ETHICS 4 EVERYONE - TrainingABC · Pre-Workshop Information Guide. from the Ethics 4 Everyone...

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ETHICS 4 EVERYONE AWORKSHOP ON PERSONAL BUSINESS ETHICS BASED ON THE BOOK BY ERIC HARVEY AND SCOTT AIRITAM NARRATED BY ERIC HARVEY LEADERS GUIDE LEADERS GUIDE WRITTEN BY SKILLBUILDERS,INC. CONTENTS Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Page 1 Continuing Education Credits (IACET) . . . . . . . . . . . . .Page 4 Preparing for a Successful Program . . . . . . . . . . . . . . .Page 10 Workshop Checklist . . . . . . . . . . . . . . . . . . . . . . . . . .Page 15 Synopsis of the Video . . . . . . . . . . . . . . . . . . . . . . . . .Page 17 Leading this Workshop . . . . . . . . . . . . . . . . . . . . . . . .Page 20 Presentation Outline . . . . . . . . . . . . . . . . . . . . . . . . . .Page 24 Leadership Debrief Session . . . . . . . . . . . . . . . . . . . . .Page 55 Participant Materials . . . . . . . . . . . . . . . . . . . . . . . . . .Page 60 Companion Programs from CRM Learning . . . . . . . . . .Page 78 Closed Captioned by the National Captioning Institute. Used with permission. Copyright © 2003, CRM Learning, L.P.

Transcript of ETHICS 4 EVERYONE - TrainingABC · Pre-Workshop Information Guide. from the Ethics 4 Everyone...

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ETHICS 4 EVERYONE

A WORKSHOP ON PERSONAL BUSINESS ETHICS

BASED ON THE BOOK BY ERIC HARVEY AND SCOTT AIRITAM

NARRATED BY ERIC HARVEY

LEADER’S GUIDE

LEADER’S GUIDE WRITTEN BY SKILLBUILDERS, INC.

CONTENTS

Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Page 1Continuing Education Credits (IACET) . . . . . . . . . . . . .Page 4Preparing for a Successful Program . . . . . . . . . . . . . . .Page 10Workshop Checklist . . . . . . . . . . . . . . . . . . . . . . . . . .Page 15Synopsis of the Video . . . . . . . . . . . . . . . . . . . . . . . . .Page 17Leading this Workshop . . . . . . . . . . . . . . . . . . . . . . . .Page 20Presentation Outline . . . . . . . . . . . . . . . . . . . . . . . . . .Page 24 Leadership Debrief Session . . . . . . . . . . . . . . . . . . . . .Page 55Participant Materials . . . . . . . . . . . . . . . . . . . . . . . . . .Page 60Companion Programs from CRM Learning . . . . . . . . . .Page 78

Closed Captioned by the National Captioning Institute. Used with permission.Copyright ©2003, CRM Learning, L.P.

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Despite the codes of ethics, the ethics programs and special departments,corporations don’t make the ultimate decisions about ethics.

Ethical choices are made by individuals.

– M. Euel Wade, Jr.

INTRODUCTION

You need look no further than today’s business section or front page to get a sense of the valueof this workshop’s topic. Over the past few years, it has become clear that many organizationshave played it loosely when it comes to the ethical standards, rules and guidelines intended toprotect their customers, employees, and clients.

Half of all employees surveyed in a recent national study admitted to acting unethically or illegally while on the job in the past year.1

At the same time, 55% of US consumers take into account a company’s ethics and valueswhen buying a product or service. 2

CRM Learning’s Ethics 4 Everyone captures the essence of the issue surrounding the ethicscrisis in our organizations: Organizations don’t make the ultimate decisions about ethics —ethical choices are made by people. If people are given the right tools and support, they willbe able to make better decisions when placed in difficult situations.The benefits to both theorganization and its employees will be significant.

This fast-paced workshop helps managers, supervisors, and staff understand the role ethicsplays in their organization, and suggests ways to improve their thought processes and decision-making around ethical issues.

This workshop has some unique characteristics that may affect the way you present it:

• People want to talk about ethics.They relate to the topic in a very personal way.Virtuallyevery participant has encountered ethical situations directly, or as an observer.

• Because ethics is not an easy topic to discuss openly with others, people appreciate achance to air their concerns and thoughts about the subject, and are eager for techniquesand tools to guide them.

1EOA News, Spring 1997, survey by EOA and the American Society of Chartered Life Underwriters andChartered Financial Consultants

2EOA News, Fall 1996

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• The workshop’s design makes it comfortable for participants to think about their ownexperiences and to share their ideas. It acknowledges that, from time to time, everyoneexperiences influences and pressures that threaten to compromise their standards andaffect their decisions.

• The workshop exercises combine individual exercises (with safeguards for comfort and confidentiality) with opportunities to share general concerns and ideas with others.

• The workshop design is structured to deliver — if you choose — feedback to managementon areas where improved communication and guidance is needed to improve the quality ofthe decisions that each employee can make.

Maintaining an organization’s ethical compass requires persistence and vigilance. A companyculture based on high ethical standards is built and strengthened, decision-by-decision andchoice-by-choice. CRM Learning’s Ethics 4 Everyone workshop provides valuable perspectiveand tools to help that process along.

HOW THIS WORKSHOP BUILDS AWARENESS AND ETHICAL DISCIPLINE

The Ethics 4 Everyone workshop is based on a fast-paced, engaging and impactful video,hosted by Eric Harvey.The video vignettes demonstrate and discuss a broad range of ethicalchoices and dilemmas encountered in the workplace.

The video and workshop content will:

• Help session attendees identify situations that commonly occur in the workplace. Theseare situations and behaviors that every participant will recognize.

• Emphasize that ethical choices are made by people, not by the organization.The workshopgives participants tools and techniques for working through difficult ethical situations.

• Set the basis for improvements the organization’s management can make in c o m mu n i c at i n gtheir values, expectations, requirements and performance standards throughout the organization.

• Facilitate discussion around the benefits of ethical behaviors and the impacts of poor ethical choices. The workshop demonstrates how personal decisions about ethical issueshave the potential to spread into the organization’s culture.

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WORKSHOP GOALS/LEARNING OUTCOMES

After completing the wo r k s h o p, p a rticipants will be able to:

• Describe two or more ways good ethics benefits an organization.

• Define a supporting influence and distracting influence and list two or more examples ofeach that can be present in an organization.

• Recognize how organizational va l u e s , ru l e s , p ro c e d u res and guidelines establish boundari e st h at help people make ethical decisions.

• Use an Ethical Action Test to help check their responses in situations that carry potentialethical conflicts.

• A p p ly a 3-step process to solving “competing ri g h t s ” d i l e m m a s.

WHO SHOULD ATTEND?

• Managers and supervisors who want to provide ethical leadership.

• Staff members who want to learn how they can contribute to positive ethical culturewithin their organization.

• Anyone who wants to learn a methodical approach to making ethical decisions on a consistent basis.

WHEN TO USE THIS PROGRAM

As with any training activity, a clear purpose for using the program will encourage participation and follow-through. Use the Ethics 4 Everyone workshop:

• As part of your orientation for new or recently-hired employees.

• As one component of a management or staff development program.

• As part of the process of reviewing or introducing new policies and procedures.

• Following an ethics-related incident, as part of a lessons-learned process. In this case, thediscussions and suggestions related to the best ways to support individuals in ethical choices take on added importance and value, as do the post-session follow-through tasksdescribed on page 22.

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CONTINUING EDUCATION UNITS: IACET

This CRM Learning workshop is approved under the rigorous guidelines of the InternationalAssociation for Continuing Education and Training (IACET) for Continuing Education Units.Successful completion of this workshop entitles the Participant to receive .4 CEUs.

In order for this course to qualify for the granting of CEUs, the material, participants, andfacilitator must all meet specified criteria and standards.These standards are described in thefollowing sections.

Facilitator Certification

Participants may only receive IACET CEUs for completion of this workshop if it is facilitatedby a CRM Learning Certified Facilitator. Please contact CRM Learning for informationabout becoming a CRM Learning Certified Facilitator, or review the guidelines on our website. Go to www.crmlearning.com and click on the Testing/CEUs tab at the top ofthe page.

Participant Needs Assessment

IACET requires that your organization identify the learning need that will be satisfied bycompleting the Ethics 4 Everyone workshop.

Organizational needs for this Workshop can include any of the following:

• Complying to government or industry directives

• Recent organizational ethical lapse

Facility Requirements

Facilities used for presenting this workshop must be equipped with a videocassette or DV Dp l ayer and a TV monitor or projection system of sufficient size to be viewed by all part i c i p a n t s.

In addition, the facilities must adequately accommodate participants with special needs.The video program itself is close-captioned to support viewing by those with hearingimpairments.

Please refer to the Workshop Checklist on page 15 for more information about workshoppreparation.

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Informing the Participants

Learning Outcomes

IACET requires that each participant invited to attend the workshop receive a copy — inadvance — of the expected Learning Outcomes (Objectives) of the Workshop (page 3).

• If you are distributing your invitations in hard copy, the objectives and outcomes may becopied from page 3 of this Leader’s Guide.

• If you are distributing your invitations by e-mail, you may want to attach the Pre-Workshop Information Guide.pdf file from the Ethics 4 Everyone workshop CD to your email.

Course Completion Requirements

All participants who wish to receive IACET CEUs for successful completion of this workshop must meet the following criteria:

• Attend the full session.

• Complete all exercises and participate in all activities.

• Complete the online test and course evaluation that follow the workshop.

These criteria for successful completion must be distributed to the participants prior to theirattendance at the Workshop.The criteria can be sent to participants per the instructionsabove (hard copy or email attachment of Workbook page 3) and/or by attaching the Pre-Workshop Information Guide.pdf file from the workshop CD to your invitation.

IACET Testing and Evaluation

In order for participants to receive CEUs for successful completion of this training program,they must complete the online post-test and evaluation form.

IACET Testing Requirements

If you are presenting this workshop under IACET guidelines, participant assessment isrequired to successfully complete the course. As such, students must complete an onlinepost-test.The test items are derived from the Learning Outcomes (Objectives) listed onpage 3 of this Leader’s Guide, and are related to the anticipated needs of participants whoare completing this workshop.

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Administering the Test

Attendees wishing to receive IACET CEUs for their efforts in this workshop can do so bycompleting the post-test. Only participants who have attended the full workshop are eligibleto take the post-test.

This post-test is completed online using CRM Learning’s online test site.

1. Using the Passcode Cards, provide each qualifying attendee with the test pass codeand your CRM Learning Certified Facilitator ID number.

2. Attendees can log on to www.crmlearning.com and click on Training/CEUsto complete the post-test and course evaluation.

3. Attendees should enter their pass codes, the facilitator ID number, the email provid-ed as part of their attendance record, and complete the test and course evaluationonline within 30 days of finishing the workshop.You may wish to suggest that atten-dees complete the test within 48 hours, however, as the content will be freshest intheir minds at that time.

4. Upon completion of the online test and course evaluation, attendees will be e-mailed a certificate of completion and instructions on how to obtain an official tran-script.

Successful Completion of the Course

Upon successful completion of the post-test, receipt of their online course evaluation form,and verification of their attendance, an email will be sent to the attendee with a certificate ofcompletion attached, as well as instructions on how to obtain an official transcript.

Unsuccessful Completion of the Course

Attendees for whom you have provided email addresses and who have not completed thepost-test within 30 days will be sent an email informing them that they have not successfullycompleted the course, and that they only have ten more days to complete the online post-test and evaluation. Otherwise, they will not be able to obtain CEU’s for attending theworkshop.

Course Evaluation

Attendees must also complete the course evaluation online within 30 days of completing thecourse in order to receive IACET CEUs.The course evaluation must be completed immediately after finishing the online post-test.

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Attendance Information

1. Take attendance. Be sure to take attendance during the session and obtain eachattendee’s email address.

2. Log on to the main Test/CEU page on CRM’s website and, under TestAdministration, enter your management code.(http://www.crmlearning.com/ceus_training_testing.html/).

3. After logging on, provide CRM Learning with the email addresses of the participants.

Note: We recommend you provide CRM Learning with attendance records immediatelyfollowing the workshop.

Privacy Policy

CRM Learning maintains strict privacy of all participant records submitted to us as a resultof use of this training program. For more information about CRM Learning privacy policies,please go to www.crmlearning.com/privacy.

Getting Help (IACET)

If you are presenting this workshop under IACET guidelines, you may contact the followingresources for help on Subject Matter and Technical issues:

ETHICS 4 EVERYONE LEADER’S GUIDE

Description

Subject Matter Help For assistance with the content of this workshop, please contact us at:

[email protected]

Technical Help For assistance with use of the testing and evaluation site orentering other IACET-related information online, please contact us at:

[email protected]

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TRAINING AGENDA-MAIN WORKSHOP DESIGN

The full workshop agenda runs about 3-1/2 hours.

• Workshops presented for the purpose of granting Continuing Education Units underIACET (International Association for Continuing Education and Training) guidelines mustfollow the design as listed in the Training Agenda (below) and the Presentation Script).

• If your session is not being given for the purposes of granting IACET CEUs, you mayreduce or expand the training session to meet your time requirements.

ETHICS 4 EVERYONE LEADER’S GUIDE

Workshop Segment Duration (min)

Welcome 5

Purpose of Workshop

Ground Rules and Confidentiality

Logistics

Participant Introductions 10

Workshop Learning Objectives 5

Exercise 1:What Happened? 10

Video Presentation 15

Video Follow-up and Discussion 10

Thinking in Terms of Ethical and Unethical

Exercise 2: Group Polling Activity and Discussion 25

Exercise 3: Supporting and Distracting Influences 10

Break 10

Rationalization 10

Exercise 4: Sources of Guidance and Assistance 10

Objectives Met in Part One

• Describe two or more ways good ethics benefits an organization

• Define a supporting influence and distraction influence and list two or more examplesof each that can be present in an organization

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ETHICS 4 EVERYONE LEADER’S GUIDE

Workshop Segment Duration (min)

Making Ethical Choices

Optional Presentation (Company-specific) ---

Three R’s Presentation 10

Exercise 5: Role Play - Taking a Stand 15

Objectives Met in Part Two

• Recognize how organizational values, rules, procedures and guidelines establishboundaries that help people make ethical decisions

• Use an Ethical Action Test to help check their responses in situations that carry poten-tial ethical conflicts

Recognizing Ethical Dilemmas

Discussion 15

Managing Ethical Dilemmas

Introduction 5

Exercise 6: Design a Dilemma Group Activity 35

Objective Met in Part Three

• Apply a 3-step process to solving “competing rights” dilemmas

Workshop Conclusion 10

Total Estimated Time* 3-1/4 hours

Leadership Debrief (separate session) 90-120 min.

*Does not include Break or Optional Presentation time

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PREPARING FOR A SUCCESSFUL PROGRAM

CRM’s Ethics 4 Everyone workshop can be facilitated by a manager, trainer, or humanresources professional.The video, exercises, and discussions are structured to allow presentersa maximum amount of flexibility while exploring the main points of the content.

Because this program deals with personal perceptions and choices that affect business actions,it requires careful consideration of how your group may respond to the activities, the questions they raise, and ways to set the appropriate tone.

Note: If you intend to have your students earn IACET Continuing Education Units for participation in this course, the facilitator must be a CRM Learning Certified Facilitator. Formore information on becoming a CRM Learning Certified Facilitator please contact CRMLearning.

WORKSHOP RESOURCES

Review the Materials

CRM recommends that you read Ethics 4 Everyone by Eric Harvey and Scott Airitam beforeleading the workshop.The handbook is a brief, but resource-rich 45 pages.Then, preview thevideo to see how Eric Harvey’s basic concepts are demonstrated through a series of vignettesand presentations.

Next, thoroughly review the other materials in the workshop kit. Study this Leader’s Guideand review the worksheets in the Participant’s Workbook.

Think about the contents of the program, keeping in mind who your audience will be and thetypes of decisions they typically have to make. Make notes in the Leader’s Guide about situations in your organization that you can use as examples.

The Workshop kit includes all the materials you’ll need to run an effective program:

• The Ethics 4 EveryoneVideotape and DVD, hosted by Eric Harvey, provides the theoryand examples to illustrate the Workshop topics.

• Copies of Ethics 4 Everyone, by Eric Harvey and Scott Airitam, will provide valuablebackup and support.

• The Ethics 4 Everyone Self-Study Program that you are required to complete in orderto be a CRM Learning Certified Facilitator for the Ethics 4 Eveyone workshop.

• This Leader’s Guide provides step-by-step instructions for introducing activities, leadingdiscussions, and making transitions between the video, group discussions, and exercises.

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• The Participant Workbook contains worksheets for the suggested exercises. Additionalworkbooks can be ordered from CRM Learning.

• PowerPoint slides, included on a CD, can be used to highlight key discussion points andactivity instructions.

• Reminder Cards are distributed to participants during the workshop for their use following the session. Additional cards can be ordered from CRM.

Know Your Participants

Before the workshop begins, learn as much as you can about the participants, their positions inthe organization, and the types of ethical situations they encounter.The workshop’s icebreakeractivity provides an opportunity to learn more about the participants and their work environment.

Know Your Organization’s Resources

Most organizations have some form of employee manual; others describe their rules of conduct and professional standards on the company’s intranet. Check it out:What referencesdo these tools make to the kinds of situations portrayed in the video? Where can employeeslook for guidance? Or, does your company operate more on the “people are just expected toknow these things” philosophy?

Exercise 4 is specifically designed to collect feedback on organizational resources and howoften participants consult them. Beyond generating workshop discussion, this is one form offeedback from the workshop that could be forwarded to management for review and follow-through.

Consider Working with a Partner

Consider co-facilitating this workshop with another manager or a representative from yourorganization’s Legal Office or Human Resources Department who can take notes on important issues that are raised during the workshop. Documenting concerns and issues (without tying comments to individual participants) is a key to achieving the workshop’s fullpotential.

One section of the workshop has been identified as a good point for a short (15-20 minute)guest presentation. Managers or executives from HR or the legal department can discuss theorganization’s policies on personal conduct in depth with the participants.

It may also be helpful to distribute copies of the organization’s values statement, key industryguidelines on ethical practices, etc. as available and appropriate. If you or a guest speaker plan

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to distribute copies of the organization’s guidelines, be sure to review them ahead of time toanticipate questions. Point to areas where the guidelines work together with other sections ofthe workshop material.

Get Ready

The Presentation Outline (page 24) is designed to take you through the workshop step-by-step, with the information and guidelines you’ll need to ensure a dynamic, well-organizedprogram.Your role is to guide the workshop participants through the activities, and you willtherefore be instrumental in helping them improve their ability to work through ethical challenges.

We suggest that you go through each activity, plan the questions you will ask and the statements you will make, and then practice your presentation before the session.

USING THE PRESENTATION OUTLINE

Each time you present the Ethics 4 Everyone workshop, you will become more comfortablewith the content and format of the training.We recommend that you follow the PresentationOutline closely your first time through.Then, as you become familiar with the flow of activities, you can make changes in your presentation to fit your group and available time.

Be sure you understand the activity icons located on the left side of each page in thePresentation Outline.

Where this icon appears, you will either:

SAYDeliver the suggested information in a casual style. Modify the statements as needed to fityour organization’s requirements and workshop focus.

ASK

Ask the participants the indicated question(s), or pose questions similar to those listed.Whereappropriate, possible responses are provided in this Leader’s Guide. Discuss the material withthe group and encourage them to share their opinions.

SLIDES

Slide icons indicate when a PowerPoint slide should be used. The Participant Workbookincludes copies of most of the information on the slides.

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ETHICS 4 EVERYONE LEADER’S GUIDE

FLIP CHART

Write the information on a flip chart or white board.

If you are using a white board rather than a flip chart, and if a co-facilitator is available, askthem to write down important comments with notes from the white board before they areerased. These notes should not identify contributors.

VIDEO

Show the video.

NOTE

These icons indicate suggestions to help you conduct an activity.These statements are notrepeated to the participants.

WORKBOOK

Refer the participants to their Workbook to complete an exercise. Or, this icon may refer to aworksheet or Reminder Card that you hand out.

CREATE AN EFFECTIVE LEARNING ENVIRONMENT

Group Size

A group size of 12 – 14 participants is preferred because the topic of ethics is likely to generate in-depth discussion. This relatively small group size also allows you to manage theprogram logistics.

Invitation Memo

Send an invitation memo to all participants about the topic and the purpose of the workshop —along with time and place information —several weeks ahead of the workshop.In the invitation, you may ask participants to bring information about recent change eventsthey have been involved in.

Note: If this workshop is being given for the purpose of granting IACET CEUs, you will needto provide the participants with the information in the Pre-Workshop Information Guide.pdffile on the Ethics 4 Everyone CD-ROM.

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Training Room

Use a training room that is quiet, comfortable, and far enough away from the participants’offices to prevent distractions.The training room should be close to restrooms. Drinkingwater should be available in the room. Other refreshments (e.g. coffee, soft drinks, juice) are,of course, desirable.

Ask participants to leave their cell phones and pagers off. Explain that they will have time during breaks to check for messages.

If the workshop is to extend over a lunch break, plan in advance for food to be brought in, orallow enough time for participants to leave the session for lunch.

Desks and Furniture

Participants will need a surface they can write on when working on the exercises. Be sure thateach participant has plenty of room to sit and work comfortably.

Tables or individual desks should be arranged so that everyone can clearly see the videotapeand the front of the room. A U-shape arrangement is ideal; a chevron arrangement also workswell. Avoid a standard classroom-style seating arrangement if possible.

U-Shaped Seating Chevron Seating

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WORKSHOP CHECKLIST

Use the following checklist to make sure all pre-class setup has been completed prior totraining.

1 . P r e - Workshop Planning (IACET only )

__ Review the list of Participant Needs Assessment on page 4.Verify that the participantswill benefit by completion of the workshop material.

__ Provide the participants with the Pre-Workshop Information Guide to inform them ofthe objectives, learner outcomes, and criteria for receiving CEUs.

2 . Pre-Class Commu n i c ation with Pa rticipants

__ Several days in advance of the workshop, send a Reminder memo confirming location,time, and workshop purpose. Sending a reminder to the participants’ supervisors isalso advised.

__ Meet with any guest pre s e n t e rs several days before the wo r k s h o p. R ev i ew wo r k s h o po b j e c t i ve s , time allowa n c e s , and how their inform ation will tie into the workshop con-t e n t .

__ Let participants know in advance that use of cell phones and pagers will not beallowed during the workshop, except during breaks.

3. Set Up A/V Equipment__ Clean the white board and make sure pens are on hand. If you prefer, substitute a flip

chart for the white board.__ Check to be sure the video equipment is working properly and the video is inserted at

its start position.__ If you will be using the PowerPoint presentation, have it loaded on your PC with the

appropriate projector set up. Check the position and focus of the projector.__ Avoid tripping hazards by taping all electrical cords to the floor or moving them out

of the way.__ Check the operation of the room’s air conditioning, heating, and lighting.

4. Training Materials__ Participant Workbooks__ Copies of Ethics 4 Everyone (Eric Harvey’s book) to distribute to the participants.__ C o py the Handout for Exercise 2: B e h avior Polling Score Sheet from the Leader’s Guide__ Copy the Handout for Exercise 4: Sources of Guidance and Assistance from the

Leader’s Guide__ Pens/pencils, note pads__ Reminder cards

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5. Classroom Requirements__ Table tents for names of participants__ Drinking water and water glasses/cups __ Tables and/or desks, chairs__ Clean the room and arrange the tables and chairs.

6. Behind the Scenes__ Refreshments should be ordered and scheduled.

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SYNOPSIS OF THE VIDEO

Review this information before the session to help plan your questions and other activities,and to help you refer back to the points made in the video while working with the participantson the workshop exercises.

The video is narrated by Eric Harvey, co-author of Ethics 4 Everyone.The program begins bypresenting some simple but powerful research results:

Half of all employees surveyed in a recent national study admitted to acting unethically or illegally while on the job in the past year.1

At the same time, 55% of US consumers take into account a company’s ethics and valueswhen buying a product or services. 2

The costs and benefits of unethical behavior are described by Eric Harvey: poor ethics alienates customers; it can ruin reputations and careers, and even lead to the collapse of entireorganizations. By comparison, a work culture that promotes high ethics, shared values, and anemphasis on integrity will increase trust and respect, foster a positive and supportive workenvironment, improve customer service, and help ensure the long term success of the enterprise.

The video introduces a series of true-to-life vignettes of employees confronting ethical choicesor observing ethical lapses in the workplace. Every workshop participant will be able to relateto these examples. Several of the vignettes demonstrate obvious ethical violations while othersrepresent ethical gray areas —questionable behaviors — where the line between “should” and“shouldn’t” is blurry.

• An executive telephones to purchase shares of company stock the afternoon before amajor patent announcement by his company

• An employee steals office supplies from the supply room

• A vendor offers a bribe to a purchasing agent

• A worker neglects to share credit with her team

• A manufacturing employee plans to have someone else clock out for him an hour after heleaves

• An employee phones her mother long distance using the office telephone

• A hospital employee tells ethnic jokes in the lunch room

• An employee misses a deadline commitment because “some other stuff came up.”

1EOA News, Spring 1997, survey by EOA and the American Society of Chartered Life Underwriters andChartered Financial Consultants

2EOA News, Fall 1996

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The program’s definition of ethics — “doing what is right, fair, honest and legal”—is straight-forward, and reflects Eric Harvey’s practical, no-nonsense approach to implementing an effective ethics program.

Resolutions to several of the vignettes are presented as the video’s narrative poses four keyquestions.

First:Why do so many people act unethically? The short answer: Because, humans are notperfect.

Second:Who’s doing it? Who are these masked men and martians that act unethically inthe workplace? The answer is, “Each one of us.” Even though, Eric Harvey adds, most of ussay we believe in adhering to ethical standards and values.

Third: Even when we know and understand the guidelines, why do we still do the wrongthing? Basically, Eric Harvey suggests, because we feel pressure to (especially pressure togo along with the group), because we don’t care, or because we don’t agree that certainbehaviors are unethical.When it comes to ethical choices, our minds are creative andcapable of powerful rationalization. Eric Harvey maintains that a 100% commitment toethics is the only level of commitment that can be effective; ethics is displayed in everything we do, and everything we do counts.

Finally:What methods can be used to align our values and beliefs with our day-to-dayactions? Knowing what is right, fair, honest and legal is where it all starts. Harvey p ro p o s e sa number of sources for guidance: Laws and regulations, policies and procedures, sharedvalues, your own conscience and the promises you make, and your ethical heroes.

The remaining portion of the video offers specific strategies for making ethical choices. EricHarvey proposes “Four Steps to Ethics” to ensure that our behavior is consistent with our ethical beliefs:

1. Mastering the 3 R’s: Respect, Responsibility and Results

2. Saying “No” with Tact

3. Managing Conflicting Rights

4.Walking the Talk — Doing what we say we believe in

NOTE: For a quick review of key learning points related to each of these four steps, refer tothe PowerPoint presentation included in the workshop kit.

The Ethics 4 Everyone Ethical Action Test, a tool to help align behaviors with beliefs, isreviewed as a means to help us “walk our talk.”

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The test suggests that we ask ourselves the following questions when we are faced with a difficult ethical decision:

• Is it legal?

• Does it comply with our rules and guidelines?

• Is it in sync (does it fit) our organizational values?

• Will I be comfortable and guilt-free if I do it?

• Does it match our stated commitments and guarantees?

• Would the most ethical person I know do it?

• Would I do it to my family or friends?

• Would I be perfectly okay with someone doing it to me?

The video concludes with a restatement of the significant benefits that adherence to goodethics will have on both organizational and personal levels.

BONUS LEADERSHIP VIDEO SEGMENT

(LEADERSHIP DEBRIEF)

Following the Ethics 4 Everyone video presentation, you’ll find a second program,approximately 10 minutes in length, entitled Ethics 4 Everyone Leadership Segment. In thisprogram, Eric Harvey describes how the behavior of the leaders in an organization carriestremendous influence, and that it is the leader who carries the ultimate responsibility for setting ethical standards.Ten characteristics of high integrity leaders are described.

Use this presentation for your own preparation, or as part of a Leadership Debrief session.Refer to the notes on page 55 of this guide for suggested activities for a Leadership Debrief.

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LEADING THE WORKSHOP

The major components of the Ethics 4 Everyone workshop are the videotape, exercises, anddiscussions.Your role is to facilitate these activities, encourage a comfortable level of participation, and manage the schedule.

It also helps to think of the workshop in terms of two layers:

• The first layer of content is informational and conceptual.This section of the workshoplooks at the concept of ethics, what it means, why it is relevant to each of us, to ourorganization, and to our work and business relationships.

• The second activity layer is more personal. Participants will examine their own behaviorsand responses to dilemmas and conflicts they encounter in the workplace.Work at thissecond layer is individual, private and, for some of the exercises, will not be collected,shared with others, or discussed.Your role here is to make each participant comfortableby encouraging them to privately review their own thinking habits and response patterns.

Information will be collected during several of the session’s activities and provided to managers (anonymously) as feedback to identify areas of concern and where more supportfrom the organization is needed. A follow-up session can be held with managers to discusstheir role in helping participants meet the workshop’s objectives (see page 55).

Time Management

Part of your preparation for the workshop should involve a review of the suggested timing forthe workshop (see Agenda, page 8). Approximate timing for each individual activity is also listed in the Presentation Outline that begins on page 24 of this Leader’s Guide.

Use these estimates as guideposts as you deliver the training.They will keep you on track andlet you know if you are falling behind, or whether you have more time available for discussionand other supporting activities.

When you announce that a specific exercise is to take about “X” minutes, keep one eye on theclock, and the other eye on the participants’ progress.They may require more or less timethan you have allotted.

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Asking Questions

The Presentation Outline suggests questions and discussion points. Select those that seemmost appropriate for your group and their likely concerns. As part of your preparation,consider that discussion is likely to be very active, and participant responses will raise issuesyou’ll want to pursue.

Ask open-ended questions whenever possible. Open-ended questions encourage discussionbecause they cannot be answered with simple “yes” or “no” responses. Examples of open-endedquestions are:

• How can you use this technique in your own department?

• Tell me about a recent decision-making experience and how you felt about it.

Avoid asking closed-ended questions that can be answered by “yes” or “no,” as these types ofquestions limit thinking and discourage discussion. Examples of closed-ended questions are:

• Were you able to relate this information to your own job?

• Are you comfortable using this technique?

Don’t be concerned if you cannot provide firm answers to all of the discussion questions in theworkshop outline.Take careful notes about issues that may need to be raised in futurediscussions or meetings.

Relating the Material to the Participants

The discussions and activities in this workshop are designed to help the participants clarifytheir own thinking about what constitutes ethical behavior, and to align their thinking with theorganization’s expectations.

Facilitating the exercises in the Ethics 4 Everyone workshop requires a balance of respect foreach participant’s privacy while clearly communicating the organization’s standards of conduct. Sharing of past experiences and current issues should be encouraged but not pushed.

Facilitating this program requires acknowledging that ethics is a complex subject with a goodshare of psychological and historical baggage — and that no one is perfect. Reinforce the ideathat there are no “right” or “wrong” responses to some of the issues raised in the workshop,even though there are usually some “better” responses than others to the situations posed.

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Running the Exercises

The exercises in this workshop are designed to help the participants build their skills duringand after the training. Urge them to be both honest and realistic as they complete them.

Workshop Follow-Through

We’ve all been to training sessions where the energy is high, the progress is tangible, andeveryone leaves with new skills and resolve for making changes. And we’ve all seen how thegrind of daily activity can quickly take the edge off new awareness and skills.

The daily pressures and influences identified in your workshop will not go away the day afterthe workshop. Planned follow-through is the best way to prevent poor habits from returning.

By maintaining a dialogue on ethics — encouraging honest opinions, demonstrating a commitment to clarifying expectations, talking about values — you can keep some of thatgood energy flowing.

As you review this Leader’s Guide, think about how you and your managers can follow up thetraining with support for seeking assistance when needed, and for making better ethical ch o i c e s.

What you as the facilitator can do to support workshop follow-through:

• Prior to the workshop, discuss the training objectives with the participants’ supervisorsand other management and executives.

• Plan a Leaders’ Debrief to review issues raised by staff participants during the workshop.If the workshop is being facilitated for a group of managers, schedule an executivedebrief. Additional suggestions for a Leader’s Debrief are provided on page 55 of thisLeader’s Guide.

• Make sure the Exercise 4 handouts on Sources of Guidance and Assistance are collectedand summarized for the organization’s leadership to review. Another good source of feedback to use in a Leader’s Debrief session will be the notes from your flip chart orwhite board on “supporting and distracting” influences. (Exercise 3). The Polling ScoreSheet from Exercise 2 may also be of interest during management debriefs.

• Make arrangements to replay the video as necessary to demonstrate Eric Harvey’sconcepts to individuals who do not attend the training.

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• Following the workshop, raise the topic of ethics at regular staff meetings. Case studieswill be an effective way to do this — from situations at work or from current news stories. The workshop will build an ethics vocabulary in your organization — terms suchas “taking a stand,” “ethical dilemma,” “shades of gray,”and “conflicting rights” will becomepart of the day-to-day conversation.

• Provide a mechanism to submit questions — anonymously if preferred — related to ethics.

• Closely examine the methods that management uses to support employees when they askfor assistance.

Note: Those organizations completing this Workshop under IACET guidelines for CEUs mustcomplete the testing requirements described on page 5.

What workshop participants can do to follow through:

• Use their reminder cards.

• Ask for help when they are in a tough situation.

TIME TO BEGIN!

Now you’re ready to begin your presentation of the Ethics 4 Everyone workshop. Completeyour review of the materials, and enjoy the session. We’re sure you’ll gain some valuableinsights about your own approach to ethics as you prepare for, and conduct the workshop.

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PRESENTATION OUTLINE

WORKSHOP INTRODUCTION (5 MINUTES)

SHOW SLIDE #1:Workshop Title

INTRODUCE yourself and make a brief comment about your own interest inthis topic, as well as its importance to every employee in the organization.

SHOW SLIDE #2:What Do We Mean by Ethics?

STATE the workshop’s purpose to the group:

Explain how the workshop will examine ethics:

ETHICS 4 EVERYONE LEADER’S GUIDE

• To explore how this organization can more clearly define andcommunicate what is “right, fair, honest and legal.”

• To discuss and demonstrate specific techniques to help you makeethical decisions, or respond to ethical conflicts.

• To illustrate how ethics is a day-to-day issue in this organization,affecting each of you, as well as the entire organization.

• The first layer is informational and conceptual. At this levelwe’ll look at the concept of ethics, what it means, and why it is relevant to each of us, to our organization, and to our workrelationships.

• The second layer is the more personal one where you will consideryour own behaviors and your own responses to dilemmas and conflicts you encounter in the workplace. Work at this secondlayer is individual, private, and in many cases will not be collected, shared with others, or discussed in the group.

• (If applicable) A follow-up session will be held with your managers to discuss their role in helping all of us meet the

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GROUND RULES

Explain the ground rules for the workshop and cover them with the participants.• Clearly explain the confidential nature of some of the discussions. Reassure

participants that they will not be required to share any opinions or experiences they are not comfortable sharing.

• Emphasize that nothing about the workshop is intended to be accusatory,punitive, etc. Instead, it is designed to help the participants respond to issuesthey frequently encounter that can be stressful or that lack a clear path to resolution.

• Remind participants that, while it’s sometimes difficult to separate ethics inour personal lives from ethics in the workplace, this workshop focuses mostlyon workplace ethics.

• Participants should not use the session to raise, in specific terms, ethicalissues from their current work situation. Suggest that participants paraphrasethem, or they may be more comfortable sharing examples from previousworkplace situations to respond to exercises and activities. In all cases, theyshould not identify specific individuals in any of the situations they discuss.

ETHICS 4 EVERYONE LEADER’S GUIDE

workshop’s objectives. Information will be anonymously collectedduring several of this session’s activities and provided to managersas feedback. This information will be completely anonymous — soplease be as honest as you can in all your responses.

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IACET CONTINUING EDUCATION UNITS

Verify participant attendance according to company or training department procedures. Follow the attendance procedures outlined on page 7.

CHECK to see if anyone will need to leave the session early, and if so,approximately when.

If IACET Continuing Education Units are to be awarded, refer the participants to WORKBOOK PAGE 3.

SAY:

ETHICS 4 EVERYONE LEADER’S GUIDE

In order to receive IACET CEUs for this workshop, you arerequired to:

• Be present for the entire workshop.

• Complete an online test after attending the workshop.You have30 days to do this, but the sooner you do it, the fresher the information will be in your mind. I recommend that you takethe online test within 48 hours of today’s workshop.

• At the same time you take the test, you are required to complete an online evaluation of the course and the facilitator — me!

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Review On-Line Testing Procedure

SAY:

CHECK for questions.

ETHICS 4 EVERYONE LEADER’S GUIDE

Each of you who want to receive IACET CEUs will need to complete an online test:

� First, you will be given an online test pass code, along with afacilitator identification number.

� Then, you’ll log on to the CRM Learning website. CRM is anIACET Approved provider of this workshop.

• The URL for the CRM website is on WORKBOOK PAGE 3.

� You will register for the test by inputting the passcode andFacilitator ID I will give you on the Passcode Cards I hand out.

• You’ll need to take the test and complete the Evaluation Formin one sitting.

LOGISTICS

Review logistics information for the workshop:• Location of restrooms• Approximate time for break(s)• Cell phones need to be turned off• Refreshments (if applicable)• Check to see if anyone will need to leave the session early, and if so,

approximately when.

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PARTICIPANT INTRODUCTIONS (10 MINUTES)

It may be difficult for some participants to share their ideas about ethics in agroup, especially within a group of people they know.The purpose of combiningthis short activity with the participant introductions is to help establish an openatmosphere.

Introduce Activity/Give Instructions

Ask participants to read the two short scenarios on WORKBOOK PAGE 1, andprepare a brief response to one of them.

Allow a few minutes for participants to read the scenarios and formulate theiropinions. Then, in turn, call on each participant to introduce themselves andshare a brief response.

• Be clear that you are looking for short, succinct responses.

• Remind participants that for this exercise and all of the exercises and activities to follow, there sometimes are no right or wrong answers.

To maintain the workshop schedule, avoid engaging in extended discussions ofthe responses. If a comment is particularly insightful or unusual, make a note toreturn to it for further discussion later.

Debrief the Activity

After the introductions and responses:• Thank the participants for sharing their responses.• Point out that there are differences of opinion as to what the correct response

would be to each scenario.• Remind participants that the workshop’s purpose is to help each of us

become better at recognizing ethical or unethical behavior, and to also helpus respond to difficult situations we observe or find ourselves involved in.

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Please give your name, department and a short (15-30 seconds)response to one of the scenarios: What would you have done in the situation you picked?

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WORKSHOP LEARNING OBJECTIVES (5 MINUTES)

SHOW SLIDES #3 – 4: Learning Objectives

REVIEW the learning objectives listed on WORKBOOK PAGE 3.

SAY

ETHICS 4 EVERYONE LEADER’S GUIDE

After completing this workshop, you will be able to:

� • Describe two or more ways good ethics benefits an organization.

� • Define a supporting influence and distracting influence and list two or more examples of each that can be present in anorganization.

� • Recognize how organizational values, rules, procedures andguidelines establish boundaries that help people make ethicaldecisions.

� • Use an Ethical Action Test to help check their responses in situations that carry potential ethical conflicts.

� • Apply a 3-step process to solving “competing rights” dilemmas.

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LOOKING BACK

EXERCISE 1: WHAT HAPPENED? (10 MINUTES)

Introduce the Activity

Tell participants that responses for this exercise will not be shared. The purposeof the activity is to help them reflect on their own feelings and thinking aroundethical issues they’ve encountered.

Ask participants to think about this situation in detail. No one will read or seetheir notes.

Explain that upcoming workshop activities will ask participants to revisit the situations they identify here and consider how the new information and skillsthey are learning might have been applied to this situation.

ETHICS 4 EVERYONE LEADER’S GUIDE

Use the outline on WORKBOOK PAGE 6 to recall a past situationthat has made you ethically “uncomfortable.” Your own actions mighthave caused the situation, or you might have become involvedthrough another individual’s actions.This should be a situation thatdirectly involved you in some way, rather than one you heard about.

In filling out your worksheet, consider the following:

• W h at we re the part i c u l a rs of the situation? (Participants can re c a l lthis without making notes if they are uncomfo rt able doing so. )

• What influenced your thinking about the situation?

• How did you respond?

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ALLOW approximately 4 – 5 minutes for this work.

VIDEO PRESENTATION (15 MINUTES)

EXPLAIN that the situations illustrated are hypothetical, but that we’ve probablyall seen or been involved in situations just like them.

Background on Eric Harvey

ETHICS 4 EVERYONE LEADER’S GUIDE

You have probably identified a wide variety of situations, influencesand responses.The upcoming video will present more examples,demonstrate the range of ethical issues we all face, and begin todefine how to resolve difficult ethical dilemmas.

If you are making notes, stop at the heavy line after the fourth box.

The narrator in the video is Eric Harvey, president and founder ofthe WALK THE TALK Company, and a leading expert on ethics andvalues-based business practices.As a speaker, business consultant,and author, he and his team have worked with more than 80% ofFortune Magazine’s “Most Admired Companies.”

Eric has been published in scores of trade and professional journals,and is a recognized expert in helping organizations build efficientand consistent approaches to resolving ethical issues.

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The participants can take notes on the video on WORKBOOK PAGE 7.

Be sure to stop the video after the credits roll following the first presentation.Do not show the optional Leadership Segment.

VIDEO FOLLOW-UP ACTIVITY AND DISCUSSION (10 MINUTES)

Ask for general comments on the video presentation. Ask participants which ofthe situations they related to most directly.

RECALL/REVIEW these key points:

SHOW SLIDE #5: Making Good Ethical Decisions

REFER to WORKBOOK PAGE 7, Benefits of Better Ethics.When comparingthe two columns, emphasize the column on the right side of the table. Make itclear to participants how they personally benefit from good and consistent organizational and personal ethics.

ETHICS 4 EVERYONE LEADER’S GUIDE

• Organizations don’t make the ultimate decisions about ethics.Ethical choices are made by individuals.

• The video emphasizes the need to match our behaviors to ourbeliefs, on a personal and organizational level. This is what EricHarvey means by “walking the talk.”This session is going to provide tools and techniques for doing this.

• The benefits of ethical behavior are significant, both personallyand professionally. For example, an atmosphere of trust is far easier and more productive to work in than an environment ofmistrust, uncertainty, and inconsistent decisions and judgments.

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Preview Next Steps

SAY:

THINKING IN TERMS OF ETHICAL AND UNETHICAL

Exercise Two: Polling (25 minutes)

IMPORTANT:

• Review the action statements on WORKBOOK PAGE 6.• This activity runs more smoothly if you prepare the Summary Sheet,

preferably on a flip chart page, in advance. SEE page 35 of this guide for anexample.

• You will need help calculating and displaying the results of this activity.Identify a participant in advance who can help you quickly, accurately, andlegibly tabulate the responses on a flip chart sheet that you have prepared inadvance of the session.

Introduce Activity/Give Instructions

REVIEW the instructions for Exercise 2 on WORKBOOK PAGE 8, andEXPLAIN that their opinions — the way they label the behaviors — will beanonymously collected, summarized and then discussed with the group.

The worksheet asks what category each of 20 behaviors belongs to:Clearly ethical, clearly unethical, or some shade of gray.

ETHICS 4 EVERYONE LEADER’S GUIDE

We’ll explore clear-cut right/wrong issues and how to deal withthem in the next part of this workshop. Then, we’ll explore the concept of ethical “dilemmas,” a special type of ethical conflict, andmethods of addressing these more difficult questions.

There is a difference between knowing what’s right and wrong, andacting accordingly.The acting side of things can be difficult.This iswhy the techniques provided will be so useful.

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ALLOW participants 5 – 6 minutes to work through the list and categorize eachof the behaviors as E. L, M, D, or U.

E Ethical Clearly ethicalL Light Gray Ethical, but a little fuzzyM Medium Gray Not obviously unethical, but not really ethical eitherD Dark Gray Shady. Leaning strongly toward unethicalU Unethical Clearly unethical

HAND OUT the Exercise 2 Scoring Sheet to all participants (make copies ofpage 36 of this Leader’s Guide).

DIRECT participants to summarize their own results on the Exercise 2 ScoreSheet. Participants should not identify their work when they turn this scoringsheet into the facilitator.

ALSO MAKE SURE participants understand that they are to list the actual numbers of the items in the boxes, rather than a count of how many items theylabeled in each category. (This makes it possible to tabulate the responses.)

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Exercise 2: Sample Polling Flip Chart/White Board

If you have not prepared it in advance, prepare your white board or flip chartpage to display the data while participants are working.

Directions: Set up a flip chart sheet or white board as shown below.Summarize the participants’ responses (from their Exercise 2 ScoreSheets) by placing tally (or hatch) marks in the table below. Tallymarks will enable the group to see the patterns of the responses.

ETHICS 4 EVERYONE LEADER’S GUIDE

Item E L M D U

1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

16

17

18

19

20

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Exercise 2: Polling Score Sheet

Directions: Write the numbers of the items on Workbook page 8 that fall intoeach of the following categories. For example, if you marked items4, 7 and 12 as E (Ethical), write 4, 7, 12 in the large box on the E (Ethical) row. Do the same for each category (E, L, M, D, U).

Please hand this form to the Workshop Leader after recording your responses.Do not write your name on the form.

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ETHICS 4 EVERYONE LEADER’S GUIDE

Scale Items at this Level

EEthical

LLight Gray

MMedium Gray

DDark Gray

UUnethical

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Exercise 3: Supporting and Distracting Influences

While you and an assistant are recording the results from the Exercise 2 PollingActivity, ASK participants to begin working on Exercise 3: Supporting andDistracting Influences, on WORKBOOK PAGE 9.

Read through the instructions with the participants. Make sure they understandthe concepts of “Supporting” and “Distracting” influences.• Supporting influences help people make ethical choices. An example of a

supporting influence could be a manager who consistently demonstrates fairtreatment of her employees.

• In this context, distracting influences are those that press for a decisiontoward unethical behavior. An example of distracting influences might beunrealistic time pressure to complete an assignment, or an emphasis onmeeting a quota at all costs.

DIRECT participants to list three or four supporting influences and three or fourdistracting influences that affect their decisions in the workplace.

EXPLAIN that discussion of their responses will follow the completion of theExercise 2 Polling Activity.

Give the participants enough time to finish their work on Exercise 3 before youbegin the Polling Activity debrief.

Polling Activity Debrief

When the participants’ individual tallies have been recorded on the summarysheet, advise participants they will return to Exercise 3 in a few minutes.Proceed with the debrief on Exercise 2.

DISCUSS:

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• What makes categorizing some of the behaviors difficult? Whichitems were difficult to categorize?

• Can a behavior be “slightly unethical?” or “Close, but not quiteunethical?”

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DISCUSS the results displayed on the flip chart summary. Look for certain itemnumbers.Were most of the behaviors listed as E or U, or were many more listedin the gray columns? ASK participants what patterns stand out for them.

POINT OUT items (behaviors) that have the widest range of responses. Havethe group discuss why these items might have received the range of responsesthey did.

SUGGEST that a possible explanation for items having a range of responses (tallymarks in several categories) or items where a large number of responses labeledthe behavior as M — is that the organization’s policies and guidance on thesebehaviors might not be clear enough.

As time permits, discuss other patterns participants see in the responses.

It’s likely that very rich discussions will occur around the issues raised by thisexercise. Depending on the time available, you may need to cut the discussionoff. If it becomes necessary to cut the discussion short, save the list of topics forfuture use.

ETHICS 4 EVERYONE LEADER’S GUIDE

• What criteria did you use to categorize your choices? In otherwords, as you grouped the behaviors on the list, what were yourchoices based on?

Possible examples of criteria:

w Would the violation be discovered?

w Were people emotionally affected?

w Were significant dollars involved?

w Would this behavior physically harm anyone?

• Do you think people consider impacts when they are making theirchoices about ethical issues? Which impacts make the most difference?

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Suggest that participants (privately) categorize their recalled situations inExercise 1 (WORKBOOK PAGE 6) in these terms (E, L, M, D, U). Allow thema minute to think this through.

MAKE ONE OR MORE OF THESE KEY POINTS:

• As we gain experience in the workplace, we tend to see things less often interms of black and white.Where we draw the line between right and wrongtends to become a bit blurry.

• When right and wrong become blurry — when we are operating in the grayzone — we should fall back on the guidance of our experience, or the guidance of rules, procedures, and laws for direction.

• It’s not possible for organizations to guide every specific behavior, or to havea rule or regulation to cover every situation.That’s why it comes down to theindividual and to his or her choices.

• Employees need to understand the intent of the organization’s code of conduct, and have an understanding of its values. And it is important for theorganization to have clear values.

Debrief Exercise 3: Supporting and Distracting Influences (5 minutes)

On a white board or flip chart, set up two columns (Supporting and Distracting)to collect the participants’ responses. If you are using a white board, ask someone to record the influences as accurately as possible.The names of individuals should not be connected with specific comments.

ETHICS 4 EVERYONE LEADER’S GUIDE

• What examples of supporting influences do you see in yourorganization?

• What examples of distracting influences have you seen operating in your work environment? (Remind participants to discuss situations in their organization in general terms only, and to notuse specific names or other recognizable descriptions.)

• How much control do you think you have over the influences in thedistracting column?

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The discussion during this debrief is like ly to be live ly, and can be quite pro d u c t i vein terms of identifying influences people feel are import a n t . Pa rticipants may alsowant to discuss the support they need from their organization and management inmaking tough decisions.

Be sure to check for opinions of both managers and staff, if the group is mixed.• If managers are not present in the session, ask staff participants how their

managers would respond to the above questions.• If staff persons are not present in the session, ask managers how they think

the staff would respond to the above questions.

SUGGEST BREAK HERE (10 MINUTES)

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DISCUSSION: GETTING RATIONAL ABOUT RATIONALIZATIONS (10 MINUTES)

SAY:

If participants have copies of Ethics 4 Everyone, refer them to page 21.

By this time in the session, participants may feel more comfortable sharing theirown challenges around ethical decisions. Still, they should not be pushed torespond. If they choose, they can share what they have observed “people in general” doing, and why they think people do these things.

ASK participants to share the kinds of rationalizations people tend to make whenacting unethically. Examples: “I don’t have time.” “No one will know.” “It’s just afew of (something).”

Record these responses on a white board or flip chart.

ETHICS 4 EVERYONE LEADER’S GUIDE

Most likely, each of us recognized many of the behaviors listed inExercise 2, either in ourselves or in others.

Now, suppose we were to view this list of behaviors as a self-assessment, a self-test.We are not going to do this as a group, but youare welcome to do so individually. If we were completely honest aboutit, most of us would probably answer “yes” for at least one of the(unethical) behaviors on the list.

In our own minds, how do we rationalize our choices?

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ASK:

SAY:

ETHICS 4 EVERYONE LEADER’S GUIDE

• This is a great list, but does it hold up? Do any rationalizationsjustify behaviors that are unethical, or borderline ethical?

• What tends to happen with repeated rationalization?

• Most of us do rationalize from time to time. It’s a way of justifying our behaviors, and making faster decisions (with lessthought).

• The problem is that if rationalization first becomes a part of ourthought pattern, then it may become part of our ongoing behavior patterns.

• Even day-to-day, seemingly insignificant misbehaviors breakdown our self-esteem and personal integrity, and can put us onthe slippery slope where poor decisions start small but lead togreater and greater misbehaviors.

• I t ’s like a spira l . F i rs t , t h e re is just a little thing. No one noticesand no one seems to be hurt ; the cost is minor. Since that wo rk e dwe l l , it happens aga i n , then aga i n .T h e n , the person might use thesame or diffe rent rat i o n a l i z ation to break a slightly bigger ru l e.The new person in the office sees that , and thinks,“ O h , t h at ’s theway things wo rk around here ” and fo l l ows the same behav i o r.

• Once you’re on the spiral, it’s very difficult to draw the linebetween ethical and unethical.

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EXERCISE 4: SOURCES OF GUIDANCE AND ASSISTANCE (10 MINUTES)

SHOW SLIDES #6 – 7: Determining What’s Right

Introduce Activity/Give Instructions

WORKBOOK PAGE 11 asks participants to identify the sources of guidancethey rely on most often in the workplace.

ALLOW participants a few minutes to complete this worksheet.

M a ke an extra copy of WORKBOOK PAGE 11 for each participant before theworkshop begi n s.The participants should copy their responses from WO R K B O O KPAGE 11 to this handout and turn it in to the fa c i l i t at o r. Pa rticipants should notinclude their name on the copy they hand in.

EXPLAIN to the participants that their anonymous responses to this exercise willbe reviewed and discussed with managers at a review meeting, but all of theirresponses will be anonymous.

Debrief the Activity

As the questionnaires are turned in, quickly look at the responses.

MAKE BRIEF COMMENTS, such as:• It looks as if most of you agree that….• It appears that the source you go to most often is….

ASK that participants re-visit their thinking and/or notes on Exercise 1 onWORKBOOK PAGE 4, and complete the remaining boxes.

ETHICS 4 EVERYONE LEADER’S GUIDE

These slides list sources for “Determining What’s Right.” Knowingwhat is right is a first step in being able to act in an ethical manner.They are also summarized in your workbook on page 8.

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ASK:

Summarize

Make one or more of these key points:• When we give the topic some attention, we come to better understand our

thinking about ethical choices — the influences behind our thinking, and theway we rationalize.

• People demonstrate great creativity when rationalizing their behaviors.• We have probably become aware that many of our behaviors fall into the gray

zone between ethical and unethical — and it is sometimes hard to make a distinction between the two.

• Influences on our decisions and behavior can be subtle. And multiple influences can be operating at any given time. No one is immune from theseinfluences.

• It’s important that we understand our best sources of guidance in eachsituation — and choose to use them.

• And, it’s important that our organization make its best effort to define ethicalstandards and communicate them to all of us!

SHOW SLIDE #8: Some Thoughts

Give the participants a minute to read the quotations.

ETHICS 4 EVERYONE LEADER’S GUIDE

With the benefit of hindsight and the discussions we ’ve had thus fa r:

• What rationalizations might have been involved?

• W h at supporting or distracting influences we re pro b ably operat i n g ?

• What forms of assistance were used, or could have been used?

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MAKING ETHICAL CHOICES

SAY:

Optional Activity: Presentation from Subject Matter Expert

A short (15-20 minute) guest presentation can be inserted at this point in theworkshop, where managers or executives from HR or the legal department candiscuss the organization’s ethics policies in-depth with the participants.

It may be helpful to distribute copies of the organization’s values statement orkey industry guidelines on ethical practices as available and appropriate.

If you or your guest speaker are going to pass out copies of the organization’srules, be sure to review them ahead of time to anticipate questions about themand to point out areas where the guidelines work together with the material inthis workshop.

These questions can be used by the guest presenter or by the facilitator.

ETHICS 4 EVERYONE LEADER’S GUIDE

So far, we’ve been discussing how we think about choices and thesituations we face.We’ve also talked about where we can go for assistance and guidance. Now we move into the area of action.

• What is the purpose of an organizational values statement? Howcan an organization ensure that the statement does more thanappear on a wall plaque or in an employee manual?

• Do you think that boundaries — such as rules and regulations —make work life easier for employees and management? In whatways?

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Presentation: Three R’s and Taking a Stand (10 minutes)

SHOW SLIDES #9 – 12:The Three R’s

These slides review material presented by Eric Harvey in the video. Participantshave copies of these slides on WORKBOOK PAGE 12.

Rather than reading the slides bullet-by-bullet, emphasize the particular pointsmost relevant to the group. For example, on the Results slide (Slide 12), youmight point out that “the motivation to cut corners” is a common rationalization.

SHOW SLIDE #13: Say “No”With Tact

The last slide in this sequence is a lead-in to Exercise 5, the role-play on “taking astand.” Give the participants a moment to review the steps they can take to resistethical pressure.

Exercise 5: Role Play - Taking a Stand (15 minutes)

REFER participants to the role-play instructions on WORKBOOK PAGES 13and 14.

SAY:

DIRECT participants to work with a partner. Both partners should first readboth cases.

ETHICS 4 EVERYONE LEADER’S GUIDE

For most people, opposing someone’s unethical behavior in your ownmind is one thing; expressing your concern directly to them — or toan authority — is something else. This activity provides practice inactually getting the words out.

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Review the cases with the group to ensure the situations are clearly understood.

Partner A takes a stand for Case One. For Case Two, Partner B takes a stand.For each case, partners put themselves in the roles of the characters in the cases.The partner taking the stand uses wording that includes these four action steps:

1. State your concern/objection to the person’s behavior without accusingthe other person of being unethical

2. Propose an alternative action that you feel is ethical3. Ask for the person’s help and agreement 4. If the person doesn’t agree, ask for help from a higher authority

After working through both cases, partners should discuss their best possiblecourse of action if the “offending” partner continues on the unethical course ofaction.

Debrief the Role-Play

Check for responses from the participants on the role-play.

ETHICS 4 EVERYONE LEADER’S GUIDE

Obviously, taking part in a role-play in a workshop is much different than speaking out in a real situation, but how did you feelverbalizing your objections?

The role play should at least give you a starting point if you chooseto say something to a co-worker in situations where you feeluncomfortable.

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As time permits, discuss the following:

“Whistle blowing” and the notion of reporting criminal or unethical behavior tointernal or external authorities may come up in the course of workshop discussions.The facilitator should be prepared for this.

SHOW SLIDE #14: Ethics 4 Everyone Ethical Action Test

DISCUSS the Ethics 4 Everyone Ethical Action Test. EXPLAIN to participantsthat asking these questions when confronted with ethical decisions should helpguide their thinking.

DISTRIBUTE the Reminder Card included in the Ethics 4 Everyone wo r k s h o pk i t .

POINT OUT that one side of the card has the Ethics 4 Everyone Ethical ActionTest. Explain that the other side of the card is a separate list of questions — to bediscussed later in the workshop — that provides some guidelines for resolvingethical dilemmas.

ETHICS 4 EVERYONE LEADER’S GUIDE

Do you agree or disagree with each of these statements, and why?

• Going along with another individual’s unethical behavior (“goingalong to get along”) is unethical itself.

• Is it an employee’s responsibility to raise concerns over the ethicalbehavior of their organization as a whole (in a responsible manner)?

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The Ethics 4 Everyone Ethical Action Test is a way to help decide how to dowhat is right in each situation. Before you act, ask yourself:

Summarize

Make several of these key points:• Ethics is displayed in everything we do. Everything we do counts. Even

seemingly small violations are damaging.• One of the impacts of unethical behavior is that people trust each other less.

Effective working relationships can be seriously harmed.• Generally, it takes much longer to recover from an instance of unethical

behavior than the time or advantage gained from the behavior.• Depending on the offense, an individual could be disciplined or lose their job.

An entire work team’s product could suffer, funding could be withheld, orother damage could occur.

• Small violations start to peck away at people’s self-esteem; they set a poorexample and create mistrust.

• The “distracting” influence or pressure to go along is strong.• The pressure to say nothing about an ethical violation can also be very strong.

Saying nothing is often seen as the best solution, but it isn’t.

ETHICS 4 EVERYONE LEADER’S GUIDE

The Ethics 4 EveryoneEthical Action Test

• Is it legal?• Does it comply with our rules and guidelines?• Is it in line with our organizational values?• Will I be comfortable and guilt-free if I do it?• Does it match our stated commitments and

guarantees?• Would the most ethical person I know do it?• Would I do it to my family or friends?• Would I feel OK if someone did it to me?

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RECOGNIZING ETHICAL DILEMMAS (15 MINUTES)

POINT OUT the Exercise 2 behaviors (on the flip chart page) that were viewedas M = Medium Gray and D = Dark Gray by at least several participants.• Assigning behaviors to a shade of gray can reflect confusion and uncertainty

about the rightness or wrongness of a behavior.• Another source of gray arises when two seemingly opposing behaviors could

both be considered right. In a sense, they are conflicting rights.

SHOW SLIDES #15 – 16: Conflicting Rights

REVIEW the definition of dilemma (Slide 15), and then SHOW Slide 16 withthese examples:• EXAMPLE: It’s right to apply rules and regulations equally, without

favoritism; BUT it’s also right to give special consideration to hard working,dependable and productive people.

• EXAMPLE: It’s right to communicate information that other people need todo their work, BUT it’s also right to respect the confidentiality of information if you have agreed to do so.

• EXAMPLE: It’s right to follow through on commitments made, BUT it’s alsoright to address a higher priority task that suddenly needs to be completed.

ASK:

ETHICS 4 EVERYONE LEADER’S GUIDE

• Have you ever found yourself in a situation where you encountered conflicting rights?

• This type of ethical dilemma can be extremely stressful. Whatmakes these situations so difficult?

• Could any of the behaviors on WORKBOOK PAGE 6 representexamples of conflicting rights; that is, to do something would beright, but it would also be right to take the opposing course ofaction?

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Items #4 and #14 on WORKBOOK PAGE 8 represent good examples of dilemmas. ALLOW participants a minute to consider these examples, then ASK:

Summarize

SAY:

ETHICS 4 EVERYONE LEADER’S GUIDE

• What are the two “rights” in each item?

• Faced with these situations, how would you think through yourresponse? What would go through your mind as you tried toresolve each one?

We find these types of examples all around us. It’s useful to makea distinction between (1) how we should respond when confrontedwith dilemmas — situations where there are two conflicting rightchoices — and (2) how we should respond when the right andwrong response are fairly clear.

There is a difference:

• Most, but not all of the situations listed on WORKBOOK PAGE 8are clear. For the most part they do have one right answer, or one“very much better” answer.

• With conflicting rights, both choices are probably ethical but oneis a better choice than the other. Dilemmas typically have“better” answers, but the decision process can be tough.

As Eric Harvey says,“conflicting rights are issues that must bethought out, talked out, and worked out — using the resourcesavailable to you.”

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MANAGING ETHICAL DILEMMAS (5 MINUTES)

SHOW SLIDES #17 – 19: Managing Conflicting Rights

POINT OUT that the questions on the other side of the Reminder Card(“Which of the conflicting rights…”) are helpful in making a decision about whatto do in these situations.

EXERCISE 6: YOU MAKE THE CHOICE (35 MINUTES)

Divide participants into table groups of three to four people.

REVIEW the instructions on WORKBOOK PAGE 16 with the participants.Make sure they understand that they are to create an ethical dilemma — asituation where two right answers are plausible.

Step 1: Using WORKBOOK PAGE 16, each group composes a dilemma.(10 minutes)

Step 2: The dilemma is then passed on to the next group to resolve and present to the group using WORKBOOK PAGE 17. (15 minutes)

Debrief Exercise 6

A spokesperson from each group presents their solution to the case they resolvedto the entire group of participants, and the entire group offers comments (5 - 10minutes per case).

Emphasis in this debrief discussion should be on the criteria used to establishwhich response was “more right.”

ETHICS 4 EVERYONE LEADER’S GUIDE

These three slides describe the steps to resolving ethical dilemmas.These content points are also summarized in your workbook on page 15.

1. If possible, eliminate the conflict.

2. Decide what’s more right.

3. Seek assistance. Get help.

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WORKSHOP CONCLUSION (10 MINUTES)

SHOW SLIDE #20: Final Thoughts

ASK:

Summarize the Workshop

As a means of summarizing the workshop content, ask each participant to brieflyshare (no more than 15 – 20 seconds) one insight they reached during their workin the session.

Make the following key summary points:• Good ethics requires discipline.• The ethical makeup of this organization begins and ends with each of us, the

way we think about our decisions, the decisions we make, and the ways webehave on a daily basis.

• Most organizations — including this one — allow their employees latitude inhow things are done in some areas; for example, (Leaderto provide example ). But other things are not open to compromise — there isno gray zone. These include:

ETHICS 4 EVERYONE LEADER’S GUIDE

Think about one area or behavior pattern where you might be “vulnerable” to distracting influences, or prone to stepping over theline. I don’t want you to share anything yet, but instead, think aboutthis:

Has your perception of how to deal with this situation changedduring the workshop? How do you plan to address it?

Now, to help us wrap-up this workshop, I would like for each of youto share one insight you’ve had during your work here today, howeverminor it may seem.

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w Laws and regulations

w Public and employee safety

w Truthfulness of records and statements• Poor ethical choices tend to accumulate and spiral into unethical habits and

begin to influence everyone and everything around them.• REFER AGAIN to WORKBOOK PAGE 7, Benefits of Better Ethics. Point out

that ethical discipline has direct personal benefit for them.• Thank the participants for their efforts, thoughtful questions, and responses.• ENCOURAGE the participants to use their Reminder Cards as a source of

support, when needed, to help think things through.

LAST WORDS

SHOW SLIDE #20: End Title Slide

Close the workshop and introduce the test activity.

Post Test and Course Evaluation

In order for your students to successfully complete this course and earn IACETCEUs they must complete the online post-test and course evaluation forms.Todo so:

1. Write the course passcode and your CRM Learning Certified Facilitator IDnumber on the Passcode Cards provided.

2. Distribute the Passcode Cards to each student who was present for the entireworkshop.

3. After completing the online test and evaluation form, students will receive anemail containing a certificate of completion and instructions on how toobtain a permanent transcript.

Refer to page 22 for ideas about follow-up activities that you can use to supportyour continued efforts in training.

ETHICS 4 EVERYONE LEADER’S GUIDE

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LEADERSHIP DEBRIEF SESSION

This Leadership Debrief of the Ethics 4 Everyone workshop allows managementto review and discuss workshop topics and the feedback received from the participants.

The debrief should give organizational leaders an opportunity to:• Examine their organization’s values statement or other forms of ethical

decision-making support, and how they can be made more relevant to thedaily activities of their employees.

• Discuss strategies to support ethical decision-making among their employees.

This debrief should be facilitated by the same individual(s) who led the staffworkshop(s), and be held as soon as possible after that workshop.The suggesteddiscussion outline below assumes that those attending the Leadership Debrief didnot participate in the main training session being reviewed.

We suggest that 90 – 120 minutes be allocated for this Leadership Debrief session.

As the facilitator, be sure to preview the Leadership Segment on the videotapeprior to using it in a debrief meeting or other discussion session.The LeadershipSegment begins after the credits for the main video segment.

DISCUSSION OUTLINE

Review the purpose of the debrief session. Emphasize that the long-term successof the staff workshop depends, in part, on leadership follow-through.

Distribute copies of the Ethics 4 Everyone book to the group.

Briefly recap the staff session. Review the workshop objectives (page 29 in thisLeader’s Guide) so the leadership group understands what the workshop wastrying to achieve.

VIDEO

Introduce the Ethics for Everyone video as described on page 23 of this Leader’sGuide. Show the main part of the video. Stop when the end credits appear.

ETHICS 4 EVERYONE LEADER’S GUIDE

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Next, you will discuss results from several of the exercises completed by the participants.

WORKSHOP EXERCISE 2: GROUP POLLING ACTIVITY

Show the results of the Polling exercise (Exercise 2).

ASK:

WORKSHOP EXERCISE 3: SUPPORTING AND DISTRACTING INFLUENCES

Briefly explain the concept of distracting and supporting influences.

Refer to the flip chart summary from this exercise, or recap the influences fromyour notes.

ASK:

ETHICS 4 EVERYONE LEADER’S GUIDE

• What do leaders see as influences on the behaviors of theiremployees? (Compare this to what participants reported as influences during the Exercise 3 discussion.)

• What aspects of the organization’s culture encourage or distractfrom ethical behaviors?

• What patterns do you see in the responses?

• Which items appear to have drawn the most divergent responses?Why?

• Do the responses indicate a need to develop or clarify anyorganizational rules or guidelines?

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WORKSHOP EXERCISE 4: SOURCES OF GUIDANCE AND ASSISTANCE

Suggest to leaders that they think about reasons why employees might not seekassistance. (For starters, they could ask themselves why they might not seek it!)

Review copies of the anonymous participant worksheets on Sources of Guidanceand Assistance (WORKBOOK PAGE 11) to gain insight into employee perceptions and the likelihood of their using these resources.

ASK:

VIDEO

Show the Ethics 4 Everyone Leadership Segment.This segment runs approximately 10 minutes.

HANDOUT

Make copies of the Ethics and Leadership Guidelines on pages 50 and 51 of thisLeader’s Guide and hand them out to the leadership group.This handout lists the10 Action Steps described by Eric Harvey in the Leadership Segment.

G i ve the leadership group some time to rev i ew the points on the handout.Ask themto think about how they can incorp o r ate each point into the organizat i o n ’s va l u es t ru c t u re and its appro a ch to commu n i c ation and support of their employe e s.

Review each of the points on the handout, and have each participant make a listof action points (with responsibilities) for follow-up in the “Action!” column.

Close the Session

Close the session with a review of action plans for ethics follow-through.

ETHICS 4 EVERYONE LEADER’S GUIDE

• H ow likely is it that employees under your supervision will come toyou for advice on ethical dilemmas or concerns about wo rk p l a c ee t h i c s ?

• How can you make our employees more aware of sources of assistance?

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ETHICS 4 EVERYONE LEADER’S GUIDE

ETHICS 4 EVERYONE LEADERSHIP GUIDELINES

GUIDELINE DESCRIPTION ACTION!

1. High ValuesAwareness

2. High ValuesAccountability

3. Lead byExample

4. Ethical Decision-Making

5. In-Sync Policies and Procedures

Build ethics awareness throughregular communication anddiscussion of your shared values, operating principlesand ethical standards.

Ethical leaders hold themselve sand others accountable for ethical behav i o r, and have zerotolerance for violat i o n s.

Ethical leaders only expectothers to perform withintegrity when theythemselves Walk the Talk.

L e a d e rs that Walk the Talk usethe organizat i o n ’s values tom a ke both large and small deci-s i o n s.T h ey realize that ethics ared i s p l ayed in eve rything we do,and eve rything we do counts.

Rules and standards shouldsupport the organization’s val-ues and ethics at every level.

How will you determine organizational values and makethem public?

How can you turn your organization’s values into action?

What can you do to demonstrateyour commitment to ethics?

H ow can you make sure to adhereto organizational values when yo um a ke decisions?

Do your organization’s policiesreflect its values?

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ETHICS 4 EVERYONE LEADER’S GUIDE

6. Values and Ethics Education

7. Attention toPerceptions

8. Steady,Incremental Change

9. Hire and Promote EthicalEmployees

10. Recognize andReward

Take the time and invest theresources to give employeesthe confidence and specificskills they need to translateethical beliefs into ethicalbehavior.

Pay close attention to p e r c e p t i o n s , f e e l i n g s , o p i n i o n sand reactions of colleagues,e m p l oye e s , c u s t o m e rs , a n deve ryone in your circle ofi n f l u e n c e. Perceptions arereality when it comes to ethicsand integri t y.

Place your emphasis on continual small improvementsin many key areas in theorganization, rather thanquick fixes.

Use the organization’s valuesto hire and promote thoseindividuals who believe inthese values and behave with integrity.

Recognize and reward theethical behaviors and values-driven practices of others andtake the time to celebrate these successes.

What are you doing to give youremployees the ethical skills theyneed?

How are you keeping abreast ofhow your coworkers, customers,and employees perceive you andyour organization’s behavioraround ethical issues?

Do you have a plan for change thatyou can implement and monitor?

Do your hiring and promotionpolicies reflect your ethics?

How can you reward employeeswho support the organization’svalues?

ETHICS 4 EVERYONE LEADERSHIP GUIDELINES, CONTINUED

GUIDELINE DESCRIPTION ACTION!

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PARTICIPANT MATERIALS

ETHICS 4 EVERYONE LEADER’S GUIDE

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Despite the codes of ethics, the ethics programs and special departments,corporations don’t make the ultimate decisions about ethics.

Ethical choices are made by individuals.

– M. Euel Wade, Jr.

WHAT SHOULD THEY DO?

SCENARIO ONE

Elaine manages the marketing department at a publishing company, and Ken is one of the leadanalysts in the research department. At last week’s team meeting, she asked Ken to draft areport on new products introduced by one of their competitors. Ken agreed to get the material in time for her big meeting with the upper management group.

It’s late morning on the day of Elaine’s presentation, and she stops by Ken’s desk to see if thereport is ready — she wants to review it before she meets with her manager.

Ken looks up from his work as Elaine asks about the report — with an unhappy expression onhis face, he lets her know that he doesn’t have it ready.

“But you promised! I need that for a meeting today!” says Elaine, clearly frustrated that Kenhas not done what he said he would. “Some other stuff came up that I had to take care of.What could I do?” answers Ken.

Elaine walks away, wondering how to meet her own commitment to deliver the facts she wasexpecting in Ken’s report.

SCENARIO TWO

It’s mid-morning Monday.Vice President Bill has stopped by to compliment Vicki on a majorproject she and her team completed, right on deadline. Behind her sits Lester, a coworker onthe project team. Lester listens to this acknowledgement and praise. He is clearly upset.

“That was a great job,Vicki. I appreciate your working over the weekend to get it done,”comments Bill. “No problem Bill,” replies Vicki. “I wanted to do this. I know how importantthat customer is to us.”

ETHICS 4 EVERYONE LEADER’S GUIDE

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Vice President Bill walks away. Lester walks up to Vicki. In complete frustration, he questionsVicki: “We all worked ten hours on Saturday to get that job done! I don’t understand,Vicki.Why would you let him think it was just you?”

Startled,Vicki replies, “I don’t know, I guess I just didn’t think it was a big deal.”

Lester doesn’t know what to say.

Instructions: As you introduce yourself to the group, share a response to one of the abovescenarios.

• If you were Elaine, what would you have been thinking or what would you have saidto Ken?

• If you were Lester, what would you have been thinking or what would you have saidto Vicki?

ETHICS 4 EVERYONE LEADER’S GUIDE

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INTRODUCTION

WHO SHOULD TAKE THIS COURSE?

• Managers and supervisors who want to provide ethical leadership.

• Staff members who want to learn how they can contribute to positive ethical culture with-in their organization.

• Anyone who wants to learn a methodical approach to making ethical decisions on a consis-tent basis.

LEARNING OUTCOMES

After completing the workshop, participants will be able to:

• Describe two or more ways good ethics benefits an organization.

• Define a supporting influence and distracting influence and list two or more examples ofeach that can be present in an organization.

• Recognize how organizational values, rules, procedures and guidelines establish bound-aries that help people make ethical decisions.

• Use an Ethical Action Test to help check their responses in situations that carry potentialethical conflicts.

• Apply a 3-step process to solving “competing rights” dilemmas.

ETHICS 4 EVERYONE LEADER’S GUIDE

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EARNING IACET CONTINUING EDUCATION UNITS

CRM Learning Certified Facilitator

In order to earn IACET CEUs for this course the facilitator must be a CRM LearningCertified Facilitator who has demonstrated knowledge in this subject matter by successfullycompleting the associated self-study course and test.

Participants should be sure to obtain the facilitator’s CRM Learning Certified Facilitator IDNumber prior to registering for the online post-test.

SUCCESSFUL COMPLETION AND EARNING CONTINUING EDUCATION

UNITS

In order to successfully complete the Ethics 4 Everyone program and earn IACETContinuing Education Units participants need to:

1. Be present for the entire workshop

2. Provide an email address as part of their attendance record

3. Obtain a Passcode Card from the CRM Learning Certified Facilitator. It should contain:

a) A test Passcode

b.) The facilitator’s CRM Learning Certified Facilitator ID Number.

4. Take the online test by logging onto www.crmlearning.com/cct

a) Participants must provide the same email address they provided as part of theirattendance record

5. Complete the Course Evaluation Survey after taking the online test.

After meeting the above mentioned requirements a Certificate of Completion will be e-mailed to participants, indicating the number of Continuing Education Units participantshave earned and providing instructions on obtaining a permanent transcript.

UNSUCCESSFUL COMPLETION

Participants have 30 days from CRM Learning’s receipt of the participant attendance record to complete the online test. Failure to do so will negate the participant’s ability to earnIACET CEUs.

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GETTING HELP (IACET)

Participants may contact the following resources for help on Subject Matter and Technical issues:

ETHICS 4 EVERYONE LEADER’S GUIDE

Description

Subject Matter Help For assistance with the content of this workshop:

1. Begin by asking the CRM Learning Certified Facilitator,then

2. Please contact us at:

[email protected]

Technical Help For assistance with use of the testing and evaluation site or entering other IACET-related information online, please con-tact us at:

[email protected]

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ETHICS 4 EVERYONE LEADER’S GUIDE

EXERCISE 1: A PERSONAL ETHICAL ENCOUNTER

Think back to a situation you’ve personally encountered at work — one that involved ethicalchoices.This situation may have involved your actions, you may have been on the receiving endof someone else’s actions, or you may have simply observed the situation and its results.

• Make brief notes about the situation below.

• Stop at the bold line.Note:This form won’t be handed in.

Recall the details of the situation.

At the time, did you feel as ifyou were dealing with an ethicaldecision of some kind?

Was it immediately clear how torespond to the situation? Whatoutcome were you attemptingto produce or avoid?

How did you respond?

W h at rat i o n a l i z ations we rem a d e ?

As best you can recall, whatinfluenced your thinking? Didyou feel pressured to decide acertain way?

Did you think about seekingassistance? From where? Did you choose to use it?

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ETHICS 4 EVERYONE LEADER’S GUIDE

VIDEO: ETHICS 4 EVERYONE

Use this section to take notes as you watch the video.

BENEFITS OF BETTER ETHICS

How good ethics …and how good ethics in the benefit the organization… organization benefit YOU…

1 Improves trust and respect at all Improves your communication with levels. department and project team members.

Maintains your positive reputation. Peoplewill trust your opinions and be willing toshare ideas and information with you.

2 Fosters a positive work culture and Makes going to work every day moreimproves customer service. pleasant and comfortable for you.

Makes your customers happier, and helpsyour relationships with them go smoothly.Increases pride, professionalism and produc-tivity.You feel better about your work andyour career.

Reduces your stress level.

3 Ensure the long-term success of You build job security and career options,the enterprise. collect a regular paycheck, and provide a

better future for your family.

You get the chance to work with higher caliber people on more important projects.

On the other hand, the costs of questionable or poor ethics are also very real, and very significant.

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ETHICS 4 EVERYONE LEADER’S GUIDE

EXERCISE 2: ETHICAL OPINION POLLING

Directions: What category does each of the behaviors on the list belong to?

E Clearly Ethical.

L Light Gray. Ethical, but a little fuzzy.

M Medium Gray/Fuzzy. Not obviously unethical, but not really ethical either.

D Dark Gray. Shady. Leaning strongly toward unethical.

U Clearly Unethical.

___ 1. Conducting personal business on company time, (sending personal messages oncompany e-mail; extending lunch breaks to run errands).

___ 2. Using or taking company resources for personal purposes (home office, kids’school, etc.).

___ 3. Calling in sick when you’re not really sick.

___ 4. Going to work to meet a deadline when you’re obviously sick or contagious.

___ 5. Telling or passing along an ethnically- or sexually-oriented joke.

___ 6. Reporting a safety violation in another department.

___ 7. Engaging in negative gossip or spreading rumors about someone.

___ 8. Bad-mouthing the company or management to people outside the company.

___ 9. Reading information or documents on a co-worker’s desk or computer screen without their knowledge.

___ 10. Passing along personal information shared in confidence.

___ 11. Calling a customer to report a small billing error that will require your company togive them a refund.

___ 12. Ignoring an organizational rule or procedure.

___ 13. Explaining behavior with, "No one told me not to do this."

___ 14. Failing to follow through on something promised by a date/time without renegotiating the deadline.

___ 15. Withholding work-related information shared in confidence that others may need.

___ 16. Letting someone fail at a task to strengthen your own position.

___ 17. Accepting credit for something that someone else did.

___ 18. Manipulating or withholding information in order to make a sale.

___ 19. Relying on your boss to check your work for errors.

___ 20. At tax time, making two copies of your personal returns on the office copier.

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ETHICS 4 EVERYONE LEADER’S GUIDE

EX E R C I S E 3: SU P P O R T I N G A N D DI S T R A C T I N G IN F L U E N C E S

People confronted with ethical choices often feel they are under pressure to behave in certainways.These pressures, or influences, can take on a positive or negative tone. For this exercise,we’ll refer to these as supporting influences and distracting influences.

Supporting influences are those that encourage or model strong, consistent ethicalbehavior. Examples would be clear rules, leadership that follows through on commitments, or strong emphasis on product quality and customer satisfaction.

List three to four supporting influences that you’ve experienced in the workplace:

Distracting influences are those that, usually inadvertently, pressure employees to actin a less-than-ethical manner. Examples would include vague rules or procedures open toindividual interpretation, questionable product quality, or leadership saying one thing anddoing another.

List three to four distracting influences that you’ve experienced in the workplace, or haveobserved in others.

Prepare for the upcoming discussion by thinking about ways the supporting influences couldbe strengthened, and the distracting influences minimized.

1.

2.

3.

4.

1.

2.

3.

4.

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DETERMINING WHAT’S RIGHT

• Let Laws be Your Guide

w “Everybody oughta know” laws

w Industry or profession-specific regulations

w Ignorance of the law is not an excuse for breaking it

w Look to the intention behind the actual words and provisions

• Rules, Procedures, and Standards

• Shared Values (of responsibility, integrity, respect, and fairness)

• Your Conscience

• Promises and Commitments

• Role Models/Ethical Heroes

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EXERCISE 4: SOURCES OF GUIDANCE AND ASSISTANCE

Directions: Check the box next to the response in each group that most accurately reflectsyour feelings about your organization’s efforts to help you make ethical decisions. If instructed, copy your responses onto the worksheet the facilitatorpasses out, and turn in without your name.

1. ValuesIf your organization has a Values statement, how familiar are you with it? Could you listat least two-three of the values it includes?

® Not at all familiar/No, we don’t have a Values Statement.

® Slightly familiar/I’ve heard something about it.

® Very familiar, and could list two-three values.2. Rules and Regulations

From your perspective, how are the procedures, standards, rules and regulations regardingworkplace conduct at your organization communicated?

® Passively or not communicated at all. Information on standards, rules and regulationsis kept in binders in someone’s office.

® Partially communicated. Rules and guidelines are distributed, but the reasons behindthem are not explained.

® Inconsistently communicated. Information tends to come out only when there is aproblem or crisis.

® Actively communicated. Guidelines, rules and procedures are emphasized consistentlyat staff and other project meetings.

3. How I’ve Used Sources of AssistanceWhen dealing with ethical questions or concerns in the past, how often have you soughthelp from each of the following sources?

1 – NEVER 2 – RARELY 3 – SOMETIMES 4 – OFTEN 5 – ALWAYS

__ I have discussed the problem(s) with a spouse or friend who does not work at theorganization.

__ I’ve consulted the employee handbook, organization intranet, or other printedresource.

__ I’ve discussed this type of situation with a trusted co-worker.

__ I’ve discussed this type of situation with my supervisor or manager.

__ I have discussed the problem with someone from Human Resources.

Or, just check if applicable…__ I haven’t encountered problems or concerns that required assistance.

__ Generally, I let the situation go and do not seek assistance from any source.

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MASTER THE THREE RS

RESPECT

• Treat everyone with dignity and courtesy

w Eliminate offensive words and off-color jokes

w Recognize others for their efforts/Give credit where credit is due

• Respect company assets:

w Use company time, equipment and supplies appropriately and efficiently

w Protect and improve your work environment

RESPONSIBILITY

• Provide timely, high-quality goods and services

• Work together and carry your share

• Meet performance expectations

• Add value to your work products

• Maintain confidentiality

• Let people know when you are bothered

RESULTS

• Create right results

w The means (the how) are as important as the ends

• Watch out for:

w Taking the path of least resistance

w The motivation to cut corners in response to the pace of business

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EXERCISE 5: TAKING A STAND

In this exercise, you’ll have a chance to practice using statements that can help you resist pressure and stand up for your personal decisions about ethical situations you encounter.

Working with a partner, use the two cases on page 14 .

For Case One, Partner A takes a stand; for Case Two, Partner B does.

The partner taking a stand uses wording that includes these four steps:

1. State your objection and concern without accusing the other person of being unethical. Use “I statements” to describe your feelings. For example, “I don’t feel comfortable with this,” or, “I don’t think this is the right approach to...”

2. Propose an alternative action that you feel is ethical.

3. Ask for the person’s agreement.

4. If the person does not agree, consult a higher authority for help.

After working through both cases, discuss your best course of action if the “offending” partnercontinues on the unethical course of action.

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EXERCISE 5 (CONTINUED)

ROLE PLAY CASE ONE

Project Manager Susan notes that for the third week in a row, the billed hours on one of herclient’s projects (Project X) are exceeding her estimated budget.Yet, she feels confident thather staff is actually working the hours they are billing. How could she have been that far off onher budget? Considering the cost overruns on the last project she managed for this client,Susan needs for her budget projections to be met for Project X.

She approaches several of her staff with instructions, among them Engineer Harold. She “suggests” that for the next several weeks, he allocate 25% of his hours on Project X to another project— Project Z — that her firm is doing for the same client. After all, she reasons, the fees they pay her firm are all coming out of the “same pot.” It’s not as if she werecharging Harold’s time to another client altogether — that would be illegal.

Harold is concerned as he listens to her instructions.

ROLE PLAY CASE TWO

Rob and Stuart are relaxing at their table after a quick lunch in the employee cafeteria. Robnotices Stacy from across the room, chatting at another table with a few of her co-workers.

“Hey,” Rob confides to Stuart, looking over in Stacy’s direction, “did you hear about Stacy’slatest?” “Latest what?” responds Stuart from behind his newspaper, not particularly interested.Rob continues, “She’s after that new manager. Hey, why not! When all else fails, why not goafter a manager to get that transfer she’s been after for months. She’s not bad-looking — shemight have a chance.”

Rob proceeds to speculate about Stacy’s chances, offering descriptive images of what he meansby “going after” this manager. Stuart has had about enough, stands up, folds his newspaper.Before leaving the table, he has a few words for Rob.

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MANAGING CONFLICTING RIGHTS

Step One: Eliminate the conflict

• Change the conditions. Seek permission to grant an exception, make a special case, or otherwise re-define the situation.

• Redefine one of the rights. Change one of the “right things” to help create acceptableoptions.

Step Two: Decide what’s more right

Ask yourself which of the conflicting rights…

• Is most in line with laws, regulations and organizational procedures?

• Is most in line with organizational values?

• Provides the greatest benefit for the largest number of stakeholders?

• Establishes the best precedent for guiding similar decisions in the future?

Step Three: Seek assistance

• Your manager

• Human Resources

• Ethics Officer

• Anyone else who can listen and provide objective feedback

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ETHICS 4 EVERYONE LEADER’S GUIDE

EXERCISE 6: DESIGN A DILEMMA

In this exercise, you’ll work with a small group.Your group will think about difficult ethicalsituations that could arise at your organization, develop strategies for resolving them, and seehow others view your efforts.

Step 1: Design a Dilemma

Create a competing rights dilemma based on one of the group member’s recalled experiences, or another ethical dilemma you can quickly devise.

Here are some examples of right vs. right situations:

It’s right to apply rules and regulations equally…

But it’s also right to give special consideration to hard working,dependable and productive people.

It’s right to communicate information that other people need to do their work…

But it’s also right to respect the confidentiality of information if you have agreed to do so.

It’s right to follow through on commitments made…

But it’s also right to address a higher priority task that suddenlyneeds to be completed.

Describe the dilemma on a blank sheet of paper, providing enough detail to allow the nextgroup to resolve it. Be sure to clearly identify the two “rights” that are in conflict.

Write legibly so that the next group will clearly understand the dilemma. Provide characternames (please do not use names of associates or colleagues, or make it possible to recognizetheir characters).

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EXERCISE 6: DESIGN A DILEMMA (CONTINUED)

Step 2: Review the Situation

Review the case prepared by the previous group.

Make brief notes on:

• What rationalizations might the characters be making?

• What supporting and distracting influences are most likely operating?

What are the characters’ options for response, and what would be the impact of each?

What response does your group recommend?

Be prepared to share the case and your solution with the group. In your presentation, be sureto address the impacts the response would likely have on the individual, the department, ororganization.

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COMPANION PROGRAMS FROM CRM LEARNING

GROUPTHINK

This program uses real-life examples, such as the space shuttle Challenger disaster, to provide a thought-provoking look at group decision-making, particularly the importance ofsoliciting input from all team members and helping individuals speak their true feelings ingroup situations.

THE ABILENE PARADOX, 2ND EDITION

Travel the road to Abilene and you’ll arrive at a place where deeply held, logical values fallvictim to group dynamics. It’s a bumpy ride culminating in meaningless outcomes and blame,but you can skip the trip if you know how to read the road signs of better group decision-making. Management expert Dr. Jerry B. Harvey’s parable about a family trip toAbilene offers a timeless, compelling lesson on reading the road signs and knowing whenyou’re headed toward Abilene. This classic training program has helped thousands of organizations increase profits and productivity.This completely updated second edition offers afresh, new look and a faster, more engaging pace.

COURAGEOUS FOLLOWERS, COURAGEOUS LEADERS

This program is based on the book, “The Courageous Follower — Standing Up To and For OurLeaders,” by Ira Chaleff. No matter how delicate or controversial, the program’s message iscritical for everyone in today’s radically changing workplace.The video dramaticallydemonstrates the unique pressures facing team leaders, redefines the role of the “follower” andidentifies the four ways we can all exercise courage. In this absorbing portrayal of Chaleff’sFour Dimensions of Courageous Followership, vignettes will demonstrate the courage toserve, the courage to assume responsibility, the courage to challenge and the courage to leave.

THE LEADERSHIP CHALLENGE

Effective leadership is attainable.That is the message of James Kouzes and Barry Posner in thiscompelling documentary film based on their best-selling book.They reveal that leadership isnot the private preserve of a few charismatic men and women, but a learnable set of practicesvirtually anyone can master. In documenting four real-life leaders drawn from both the industrial and non-profit sectors, this film makes dramatically visible the findings of Kouzesand Posner. Illustrated are main practices common to successful leaders: challenging theprocess, enabling others to act, modeling the way, inspiring a shared vision and encouragingthe heart.

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