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Full Download Ethics of Management 7th Edition Hosmer Solutions Manual
Full Download Ethics of Management 7th Edition Hosmer Solutions Manual
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Teaching Notes for Chapter I – The Nature of Moral Problems in Business Management
The basic argument in this chapter is that moral problems are not moral because a
respected moral authority says that they are. They are moral because some people are
benefited while others are harmed by a given decision or action, or some people have
their rights respected while others have their rights ignored. It is this conflict between
benefits and harms, between rights respected and rights ignored, that generates the special
conditions of a moral problem. And it is this conflict between benefits and harms,
between rights and wrongs that make these moral problems so difficult to resolve. How
do you decide if the benefits to some are large enough to overcome the harms to others,
or if the rights of some are important enough to ignore the rights of others? People do get
harmed in this world, and rights are ignored all too frequently. How does one decide on
what is the best or proper thing to do, or convince others to reduce the harms and
recognize the rights. The graphic below is the process for solution proposed within this
text:
For the first three to four class sessions I draw out this graphic on the board, so
that it is clear, and then I use that graphic to guide, not to force, the class discussion of the
cases. I also draw out on the board the other graphic that was printed in Chapter I, on the
determination of individual moral standards. I want to continually emphasize during the
discussion of the cases that all of us differ in our moral outlooks for perfectly good and
legitimate reasons:
Religious/Cultural
Traditions
Personal Goals
Personal Norms Subjective Standards
Personal Beliefs of Moral Behavior
Personal Values
Page 1 of 16
This, and the other teaching notes on the chapters in the text, will follow the same
format with 1) assignment questions, 2) start-up methods, 3) discussion issues, and 4) an
analytical outline for each of the subsequent cases:
1. Assignment questions. I do not use assignment questions for the chapter readings
because I find that they are generally ignored in the students’ preparation. You may
have better luck than I with those questions, so here are some that I think would focus
attention on the major issues in Chapter 1:
What does “right” really mean? How do you know when something is truly
“right” or totally “wrong”?
Why do people’s views on what is “right” and “wrong” differ? Why would an
unemployed sawmill worker in northern California feel differently about cutting
old growth forests than a young lawyer, working in San Francisco, who enjoys
hiking in the Sierras?
How do you attempt to convince people who disagree with you about what is
“right”? What arguments should that unemployed sawmill worker make if he/she
were at a meeting with the young lawyer? What counter arguments should the
lawyer make?
2. Start-up methods. I also do not go over the material in the text during the class,
except in the form of a short “mini-lecture” at the end, because I find that class
repetition generally detracts from student preparation. “Why read this material
carefully tonight if we’re going to talk about it throughout the class tomorrow?”
seems to be the prevalent attitude. Instead, I move directly onto the discussion of the
cases.
An alternative, however (and this is not a bad choice), is to start the discussion by
bringing into class an ethical issue that is currently in the news. Now, I realize that
any example I mention in this teaching note will soon appear to be dated, but in the
summer of 2010, while I was writing these notes, a good example of a well-
publicized moral issue (this one, however, is probably not going to seem old and
dated) was the Gulf oil spill. Don’t try to address the whole issue that you select from
a newspaper. Just pick a part of it. For example – if the oil spill were still in the
news – should BP compensate the owners of hotels and motels along the coast for lost
tourist revenue if oil had not come destructively ashore on their particular beaches,
but vacationers had not come to the area because they were worried about that
possibility?
Another alternative, and sometimes this works even better, is to inform your class
that you would be glad to have anyone who finds what he or she thinks is an
Page 2 of 16
interesting moral problem in a newspaper or on the internet to present that problem to
the class provided a) it does not have any religious or ethnic implications; and b) the
alleged facts can easily be checked.
3. Discussion issues. As explained previously, I generally do not start the early classes
in the course by talking about assignment questions or by bringing up current topics
(although I would be tempted even during the early part of the term to bring up
something as serious as the Gulf oil spill). Instead, when teaching I usually went
directly to the case or cases, but with a difference. First, I would call upon one or two
students to “set the stage” (that is to describe the situation) for the case we were next
going to discuss. As explained earlier in the “General Suggestions” portion of this
teaching note, in the section dealing with the Syllabus, I sometimes assigned two
short cases rather than one, but divided up responsibility for those cases between the
front and the back halves of the classroom, or the right and left sides. I liked to pack
lots of material into the class time, and to provide plenty of opportunities for small or
large group meetings. Before breaking up into those groups I would ask individual
students, whom I called upon at random, to describe the situation described in the
case. I found that it was necessary, particularly during the early going in the term, to
call upon students at the start of each class to ensure adequate preparation, and also I
wanted to have all of the groups – if I was going to break the class into groups that
day – to start from the same set of understood facts.
I described the use of these “in-class” and “break out” groups in the earlier
“General Suggestions” of this Teachers’ Guide, and won’t repeat those comments
here. Let me just add that both types of groups seemed to work very well. They give
each member of the class an opportunity to express his or her opinion under
conditions that are less imposing for many than having to speak in front of the full
class, and of course they break up the time and provide an opportunity for students to
meet other students and listen to other opinions. And lastly, my major argument is
that it is necessary to learn how to present a convincing ethical recommendation; that
takes practice and the groups provide greater opportunities for practice.
The theme of these last ten minute mini-lectures is “This is what I hope you
learned from this class.” At the end I try to relate that learning to the next
assignment, saying “Look at this next case or next chapter from this point of view,”
and quit. I always try to quit 5 minutes early, partially to give me time to prepare for
the next class but primarily to give students an opportunity to think about the issues
that have been raised. Probably most of them do not use that time to think about
Page 3 of 16
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