Wednesday, October 30, 2019
Formative Assessment Literature review Example | Topics and Well Written Essays - 1000 words
Formative Assessment - Literature review Example The following essay aims to evaluate a particular research done using a particular framework with a focus on the factor of identity. Currently, the most comprehensive framework used for evaluation is known as the Framework for the Assessment of Children in Need and their Families, which is also referred to as the Assessment Framework. Released in 2000 in guidance form under the UK Department of Health, the Assessment Framework takes into consideration three domains in analysing family situations. These factors include the child’s development needs, the capacity of the parents to raise the child, and family and environmental factors (â€Å"Framework for the Assessment of Children in Need and their Families†17). Under each of these three domains are multiple dimensions or factors which the social worker must consider in both assessing the family situation and in making decisions of any type regarding the child. Falling under the domain of the child’s development n eeds is the dimension of identity. According to the Assessment Framework, it â€Å"concerns the child’s growing sense of self as a separate and valued person. Identity includes the child's view of self and abilities, self-image and self-esteem, and the possession of a positive sense of individuality. Race, religion, age, gender, sexuality and disability may all contribute to this. The said concept also includes feelings of belonging and acceptance by family, peer group and wider society, including other cultural groups†(â€Å"Framework†19). Knowing how the child views him or herself, especially in relation to others, is essential in achieving the end goal of the child’s holistic well-being. How human beings view themselves has long been a topic of discussion for many of the social sciences and their practical counterparts in social work, as evidenced by the various theories on identity formation, development, and composition that have been put forward. These theories are very varied, from George Herbert Mead’s I and Me theory, to the object-relation theories of Winnicott (Thomas & Holland 2619). It is no surprise then, that there are just as many researches regarding identity as there are theories about them. For the purpose of this essay, however, the discussion will focus on the 2009 research by Jane Thomas and Sally Holland regarding the representation of children’s identities in core assessments. The research, which was conducted in Wales, was undertaken via the analysis of twenty-six core assessments concerning thirty-two children and implemented by thirteen social service practitioners (Thomas and Holland 2621). The core assessments were conducted under the guidelines of the Assessment Framework. The research focused on the portion of the assessment that dealt with identity and data collection consisted of reading of assessment reports, semi-structured interviews with the thirteen practitioners, semi-structured interviews with thirteen parents or carers and semi-structured interviews and research-related games and activities with ten children (Thomas and Holland 2622). The research yielded interesting results. It was shown through the interviews that the practitioners themselves were aware of the flexible and changing nature of identity and had some difficulty with describing their own identity,
Monday, October 28, 2019
US Academic Integrity Problems in University
US Academic Integrity Problems in University The summary of An Economic Analysis of Academic Dishonesty and Its Deterrence in Higher Education This document mainly discusses the issues of academic integrity. It makes a detailed analysis on the academic integrity problems now in American universities that are summarized. Why so many students choose to cheat? What kind of students are enrolled in academic dishonesty? (almost all). The relationship between market supply and academic dishonesty. Suggestions and measures relevant institutions take on this problem. The problem of academic dishonesty criticism can be seen everywhere in this document. More and more academic cheating makes the whole education system have a big hole. Low achievers destroyed the whole academic system balance. Author urge students not to do academic cheating. Prevention of academic dishonesty and severe the punitive measures have been implemented. Although the article mentioned several times completely ruled out is not possible with academic integrity, hope that all students and faculties for fairness and justice, to resist this phenomenon. This document is made up with six parts. They are followed by introduction, state of the union on academic dishonesty, microeconomic arguments on academic honesty/ dishonesty, what the students say: a look at survey results, proposals and resolutions, and conclusions. In the first part, the author introduces the good academic achievement have a tremendous influence to students. Stephen K. Happeln and Marianne M. Jenningsnn(2008, P183) argue that the underlying contract in higher education is that students, in exchange for demonstration of individual skills and predetermined levels of under- standing, are evaluated objectively by faculty and rewarded by the reflection of a grade-level performance on their permanent records. in addition to providing a system that can reflect mastery or training in particular subject matters, grading and student evaluation mechanisms, with their rewards and punishments, prepare students for the workplace and its market forces: good performance is rewarded and poor performance and dishonesty are punished. are punished.It is not only for his/ her individual abilitys evidence, but also is a kind of schools student evaluation mechanisms and societys acceptance. More important, which is also the theme of this document-Aca demic Honesty. The education can provide training and assigning evaluations in exchange for course assignment, work, and requirements- -students enter labor markets burnishing their college degrees as a signal to potential employers. ( Stephen K. Happeln and Marianne M. Jenningsnn, 2008, P184) Academic integrity is not reflected in the academic achievements of the students, but also reflects his influence on society as a whole. The ability to work with academic degrees and diplomas does not allow people to recognize academic achievement, which is a violation of the rights and interests of honest and trustworthy students. In the second part, it describes the crowd statistics of the phenomenon of academic dishonesty and the attitude of people to academic integrity. A survey by pennsylvania state university, rutgers university, and washington state university reveals that fifty-six percent of masters of business administration (MBA) students admit that they took notes into exams surreptitiously, stole work from others, and engaged in other forms of cheating. (available at the center for academic integrity, located at clemson university,P187)à ¢Ã¢â€š ¬Ã‚ ¦..surveyed 5,331 students at thirty-two graduate schools in the united states and canada between 2002 and 2004. the study concluded that forty-seven percent of nonbusiness students admitted to some form of serious academic dishonesty during the previous school year.( Francesca Di Meglio,2006, P187) These two examples shows the serious of academic integrity. Nearly half of the students in higher education also have academic dishonesty. This is an amazin g and terrible phenomenon. In the high school students are cheating so, so in a relatively low level of school, this phenomenon will be more serious. In the latter, this document also mentioned, almost all the students will the academic dishonesty naturally or unconsciously. This is the consensus of every academic dishonesty students, better grades for their work to better help. People do not pay attention to the moral problems and punishment, because the punishment does not deter them. There is a more strange and serious problem, Stephen K. Happeln and Marianne M. Jenningsnn(2008, P190) point that Some MBA students were outraged at the editorial, and they too denied that there was a significant problem with cheating. It also reflects the problems of the education system, but fortunately most people are in favor of the severe suppression and punishment of academic integrity. The third part use microeconomic arguments specific analysis of the reasons for the existence of the phenomenon of academic cheating, as well as the relationship between the current marketplace. Hayek points to knowledge as a commodity that must flow as freely as possible if the marketplace is to maximize societys welfare. (Friedrich A. Hayek, 1945, P191) In simple terms, academic cheating is now in direct proportion to the extent to which it is accepted by society. The author uses the supply curve to describe the phenomenon. Initially, demand may be quite inelastic for many students. they have been told repeatedly that cheating is wrong, à ¢Ã¢â€š ¬Ã‚ ¦..but eventually a price will be reached where demand becomes quite elastic due, for example, to negligible enforcement or the realization that almost everyone is now cheating.( Stephen K. Happeln and Marianne M. Jenningsnn,2008, P199) faculty view the academic dishonesty problem in terms of the demand and supply of academic honesty. .( Stephen K. Happeln and Marianne M. Jenningsnn,2008, P200) On one side, because more and more low level students have achieved good results with academic dishonesty, many good students have hesitated to join in the behavior. On the other side, the neglect of this phenomenon by the faculty makes academic dishonesty increasingly rampant. From the market perspective, the academic integritys survey will cost amount of money and energy. So only to college diploma to measure a students academic level makes dishonest problems have become increasingly serious. This seems to form a cycle of death. The forth and fifty parts are relatively, a look at survey result that students talk about integrity dishonesty and the proposals and resolutions. It can be included with four words-affidavit, report, punish and curb. Students sign an affidavit to insurance their academic integrity. Students report the academic dishonesty to faculty immediately. Those academic dishonesty students will be severely punished. ASU has absolutes acceptance for academic integrity that curb the academic dishonesty. The recommendations were met with grateful support from deans, who agreed that visible steps were necessary to change the culture. (Cultural reforms come from symbolism, P205) This shows that all members of the community to create an academic integrity and the determination of the real talents. However, the cause of academic dishonesty is also a common social contradictions Stephen K. Happeln and Marianne M. Jenningsnn(2008,P207) also showed that students stress the pressure they feel to make goo d grades, especially by parents who are paying tuition. à ¢Ã¢â€š ¬Ã‚ ¦..students are also vocal about how poor teachers encourage academic dishonesty if tests have little to do with class discussions or are so outlandishly hard that mass cheating seems the only answer. quite a few added, you dont cheat in classes you love. It is common for students to pursue a better academic achievement at the expense of their family. The latter phenomenon is the problem of the university school system, where faculties or college and students all want to get better grades to prove themselves, which have created a large number of open academic dishonesty. Then, an interesting ideas exist the academic dishonesty students, some individuals just get a high out of cheating and seem to enjoy the thrill of getting away with it(P207). There are six resolutions that the SFPC came forward for the Faculty Senate in March 2005. The first resolution build an orientation that pay attention to academic integrity culture. The second is in order to enhance the culture with a specific action-brochures. Th third promote faculty to use a website in their syllabus that encourage students do not have academic cheating. The fourth, encouraging faculties to use anti-plagiarism software. The fifth, established in each college to monitor large sections. The sixth, each college designate an individual who serves as the lead authority when cheating problems arise in the college. (P210) Above, the last step has a conclusion about the total document, according to the academic dishonesty of this phenomenon have occurred, the relevant departments have taken corresponding measures. Students because of vanity and herd mentality, students choose academic cheating. This not only undermines the market demand to have the ability people. The whole society in the loss of credit environment. In addition, make more students lose confidence in academic integrity, which makes the whole country level decreased. At last, the author supports changing the university culture to change the academic integrity. Through a series of small reforms to complete the reform of the entire academic credit. References An Economic Analysis of Academic Dishonesty and Its Deterrence in Higher Education . Stephen K. Happeln and Marianne M. Jenningsnn. Journal of legal studies education volume 25, issue 2, 183-214, summer/fall 2008.. Available at the center for academic integrity, located at clemson university, http://www. academicintegrity.org/cai_research/index.php. Francesca Di Meglio, a crooked path through business school?, sept. 24, 2006, http://www. businessweek.com. Friedrich A. Hayek, the use of knowledge in society, 35 am. econ. rev. 519 (1945).
Friday, October 25, 2019
Hamlet Spying And Deception :: essays research papers
Who’s there?'; (1,I,1), is the opening line of William Shakespeare’s play Hamlet, a question asked by a soldier on guard duty. A sentinel starting his midnight shift normally expects to relieve his fellow sentry as usual; yet he still wonders and challenges the identity of his fellow sentry, because he wonders if it may be someone spying. The question displays that there is a need to assure that one is not being deceived. Spying and deception introduce the play and continue to dominate the play, contributing to a major theme of Hamlet. The theme of ‘appearance versus reality'; is developed through the deception and spying in the play.      The tone of deception is initiated by Hamlet’s uncle, Claudius, now, the bestial King of Denmark. Claudius’ murderous actions are revealed by Old Hamlet’s ghost. The visitations explain the background to Denmark’s deception. “The serpent that did sting thy father’s life/Now wears his crown'; (1,V,39-40). The first speech by Claudius is well organized and is clever enough to conceal his deadly sin which was committed through ambition and possibly lust:                     Ay, that incestuous, that adulterate beast.           With witchcraft of his wit, with traitorous gifts-           A witched wit, and gifts that have the power           So to seduce! - won to his shameful lust           The will of my most seeming-virtuous queen. (1,V,42-46) On more than one occasion Claudius sends Rosencrants and Guildenstern to spy on Hamlet. Although they are supposed to be Hamlet’s schoolmates, Claudius uses them as pawns in his attempt to reveal what Hamlet is doing. Claudius gets Rosencrants and Guildenstern to accompany Hamlet on his way to be killed. Although Claudius states that he loves Hamlet, he arranges for Hamlet to be killed in England. When his original plan is unsuccessful, he schemes a trap for Hamlet to fall into. The guilt from Claudius’ deception and spying eventually builds up on him:                     O ‘tis too true.           How smart a lash that speech doth give my conscience           The harlot’s cheek, beautied with plast’ring art,           Is not more ugly to the thing that helps it           Than is my deed to my most painted word.           O heavy burden!     (3,I,49-53) Claudius obtains the crown by corruption and in doing so he is the beginning of the eventual tragedy.      Polonius has many deceptive roles in the play, as well as some warnings concerning this deceit. At first he warns Laertes, who is on his way to school, to trust no one. “Neither a borrower nor a lender be,/ For loan oft loses both itself and friend,/And borrowing dulls the edge of husbandry.'; (1,III,75-77). He then warns Ophelia, his daughter, of the trickery Hamlet plays
Thursday, October 24, 2019
“Allocating Merit Raise†Case Analysis
Abstract Small State University is facing the dilemma of how to allocate the $17,400 that the state agreed to give to the management department. Each qualified candidate’s employment information is given to help determine the merit raise decision. Before the decision can finalize, research and analysis will be conducted. A case solution will include the implementation of management approval, budget recommendations, communication and essential steps of the new policy to the university, and fair distribution of merit raise. Keywords: merit raise, human resources, performance evaluation, merit raise procedures Introduction Small State University has 40 full-time and more than 30 part-time faculty members and enrolls about 8,000 students. There are five departments within the university, which include management, marketing, finance, and accounting, decision sciences, and information technology. The state agreed to give raises of $17,400 to the management department. The faculties in the department are evaluating yearly and their performance is based on teaching, research, and service. The department chairs utilize Far Exceeds Standards, Exceed Standards, Meets Standards, and Fails to Meet Standards are to use judge a faculty’s performance. At Small State, teaching and research are more important than service. A two year student course evaluation is used to measure a faculty’s teaching performance. The number of articles published over a three-year period is use to evaluate a faculty’s research performance. Lastly, service is based on the accomplishments of service to the university, college, profession, and community within a two-year period. As the department chair, it is my responsibility to divide the $17,400 fairly among the faculty members within the law. As an educational institution, merit pay is designed to encourage high effort by rewarding productivity. However, there are times that merit pay is overly awarded, which cause employees to think of it as an incentive. The decision of who deserves the merit pay can be a complication. There are six recipients who are equally qualified for the $17,400 that the state is willing to issue. First, it is important to look at the individual’s profile. Policy The annual faculty evaluation considers teach, research, and service to evaluate a faculty’s performance. To provide the department chair with the information, each eligible member is requiring submitting an Anticipated Activities Plan (See Appendix A) and an Annual Activities Report (See Appendix B) each year. Both reports are due in the month of June each year and will be kept in the member’s file. The department chair will consult members to insure that the scope of the effort and distribution among the criteria is appropriate. How it is determine is based on the nature of the member’s appointment and their anticipated activities report. Procedures Evaluation The department chair will conduct an evaluation by comparing the two reports. When comparing, the report is view as the goal of the plan. In addition, the department chair will use the student and peer evaluations. After the evaluation, each member will be given the opportunity to review the decision and have five days to appeal. After the time is due, the department chair will submit an official written evaluation to the Dean for determination. Determination Merit raises are derived from the evaluations using the four category rating scale in each of the three performance areas. Rating Scale: Far Exceeds Standards 3 Exceed Standards 2 Meets Standards 1 Fails to Meet Standards 0 For Small State University, there are a total of six faculties and an incremental merit of $17,400, which made the merit increment to $2,900. Each member will received as followed: | | Review Cycle Ending: | Be as specific as possible describing anticipated activates in Teaching, Research and Service for the upcoming academic year. Address your plans for the following two years in a more general manner. Identify any major change of emphasis since the last reporting cycle. Emphasize major goals, expected changes in status of ongoing projects, or new initiatives. Indicate what department resources you anticipate are required to accomplish your plan. For example, if you are planning a sabbatical, are considering retirement, see a semester with heavier than normal research demands, envision changing space needs, and list this in as much detail as possible. Context: Major Career Goals In this section, describe the vision you have for your career. Indicate the broad interests or goals that guide your anticipated activities and bind your work into a coherent whole. Provide a context for the anticipate activities listed below so that the way in which each activity supports the common thread is apparent. | | Upcoming Academic Year |Teaching | | |Research | | |Service | | The Academic Year after next |Teaching | | |Research | | |Service | | Two Academic Years from Now Teaching | | |Research | | |Service | | Appendix B Department of business management annual Activities REPORT Faculty Member: |For the Period : | | |June 16, 2010 – June 15, 2011 | All responses go into tables and nearly all responses require that you put your name with each entry. This greatly facilitates the compiling of the information into a department summary for the annual report. All entries below should be in 10 point type to ensure uniformity when compiling. TEACHING A. Classes. For each academic session of the reporting period (Summer, Fall, Spring) list all courses and sections taught. Put one section per line and give the enrollment for that section. Fall Semester | |Course designator, number and full title |Section number |Enrollment | | | | | | | | | | | | | | | | | | | | | | | | |Spring Semester | | | | | | | | | | | | | | | | | | | | | | | | | |Summer Semester | | | | | | | | | | | | | | | | | | | | | B. Significant contributions. Describe any significant teaching contributions related to these courses (include development of new courses, substantive revisions in content, new instructional techniques, etc. ). If there are anomalies that affect your teaching (for example: extended absence for research or health, unusually high or low teaching l oads, unique teaching assignments, etc. ), discuss them here. Put your name in the left hand cell and the information in the right hand cell of the table. | | | C. Self-improvement. List changes you have made in your teaching that are the direct result of feedback from students (via evaluations or otherwise) or colleagues. Put your name in the left hand cell and the information in the right hand cell of the table. | | | D. Independent study/research. This includes PHYS 297, 298, 397, 398, 497, 498, 499, and research not associated with a formal course. This includes students who registered for the class and received credit and for students who worked on a research project and received wages. Include the topic, the student’s name, whether the work is for credit hours or salary, the approximate number of hours per week worked by student, and the outcome(s) for the student. For example, was a paper, a poster, an internal report, an oral presentation, etc. produced? If the student is participating in part of an ongoing project and there is not yet an outcome, indicate this. If a refereed paper was written, a presentation given by the student (oral or poster), or the student simply attended a workshop or conference, note this here and give full information in sections IIC – IIF as appropriate. Fall | |Course and |Student Name |Credit or Salary |Student hours/wk |Student Outcome | |Topic Title | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | Spring | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | |Summer | | | | | | | | | | | | | | | | | | | | | | | | | E. Significance of student research. Discuss the significance of these student independent study/research contributions to your research program and to the students. Put your name in the left hand cell and the information in the right hand cell of the table. | | | SCHOLARLY ACTIVITY AND PROFESSIONAL DEVELOPMENT A. Grant applications submitted. Put all submitted and newly funded grants here. Provide complete information. The â€Å"life of grant†should give beginning and end dates. Any co-PI’s in other departments at JMU should include the name of their respective departments; co-PI’s from other institutions should list their institutions. In any event, all PI’s and co-PI’s are to be listed. Grant Title |PI |Co-PI |Agency |Life of Grant |1st Year Amt |Total Request |Funded | | | | | | | | |Yes/No | | | | | | | | | | | | | | | | | | | | | | | | | | | | B. Ongoing Grants. List here all multi-year grants that are in their second or subsequent years. Here, â€Å"single year amt†refe rs the amount for the current year. Grant Title |PI |Co-PI |Agency |Life of Grant |Single Year Amt |Total Amt | | | | | | | | | C. Publications. List here all papers published in refereed journals. Give complete citation information. In the case of large collaborations (more than ~10), you need list only the name of the collaboration and the JMU collaborators (although you may list all collaborators if you wish). However, it is important that at least the names of all JMU authors are listed so that a unique list of the department’s publication record can be generated. For smaller collaborations, always list all authors. Title |Author |Co-Author(s) |Student(s) |Journal / Volume/ Page |Year | | | | | | | | | | | | | | | | | | | | | | | | | | | | | D. Published Abstracts. As for publications, always list all JMU authors. Also list student abstracts for which your name does not appear but you supervised the work as listed above in section ID. Title |Author |Co-Author |Student |Jo urnal / Number |Year | | | | | | | | | | | | | | | | | | | | | | | | | | | | | E. Scholarly presentations. List all presentations given, both on and off campus. Under the â€Å"Meeting/Venue†heading indicate either the meeting (full meeting name and location) or the on-campus function (give specific class, event or symposium). Indicate whether you, your student or collaborator presented the paper in each case by putting the presenter’s name in bold. Title |Author |Co-Author |Student |Meeting/Venue |Date | | | | | | | | | | | | | | | | | | | | | | F. Presentations given to a general audience. List all presentations given, both on and off campus. Presentations given to school groups should be listed under outreach (section IIID). Under the â€Å"Meeting/Venue†heading indicate either the meeting (full name and location) or the on-campus function (class, event, etc. ). Indicate whether you, your student or collaborator presented the paper in each case by putting t he presenter’s name in bold. Title |Author |Co-Author |Student |Meeting/Venue |Date | | | | | | | | | | | | | | | | | | | | | | G. Conferences Attended. Make entries here if either you or your student(s) or both attended a conference, workshop or collaboration meeting. Conference Title |Faculty |Student(s) |Date | | | | | | | | | | | | | | | | | | | | | H. Professional Workshop/Short Course Participation. |Workshop |Faculty |Where |Dates | | | | | | | | | | | | | | | | | | | | I. Membership in Professional Organizations. Please give the full organization name, not just the abbreviation or acronym. Organization |Faculty name |Office Held | | | | | | | | | | | | | J. Membership in Research Collaborations. List the collaborations to which you belong. Under â€Å"Leadership Role(s)†indicate the collaboration activities for which you are a leader. Under â€Å"List of Projects†list your responsibilities/contributions as a collaboration member. If you are a leader or spokesperson for more than one experiment/project, make a separate entry in the table for each. Collaboration name |Faculty name |Primary research location |Office held |Leadership Role(s) |List of Projects | |or collaborator list | | | | | | | | | | | | | | | | | | | | K. Honors and Special Recognition Received. Faculty name |Honor /Award |Honoring Organization |Date | | | | | | | | | | | | | | | | L. Reviewing/Editing Manuscripts for Scholarly Journals. Include JMU Publications but clearly indicate them as such. Faculty name |Manuscript Title |Journal | | | | | | | | | | | | | M. Reviewing Manuscripts for funding agencies. If the review is done as a member of a panel, give the panel dates, give the number of proposals you read and the subject area of the panel. Faculty name |Manuscript Title |Agency |Dates | | | | | | | | | | | | | | | | N. Other significant contributions. List any other scholarly achievements hat you feel are significant but do not fit into the above categories. For example, indicate contributions to funded research for which you are not listed as a PI or co-PI or patents granted. Put your name in the left hand cell and the information in the right hand cell of the table. | | | O. Significance of your scholarship. Discuss the significance of the items listed in IIA through IIM. Particularly discuss your contributions to collaborative efforts and put these in context. Indicate which items are particularly noteworthy and explain why. For efforts that are part of an ongoing program, put this year’s work into a context. Indicate which, if any, items represent the conclusion of a particular component in your work or the initiation of a new direction. Put your name in the left hand cell and the information in the right hand cell of the table. | | | PROFESSIONAL SERVICE A. Committees. List the name of the committee chair and indicate the level of the committee. Your name will appear twice if you are the chair of the committee. |Level | Your name |Committee Title |Chairperson |Dept |College |University | | | | | | | | | | | | | | | | | | | | | | B. Exceptional contributions. If your contributions to any of the above ommittees are significant (beyond the usual work load and/or of particular importance to the department, college or university), please explain. Put your name in the left hand cell and the information in the right hand cell of the table. | | | C. Professional consultations. Put your name in the left hand cell and the information in the right hand cell of the table. At a minimum, include the name of the person/entity/organization with whom you consulted, the dates and outcomes. | | | D. Community and public school outreach activities. Be specific about your role in these activities and put your contribution in context. Put your name in the left hand cell and the information in the right hand cell of the table. | | | E. Other professional service. List here anything that does not fit into any of the above categories. Explain why these are noteworthy and how they impact your scholarship, teaching or service. Put your name in the left hand cell and the information in the right hand cell of the table. | | THIS YEAR’S MAJOR ACCOMPLISHMENT Indicate what you feel is your single most significant accomplishment this year. Explain why it is particularly important to you, your students or the department. Describe how it has or will impact your scholarship, teaching or service. If you expect this accomplishment to have a continuing impact and appear in your anticipated activities report, note this and explain. If this will have a broader impact on the department, discu ss this. Put your name in the left hand cell and the information in the right hand cell of the table. | | |
Wednesday, October 23, 2019
Boeing Case Study
Q1: How would you describe Boeing’s unethical culture. So called rotten to the core (5)? The unethical culture inside Boeing was widespread, and affected multiple geographic areas and there were cases across all divisions of such unethical behaviour. The promotion of the well-being of stakeholders was no longer being practised. Managers were no longer taking the claims of all stakeholders into consideration in their decision-making, and as such all stakeholder groups were at threat from this unethical behaviour, including the stockholders, employees, suppliers and distributors and the customers.The problem is that the relentless pursuit of self-interest was evident, and this seemingly led to a collective disaster inside the company, as one or more people started to profit from being unethical in the company, which likely encouraged other managers and employees to act in the same way. As a result, the efficiency and effectiveness of the company and its performance was compromis ed (e. g. failing to capitalise on cost savings initiatives).All in all, this resulted in reputation loss (e. g. humiliating ouster of Harry Stonecipher). As unethical behaviour was evident from the former CEO (affair with colleague) to his executive and other lower level managers (imprisoned employees), it is understandable and appropriate to refer to the culture and being ‘rotten to the core’. The culture that existed was simply unacceptable. Q2: What kind of factors resulted in Boeing’s unethical culture (10)?There are a number of factors that led to and resulted in culture at Boeing being unethical in nature. Some of these helped to create the environment for poor ethical decisions (e. g. poor ethics), and some of the factors were direct breaches of ethical conduct that served to stimulate further acts of ethical breach in the organisation. a)Environmental The four rules for ethical decision-making had been violated inside Boeing. Utilitarian rule – th e greatest good for the greatest number of people was not being pursued †¢Moral rights rule – decisions were not protecting the fundamental rights and privileges of people †¢Justice rule – distribution of benefits were not fair, equitable, and impartial †¢Practical rule – people in society didn’t not find these decisions and behaviours acceptable The breach of the environmental factors is supported by the complacency amongst the management that existed. Management was used to hiding behind bureaucracy, and there was a lack of effective and centralised leadership.Thus McDonnel-Douglas and Boeing was cultures were still evident in the same organisation. Management also had a culture of excess – they went away on posh getaways for their executive breakouts, â€Å"played golf, and closed down the bar†. The culture in the organisation was a closed culture and a â€Å"culture of silence†. There was no whistle-blowing on ethic s breaches. There was a general lack of attention to factors that create an enabling environment for productive and efficient work execution within ethical norms.Appropriate incentives were lacking and not in place, when the company grew as a result of the merger, there was no strong central control or corporate governance – which resulted in ethical breaches throughout the organisation. Also as a result of the merger, there remained internal conflicts and rivalries by the management teams which were not addressed, resulting in two cultures that didn’t integrate and work together. This led to a number of challenges such as good ideas not being shared, and internal cost cutting measures being hindered. b)Breach of ethical conductThere were also breaches of ethical conduct which only served to perpetuate and entrench the rogue ethical culture: †¢The former CEO’s relationship with his female Vice-President †¢The abuse of attorney-client privilege in cover ing up internal studies †¢Unethical pay discrepancy where females earned less than men at Boeing †¢The theft of 250000 pages of proprietary documents Because self-interest can lead to a collective disaster when others are encouraged to follow suit, it is likely that these acts further the company as a collective in terms of its adopted culture and reputation. The lack of legislation banning some behaviours (e. g. iaisons and affairs with colleagues) may have contributed to such conduct. However, neither law or ethics are fixed principles, and the managers should have used the combination of individual, organisational, occupational, and societal ethics to guide their the behaviour and conduct. All in all, the standards by which the Boeing managers ought to have governed themselves in terms of their individual, organisational, occupational and societal ethics were violated, resulting â€Å"in a tragedy of the commons†, where the company’s performance was compro mised, and the company suffered a reputation loss (the publicised Palm Springs affair).Q3: What steps is the new CEO taking to change Boeing’s culture and make ethical behaviour the centre of attention (10)? McNerney embarked on a process to re-establish business ethics at Boeing, putting individual, organisational, occupational, and societal ethics back at the centre of decision-making. He confronted the unethical culture directly and head-on by giving a â€Å"wake-up call†to his executive management team at the company’s annual executive retreat. This included the reading out of prison numbers at the retreat.He was honest and direct when telling the managers that they had â€Å"gotten carried away with themselves†. An important step was to encourage managers to talk about ethical lapses, and undo the culture of silence that permeated the company. He encouraged people to â€Å"speak up and take the risk†. McNerney paid attention to detail, includ ing remembering employee’s names, to ensure that they feel important and valued, and thereby defusing the need to take ethical short-cuts in their work conduct and behaviour.Some of the direct tools he used to achieve his culture change was centralising leadership to exert more influence and control over the 3 divisions in Boeing. Also, he aligned pay to ethical values and behaviours, rewarding collaborations amongst teams and divisions, and rewarding those who were living Boeing’s values. These values included the promoting of integrity and the avoiding of abusive behaviour. McNerney realised that he had a direct influence on the culture he wanted to create and chose to lead by example.He adopted an understanding and caring type leadership style, asking less technical questions in meetings with staff, and focusing on the human element. This form of leadership quickly established trust. People were able to have faith and confidence in him, and as a result he â€Å"win s praise from co-workers†. He was able to salvage and restore Boeing’s reputation as a result of the combination of steps taken above. However, there was still room for improvement in that of adopting a change and transformation programme.Such a programme would have set very change objectives, been communicated throughout the organisation, and measures established to track progress towards the desired culture and ethical changes. â€Å"Giving speeches about management virtue†and then following through with concrete actions – has a place on the change and transformation programme towards an ethical culture. McNerney could have also drawn-up a code a conduct for his team. This approach would have been more directive, and would have sent a clear and strong message in terms of the importance of ethical conduct and behaviour. Boeing Case Study Q1: How would you describe Boeing’s unethical culture. So called rotten to the core (5)? The unethical culture inside Boeing was widespread, and affected multiple geographic areas and there were cases across all divisions of such unethical behaviour. The promotion of the well-being of stakeholders was no longer being practised. Managers were no longer taking the claims of all stakeholders into consideration in their decision-making, and as such all stakeholder groups were at threat from this unethical behaviour, including the stockholders, employees, suppliers and distributors and the customers.The problem is that the relentless pursuit of self-interest was evident, and this seemingly led to a collective disaster inside the company, as one or more people started to profit from being unethical in the company, which likely encouraged other managers and employees to act in the same way. As a result, the efficiency and effectiveness of the company and its performance was compromis ed (e. g. failing to capitalise on cost savings initiatives).All in all, this resulted in reputation loss (e. g. humiliating ouster of Harry Stonecipher). As unethical behaviour was evident from the former CEO (affair with colleague) to his executive and other lower level managers (imprisoned employees), it is understandable and appropriate to refer to the culture and being ‘rotten to the core’. The culture that existed was simply unacceptable. Q2: What kind of factors resulted in Boeing’s unethical culture (10)?There are a number of factors that led to and resulted in culture at Boeing being unethical in nature. Some of these helped to create the environment for poor ethical decisions (e. g. poor ethics), and some of the factors were direct breaches of ethical conduct that served to stimulate further acts of ethical breach in the organisation. a)Environmental The four rules for ethical decision-making had been violated inside Boeing. Utilitarian rule – th e greatest good for the greatest number of people was not being pursued †¢Moral rights rule – decisions were not protecting the fundamental rights and privileges of people †¢Justice rule – distribution of benefits were not fair, equitable, and impartial †¢Practical rule – people in society didn’t not find these decisions and behaviours acceptable The breach of the environmental factors is supported by the complacency amongst the management that existed. Management was used to hiding behind bureaucracy, and there was a lack of effective and centralised leadership.Thus McDonnel-Douglas and Boeing was cultures were still evident in the same organisation. Management also had a culture of excess – they went away on posh getaways for their executive breakouts, â€Å"played golf, and closed down the bar†. The culture in the organisation was a closed culture and a â€Å"culture of silence†. There was no whistle-blowing on ethic s breaches. There was a general lack of attention to factors that create an enabling environment for productive and efficient work execution within ethical norms.Appropriate incentives were lacking and not in place, when the company grew as a result of the merger, there was no strong central control or corporate governance – which resulted in ethical breaches throughout the organisation. Also as a result of the merger, there remained internal conflicts and rivalries by the management teams which were not addressed, resulting in two cultures that didn’t integrate and work together. This led to a number of challenges such as good ideas not being shared, and internal cost cutting measures being hindered. b)Breach of ethical conductThere were also breaches of ethical conduct which only served to perpetuate and entrench the rogue ethical culture: †¢The former CEO’s relationship with his female Vice-President †¢The abuse of attorney-client privilege in cover ing up internal studies †¢Unethical pay discrepancy where females earned less than men at Boeing †¢The theft of 250000 pages of proprietary documents Because self-interest can lead to a collective disaster when others are encouraged to follow suit, it is likely that these acts further the company as a collective in terms of its adopted culture and reputation. The lack of legislation banning some behaviours (e. g. iaisons and affairs with colleagues) may have contributed to such conduct. However, neither law or ethics are fixed principles, and the managers should have used the combination of individual, organisational, occupational, and societal ethics to guide their the behaviour and conduct. All in all, the standards by which the Boeing managers ought to have governed themselves in terms of their individual, organisational, occupational and societal ethics were violated, resulting â€Å"in a tragedy of the commons†, where the company’s performance was compro mised, and the company suffered a reputation loss (the publicised Palm Springs affair).Q3: What steps is the new CEO taking to change Boeing’s culture and make ethical behaviour the centre of attention (10)? McNerney embarked on a process to re-establish business ethics at Boeing, putting individual, organisational, occupational, and societal ethics back at the centre of decision-making. He confronted the unethical culture directly and head-on by giving a â€Å"wake-up call†to his executive management team at the company’s annual executive retreat. This included the reading out of prison numbers at the retreat.He was honest and direct when telling the managers that they had â€Å"gotten carried away with themselves†. An important step was to encourage managers to talk about ethical lapses, and undo the culture of silence that permeated the company. He encouraged people to â€Å"speak up and take the risk†. McNerney paid attention to detail, includ ing remembering employee’s names, to ensure that they feel important and valued, and thereby defusing the need to take ethical short-cuts in their work conduct and behaviour.Some of the direct tools he used to achieve his culture change was centralising leadership to exert more influence and control over the 3 divisions in Boeing. Also, he aligned pay to ethical values and behaviours, rewarding collaborations amongst teams and divisions, and rewarding those who were living Boeing’s values. These values included the promoting of integrity and the avoiding of abusive behaviour. McNerney realised that he had a direct influence on the culture he wanted to create and chose to lead by example.He adopted an understanding and caring type leadership style, asking less technical questions in meetings with staff, and focusing on the human element. This form of leadership quickly established trust. People were able to have faith and confidence in him, and as a result he â€Å"win s praise from co-workers†. He was able to salvage and restore Boeing’s reputation as a result of the combination of steps taken above. However, there was still room for improvement in that of adopting a change and transformation programme.Such a programme would have set very change objectives, been communicated throughout the organisation, and measures established to track progress towards the desired culture and ethical changes. â€Å"Giving speeches about management virtue†and then following through with concrete actions – has a place on the change and transformation programme towards an ethical culture. McNerney could have also drawn-up a code a conduct for his team. This approach would have been more directive, and would have sent a clear and strong message in terms of the importance of ethical conduct and behaviour.
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