ABUSE OF TRUST AND AUTHORITYCASE STUDY: THE ‘BIG BAD BOSS’

References: [1] J. Rawls, A Theory of Justice. Belknap Press of Harvard University, 1971, pp. 55-75

[2] Execitive edge consulting. (2015). Top 5 reasons why employees quit. [online] Available:

http://www.executiveedgeconsulting.co.ke/top-5-reasons-why-employees-quit/

[3] Alvernia university. (2012). Ethics, leadership, and accountability symposium. [online]

Available: http://www.alvernia.edu/news/2012/05/symposium-article0503.html

Group J: H. Yang, U. H. Diala, A. L. Torla, Y. K. Khalil, U. Woy, G. Pironti, Z. T. Khulief

Case Study: THE ‘BIG BAD BOSS’

Ethical principles are a significant influence on institutions and public sector

organisations, for whom the traditional priorities of service quality and cost

management must now increasingly take account the same ethical considerations

affecting the commercial and corporate world. Ethical leadership includes two

parts. The leader must act and make decisions ethically. Secondly, the leader

must also lead ethically in their attitudes and interactions [1].

Mr. Smith started his post in the University A and subsequently discovered that

it was typical to fail students when their scripts had been misplaced.

Consequently, almost all the students in the class failed (92/105) and the HOD

instructed Mr. Smith to take remedial action by grading on a curve.

Mr. Smith was concerned and took the extra step to find the scripts. He found

the scripts that were thought to be missing and was faced with an ethical

dilemma whether to report it or to manipulate the grades.

Relevant facts

Mr. Smith was an alumni of the same university

Mr Smith was offered a post according to existing employmentprocedures, but due to a bad impression formed from a mistakenidentity, the HOD was reluctant to honour the appointment

The University's Code of Conduct is signed by all staff

All staff are aware of the University Policy and Guidance

Staff have a responsibility to demonstrate their respect for students asindividuals, adhere to their proper roles as intellectual guides, uphold thescholarly and ethical standards of their discipline, foster honest academicconduct, avoid exploiting students, and protect their academic freedom

Impact

University:

The University employs HOD and

Mr Smith with the understanding that

they will abide by the ethical codes of

their institution, particularly because

of the privileged access that faculty

have to students.

HOD and Mr Smith:

The University has an implied contract

with HOD and Mr Smith to uphold the

academic integrity of the institution.

Their actions could be considered

injurious to the value of the university's

education, degrees, and the university's

Code of Conduct.

Other staff may justify the HOD's actions based on

their shared opinions about his practice. Staff may

also abhor the idea that this HOD misused his trust

and authority.

Fig. 1 Misuse of the leadership [2]

Options & Consequences

Report

Resign

Relax

• The HOD will be held accountable and the harm to the

students will be eliminated.

• The university gains a negative impression with the

public, faculties, and students.

• The best case scenario allows the HOD to hold himself

accountable. The worst-case scenario does not hold the

HOD accountable by the university or his peers.

• Eliminates the harm to the HOD.

• Increases the harm to the other parties in a way that the

HOD may continue to misuse his trust and authority,

resulting in a weakening of the university's Code of

Conduct.

Decision

Mr Smith

should report

the HOD

misconduct.

He should not

resign from

his post.

The HOD

resigns and

reveals to the

university that

he intended to

manipulate the

results.

The HOD shall

be held

accountable

through the

university's

Code of

Conduct.

The HOD will

face the

consequences

from his present

and former

students and

peers.

Suggestions & Conclusions

Ethical leadership standpoint:

Clear and strict rule/policies

Reward and supervision system

Selection system

Orientation and training

Open decision processes

Introduction

Fig. 2 Ethical leadership [3]