HRM 522 Strayer WK4 CH6 Moral Philosophies & Cognitive Moral Development HW HRM 522 Discussion Week 4 Moral Philosophies and Cognitive Moral DevelopmentMor

HRM 522 Strayer WK4 CH6 Moral Philosophies & Cognitive Moral Development HW HRM 522 Discussion Week 4 Moral Philosophies and Cognitive Moral DevelopmentMoral Philosophies and Cognitive Moral Development Please respond to the following:Select one (1) moral philosophy (teleology, deontology, relativist perspective, virtue ethics, or justice) that has influenced the outcome of an ethical dilemma that you have witnessed. Provide one (1) example of the way in which this moral philosophy influenced the outcome of an ethical dilemma in a past or present organization. Note: Please do not identify workplaces or leaders by name.Examine Kohlberg’s stages of moral development. Determine the stage of Kohlberg’s moral development that your current, or past, organization and coworkers are in. Provide one (1) example of your current, or past, organization and coworkers that illustrates the stage of Kohlberg’s moral development. Note: Please do not identify workplaces or leaders by name. Chapter 6
Individual Factors:
Moral Philosophies
and Values
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Learning Objectives

Understand how moral philosophies and values
influence individual and group ethical decision
making in business

Compare and contrast the teleological,
deontological, virtue, and justice perspectives of
moral philosophy

Discuss the impact of philosophies on business
ethics
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Learning Objectives (continued)

Recognize the stages of cognitive moral
development and its shortcomings

Introduce white-collar crime as it relates to moral
philosophies, values, and corporate culture
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distributed with a certain product or service or otherwise on a password-protected website or school-approved learning management system for classroom use.
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Moral Philosophy

Specific principles or values that people use to
decide what is right and wrong

Theories associated with moral philosophy
 Economic value
orientation: Associated with values
quantified by monetary means
 Idealism:
Places special value on ideas and ideals as
a product of the mind
 Realism: View
that an external world exists
independent of people’s perceptions
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Instrumental and Intrinsic Goodness

Concepts of goodness
 Monism
(characterized by hedonism)
 Hedonists
 Pluralists

can be quantitative or qualitative
(non-hedonists)
Instrumentalists: Reject the ideas that:
 Ends can
be separated from the means that produce
them
 Ends,
purposes, or outcomes are intrinsically good in
and of themselves
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distributed with a certain product or service or otherwise on a password-protected website or school-approved learning management system for classroom use.
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Instrumental and Intrinsic Goodness
(continued)

Discussions regarding moral value revolve around
the nature of goodness
 Goodness
theories: Focus on the end result of
actions and the goodness or happiness created by
them
 Obligation
theories: Emphasize the means and
motives of actions
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distributed with a certain product or service or otherwise on a password-protected website or school-approved learning management system for classroom use.
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Teleology (Consequentialism)

Considers an act as morally right or acceptable if it
produces the desired result or consequence

Philosophies
 Egoism:
Defines right or acceptable behavior in
terms of its consequences for the individual
 Utilitarianism:
Promotes the belief that one must
make decisions that result in the greatest total utility
 Types
of utilitarians – Rule utilitarians and act
utilitarians
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distributed with a certain product or service or otherwise on a password-protected website or school-approved learning management system for classroom use.
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Deontology (Nonconsequentialism)

Focus lies on the rights of individuals and the
intentions associated with a particular behavior
rather than its consequences
 Contemporary deontology has
been influenced by
Immanuel Kant

Types of deontologists – Rule deontologists and act
deontologists
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distributed with a certain product or service or otherwise on a password-protected website or school-approved learning management system for classroom use.
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Relativist Perspective

Definitions of ethical behavior are derived
subjectively from the experiences of individuals and
groups

Forms of relativism
 Descriptive
relativism
 Meta-ethical relativism
 Normative

relativism
Emphasizes peoples’ differences but ignores their
basic similarities
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distributed with a certain product or service or otherwise on a password-protected website or school-approved learning management system for classroom use.
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Virtue Ethics

Argues that ethical behavior:
 Adhers to
conventional moral standards
 Considers
the judgment of a matured person with
good moral character in a given situation

Virtues that support business transactions
 Trust,
self-control, empathy, fairness, truthfulness,
learning, gratitude, civility, and moral leadership
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distributed with a certain product or service or otherwise on a password-protected website or school-approved learning management system for classroom use.
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Table 6.3 – Types of Justice
© Cengage Learning
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Moral Philosophy and Ethical DecisionMaking
Moral philosophies
used to make personal
and work-related
decisions vary
Differences exist in
professional and
private goals and
pressures
An individual’s moral
philosophy may
change to become
compatible with the
work environment
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distributed with a certain product or service or otherwise on a password-protected website or school-approved learning management system for classroom use.
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Kohlberg’s Model of Cognitive Moral
Development (CMD) – Stages
Punishment and obedience
Individual instrumental purpose and exchange
Mutual interpersonal expectations, relationships, and conformity
Social system and conscience maintenance
Prior rights, social contract, or utility
Universal ethical principles
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distributed with a certain product or service or otherwise on a password-protected website or school-approved learning management system for classroom use.
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Kohlberg’s Model of Cognitive Moral
Development (CMD) – Levels of Ethical Concern
Level 1 – Individual is
concerned with his or her
own immediate interests
Levels of ethical concern
Level 2 – Individual equates
right with conformity to the
expectations of good
behavior of the larger
society
Level 3 – Individual
overlooks the norms, laws,
and authority of groups or
individuals
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distributed with a certain product or service or otherwise on a password-protected website or school-approved learning management system for classroom use.
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White Collar Crime

Non-violent crime committed at a business level
causing monetary damage and emotional loss

Penalties
 Fines
 Home
detention
 Paying
for the cost of prosecution
 Forfeitures
 Prison
time
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distributed with a certain product or service or otherwise on a password-protected website or school-approved learning management system for classroom use.
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Figure 6.1 – Fraud Schemes
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Table 6.5 – Common Justifications for
White-Collar Crime
Source: Based on Daniel J. Curran and Claire M. Renzetti, Theories of Crime (Needham Heights, MA: Allyn & Bacon, 1994).
©2017Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part, except for use as permitted in a license
distributed with a certain product or service or otherwise on a password-protected website or school-approved learning management system for classroom use.
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Individual Factors in Business
Ethics
Individual values
Family, religion,
and education
Rewards for
meeting
performance goals
Corporate culture
©2017Cengage Learning®. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part, except for use as permitted in a license
distributed with a certain product or service or otherwise on a password-protected website or school-approved learning management system for classroom use.
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