergone different transformations as they have
been used to promote learning and discussion in the different areas of practical
and professional ethics.
This quote from Donaldson and Gini also provides insight into how the case study
method was first imported into business teaching.
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“ What is known today as the case study method began at Harvard

University in 1908 with the opening of the new business school. The
business school's first catalog stated that the "problem method" would be
utilized "as far as practicable." After years of struggle and
experimentation, the case method reached maturity at Harvard from 1919
to 1942 under the encouragement of the deal of the business school,
Wallace Donham. It was during these years that the method became the
trademark of the Harvard Business School, a position it retains to this day.
(Thomas Donaldson and Al Gini, Case Studies in Business, 4th Ed. New
”
Jersey: Prentice Hall, 1996: 12.)
Michael Davis in Ethics and the University also provides an excellent case taxonomy.
Below are the sixteen distinctions he uses to classify cases. It is best to think of this
taxonomy, not as a static matrix within which we slot a case, but as a set of
specifications and constraints we can use to design or modify cases to ft our needs
and purposes.
1. Long (and very long) v. short (and very short)

2. Documents (or pseudo-documents) v. summary
3. Single perspective v. several perspectives
4. Narrative v. dialogue
5. Pure fact v. descriptive commentary
6. Realistic (hypothetical) v. real (actual)
7. Stories v. problems
8. You (agent) v. they (judge)
9. Would v. should
10. Top v. bottom
11. Success (the positive) v. failure (the negative)
12. Single issue (poor) v. multi-issue (rich)
13. Single stage v. multi-stage
14. Ordinary v. technical language
15. Personal v. policy
16. Living v. frozen
Case Taxonomy (Taken from Huff and Frey)
• Thick vs. Thin Cases: Thin cases are useful for abstracting a single point and
focusing work on that point. Thick cases can give the student practice in making
ethical decisions in the full context of the messy real world.
• Historical vs. Hypothetical: Historical cases are based on actual experience in
the field. The Therac-25, Ford Pinto, Hughes Aircraft, and Machado cases are all
historical. these provide the sort of excitement and immediate relevance that
help students to recognize the importance of ethical enquiry. On the other hand,
cases that are hypothetical, fictional, or abstract remove much of the impact of
the historical case, though they allow the case writer the freedom to structure,
abstract and focus the discussion on precisely the issues of concern. Harvard
Business cases are generally thick and historical. Useful—in fact excellent—for in-
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depth study, they present difficulties for those interested in directing shorter
activities.
• Good vs. Bad News cases: The tendency in ethics cases is to have only bad news
cases in which some bad outcome occurs because of poor choices. These
cautionary tales do grab students' imaginations but the asymmetrical emphasis
on bad news gives the impression that good—or even decent—action is
impossible, rare, and heroic. Bad news cases should be balanced with cases of
morally exemplary scientists and engineers as well as with good choices toward
good outcomes made by ordinary scientists and engineers.
• Big vs. Small News Cases: Bad news cases are frequently big news cases; bad
news is more sensational and often more newsworthy. Bad news cases are also
rare events which make them big news. But these cases frequently present
students with a spectacle which, while interesting, precludes involvement. On the
other hand, small news cases are about the everyday decisions that scientists and
engineers make in the way they handle reporting, data collection , process
management, personnel and other day-to-day issues. So big news cases are more
sensational and exciting; little news cases are more appropriate to the day-to-day
ethical situations that students are likely to face.
• From Huff, C. W. and Frey, W. (2005) "Moral pedagogy and practical ethics"
Science and Engineering Ethics Vol. 11, 1-20.)
The following table compares and contrasts participant vs. evaluator cases. In
general, the difference comes down to this: participant cases are excellent for
practicing decision-making while evaluator cases do an excellent job of teaching
students how to apply ethical theory.
Participant Evaluator
Student takes up a
Student takes on the role of one of the
standpoint from outside the
participants and makes a decision
case and evaluates the
from that perspective
participants and their deeds.
Helps students to practice integrating

Useful for introducing and
ethical considerations into designing
practicing different ethical
and implementing solutions to real
principles and concepts
world problems.
Allows students to practice making

Useful for introducing and
decision under real world constraints
practicing different ethical
such as lack of knowledge and lack of
principles and concepts.
time.
Table 6.6 Participant vs. Evaluator Cases

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Choosing Your Case
• Tie your case to areas that interest you and tie directly to your research.
• Chose narratives that raise an ethical issue such as how to mitigate or prevent
harm, how to resolve value conflicts, how to balance and respect different
stakeholder rights, how to balance out conflicting elements of a socio-technical
system, and how to transform a dysfunctional organization into an ethical
organization.
• Choose a case that can be built out of readily accessible information. Looking
carefully at the case's socio-technical system can help you identify and assess
information needs.
• Your case should interest and engage you. You and your group should find
preparing it a good investment of your time, energy, and expertise.
Structuring Your Case
• Abstract: Begin your case with a short paragraph that summarizes or outlines
the narrative events. It should draw the reader in.
• Historical Narrative: Here, in about 5 to 10 pages, you should detail the "story"
of your case. Elements in a narrative or story include a beginning, middle, and
end. Protagonists or main characters confront difficulties or obstacles. (This is
called the agon in Greek.) At the end of your case, the reader should be clear
about how successful the protagonist dealt with the agon and the antagonists.
• Socio-Technical Analysis The case narrative unfolds in a particular context called
a socio-technical system. Identify the components of your case's STS. Generally
these include hardware, software, physical surroundings, stakeholders,
procedures, laws, and information systems. Summarize your STS in a table. Then
unpack it in a detailed analysis. Frequently, you will find the conflict in your case's
narrative in the form of conflicts between values embedded in the STS.
• Participant Perspectives: If you were detailing the Enron case, you would
identify a key decision point and then weave a mini-narrative around it. For
example, an important moment occurred when Enron decided to implement
mark-to-market accounting. Invent a dialogue where this was discussed and
reenact the reasons the eventually led to the decision.
• Ethical Perspective Pieces: The cases prepared by graduate students in APPE's
seminar in research ethics were followed by commentaries by the authors and
the ethicists who directed the seminar. They explore ethical issues in the context
of the case's narrative in issues such as privacy, confidentiality, and informed
consent. These ethical perspective pieces can be drawn out into a full blow
analysis that follows a framework such as (1) problem specification, (2) solution
generation, (3) solution testing, and (4) solution implementation.
• Chronology: A table outline in chronological order the key events of the case
helps you and your reader stay on track.
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Analyzing Your Case
1. Do a Socio-Technical Analysis: Use the examples found at m14025 to get you

started. The STS will help you identify key problems.
2. Specify Your Problem: Look for conflicts between the values embedded in the
STS. Look also for harmful consequences in the present, the short term future,
and the long term future.
3. Generate a Solution List. Refine that Solution List: Work on changing and
rebalancing elements in the STS to resolve the conflict or harmful consequences
you scoped when specifying the problem.
4. Test Your Solutions: Use the Ethics Tests (reversibility, harms/benefits, and
publicity) plus code and values tests to test your solution. Rank them.
5. Implement Your Solution: Using the feasibility test as a check list, identify
possible resource, interest, and technical constraints that could impede the
implementation of your solution.
Presentation on Problem Solving
Please view or download it at Decision Making Manual V3.ppt (http://cnx.org/content/

m15991/latest/Decision%20Making%20Manual%20V3.ppt)
Clicking on this media file will open a PowerPoint presentation on problem solving in
ethics. It outlines specifying the problem, generation solutions, testing solutions, and
implementing solutions. This problem solving method is based on an analogy
between ethics and design.
Advice for Preparing a Poster on Your Case
• Your Objective: Develop a Poster that captures the case's narratives and
summarizes the different stages of a case analysis framework. In the figure
below, we have appended an excellent poster presentation developed by Dr.
Carlos Rios.
• Dimensions: Your poster should print out onto a piece of paper two feet by three
feet. It should be available digitally in ppt format (either version 2003 or 2007).
• Due Date: May 1 for presentation in class either May 1 or May 8.
• Content: (1) summary of key ethically relevant facts; (2) highlight of the dominant
elements of the case's socio-technical system; (3) an analysis of the case that
includes problem definition, solutions generated, solution testing (in the form of a
solution evaluation matrix), and a plan for implementing the solution over
situational constraints; (4) Your names; (5) items that will help visually portray
case elements such as flow charts and pictures.
• Make your case visually interesting and choose images that capture the essence
of the concepts you are portraying. Be daring and exciting here.
• Practice presenting from your poster. And have fun!
Poster Presentation for GERESE NSF Project
Please view or download it at etica poster 2.pptx (http://cnx.org/content/m15991/lates

t/etica_poster_2.pptx)
Clicking on this figure will give you the poster presentation prepared by Dr. Carlos Rios
for GERESE, an NSF project in research ethics for graduate students.
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Poster Presentation: Poehlman Case
Please view or download it at Poelhlman Poster.pptx (http://cnx.org/content/m15991/l

atest/Poelhlman_Poster.pptx)
Clicking on this media file will open a poster presentation reporting on a case of
scientific misconduct.
The Poehlman Case analysis/poster is about half way completed. It has been included
to give you an idea of how the case development process looks (and feels) at its mid
point. The STS table included provides a sense of the gaps that need to be filled with
further investigation and analysis. For example, more information could be collected
on hormonal treatment therapy. The dialogue box quoting from one of the witnesses
could be expanded into conversations between Poelman and the witness or between
the witness and officials at the University of Vermont. The point is to identify gaps in
the case development that can be filled with moral imagination and further research.
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Content Style
Information gaps such as

Change "background" of poster;
details on hormone
interferes with the title
replacement therapy
Do not use the same "background"

Provide more depth such as for the Ethical Problem section or
personalities of participants eliminate this part to create more
space for other parts
Case needs "thickness" or Difcult to read diferent sections (Too

more concrete detail crowded)
Describe motivations of main

Better arrangement of pictures on
participants, especially
poster space needed
Poehlman
More information such as the

amount of money awarded to Eliminate shadows throughout poster
Poehlman in his grants
Poster should have "depth" in the

More information needed on
form of embedded links that open up
ORI investigative procedures
background information
References to Wikipedia, the

ORI publicity release, and Empty space in Poster could be better
Pascal presentation need to utilized
be in larger font
Table 6.7 Style-and Content-Based Criticisms of Poehlman Poster

After you finish your poster presentation, take some time to reflect on the reaction of
your teacher and classmates. Was it what you expected? How could you change things
to align better your expectations and goals with results? What did you learn from
developing this case? What were the obstacles, frustrations, or negative experience
you faced in this exercise? Assess this exercise, your case, the reaction, and your
experience in general.
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6.6.6 Appendix
Below are supporting materials to help with you as you work through this module.
They include a presentation on writing and analyzing cases, a table of basic moral
concepts, and a table of intermediate moral concepts.
Presentation on Writing Cases
Please view or download it at Writing and Analyzing Ethics Cases in Business.ppt (htt
p://cnx.org/content/m15991/latest/Writing%20and%20Analyzing%20Ethics%20Case
s%20in%20Business.ppt)
Clicking on this figure will allow you to open a PowerPoint presentation on writing and
analyzing cases. It provides a case taxonomy, suggestions on how to choose a case,
templates for "filling out" a case, and a framework for analyzing a case.
Presentation onCase Writing
This media object is a downloadable file. Please view or download it at BGS Cases V2.p
ptx (http://cnx.org/content/m15991/latest/BGS_Cases_V2.pptx)
Please view or download it at BGS Cases V3.pptx (http://cnx.org/content/m15991/lates

t/BGS_Cases_V3.pptx)
Basic Moral Concepts
Please view or download it at BME V2 97.doc (http://cnx.org/content/m15991/latest/B

ME_V2_97.doc)
To help you develop and analyze your case, this media file contains tables that
summarize basic moral concepts such as goods, rights, duties, and virtues.
Intermediate Moral Concepts
Please view or download it at IMC V2 97.doc (http://cnx.org/content/m15991/latest/IM

C_V2_97.doc)
Clicking on this media file will open a table that summarizes intermediate moral
concepts such as privacy, informed consent, and safety. These concepts will help you
to choose, develop and analyze your case.


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SES-0551779
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Chapter 7 Index of Keywords and

Terms
Keywords are listed by the section with that keyword (page numbers are in
parentheses). Keywords do not necessarily appear in the text of the page. They are
merely associated with that section. Ex. apples, § 1.1 (1) Terms are referenced by the
page they appear on. Ex. apples, 1
B Business, § 3.1(33), § 3.4(65), § 4.2(95), § 5.1(107), § 5.5(147), § 5.6(155)
Business and Professional Ethics, § 3.5(80)
Business Ethics, § 3.4(65), § 4.1(87), § 5.2(116), § 5.4(136)
C Case, § 5.6(155)
Code of Ethics, § 5.3(129)
Codes of Ethics, § 5.4(136)
Collaborative Learning, § 2.4(25)
Compliance, § 5.4(136)
Computer, § 3.3(51)
Computer Ethics, § 3.2(38)
Corporate, § 4.2(95)
Corporate governance, § 3.1(33), § 4.1(87), § 5.1(107)
Corporate Moral Responsibility, § 5.2(116)
Corporations, § 5.2(116)
D Decision, § 3.3(51)
Decision Making, § 3.2(38)
Decision-making, § 3.1(33), § 5.4(136)
Deontology, § 2.1(7) Duty, § 2.1(7)
E EAC Toolkit, § 4.1(87), § 5.2(116)
Engineering, § 3.4(65), § 5.3(129)
Engineering Ethics, § 2.1(7), § 3.2(38)
Ethical Leadership, § 3.1(33)
Ethical Theory, § 2.1(7), § 2.3(18)
Ethical Values, § 2.4(25)

223
Ethics, § 1.1(1), § 2.1(7), § 2.2(13), § 2.4(25), § 3.1(33), § 3.2(38), § 3.3(51), § 3.4(65), §

4.2(95), § 5.1(107), § 5.2(116), § 5.3(129), § 5.4(136), § 5.5(147), § 5.6(155)
Ethics across the curriculum, § 1.1(1) Ethics Bowl, § 3.2(38)
G Graduate Studies, § 1.1(1)
I Incident at Morales, § 5.5(147)
M Moral Career, § 5.1(107)
Moral Ecology, § 5.1(107)
Moral Exemplars, § 2.2(13)
Moral Psychology, § 2.2(13)
Moral Responsibility, § 4.1(87)
P Pirate Creed or Code, § 5.3(129)
Professional, § 5.5(147)
Professional Ethics, § 2.3(18)
R Research Ethics, § 1.1(1)
Responsibility, § 4.2(95), § 5.5(147)
Right, § 2.1(7)
S Social, § 4.2(95)
Social Impacts, § 3.4(65)
Social Responsibility, § 3.1(33), § 3.5(80)
Socio-technical analysis, § 3.2(38)
Socio-Technical System, § 3.4(65)
T Technical Impacts, § 3.4(65)
Template, § 5.2(116)
Toolkit, § 5.2(116)
V Value, § 5.4(136)
Values, § 3.5(80)
Values-Based, § 5.4(136)
Virtue Ethics, § 2.2(13), § 2.3(18)
W Work Teams, § 2.4(25)

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Chapter 8 Attributions
Collection: Business, Government, and Society
Edited by: William Frey
URL: http://cnx.org/content/col10560/1.3/ (http://cnx.org/content/col10560/1.3/%20ht

tp://cnx.org/content/col10560/1.3/)
License: http://creativecommons.org/licenses/by/2.0/
Module: "Graduate Education in Research Ethics for Scientists and Engineers:

Graduate Awareness Workshop"
By: William Frey, Jose A. Cruz-Cruz
URL: http://cnx.org/content/m14400/1.13/ (http://cnx.org/content/m14400/1.13/%20ht

tp://cnx.org/content/m14400/1.13/)
Pages: 1-5
Copyright: William Frey, Jose A. Cruz-Cruz
Module: "Ethical Rights for Working Engineers and Other Professionals"
By: William Frey
URL: http://cnx.org/content/m15554/1.1/ (http://cnx.org/content/m15554/1.1/%20htt

p://cnx.org/content/m15554/1.1/)
Pages: 7-13
Copyright: William Frey
Based on: Theory-Building Activities: Rights
By: William Frey

Module: "Moral Exemplars in Business and Professional Ethics"

Pages: 13-18

225
Module: "Theory-Building Activities: Virtue Ethics" By: William Frey

Pages: 18-25 Copyright: William Frey License: http://creativecommons.org/licenses/by/

3.0/
Module: "Ethics of Teamwork" By: William Frey

Pages: 25-32 Copyright: William Frey License: http://creativecommons.org/licenses/by/

3.0/
Module: "Values-Based Decision-Making in Gilbane Gold"
By: William Frey

Pages: 33-38
Module: "Three Frameworks for Ethical Decision Making and Good Computing
Reports"
By: William Frey

Pages: 38-50
Module: "Gray Matters for the Hughes Aircraft Case"
By: William Frey

Pages: 51-65
Module: "Socio-Technical Systems in Professional Decision Making"
By: William Frey

226

Pages: 65-80
Module: "Ethics and Laptops: Identifying Social Responsibility Issues in Puerto Rico"

Pages: 80-85
Module: "A Short History of the Corporation"

Pages: 87-95
Based on: EAC Toolkit -Student Module Template
By: Jose A. Cruz-Cruz, William Frey

Module: "Three Views of CSR (Corporate Social Responsibility)"

Pages: 95-105

227
Module: "Moral Ecologies in Corporate Governance"
By: William Frey

Pages: 107-116

Module: "Different Approaches to Corporate Governance"

Pages: 116-129
Based on: EAC Toolkit -Student Module Template By: Jose A. Cruz-Cruz, William Frey

Module: "Pirate Code for Engineering Ethics"
By: William Frey

Pages: 129-136
Module: "Developing Ethics Codes and Statements of Values"

Pages: 136-147

228
Module: "Theory Building Activities: "Responsibility and Incident at Morales"
By: William Frey

Pages: 147-154
Module: "Writing and Analyzing Ethics Cases in Business and Research Ethics"
By: William Frey

Pages: 155-162

Business, Government, and Society
(Caution! This course is still under development. New modules will be added soon and
existing modules will undergo extensive revisions.) Business, Society, and Government
(GERE 6055) examines the nature of the practice of business and how it interacts with
society and government. This course is organized around four AACSB (Association for
the Advancement of Collegiate Schools of Business) themes: Ethical Leadership,
Ethical Decision-Making, Corporate Social Responsibility, and Corporate Governance. It
also has a short module devoted to building awareness of ethical issues in graduate
research. This course and its constituent modules form part of the EAC (ethics across
the curriculum) Toolkit project funded by the National Science Foundation, SES
0551779.
About Connexions
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We are a Web-based authoring, teaching and learning environment open to anyone
interested in education, including students, teachers, professors and lifelong learners.
We connect ideas and facilitate educational communities.
Connexions's modular, interactive courses are in use worldwide by universities,

community colleges, K-12 schools, distance learners, and lifelong learners. Connexions
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Original source: CONNEXIONS

Chapter 3 Leadership in Business and Ethical Leadership .......................................7

Chapter 4 Integrating Ethics into the Business Decision-Making Process ............43

Chapter 5 CSR (Corporate Social Responsibility) ....................................................116

Chapter 6 CG (Corporate Governance) ....................................................................144

6.5.2 What you need to know... ................................................................................. 201

Chapter 7 Index of Keywords and Terms ................................................................222

Chapter 1 Authors and Misc

Authors: Jose A. Cruz-Cruz William Frey

CONNEXIONS Rice University, Houston, Texas

This selection and arrangement of content as a collection is copyrighted by William

Chapter 2 Ethical Issues in Business

This content is available online here (http://cnx.org/content/m14400/1.13/).

2.1.1 Module Introduction

Graduate Awareness Workshop

2.1.2 What you are going to do.

Beginning your exploration of research ethics.

• Hwang Woo Suk

Key Issues and Themes in Research Ethics

2.1.3 What you will learn.

• Aunque no universalmente aceptado, muchos autores adoptan hoy la siguiente

• Ética: “Disciplina flosófica que estudia racionalmente la conducta humana desde

1. Escriba dos acciones o actitudes de un(a) estudiante que van en contra de la

Qué es un dilema ético:

Joseph R. Herkert, Social, Ethical, and Policy Implications of Engineering, IEEE

• Valores relacionados a la búsqueda y comunicación de los distintos saberes.

Investigación y Responsabilidad Social

• No atropellar el interes de los sujetos de estudio.

Investigación y Responsabilidad Social

• Investigación con sujetos humanos.

Tres Pecados Capitales contra la Integridad Academica

1. Fabricación, invención información o datos de experimentos que no se

2.1.4 What did you learn?

1. Escribe 5 deberes que entiendas deben tener los Investigadores

2.1.6 Presentations for Graduate Awareness Workshop

Presentation: Integridad Academica y Etica de la Investigacion by Luis Jimenez, Efrain

This Spanish presentation provides a general introduction to academic integrity and

This presentation developed for incoming graduate students is designed to develop a

September 29 2007 Presentation (http://cnx.org/content/m14400/latest/GAWSept292

Graduate Awareness Workshop Pre and Post Test Exercises (http://cnx.org/content/m

Issue Identification Workshop Presentation (http://cnx.org/content/m14400/latest/R

Chapter 3 Leadership in Business and

This content is available online here (http://cnx.org/content/m15554/1.1/).

3.1.1 Module Introduction

Preliminary Draft distributed at APPE, 2005 in San Antonio, TX

present. It is being incorporated into the textbook, Good Computing: A Virtue

3.1.2 What you need to know...

Problematic Right Claims

1. El derecho para actuar de acuerdo a la conciencia ética y rechazar trabajos en los

Problematic Rights Claims (translated)

8. The right to appeal judgments made against one before a professional

Duty for Duty's Sake

You save the

You don't save You drown trying to save the

Part II of Kantian Formalism: Giving content to Duty for Duty's Sake

Applying the Categorical Imperative

When I lie, I will the opposite for the universal law.

Kantian Formalism, Part III: The Formula of the End