Studying Ethics: Learning, Growing...and Changing!
The first
sentence I highlighted within our course textbook was “Answers that depend on a
single piece of evidence will always be inadequate” (LaFollette, 2007). Entering this semester, I knew my system of
beliefs would be challenged. As a
Christian leader, the principles that guide my life are founded upon biblical
principles and the life and teachings of Jesus Christ. Saying that is the easy part; there is a
depth and a breadth to character that must be explored, evaluated…tested.
This
Ethics course guided me in that endeavor. It required me to present more evidence on what
I believe. At the conclusion of this
class, I still anchor my life on the Bible and desire to represent Christ in an
honest, truthful way. However, now I’ve
also accumulated an ethical philosophy that has strengthened my morality and
focused my actions.
I learned
many lessons in this class. Three key
topics were: eating, biases, and
self-reflection. Week six landed on my
lap like a lead weight. When Singer
spoke of our eating habits, the convicting light of truth shone on my
heart. I was ignorant about food production
and didn’t listen when people spoke of GMO and farm factories. However, after studying and discussing the
“ethics of what we eat” I stopped and began listening.
As a
result, we have changed our eating habits.
Today we research our food, buy organic, and have placed eating and food
production on our radar. Ignorance in no
longer acceptable. I’ve bought products
from Food Matters, watched the DVD Food,
Inc., and have pitched in with a friend to buy a juicing machine.
Unfortunately,
in church settings, food is often ignored.
People rarely discuss gluttony and focus on more “hurtful” actions. As a leader in the church, I believe this
class has motivated me to address this area in people’s lives and the unhealthy
lifestyles that accompany it. Obesity
destroys as many (or more) lives than blatant immorality. Before I can speak to others though, I must
implement the changes in my life. Step
one is underway.
The
second lesson is in the area of biases.
LaFollette (2007) said, “Since we are prone to interpret our own
behavior favorably, most of us are inclined to excuse it, while, if someone
else acts the same way, we take offense.
Bias makes us more likely to act immorally” (p. 206). Sadly, many people who regularly attend
church are labeled as judgmental hypocrites.
We are often our own worse enemy in confirming these labels. This class has reminded me of the power of
bias. While I’ve always expected bias to
influence how I view people, too often I let it happen without question.
Sometimes
merely identifying and discussing our propensity to judge someone can shake
reality into our lives. One of the
greatest benefits of this course has been evaluating my own motivations and
interpretations. Which, leads me to my third
key lesson: focusing more on my motives and my life rather than trying to
interpret and evaluate others actions.
LaFollette
(2007) said, “Focusing mostly on ourselves and what we can do, we are more
likely to make a serious moral difference” (p. 209). Too many leaders are falling to immorality
because they fail to evaluate the motives and selfish desires that rise up
within them. As I mentioned earlier, to
make a lasting difference in other people, one must first experience a
difference and transformation in their own life.
Speaking
from personal experience, I would never ask someone to go where I haven’t, do
what I don’t, nor risk what I am unwilling.
Leading the way means first leading yourself.
Reflect on your perceived value of this
course.
This
class has strengthened my ability to self reflect and make the necessary
adjustments in my attitude, beliefs, and convictions. Too often, ethics and character development
are relegated to a few short videos and a CEO message. True change requires effort. This nine-week course has pushed me to
evaluate who I am and ensure my actions are aligned with my professed values.
Ethical
training is not a program designed merely to guard a company against immoral
activities; but rather, an initiative that encourages a standard of behavior
that represents excellent conduct, integrity, and service. This course should be taught to all managers,
leaders, and supervisors. Focusing
solely on job tasks and duty responsibilities may cause employees to disregard
ethics as a crucial element in the success of an organization; not to mention, the
growth and maturity of their own character.
Include both positive and negative aspects of
your experience.
The
positive aspects of this course far outweighed any negative elements. One of my favorite aspects of this class was
that it focused on real life issues. It
discussed sexual harassment, gun control, the death penalty, and racism: relevant
issues with abundant headlines. It
covered the subjects that leaders must discuss regardless of the
difficulty. The direction of our society
lies in the leadership of its people.
Ignoring hot topics can only make the situation worse.
The negative
aspect of this course is not reserved solely for this course. In two years I’ll turn 50. Which means, I have full grown children and a
2-year old grandchild. Active and
adventurous, my family likes to spend a lot of time together. We like to go new places and travel to other
cities. Moreover, as a leader at the
church, there are more appointments than time. Taking classes requires a lot of time.
Balancing
the demands of life with school assignments can be very difficult. At the end of the day, I hope the trade-off
(family vs homework) prove worthwhile.
What might you have done to improve your
learning experience?
The train
dilemma exercise initiated deep discussions with my family, coworkers, and
pastor. In the process it helped me
understand the wide array of thought processes and priorities that people
follow. By acting as ethical interviewer
and recoding the results, I realized I learned more.
To be
sure, the initial assignment evaluated my ethical values and principles;
however, as I began asking others, having the deep discussions, weighing the consequences
of their choices with mine, I began to understand what LaFollette (2007) meant
when he said, “We should identify the consequences of our actions for others,
for ourselves, and for the people we will become” (p. 7).
How might the University or your instructor
provide additional support for your learning?
The
instructors at ERAU understand the importance of digesting and applying the principles
and goals of the leadership curriculum.
While the reading and writing are extensive, the course material coupled
with the discussions and videos combine to create an interactive learning
experience that immerses students in conceptual leadership theory. The lack of mid term and final exams should
encourage other universities to consider new teaching techniques that focus
more on mastery and application than rote memorization.
As I
mentioned earlier, one of the assignments that continues to be discussed is the
train dilemma. Short of providing more
scenario-based assignments that challenge students to evaluate their own—and
others—ethical views, the class covered more than I could have expected.
Were there topics covered that seem
particularly relevant or irrelevant to your experiences and to what you expect
to come in future courses?
Again, at the sake of sounding
redundant, the course material was relevant, applicable, and challenging. Pulling assignments from today’s headlines
empowered me (and other students) with one of the leadership essentials:
relevance. Examining the effects of
race, sex, power, money, and health requires students to evaluate where they
stand on issues; and more importantly, how that stance will influence followers.
Steve
Reference
LaFollette, H. (2007). The practice of ethics. Malden, MA: Blackwell Publishing
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