Test Bank for Business and Society Ethics
Sustainability and Stakeholder Management 9th
Edition by CarrollTo download the complete and accurate content document, go to: https://testbankbell.com/download/test-bank-for-business-and-society-ethics-sustaina bility-and-stakeholder-management-9th-edition-by-carroll/
1. Integrity is the quality most sought after in leaders.
a. True
b. False
ANSWER: POINTS: True I
DIFFICULTY: Easy
LEARNING OBJECTIVES: ETHC.CARR.l5.08.04- 08.04
NATIONAL STANDARDS: United States- BUSPROG Analytic
STATE STANDARDS:
KEYWORDS: United States - Georgia- DISC: LEADERSHIPPRINCIPLES
BLOOMS: KNOWLEDGE
2. Individual managers, through ethical leadership, can have a direct effect on business ethics at the societal and global levels.
a. True
b. False
ANSWER: POINTS: False I
DIFFICULTY: Easy
LEARNING OBJECTIVES: ETHC.CARR.l5.08.04- 08.04
NATIONAL STANDARDS: United States- BUSPROG:Ethics
STATE STANDARDS:
KEYWORDS:
United States - Georgia- DISC: LEADERSHIPPRINCIPLES
BLOOMS: COMPREHENSION
3. Personal and managerial ethics entails making decisions.
a. True
b. False ANSWER: POINTS: True I
DIFFICULTY: Easy
LEARNING OBJECTIVES: ETHC.CARR.l5.08.01- 08.01
NATIONAL STANDARDS: United States- BUSPROG: Analytic
STATE STANDARDS: United States- Georgia- DISC: ETHICAL RESPONSIBILITIES
KEYWORDS:
BLOOMS: KNOWLEDGE
4. Most peopleuse sometypeof ethicalprinciplewhenmaking decisionsabout amoral dilemma.
a. True
b. False
ANSWER: POINTS:
DIFFICULTY:
False 1 Moderate
LEARNING OBJECTIVES: ETHC.CARR.15.08.03- 08.03
NATIONAL STANDARDS: United States- BUSPROG: Ethics
STATE STANDARDS: United States- Georgia- DISC: ETHICAL RESPONSIBILITIES
KEYWORDS: BLOOMS: KNOWLEDGE
5. The categorical imperative is closelyassociated withthe principle of utilitarianism.
a. True
b. False
ANSWER: POINTS:
DIFFICULTY:
False 1 Moderate
LEARNING OBJECTIVES: ETHC.CARR.15.08.02- 08.02
NATIONAL STANDARDS: United States- BUSPROG: Ethics
STATE STANDARDS: United States- Georgia- DISC: ETHICAL RESPONSIBILITIES
KEYWORDS: BLOOMS: KNOWLEDGE
6. The ethical principle of rightsis categorized as a teleologicaltheory.
a. True
b. False
ANSWER: POINTS:
DIFFICULTY:
False 1 Moderate
LEARNING OBJECTIVES: ETHC.CARR.15.08.02- 08.02
NATIONAL STANDARDS: United States- BUSPROG: Ethics
STATE STANDARDS: United States- Georgia- DISC: ETHICAL RESPONSIBILITIES
KEYWORDS: BLOOMS: COMPREHENSION
7. The ethicalprinciple ofjustice is a deontological theory.
a. True
b. False
ANSWER: POINTS:
DIFFICULTY:
True 1 Moderate
LEARNING OBJECTIVES: ETHC.CARR.15.08.02- 08.02
NATIONAL STANDARDS: United States- ETHC.CARR.15.08.02- 08.02
KEYWORDS: BLOOMS: KNOWLEDGE
8. The basis of the principleof justice isthe concept of fairness.
a. True
b. False
ANSWER: POINTS: True I
DIFFICULTY: Easy
LEARNING OBJECTIVES: ETHC.CARR.l5.08.03- 08.03
NATIONAL STANDARDS: United States- BUSPROG: Ethics
STATE STANDARDS: United States- Georgia- DISC: ETHICAL RESPONSIBILITIES
KEYWORDS: BLOOMS: KNOWLEDGE
9. Utilitarianism can be summarizedby the saying "the greatestgood for the greatest number."
a. True
b. False
ANSWER: POINTS: DIFFICULTY:
True I Moderate
LEARNING OBJECTIVES: ETHC.CARR.l5.08.03- 08.03
NATIONAL STANDARDS: United States- BUSPROG: Ethics
STATE STANDARDS:
KEYWORDS: United States- Georgia- BLOOM'S: KNOWLEDGE BLOOMS: KNOWLEDGE
10. Theprinciple of caringis derived from utilitarianism.
a. True
b. False
ANSWER: POINTS: False I
DIFFICULTY: Easy
LEARNING OBJECTIVES: ETHC.CARR.l5.08.03- 08.03
NATIONAL STANDARDS: United States- BUSPROG: Ethics
STATE STANDARDS: United States- Georgia- DISC: ETHICAL RESPONSIBILITIES
KEYWORDS: BLOOMS: KNOWLEDGE
II. For managers, the most powerfuland usefulethicalprinciple isthe GoldenRule.
a. True
b. False
ANSWER: POINTS: True I
DIFFICULTY: Easy
LEARNING OBJECTIVES: ETHC.CARR.l5.08.06- 08.06
NATIONAL STANDARDS: United States- BUSPROG: Ethics
STATE STANDARDS: United States- Georgia- DISC: ETHICAL RESPONSIBILITIES
KEYWORDS: BLOOMS: KNOWLEDGE
12. The ethical tests approach is considered a more pragmatic approach than the principles approach to ethics.
a. True
b. False
ANSWER: POINTS:
DIFFICULTY:
True 1 Moderate
LEARNING OBJECTIVES: ETHC.CARR.l5.08.03- 08.03
NATIONAL STANDARDS: United States- BUSPROG: Ethics
STATE STANDARDS: United States- Georgia- DISC: ETHICAL RESPONSIBILITIES
KEYWORDS: BLOOMS: KNOWLEDGE
13. Virtue theory isthe bestexample of a deontologicaltheory.
a. True
b. False
ANSWER: POINTS: DIFFICULTY:
False 1 Moderate
LEARNING OBJECTIVES: ETHC.CARR.l5.08.03- 08.03
NATIONAL STANDARDS: United States- BUSPROG: Ethics
STATE STANDARDS: United States- Georgia- DISC: ETHICAL RESPONSIBILITIES
KEYWORDS: BLOOMS: KNOWLEDGE
14. According to research done by Phillip V. Lewis, there is almost a step-by-step processto make a moral decision.
a. True
b. False
ANSWER: POINTS: DIFFICULTY:
True 1 Moderate
LEARNING OBJECTIVES: ETHC.CARR.l5.08.03- 08.03
NATIONAL STANDARDS: United States- BUSPROG: Ethics
STATE STANDARDS: United States- Georgia- DISC: ETHICAL RESPONSIBILITIES
KEYWORDS: BLOOMS: KNOWLEDGE
15. Society's moral climatehas an indirectimpacton organizational ethics.
a. True
b. False
ANSWER: POINTS:
DIFFICULTY:
True 1 Moderate
LEARNING OBJECTIVES: ETHC.CARR.l5.08.04- 08.04
NATIONAL STANDARDS: United States- BUSPROG: Analytic
STATE STANDARDS: United States- Georgia- DISC: ETHICAL RESPONSIBILITIES
KEYWORDS: BLOOMS: COMPREHENSION
16. The lower one's position in the company, the more pressure one feels to compromise ethical principles.
a. True
b. False
ANSWER: POINTS:
DIFFICULTY:
True 1 Moderate
LEARNING OBJECTIVES: ETHC.CARR.l5.08.04- 08.04
NATIONAL STANDARDS: United States- BUSPROG: Analytic
STATE STANDARDS:
KEYWORDS: United States -Georgia- DISC: Environmental Influence- Environmental Influence
BLOOMS: COMPREHENSION
17. Leadership is the primary factor in improving an organization's ethical climate.
a. True
b. False ANSWER: POINTS: DIFFICULTY:
True 1 Moderate
LEARNING OBJECTIVES: ETHC.CARR.l5.08.04- 08.04
NATIONAL STANDARDS: United States- BUSPROG: Analytic
STATE STANDARDS:
KEYWORDS: United States -Georgia- DISC: Environmental Influence- Environmental Influence
BLOOMS: KNOWLEDGE
18. Even the most routine decisions that managers make have ethical implications.
a. True
b. False ANSWER: POINTS:
DIFFICULTY:
True 1 Moderate
LEARNING OBJECTIVES: ETHC.CARR.l5.08.04- 08.04
NATIONAL STANDARDS: United States- BUSPROG: Ethics
STATE STANDARDS:
KEYWORDS: United States -Georgia- DISC: Environmental Influence- Environmental Influence
BLOOMS: COMPREHENSION
19. Failure to discipline someone who violates the organization's ethics standards implies approval of the person's behavior.
a. True
b. False
ANSWER: POINTS:
DIFFICULTY:
True 1 Moderate
LEARNING OBJECTIVES: ETHC.CARR.l5.08.04- 08.04
NATIONAL STANDARDS: United States- BUSPROG: Ethics
STATE STANDARDS: United States- Georgia-DISC: LEADERSHIP PRINCIPLES
KEYWORDS: BLOOMS: COMPREHENSION
20. Ethics audits are designed to uncover acts that violate the finn's code of conduct.
a. True
b. False
ANSWER: POINTS:
DIFFICULTY:
False 1 Moderate
LEARNING OBJECTIVES: ETHC.CARR.l5.08.04- 08.04
NATIONAL STANDARDS: United States- BUSPROG: Ethics
STATE STANDARDS: United States- Georgia-DISC: ETHICAL RESPONSIBILITIES
KEYWORDS: BLOOMS: COMPREHENSION
21. According to research done by David Callahan, all of the following are reasons why cheating is on the rise except
a. bigger rewards for winning.
b. declining wages.
c. temptation.
d. trickle-down corruption.
ANSWER: POINTS:
DIFFICULTY:
b 1 Moderate
LEARNING OBJECTIVES: ETHC.CARR.l5.08.04- 08.04
NATIONAL STANDARDS: United States- BUSPROG: Analytic
STATE STANDARDS: United States- Georgia-DISC: Environmental Influence- Environmental Influence
KEYWORDS: BLOOMS: KNOWLEDGE
22. Which of the following is not a level at which ethics may be addressed?
a. personal
b. industry
c. global
d. small group
ANSWER: d
POINTS: 1
DIFFICULTY: Easy
LEARNING OBJECTIVES: ETHC.CARR.15.08.01- 08.01
NATIONAL STANDARDS: United States- BUSPROG: Ethics
STATE STANDARDS: United States- Georgia-DISC: ETHICAL RESPONSIBILITIES
KEYWORDS: BLOOMS: KNOWLEDGE
23. The personal level of ethical challenges include situations we face in our personal lives
a. at work.
b. and in our families.
c. outside of the work context.
d. and spiritual lives.
ANSWER: c
POINTS: 1
DIFFICULTY: Easy
LEARNING OBJECTIVES: ETHC.CARR.15.08.03- 08.03
NATIONAL STANDARDS: United States- BUSPROG: Ethics
STATE STANDARDS: United States- Georgia-DISC: ETHICAL RESPONSIBILITIES
KEYWORDS: BLOOMS: KNOWLEDGE
24. Ethical issues at the organizational level
a. represent conflicts between two or more companies.
b. display conflicts between a person's role as family member and employee.
c. are generally more difficult to solve than issues at the personal level.
d. confront people in their roles as managers or employees.
ANSWER: d
POINTS: 1
DIFFICULTY: Easy
LEARNING OBJECTIVES: ETHC.CARR.15.08.01- 08.01
NATIONAL STANDARDS: United States- BUSPROG: Analytic
STATE STANDARDS: United States- Georgia-DISC: ETHICAL RESPONSIBILITIES
KEYWORDS: BLOOMS: KNOWLEDGE
25. Which of the following is not an act of misconduct commonly observed in the workplace?
a. misreporting time worked
b. discrimination
c. sexual harassment
d. industrial espionage
ANSWER:
POINTS:
DIFFICULTY:
d I Moderate
LEARNING OBJECTIVES: ETHC.CARR.l5.08.06- 08.06
NATIONAL STANDARDS: United States- BUSPROG: Ethics
STATE STANDARDS: United States- Georgia-DISC: ETHICAL RESPONSIBILITIES
KEYWORDS: BLOOMS: COMPREHENSION
26. Ethical issues at the industry level
a. are usually handled by industry trade associations.
b. are typically resolved through the legal system.
c. can also be related to a specific profession.
d. can usually be rectified by individual managers.
ANSWER:
POINTS:
DIFFICULTY:
c I Moderate
LEARNING OBJECTIVES: ETHC.CARR.l5.08.01- 08.01
NATIONAL STANDARDS: United States- BUSPROG: Ethics
STATE STANDARDS: United States- Georgia-DISC: ETHICAL RESPONSIBILITIES
KEYWORDS: BLOOMS: COMPREHENSION
27. Which of the following is the most basic assumption we make in discussing personal and managerial ethics?
a. With effort, the "right" answer can be reached.
b. The object of ethical principles is to minimize harm done to others.
c. The object of ethical principles is to maximize benefits to others and ourselves.
d. People want to behave ethically.
ANSWER:
POINTS:
DIFFICULTY:
d I Moderate
LEARNING OBJECTIVES: ETHC.CARR.l5.08.01- 08.01
NATIONAL STANDARDS: United States- BUSPROG: Ethics
STATE STANDARDS: United States- Georgia-DISC: ETHICAL RESPONSIBILITIES
KEYWORDS: BLOOMS: COMPREHENSION
28. Decisions about ethicalsituations often present a(n)
a. conflictof interest.
b. fmancial dilemma.
c. unresolvable problem.
d. legal problem.
ANSWER: a
POINTS: 1
DIFFICULTY: Easy
LEARNING OBJECTIVES: ETHC.CARR.15.08.01- 08.01
NATIONAL STANDARDS: United States- BUSPROG: Ethics
STATE STANDARDS: United States- Georgia- DISC: ETHICAL RESPONSIBILITIES
KEYWORDS: BLOOMS: KNOWLEDGE
29. An ethical concept or rule that helps the decisionmaker take an ethical courseis called a(n)
a. ethical principle.
b. moral challenge.
c. moraldilemma.
d. ethicalrubric.
ANSWER: a
POINTS: 1
DIFFICULTY: Easy
LEARNING OBJECTIVES: ETHC.CARR.15.08.02- 08.02
NATIONAL STANDARDS: United States- BUSPROG: Ethics
STATE STANDARDS: United States- Georgia- DISC: ETHICAL RESPONSIBILITIES
KEYWORDS: BLOOMS: KNOWLEDGE
30. Teleological theories focus on
a. duties.
b. rights.
c. consequences.
d. virtues.
ANSWER: c
POINTS: 1
DIFFICULTY: Easy
LEARNING OBJECTIVES: ETHC.CARR.15.08.02- 08.02
NATIONAL STANDARDS: United States- BUSPROG: Ethics
STATE STANDARDS: United States- Georgia- DISC: ETHICAL RESPONSIBILITIES
KEYWORDS: BLOOMS: KNOWLEDGE
31. Ethical theories that focus on duties are called
a. teleological.
b. virtue theories.
c. principled rights.
d. deontological.
ANSWER: d
POINTS: I
DIFFICULTY: Easy
LEARNING OBJECTIVES: ETHC.CARR.l5.08.02- 08.02
NATIONAL STANDARDS: United States- BUSPROG: Ethics
STATE STANDARDS: United States- Georgia-DISC: ETHICAL RESPONSIBILITIES
KEYWORDS: BLOOMS: KNOWLEDGE
32. The ethical principle that states, "we should always act so as to produce the greatest ratio of good to evil for everyone" is
a. deontology.
b. virtue ethics.
c. utilitarianism.
d. hedonism.
ANSWER: c
POINTS: I
DIFFICULTY: Easy
LEARNING OBJECTIVES: ETHC.CARR.l5.08.02- 08.02
NATIONAL STANDARDS: United States- BUSPROG: Ethics
STATE STANDARDS: United States- Georgia-DISC: ETHICAL RESPONSIBILITIES
KEYWORDS: BLOOMS: KNOWLEDGE
33. Kant's categorical imperative argues that one's sense of duty is derived from
a. divine command.
b. reason.
c. emotion.
d. desire.
ANSWER:
POINTS:
DIFFICULTY:
b I Moderate
LEARNING OBJECTIVES: ETHC.CARR.l5.08.02- 08.02
NATIONAL STANDARDS: United States- BUSPROG: Ethics
STATE STANDARDS: United States- Georgia-DISC: ETHICAL RESPONSIBILITIES
KEYWORDS: BLOOMS: KNOWLEDGE
34. Which of the following is not a formulation of Kant's categorical imperative?
a. Act only according to that maxim by which you can at the same time will that it should become a universal law.
b. So act to treat humanity, whether in your own person or in that of any other, in every case as an end and never as merely a means.
c. Every rational being is able to regard oneself as a maker of universal law.
d. Act only according to that maxim by which you increase the overall happiness of everyone affected by your action.
ANSWER: d
POINTS: 1
DIFFICULTY: Easy
LEARNING OBJECTIVES: ETHC.CARR.15.08.02- 08.02
NATIONAL STANDARDS: United States- BUSPROG: Ethics
STATE STANDARDS: United States- Georgia-DISC: ETHICAL RESPONSIBILITIES
KEYWORDS: BLOOMS: COMPREHENSION
35. Kant's categorical imperative emphasizes all of the following concepts except
a. respect for persons.
b. virtues.
c. universalizability.
d. duty.
ANSWER: b
POINTS:
DIFFICULTY: 1 Moderate
LEARNING OBJECTIVES: ETHC.CARR.15.08.02- 08.02
NATIONAL STANDARDS: United States- BUSPROG: Ethics
STATE STANDARDS: United States- Georgia-DISC: ETHICAL RESPONSIBILITIES
KEYWORDS: BLOOMS: COMPREHENSION
36. Moral rights
a. depend on a legal system for their validity.
b. are derived from religious teachings.
c. are important, justifiable claims.
d. are earned as people demonstrate their moral responsibilities.
ANSWER:
POINTS:
DIFFICULTY:
c 1 Moderate
LEARNING OBJECTIVES: ETHC.CARR.15.08.03- 08.03
NATIONAL STANDARDS: United States- BUSPROG: Ethics
STATE STANDARDS: United States- Georgia-DISC: ETHICAL RESPONSIBILITIES
KEYWORDS: BLOOMS: COMPREHENSION
37. The basic idea that underlies the principle of rights is that
a. they must be earned.
b. they are granted by the goverrnnent.
c. they cannot be overridden by utility.
d. they are universal to all peoples.
ANSWER:
POINTS:
DIFFICULTY:
c I Moderate
LEARNING OBJECTIVES: ETHC.CARR.l5.08.02- 08.02
NATIONAL STANDARDS: United States- BUSPROG: Ethics
STATE STANDARDS: United States- Georgia-DISC: ETHICAL RESPONSIBILITIES
KEYWORDS: BLOOMS: COMPREHENSION
38. Which of the following is not a type of justice mentioned in the textbook?
a. distributivejustice
b. compensatory justice
c. proceduraljustice
d. utilitarian justice
ANSWER:
POINTS:
DIFFICULTY:
d I Moderate
LEARNING OBJECTIVES: ETHC.CARR.l5.08.03- 08.03
NATIONAL STANDARDS: United States- BUSPROG: Ethics
STATE STANDARDS: United States- Georgia-DISC: ETHICAL RESPONSIBILITIES
KEYWORDS: BLOOMS: COMPREHENSION
39. The ethics of care may help managers utilize
a. deontological principles.
b. the stakeholder perspective.
c. utilitarianism.
d. the principle of rights.
ANSWER:
POINTS:
DIFFICULTY:
b I Moderate
LEARNING OBJECTIVES: ETHC.CARR.l5.08.03- 08.03
NATIONAL STANDARDS: United States- BUSPROG: Ethics
STATE STANDARDS: United States- Georgia-DISC: ETHICAL RESPONSIBILITIES
KEYWORDS: BLOOMS: COMPREHENSION
40. Unlike other ethical principles, virtue ethics focuses on
a. what acts should be done.
b. the consequences of our actions.
c. human dignity.
d. the individual becoming virtuous.
ANSWER: d
POINTS: 1
DIFFICULTY: Easy
LEARNING OBJECTIVES: ETHC.CARR.15.08.03- 08.03
NATIONAL STANDARDS: United States- BUSPROG: Ethics
STATE STANDARDS: United States- Georgia-DISC: ETHICAL RESPONSIBILITIES
KEYWORDS: BLOOMS: COMPREHENSION
41. The key to the Golden Rule is
a. canng.
b. duty.
c. justice.
d. impartiality.
ANSWER: d
POINTS: 1
DIFFICULTY: Easy
LEARNING OBJECTIVES: ETHC.CARR.15.08.03- 08.03
NATIONAL STANDARDS: United States- BUSPROG: Ethics
STATE STANDARDS: United States- Georgia-DISC: ETHICAL RESPONSIBILITIES
KEYWORDS: BLOOMS: COMPREHENSION
42. Reasons to use the Golden Rule as an ethical principle include all of the following except
a. it is accepted by most people.
b. it is a uniquely Christian principle.
c. it is easy to understand.
d. itisa win-win philosophy.
ANSWER:
POINTS:
DIFFICULTY:
b 1 Moderate
LEARNING OBJECTIVES: ETHC.CARR.15.08.03- 08.03
NATIONAL STANDARDS: United States- BUSPROG: Ethics
STATE STANDARDS: United States- Georgia-DISC: ETHICAL RESPONSIBILITIES
KEYWORDS:
BLOOMS: COMPREHENSION
43. The Rawls Principle of Justice indicates that we need a fair method by which we may choose the principles through which conflicts will be resolved. Which of the following is not a principle of justice underlying his theory?
a. each person has equal rights to the most extrinsic basic liberties compatible with similar liberties for all others.
b. social and economic inequalities are arrange so that they are both to be everyone's advantage and attached to positions and offices open to all.
c. each person is to be treated equally.
d. public policy should raise as high as possible the social and economic well-being of society's best-off individuals.
ANSWER: POINTS:
DIFFICULTY:
d 1
Moderate
LEARNING OBJECTIVES: ETHC.CARR.15.08.03- 08.03
NATIONAL STANDARDS: United States- BUSPROG: Ethics
STATE STANDARDS: United States- Georgia-DISC: ETHICAL RESPONSIBILITIES
KEYWORDS: BLOOMS: COMPREHENSION
44. The test of one's best self relies on one's
a. self concept.
b. individualmotivation.
c. self leadership.
d. self delusion.
ANSWER: POINTS:
DIFFICULTY:
a 1 Moderate
LEARNING OBJECTIVES: ETHC.CARR.15.08.03- 08.03
NATIONAL STANDARDS: United States- BUSPROG: Ethics
STATE STANDARDS: United States- Georgia-DISC: ETHICAL RESPONSIBILITIES
KEYWORDS: BLOOMS: COMPREHENSION
45. One of the most powerful ethical tests is the test of
a. one's best self.
b. making something public.
c. ventilation.
d. the purified idea.
ANSWER: POINTS:
DIFFICULTY:
b 1 Moderate
LEARNING OBJECTIVES: ETHC.CARR.15.08.03- 08.03
NATIONAL STANDARDS: United States- BUSPROG: Ethics
STATE STANDARDS: United States- Georgia-DISC: ETHICAL RESPONSIBILITIES
KEYWORDS: BLOOMS: COMPREHENSION
46. The top factor in managers' unethical behaviors is consistently cited as
a. greed.
b. financial need.
c. peer pressure.
d. behaviors of superiors.
ANSWER:
POINTS:
DIFFICULTY:
d 1 Moderate
LEARNING OBJECTIVES: ETHC.CARR.15.08.05- 08.05
NATIONAL STANDARDS: United States- BUSPROG: Ethics
STATE STANDARDS: United States- Georgia-DISC: ETHICAL RESPONSIBILITIES
KEYWORDS: BLOOMS: COMPREHENSION
47. Based on surveys of managers, the society's moral climate appears to
a. be a direct factor in managers' ethical deliberations.
b. be irrelevant to managers.
c. be a leading influence in managers' decisions.
d. serve as a background factor in managers' decisions.
ANSWER:
POINTS:
DIFFICULTY:
d 1 Moderate
LEARNING OBJECTIVES: ETHC.CARR.15.08.05- 08.05
NATIONAL STANDARDS: United States- BUSPROG: Ethics
STATE STANDARDS: United States- Georgia-DISC: ETHICAL RESPONSIBILITIES
KEYWORDS: BLOOMS: COMPREHENSION
48. The moral tone of an organization is set by
a. the board of directors.
b. regulatory agencies.
c. top management.
d. first line managers.
ANSWER:
POINTS:
DIFFICULTY:
c 1 Moderate
LEARNING OBJECTIVES: ETHC.CARR.15.08.05- 08.05
NATIONAL STANDARDS: United States- BUSPROG: Ethics
STATE STANDARDS: United States- Georgia- DISC: GROUP DYNAMICS
KEYWORDS:
BLOOMS: COMPREHENSION
49. The pressureto compromise one's personal ethical standards isfelt most by
a. board members.
b. senior managers.
c. middlemanagers.
d. lower levelmanagers.
ANSWER:
POINTS:
DIFFICULTY:
d I Moderate
LEARNING OBJECTIVES: ETHC.CARR.l5.08.05- 08.05
NATIONAL STANDARDS: United States- BUSPROG: Ethics
STATE STANDARDS: United States- Georgia- DISC: ETHICAL RESPONSIBILITIES
KEYWORDS: BLOOMS: KNOWLEDGE
50. The most importantfactor in ethicalleadershipis
a. what leaders talk about.
b. the code of ethics.
c. what leaders do.
d. discipline of ethics violators.
ANSWER: c
POINTS: I
DIFFICULTY: Easy
LEARNING OBJECTIVES: ETHC.CARR.l5.08.05- 08.05
NATIONAL STANDARDS: United States- BUSPROG: Ethics
STATE STANDARDS:
KEYWORDS: United States - Georgia- DISC: LEADERSHIP PRINCIPLES
BLOOMS: COMPREHENSION
51. Ethical leadershipisfounded on two pillars.Theseare
a. rewards and punishments.
b. the manager as a moral person and a moral manager.
c. ethicalclimateand ethicstraining.
d. ethics principles and ethics tests.
ANSWER:
POINTS:
DIFFICULTY:
b I Moderate
LEARNING OBJECTIVES: ETHC.CARR.l5.08.05- 08.05
NATIONAL STANDARDS: United States- BUSPROG: Ethics
STATE STANDARDS:
KEYWORDS:
United States - Georgia- DISC: LEADERSHIP PRINCIPLES
BLOOMS: KNOWLEDGE
52. The three attributesofbeiug a moral personiucludeall of thefollowiug except
a. traits.
b. behaviors.
c. attitudes.
d. decision making.
ANSWER:
POINTS:
DIFFICULTY:
c I Moderate
LEARNING OBJECTIVES: ETHC.CARR.l5.08.03- 08.03
NATIONAL STANDARDS: United States- BUSPROG: Ethics
STATE STANDARDS:
KEYWORDS: United States - Georgia- DISC: LEADERSHIP PRINCIPLES
BLOOMS: COMPREHENSION
53. Beiuga moralmanageriuvolvesall ofthefollowiug activities except
a. rolemodeliug.
b. communicating about ethicsandvalues.
c. delegating effectively.
d. usingrewardsand discipliue effectively.
ANSWER:
POINTS:
DIFFICULTY:
c I Moderate
LEARNING OBJECTIVES: ETHC.CARR.l5.08.03- 08.03
NATIONAL STANDARDS: United States- BUSPROG: Ethics
STATE STANDARDS: United States- Georgia- DISC: ETHICAL RESPONSIBILITIES
KEYWORDS: BLOOMS: COMPREHENSION
54. Beingforthright,siucere,and honestin communicatiugwith others isreferredto as
a. candor.
b. transparency.
c. feedback.
d. criticism.
ANSWER: a
POINTS: I
DIFFICULTY: Easy
LEARNING OBJECTIVES: ETHC.CARR.l5.08.03- 08.03
NATIONAL STANDARDS: United States- BUSPROG: Analytic
STATE STANDARDS: United States- Georgia- DISC: MOTIVATION CONCEPTS
KEYWORDS: BLOOMS: COMPREHENSION
55. refers to a quality,characteristics,or state in which activities, processes,practices,and decisions in companies become open or visibleto the outsideworld.
a. Opacity
b. Corporate Transparency
c. Deontological
d. Utilitarianism
ANSWER:
POINTS:
DIFFICULTY:
b I Moderate
LEARNING OBJECTIVES: ETHC.CARR.l5.08.05- 08.05
NATIONAL STANDARDS: United States- BUSPROG: Analytic
STATE STANDARDS: United States- Georgia- DISC: ETHICAL RESPONSIBILITIES
KEYWORDS: BLOOMS: KNOWLEDGE
56. A growingschool of thoughtargues that should be made part of managementtraining,executivedevelopment programs, and businessschooleducation.
a. Leadership
b. Management
c. Communication
d. Ethics
ANSWER: d
POINTS: I
DIFFICULTY: Easy
LEARNING OBJECTIVES: ETHC.CARR.l5.08.05- 08.05
NATIONAL STANDARDS: United States- BUSPROG: Ethics
STATE STANDARDS: United States- Georgia- DISC: ETHICAL RESPONSIBILITIES
KEYWORDS: BLOOMS: KNOWLEDGE
57. Each of thefollowing are characteristics of servant leaders except:
a. Persuasion
b. Deception
c. Stewardship
d. Buildingcommunity
ANSWER:
POINTS:
DIFFICULTY:
b I Moderate
LEARNING OBJECTIVES: ETHC.CARR.l5.08.03- 08.03
NATIONAL STANDARDS: United States- BUSPROG: Ethics
STATE STANDARDS:
KEYWORDS: United States - Georgia- DISC: LEADERSHIP PRINCIPLES
BLOOMS: COMPREHENSION
58. An ethics screen is
a. a set of select standards against which the proposed action is compared.
b. a set offmancial criteria which must be met before the proposed action is evaluated ethically.
c. a set of investment criteria used by ethical investors.
d. a set of ethical standards against which job candidates are evaluated.
ANSWER:
POINTS:
DIFFICULTY:
a I Moderate
LEARNING OBJECTIVES: ETHC.CARR.l5.08.03- 08.03
NATIONAL STANDARDS: United States- BUSPROG: Ethics
STATE STANDARDS: United States- Georgia-DISC: ETHICAL RESPONSIBILITIES
KEYWORDS: BLOOMS: COMPREHENSION
59. The critical factor in the success of codes of conduct is
a. who wrote the document.
b. giving employees the chance for feedback before the document is adopted.
c. whether or not the codes become "living documents."
d. the level of precision in defming what is unacceptable behavior.
ANSWER:
POINTS:
DIFFICULTY:
c I Moderate
LEARNING OBJECTIVES: ETHC.CARR.l5.08.05- 08.05
NATIONAL STANDARDS: United States- BUSPROG: Ethics
STATE STANDARDS: United States- Georgia-DISC: ETHICAL RESPONSIBILITIES
KEYWORDS: BLOOMS: COMPREHENSION
60. Moral organizations are
a. organizations that do not have unethical behaviors within their ranks.
b. developed through continuous ethics training.
c. fully populated by moral managers making moral decisions.
d. more prevalent in the United States than in other countries.
ANSWER:
POINTS:
DIFFICULTY:
c I Moderate
LEARNING OBJECTIVES: ETHC.CARR.l5.08.05- 08.05
NATIONAL STANDARDS: United States- BUSPROG: Ethics
STATE STANDARDS: United States- Georgia-DISC: ETHICAL RESPONSIBILITIES
KEYWORDS: BLOOMS: COMPREHENSION
61. Whichof thefollowing is not an element of effectiveethics programs?
a. compliance standards
b. systems for monitoring, auditing, andreporting
c. delegation of authority
d. enforcement
ANSWER:
POINTS:
DIFFICULTY:
c I Moderate
LEARNING OBJECTIVES: ETHC.CARR.l5.08.05- 08.05
NATIONAL STANDARDS: United States- BUSPROG: Ethics
STATE STANDARDS: United States- Georgia- DISC: ETHICAL RESPONSIBILITIES
KEYWORDS: BLOOMS: COMPREHENSION
62. Whichof thefollowing is NOT a way of perceivingethical codes?
a. asa magnifyingglass.
b. as a compass.
c. as a shield.
d. as a club.
ANSWER:
POINTS:
DIFFICULTY:
b I Moderate
LEARNING OBJECTIVES: ETHC.CARR.l5.08.05- 08.05
NATIONAL STANDARDS: United States- BUSPROG: Ethics
STATE STANDARDS: United States- Georgia- DISC: ETHICAL RESPONSIBILITIES
KEYWORDS: BLOOMS: COMPREHENSION
Provide a short answer to each of these questions. Be sure to fully explain your answer.
63. The authors state that it seems that more often than not individuals think about a moral situation briefly, and then go with their instincts. Do you agree with this characterization of moral judgment? What evidence can you provide to support your position?
ANSWER:
In my discussions with students over a number of years, my perception is that they think most people just use instinct. However, two factors make me question this assumption. First, this would seem to invalidate most of Lawrence Kohlberg's fmdings. Over some twenty years of research, Kohlberg found that people do make progress in developing their moral judgment skills, and they, in fact, do deliberate about the moral dilemma presented to them. Second, in a book entitled The Moral Sense, James Q. Wilson argues that the vast majority of humans are born with a moral sense, "an intuitive or directly felt belief about how one ought to act when one is free to act voluntarily" (xii). Although this defmition is not exactly the same thing as an instinct, it is close enough to make my point. The same students who say they think most people use instinct nevertheless tend to disagree with Wilson's contention. Thus, while people say they use instinct, the more likely case is that they do deliberate about the situation, but are unable to articulate their thoughts.
POINTS: DIFFICULTY:
1
Moderate
LEARNING OBJECTIVES: ETHC.CARR.15.08.03- 08.03
NATIONAL STANDARDS: United States- BUSPROG: Reflective Thinking
STATE STANDARDS: United States- Georgia-DISC: ETHICAL RESPONSIBILITIES
KEYWORDS: BLOOM'S: ANALYSIS
64. Some people argue that we are experiencing a "proliferation of rights claims," in which more and more people are claiming more and more rights. Do you agree with this argument? What are the implications for our society, if it is true?
ANSWER:
Keshavan Nair, in his book A Higher Standard of Leadership, argues that people are forced to claim their rights because others are not fulfilling their duties to those people. Nair's argument contains two relevant points for this question. First, he would agree that there is a proliferation of rights claims. Second, and more to the point, is why those claims are arising. One of the more enlightening revelations I have had in the classroom is the realization that many students have not made the connection between one person's rights and the duties those rights impose on others. Simply put, for every right there is a corresponding duty. Ifl have a right to free speech, you have a duty to observe that right. If I have a right to life, you have a duty not to kill me. Nair's point is that we tend not to focus on duties in our society, thus forcing those whose rights we abridge to demand their rights. Thus, the implication for our society is that if we would fulfill our duties (deontology!), we would not have to demand our rights.
POINTS:
1
DIFFICULTY: Challenging
LEARNING OBJECTIVES: ETHC.CARR.15.08.03- 08.03
NATIONAL STANDARDS: United States- BUSPROG: Reflective Thinking
STATE STANDARDS:
KEYWORDS: United States -Georgia- DISC: Environmental Influence- Environmental Influence
BLOOM'S: ANALYSIS
65. The concept of servant leadership states that leaders should seek first to serve their followers, and by doing so, they become great leaders. Evaluate this idea. Is it something that would work in the United States?
ANSWER:
Robert Greenleafs book, Servant Leadership, is in some ways a searing indictment of the American model of management and leadership. He makes it clear that our leaders (in all segments of society) do a pretty mediocre job compared to what is possible. He makes a strong argument that servant leadership, while requiring a completely different mindset than what we normally expect of our leaders, provides the opportunity to greatly enhance the performance of our social institutions. In the context of this particular chapter, it seems that the mindset of service provides much less opportunity to contemplate unethical acts than does the stereotypical mindset of "me first" leadership.
POINTS:
DIFFICULTY:
LEARNING OBJECTIVES: ETHC.CARR.l5.08.03- 08.03
NATIONAL STANDARDS: United States- BUSPROG: Reflective Thinking
STATE STANDARDS:
KEYWORDS:
United States - Georgia- DISC: LEADERSHIP PRINCIPLES
BLOOM'S: ANALYSIS
66. From your knowledge of human behavior, do you agree with Carol Gilligan's contention that women tend to view ethics differently than do men?
ANSWER:
Because Dr. Gilligan has never shared her data with anyone, there is a siguificant controversy over the validity of her research. That aside, there seems to be some "face value" to the claim that women focus more on relationships in their ethical judgments than do men, who are more focused on more abstract concepts of justice and rights. However, even if there is a distinction, we should guard against the tendency to think one approach is "better" than the other. Both approaches have value, and both can contribute siguificantly to our ethical judgments.
POINTS: DIFFICULTY:
LEARNING OBJECTIVES: ETHC.CARR.l5.08.03- 08.03
NATIONAL STANDARDS: United States- BUSPROG: Reflective Thinking
STATE STANDARDS:
KEYWORDS:
United States -Georgia- DISC: Envirornnental Influence- Envirornnental Influence
BLOOM'S: ANALYSIS
67. Some people have proposed that character education be provided in schools and in corporations. Evaluate this proposal.
ANSWER: POINTS: DIFFICULTY:
Character education purports to help develop virtues in people, so that they become better humans. Few people disagree that this is a "good" thing, but there is significant disagreement about who should provide the education and what virtues should be taught. The family seems an appropriate place for this type of education, and perhaps religious institutions; but when schools and business fmns are discussed, disagreements begin. The argument for having schools and corporations provide character education seems to be based more on the lack of it from other sources rather than an affirmative argument that they are the appropriate social institutions to provide the education.
I
Moderate
LEARNING OBJECTIVES: ETHC.CARR.l5.08.03- 08.03
NATIONAL STANDARDS: United States- BUSPROG: Reflective Thinking
STATE STANDARDS: United States- Georgia-DISC: ETHICAL RESPONSIBILITIES
KEYWORDS: BLOOM'S: ANALYSIS
68. Discuss and evaluate the Rawls principle of justice provided in the textbook.
ANSWER:
Under Rawls's first principle, each person is to be treated equally. Itholds that each person should enjoy equally a full array of basic liberties. The second principle is more controversial. This is often interpreted to mean that public policy should raise as high as possible the social and economic well-being of society's worst-off individuals. Itis criticized by both those who argue that the principle is too strong and those who think the principle is too weak. The former think that, as long as we have equal opportunity, there is no injustice when some people benefit from their own work, skill, ingenuity, or assumed risks. Therefore, such people deserve more and should not be required to produce benefits for the least advantaged. The latter group thinks that the inequalities that may result may be so great as to be clearly unjust. Therefore, the rich get richer and the poor get only a little less poor.
In developing further his second principle, Rawls imagined people gathered behind a "veil of ignorance," unaware of whether they, personally, were rich or poor, talented or incompetent. He then asked what kind of society they would create. He reasoned that the rule everyone would be able to agree on would be to maximize the well-being of the worst-off person, partially out of fear that anyone could wind up at the bottom. This view, of course, had its critics, and it represents an idealistic situation that could not likely be brought about.
POINTS: DIFFICULTY:
Supporters of the principle of justice claim that it preserves the basic values Dfreedom, equality of opportunity, and a concern for the disadvantaged Dthat have become embedded in our moral beliefs. Critics object to various parts of the theory and would not subscribe to Rawls's principles at all. Utilitarians, for example, think the greatest good for the greatest number should reigu supreme. I Moderate
LEARNING OBJECTIVES: ETHC.CARR.l5.08.03- 08.03
NATIONAL STANDARDS: United States- BUSPROG: Reflective Thinking
STATE STANDARDS: United States- Georgia-DISC: ETHICAL RESPONSIBILITIES
KEYWORDS: BLOOM'S: ANALYSIS
Account for the differences in perceived pressure to compromise personal standards of conduct among senior managers, middle managers, and lower managers. Are the actual pressures really different, or is there a difference in perception, or is there some other reason?
ANSWER: I doubt that there is any less pressure at higher levels of management than at lower levels. Thus, there must be other reasons for the difference in perception. One possible explanation is that the managers who have advanced to higher levels of management have become accustomed to the pressure, and so do not notice it as readily. Second, lower level managers have more direction provided to them (contrasted with upper level managers, many of whom set their own agendas and are more self-directed), which often comes across as pressure to achieve the desired objective, regardless of how it is done.
POINTS:
DIFFICULTY: 1 Moderate
LEARNING OBJECTIVES: ETHC.CARR.15.08.05- 08.05
NATIONAL STANDARDS: United States- BUSPROG: Reflective Thinking
STATE STANDARDS: United States- Georgia-DISC: ETHICAL RESPONSIBILITIES
KEYWORDS: BLOOM'S: ANALYSIS
70. One answer that has been provided to combat the sinking status of ethics officers is for them to "manage ethics upward," i.e., overseeing the ethical practices of officers above them in the organization chart. Evaluate the potential effectiveness of this solution.
ANSWER:
POINTS:
DIFFICULTY:
Certainly, any employee of an organization should attempt to "manage upward" to the extent possible. Everyone has a superior in the organization, and learning how to deal with bosses effectively is very important. However, asking ethics officers to be willing and able to question the ethical practices of their superiors would have a chilling effect on their effectiveness. If ethics are truly central to the organization's climate, the ethics officer should be at the very top of the organization chart. 1 Moderate
LEARNING OBJECTIVES: ETHC.CARR.15.08.05- 08.05
NATIONAL STANDARDS: United States- BUSPROG: Reflective Thinking
STATE STANDARDS: United States- Georgia-DISC: ETHICAL RESPONSIBILITIES
KEYWORDS: BLOOM'S: ANALYSIS
One criticism of ethics hotlines is that most of the reported wrongdoings are false accusations, which can cause great harm to company morale.
ANSWER:
If the majority of reports to ethics hotlines are false accusations, there may be cause for concern. This is an empirical question that can be answered only by observation of the claims and subsequent investigation. The criticism, by itself, is not sufficient reason to shut down the hotlines. The second step of the analysis (assuming that the majority of claims are indeed false accusations) would be to determine the motivation behind the false reports. If the reports are malicious in nature, the company obviously does have a problem. However, if the reports are filed out of genuine concern for the firm's ethical practices and well-being, that is an entirely different matter. In that case, the hotline is not the problem it is a way of monitoring the ethical performance of the firm. There may be better ways to accomplish the task, closer to the precipitating event, but it does not seem that the hotline itself is the problem.
POINTS:
DIFFICULTY:
Moderate
LEARNING OBJECTIVES: ETHC.CARR.l5.08.05- 08.05
NATIONAL STANDARDS: United States- BUSPROG: Reflective Thinking
STATE STANDARDS: United States- Georgia-DISC: ETHICAL RESPONSIBILITIES
KEYWORDS: BLOOM'S: ANALYSIS
72. Discuss the board of directors' role in the finn's ethical climate.
ANSWER:
There is a great deal of criticism of boards now because of their lack of oversight in a number of different areas. Critics charge that many boards have become puppets of senior management, instead of performing their traditional functions as advisors and overseers (Greenleaf was especially critical of this in Servant Leadership). To the extent these accusations are tme, boards are not fulfilling their obligations to provide ethical leadership. However, boards are not involved in the day-to-day operations of the finn. Because of this fact, they do not have the opportunity to set the ethical climate. They defmitely should demand an ethical climate in the finn, and take action if the senior managers do not create one.
POINTS: DIFFICULTY:
LEARNING OBJECTIVES: ETHC.CARR.l5.08.05- 08.05
NATIONAL STANDARDS: United States- BUSPROG: Ethics
STATE STANDARDS:
KEYWORDS: United States - Georgia- DISC: LEADERSHIP PRINCIPLES
BLOOM'S: ANALYSIS
Compare and contrast compliance vs. ethics orientation.
ANSWER:
First, a pure compliance focus could undermine the ways of thinking or habits of mind that are needed in ethics thinking. Ethics thinking is more philosophical or principledbased while compliance thinking is more mle-bound and legalistic. Second, it has been argued that compliance can squeeze out ethics. An organization can become so focused on following the law that ethics considerations no longer get factored into discussions. Third, the issue of "false consciousness" has been raised. This means that managers may become accustomed to addressing issues in a mechanistic, rule-based way, and this may cause them to not consider tougher issues that a more ethicsfocused approach might require
POINTS: DIFFICULTY:
LEARNING OBJECTIVES: ETHC.CARR.l5.08.05- 08.05
NATIONAL STANDARDS: United States- BUSPROG: Reflective Thinking
STATE STANDARDS: United States- Georgia-DISC: ETHICAL RESPONSIBILITIES
KEYWORDS: BLOOM'S: ANALYSIS
Utilize the knowledge you have gained to respond to the following essay questions. Your answers should state your position and use logical arguments and content from this and other chapters in the textbook to support it.
74. Evaluate the principle of utilitarianism.
ANSWER:
Utilitarianism is probably the most popular of the moral philosophies. This can be traced to its intuitive appeal "happiness" is a good thing that everyone wants. In addition, it is perceived to be a relatively easy theory to apply. You simply add up all of the happiness generated and subtract all of the unhappiness. If the answer is a net gain in happiness, then you should do the act. However, utilitarianism runs into a number of theoretical and practical difficulties. In theory, utilitarianism would allow you to violate someone's rights (even kill them) ifit added to overall happiness. Practical problems include measurement of happiness (it has no recognized "unit" of measure) and making sure that everyone affected is accounted for.
POINTS: DIFFICULTY:
LEARNING OBJECTIVES: ETHC.CARR.l5.08.03- 08.03
NATIONAL STANDARDS: United States- BUSPROG: Reflective Thinking
STATE STANDARDS: United States- Georgia-DISC: ETHICAL RESPONSIBILITIES
KEYWORDS: BLOOM'S: ANALYSIS
Defend the idea of character education being provided by corporations.
ANSWER:
Corporations are in a uniquely powerful position to provide character education to their employees, precisely because of the tremendous influence they hold. Corporations already influence virtually everything in their employees lives. Adding to character education is simply another facet to add to the list. In addition, there is reason to think that corporations have a vested interest in the character of their employees. However, there are many reasons to be concerned about the proposal, as well. One argument is that people's characters are well formed by the time they are employed by a corporation, so the effects may be minimal. Second is the question of whether a corporation should have a role in character formation do we want that particular social institution playing a role in character formation? Finally, the question of what characteristics the corporation would choose to emphasize concern many critics. Corporations' emphasis on rationality, efficiency, and profits (i.e., Weber's "Iron Cage of Rationality") may not be the characteristics we want emphasized above others.
POINTS: DIFFICULTY:
LEARNING OBJECTIVES: ETHC.CARR.l5.08.05- 08.05
NATIONAL STANDARDS: United States- BUSPROG: Reflective Thinking
STATE STANDARDS: United States- Georgia-DISC: ETHICAL RESPONSIBILITIES
KEYWORDS: BLOOM'S: ANALYSIS
76. The motive behind managers' pressure on subordinates to perform is most likely the emphasis on economic success. Assuming this statement is tme, relate this fact to Lawrence Kohlberg's observation that most adults operate at Level 2, the conventional level of moral development. What implications do these facts have for ethical behavior in organizations?
ANSWER:
The authors of the textbook do not address this question, but students should be able to reason their way to an answer. At Level 2, people tend to make moral judgments based on conformity with conventional norms of society. At this level, people are still not basing their moral decisions on internal ethical principles they rely on external societal norms to guide their decisions. Within a corporation, the "societal" norms are primarily economic. Furthermore, as noted in Chapter 6, the vast majority of managers may be amoral in their business setting. Combining these facts, students should begin to see that most employees are very susceptible to suggestions that they cut ethical comers in order to accomplish the firm's economic goals.
POINTS: DIFFICULTY:
LEARNING OBJECTIVES: ETHC.CARR.l5.08.03- 08.03
NATIONAL STANDARDS: United States- BUSPROG: Reflective Thinking
STATE STANDARDS: United States- Georgia-DISC: ETHICAL RESPONSIBILITIES
KEYWORDS: BLOOM'S: ANALYSIS
77. Think of a time when you were presented with an ethical dilemma. How did you respond? What motivated you to act as you did? How did you feel after you made the decision and its resulting consequences took place? Did you regret your decision or did you feel proud of it? Why?
ANSWER: POINTS:
Students' answers will vary widely, of course. Be prepared for some equivocating, some story-telling, but also some deeply felt truths about their experiences.
DIFFICULTY: Challenging
LEARNING OBJECTIVES: ETHC.CARR.l5.08.03- 08.03
NATIONAL STANDARDS: United States- BUSPROG: REFLECTIVE THINKING. - BUSPROG: REFLECTIVE THINKING
STATE STANDARDS:
KEYWORDS: United States - Georgia -DISC: ETHICAL RESPONSIBILITIES
BLOOM'S: ANALYSIS
78. Explain the concept of corporate transparency. Evaluate its usefulness in creating an ethical climate within an organization.
ANSWER: POINTS: DIFFICULTY:
Corporate transparency is the state in which corporate activities and processes are madevisible to internal and external stakeholders. Itis closely related to the test of making something public. Managers see this as one of the most powerful ethics tests available to assure ethical behaviors. Although the basic concept is quite powerful, care needs to be taken to avoid revealing too much, or information that may put the firm at a competitive disadvantage. Corporate officers should reveal the actions and processes that affect stakeholders, but at the same time, continue to protect trade secrets and distinctive competencies.
LEARNING OBJECTIVES: ETHC.CARR.l5.08.05- 08.05
NATIONAL STANDARDS: United States- BUSPROG: Reflective Thinking
STATE STANDARDS: United States- Georgia-DISC: ETHICAL RESPONSIBILITIES
KEYWORDS: BLOOM'S: ANALYSIS
79. Throughout the text, theory after theory has been offered. Some would even say that you should just go on your "gut feeling" anyway. With this in mind, what relevance does the common sense test and one's best self ethical tests have in this idea.
ANSWER: POINTS: DIFFICULTY:
Students may have a number of answers here. However, the consensus is that the common sense test and one's best self ethical tests rely on that gut feeling. The consensus test basically says ifit smells bad, don't do it and one's best self test says if its not your best, don't do it.
LEARNING OBJECTIVES: ETHC.CARR.l5.08.03- 08.03
NATIONAL STANDARDS: United States- BUSPROG: Reflective Thinking
STATE STANDARDS: United States- Georgia-DISC: ETHICAL RESPONSIBILITIES
KEYWORDS: BLOOM'S: ANALYSIS