Lecture 2: Ethics and Professions Flashcards
(130 cards)
1
Q
Profession
? is a trade, a business, or an occupation of which one professes to have extensive knowledge acquired through long years of experience and formal education and the autonomy of and responsibility to make independent decisions in carrying out the duties of the ?.
(same answer)
A
Profession
2
Q
Profession
To ? is to make a public declaration, a claim of something. In the case of a professional, that something is ? in the knowledge domain of that which makes up that occupation or trade.
A
profess
knowledge
3
Q
Profession
Webster’s dictionary defines ? as (a) calling requiring specialized knowledge and often long and intensive academic preparation, (b) a principal calling, vocation, or employment, or (c) the whole body of persons engaged in a calling.
A
Profession
4
Q
Origins of Professions
According to the Code of Ethics in the Professions, the word ? referred to a commitment formally professed by a person to become a member of a religious order, and a ? was the person who has professed the commitment.
A
Profession
Professional
5
Q
Origins of Professions
By the sixteenth century, a ? was a commitment to learned pursuits (divinity law, medicine and the military), being an authority on a body of knowledge, belonging to an occupation, being skilled or being a fractioned, not an amateur.
A
Profession
6
Q
Origins of Professions
Sizer states that ? started in medieval times with the craftsmen’s guild and in inns.
A
Professions
7
Q
Origins of Professions
Sizer states that ? in eighteenth-century were regarded as “occupations for the ‘gentlemen’, offering a safe social niche
but not large material rewards”.
A
Professions
8
Q
Origins of Professions
The Industrial Revolution is credited with establishing professions in ?, ?, and ?.
A
Engineering
Accounting
Banking
10
Q
Origins of Professions
Over the years, the term profession and its requirements for membership evolved into two categories: the ?, which required individuals with a deep knowledge of the profession acquired through years of formal education, and ?, which required the individuals to be noblemen who in theory did not really need to work for a living (they were liberated from the need to work, but ought to learn the profession anyway)
A
learned professions
common professions
11
Q
Origins of Professions
The first ? was the ?. When the
life of nobility became less influential, especially after the revolution, the common distinction of professions came to be known as trades, probably as we know them today. However, trades, as today, still required one to hold a higher ethical standard.
A
liberal profession
military career
12
Q
Requirements of a Professional
There are three basic professional requirements, and over the years as the professions evolved, these three elements have taken different forms. They are as follows:
A
- A set of highly developed skills and deep knowledge of the domain
- Autonomy
- Observance of a code of conduct
13
Q
Requirements of a Professional
First requirement
A set of highly developed skills and deep knowledge of the domain
(describe)
A
- must be backed up by a very well-developed knowledge base acquired through long years of formal schooling.
- acquiring a sophisticated level of knowledge is crucial.
- shallow knowledge of the domain could be damaging to the profession.
- differentiates between professionals and skilled laborers
14
Q
Requirements of a Professional
Second requirement
Autonomy
(describe)
A
- there is always a relationship between the provider of the service/product and the receiver of the service/product.
- in terms of the relationships, we are concerned with the power balance.
- power is on favor of the professional on the professional-client relationship
- power is on favor of the customer on the nonprofessional-client relationship
15
Q
Requirements of a Professional
Third requirement
Observance of a code of conduct
(describe)
A
- has four types of codes
16
Q
Requirements of a Professional
A working professional usually observes
these four types of codes:
(enumerate)
A
- The professional code
- A personal code
- The institutional code
- The community code
17
Q
Requirements of a Professional
First type of code
The professional code
(describe)
A
- set of guidelines provided to the professional
- protects both the image of the profession and the individual members
- requirement for the profession that members adhere to the code
18
Q
Requirements of a Professional
Second type of code
A personal code
(describe)
A
- set of moral guidelines on which professionals operate
- acquired by professionals from the cultural environment in which they grew up in
- supplements the professional code significantly
19
Q
Requirements of a Professional
Third type of code
A institutional code
(describe)
A
- a code imposed by the institution for which the professional is working
- meant to build and maintain the public’s confidence in the institution and its employees
20
Q
Requirements of a Professional
Observance of a code of conduct
the four codes must be examined before coming to a professional decision
(true or false)
A
true
21
Q
Pillars of Professionalism
Professionalism is supported by four pillars:
(enumerate)
A
- commitment
- integrity
- responsibility
- accountability
22
Q
Pillars of Professionalism
First pillar
Commitment.
According to Humphreys, has these six characteristics:
(enumerate)
A
- The person making the commitment must do so willingly without pressure.
- The person responsible must try to meet the commitment, even if help is needed.
- There must be agreement on what is to be done, by whom, and when.
- The commitment must be openly and publicly stated.
- The commitment must not be made easily.
- Prior to the committed date, if it is clear, it cannot be met, advance notice must
be given, and a new commitment negotiated.
23
Q
Pillars of Professionalism
First characteristic of commitment
1. The person making the commitment must do so willingly without pressure.
(describe)
A
- the person executing the commitment must like what they are doing
- if commitments are in the form of assignments with little autonomy, it is more likely the commitment may not be there.
24
Q
Pillars of Professionalism
Second characteristic of commitment
2. The person responsible must try to meet the commitment, even if help is needed.
(describe)
A
- the person who has made the commitment is assumed to have the know-how
- professionals have the ability to seek the necessary skills from others
- more commitment is expected out of them
25
Q
Pillars of Professionalism
Third characteristic of commitment
3. There must be agreement on what is to be done, by whom, and when.
(describe)
A
- Professionals entering into a commitment must have advance knowledge on what to do and who does it
- Entering without advance knowledge is unprofessional
- If the work is divided among other professionals, they must make the same commitment for their parts
- Smaller parts assigned to nonprofessionals are considered assignments
- Supervision is done by the nonprofessional members
26
**Pillars of Professionalism**
**Fourth characteristic of commitment**
4. The commitment must be openly and publicly stated.
(describe)
* Open commitments are transparent and easily correctable if there are problems
* Commitments must fall within the allocated resources (time, material, and money)
* If a commitment is public, sourcing, acquisition, distribution, and use of resources will be transparent, thus job will be done smoothly
27
**Pillars of Professionalism**
**Fifth characteristic of commitment**
5. The commitment must not be made easily.
(describe)
* Must do research before commitment to make sure they are not entering into a trojan horse (someone/something intended to defeat from within)
28
**Pillars of Professionalism**
**Sixth characteristic of commitment**
6. Prior to the committed date, if it is clear, it cannot be met, advance notice must be given, and a new commitment negotiated.
(describe)
* It's a sign of responsibility and commitment to tell others of shortfalls and it is done without hostility
29
**Pillars of Professionalism**
**Second pillar**
Integrity.
(describe)
* state of undivided loyalty to self-belief
* it's honesty, uncompromising self-value, and incorruptible
* the word integrity comes from latin word "integratas"
* "integratas" means entire, undivided, or whole
30
**Pillars of Professionalism**
**Second pillar**
Integrity.
requires three maxims
(enumeration)
* Vision
* Love
* Commitment
31
**Pillars of Professionalism**
**First maxim of Integrity**
Vision
(describe)
* the capacity to anticipate and make a plan of action that avoids obstacles and maximize benefits
* sign of good leadership
* professionals who have initiative, autonomy, and authority in the provider-client relationship exemplify leadership
32
**Pillars of Professionalism**
**Second maxim of Integrity**
Love
(describe)
* Studies show that people who love what they do, do it better, than those who do it because they have to
* People choosing professions should also do it because of their love for the work
* Love makes your actions a creation and not a chore
33
**Pillars of Professionalism**
**Third maxim of Integrity**
Commitment
(describe)
* Vision and Love bonds the individual to what they are doing until it is done
34
**Pillars of Professionalism**
**Third pillar**
Responsibility.
(describe)
* deals with roles, tasks, and actions and their ensuing consequences
*
35
**Pillars of Professionalism**
**Third pillar**
Responsibility.
For example, as parents, **we have an obligation and a duty to bring up our offspring**. That is ?.
(identify)
parental responsibility
36
**Pillars of Professionalism**
**Third pillar**
Responsibility.
But responsibility also depends on a ?, which is based on his or her environment and culture.
(identify)
person’s value system
37
**Pillars of Professionalism**
**Third pillar**
Responsibility.
But responsibility also depends on a ?, which is based on his or her environment and culture.
(fill in the blanks)
38
**Pillars of Professionalism**
**Third pillar**
Responsibility.
There are various types of responsibilities, including ?, ?, ?, and ?,
(enumerate)
* personal
* communal
* parental
* professional
39
**Pillars of Professionalism**
**Third pillar**
Responsibility.
A professional in either a *provider–client or provider–customer relationship plays the role of provider of either a service or a product.*
(identify)
Responsibilities of a Professional as a Provider
40
**Pillars of Professionalism**
**Third pillar**
Responsibility.
This relationship, as we pointed out earlier, is a *contract between the two parties*
(identify)
Responsibilities of a Professional as a Provider
41
**Pillars of Professionalism**
**Third pillar**
Responsibility.
The relationship consists of three major types of responsibilities:
(enumerate)
* service (responsibilities)
* product (responsibilities)
* consequential (responsibilities)
42
**Pillars of Professionalism**
**First major type of responsibility**
Service Responsibilities
(describe)
* before providing a service to a client, there must be a contract binding the both parties
* In the contract, the professional has responsibilities (time of delivery of service, quality of service, consequences after the service has been rendered)
* The provider must take all these responsibilities seriously
43
**Pillars of Professionalism**
**First major type of responsibility**
Service Responsibilities
in the ?, the **service must be rendered within an agreed time** frame; if not, a new time must be negotiated.
(fill in the blanks)
time-constraint responsibility
44
**Pillars of Professionalism**
**First major type of responsibility**
Service Responsibilities
In the ?, the **service must meet its desired goal** as far as the client is concerned, and it **must have the expected value**
(fill in the blanks)
quality of service responsibility
45
**Pillars of Professionalism**
**First major type of responsibility**
Service Responsibilities
The ? involves the **safety of the client from harm, both physical and financial**, after receiving the service.
(fill in the blanks)
consequence responsibility
46
**Pillars of Professionalism**
**Second major type of responsibility**
Product Responsibilities
(describe)
* If the contract involves a product, the provider has the responsibility (deliver the product agreed upon on time, good shape and quality, provide documentation for safe use of the product)
* The provider is responsible for all liabilities as a result of use of the product
* In liability cases, the provider responsibility depends on the contract and degree of harm
47
**Pillars of Professionalism**
**Third major type of responsibility**
Consequential Responsibilities
(describe)
* A doctor did not do his job well and the patient died. There is regret on the part of the doctor and anger on the part of the patient's family because on person did not fulfill their responsibilities
* Whether a product/service is provided, there are always after effects of that action
* One is praised for a service/product well done
* One is regretful because a service/product failed
48
**Pillars of Professionalism**
**Third major type of responsibility**
Consequential Responsibilities
? are aftereffects of an action gone wrong, in this case a professional service.
(fill in the blanks)
Regret and anger
49
**Pillars of Professionalism**
**Third major type of responsibility**
Consequential Responsibilities
In the worst-case scenario, the service or product may cause ? to the client
(fill in the blanks)
physical or financial harm
50
**Pillars of Professionalism**
**Third major type of responsibility**
Consequential Responsibilities
In such cases, one expects liabilities for the service or product, and the professional must accept those consequential responsibilities
(true or false)
true
51
**Pillars of Professionalism**
**Third major type of responsibility**
Consequential Responsibilities
In the case of the doctor, the service she provided fell short of what was expected, and she had to face the consequential responsibilities of her actions, which at times not only include the parties involved but may also involve innocent bystanders.
(true or false)
true
52
**Pillars of Professionalism**
**Fourth pillar**
Accountability.
(describe)
* is the obligation to answer for the execution of one's assigned responsibilities
* process involves a cycle of setting measurable outcomes and achievable goals
* planning what needs to be done to meet those goals
* reporting progress towards goals
* evaluating the reports
* using that feedback to make improvements
53
**Pillars of Professionalism**
**Fourth pillar**
Accountability.
Accountability involves these three key elements:
(enumerate)
* A set of outcome measures that reliably and objectively evaluate performance
* A set of performance standards defined in terms of these outcome measures
* A set of incentives for meeting the standards and/or penalties for failing to meet them
54
**Pillars of Professionalism**
**First key element of Accountability**
A set of outcome measures that reliably and objectively evaluate performance
(describe)
* There is a minimum set of measures that every individual in that professional must meet
* must be carefully selected and measures must be attainable
* measures vary according to the profession
55
**Pillars of Professionalism**
**Second key element of Accountability**
A set of performance standards defined in terms of these outcome measures
(describe)
* performance standards must be carefully chose and attainable
* standards vary according to the profession but each profession must have a set of common standards
56
**Pillars of Professionalism**
**Second key element of Accountability**
A set of performance standards defined in terms of these outcome measures
For the ?, the standard of output measures may be the passing of standardized examinations at a certain predetermined level.
(fill in the blanks)
teaching profession
57
**Pillars of Professionalism**
**Second key element of Accountability**
A set of performance standards defined in terms of these outcome measures
In the ?, it might be the ability of a judgment to stand on subsequent appeals.
(fill in the blanks)
law profession
58
**Pillars of Professionalism**
**Second key element of Accountability**
A set of performance standards defined in terms of these outcome measures
Whatever standard measure is chosen, it must not be plausible and not measurable.
(true or false)
false
59
**Pillars of Professionalism**
**Third key element of Accountability**
A set of incentives for meeting the standards and/or penalties for failing to meet them
(describe)
* incentives must be good enough
* incentives must not be too good. may force professionals to put interest of clients below interest of attaining measures
* if incentives are monetary. may force professionals to put interest of making money instead of offering services
* penalties must not be too harsh to prevent driving away potential professionals
* harsh penalties tend to make people hide and dig deeper for fear of being discovered
60
**The Making of an Ethical Professional: Education and Licensing**
Previously, we have noticed the **never-ending requirements of an individual seeking membership in the chosen profession or trade** either to have a deep knowledge of the profession acquired through formal education or to be intrinsically of a ?, willing to hold a higher ethical standard.
(fill in the blanks)
gentleman’s calling
61
**The Making of an Ethical Professional: Education and Licensing**
In order to continue to **uphold these essential requirements in both professions and trades**, let us now discuss **three items** that encourage, maintain, and improve that higher ethical standard.
(enumerate)
* formal education
* licensing
* professional codes of conduct
62
**The Making of an Ethical Professional: Education and Licensing**
Professionals must follow a specific process to meet and maintain those professional requirements.
(true or false)
true
63
**The Making of an Ethical Professional: Education and Licensing**
**First item: Formal Education**
(describe)
* to be effective, must be targeted and incremental
* Example: children must be taught responsible ways of using computers and the internet. children must be taught in an age-appropriate way and not dismiss them of IT (computers, etc.)
* Should be told to be respectful and not do mischievous things online
* Examples: 14 year olds breaking into computer systems, 10 year olds infecting school records with virus
64
**The Making of an Ethical Professional: Education and Licensing**
**First item: Formal Education**
The content of what is taught must be relevant and sensitive to different age groups and professionals.
(true or false)
true
65
**The Making of an Ethical Professional: Education and Licensing**
**First item: Formal Education**
(describe)
* content should become more sophisticated, as students go through high school
* message on responsible use of computers should be stressed more
* teen years are years of curiosity and discovery, spending long hours on the internet
* those hours should be spent responsibly
* schools should also offer courses in responsible use of computers (ethics, reasons not to do mischievous stuff)
66
**The Making of an Ethical Professional: Education and Licensing**
**First item: Formal Education**
In college, of course, the message is more direct. There are several approaches to bring the message across:
(examples only)
1. Students take **formal courses in professional ethics** in a number of professional programs in their respective colleges.
2. Without taking formal courses in their curriculum, **students are taught a good amount of the information ethics sprinkled throughout their courses**, either in general education or in their major.
3. **Using a capstone course** in the general education requirements and in that course **adds information ethics content**. Many colleges now **require computer literacy as a graduation requirement**. Use that course to add ethics content.
4. **Require an exit information ethics** course which can be taken online.
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**The Making of an Ethical Professional: Education and Licensing**
**First item: Formal Education**
Once they join the workplace environment, these professionals should be required to attend ?, ?, and ? periodically.
(examples only)
* informal refresher sessions
* seminars
* in-service workshops
68
**The Making of an Ethical Professional: Education and Licensing**
**Second item: Licensing Authorities**
? grants individuals formal or legal permission to practice their profession, which tips the balance of power in the giver- receiver equation in favor of the giver
(fill in the blanks)
Licensing
69
**The Making of an Ethical Professional: Education and Licensing**
**Second item: Licensing Authorities**
(describe)
* before a license is issued, formalities must be taken care of (testing competence of the aspirant for knowledge and skills required)
* if test is not passed, licensing authority may deny issuing license
* licensing authority also provides set of rules for keeping license
* if rules are violated, authority may sanction the licensee or recall the license
* license is a privilege, not a right. thus, they must follow the prescribe code
70
**The Making of an Ethical Professional: Education and Licensing**
**Second item: Licensing Authorities**
? can be (and have been) used as both control and educating instruments to enforce rules, laws, and certain group or society norms.
(fill in the blank)
Licenses
71
**The Making of an Ethical Professional: Education and Licensing**
**Second item: Licensing Authorities**
(describe)
* profession license members and these professions require the potential licensee to take & pass the examination (tests knowledge & skills)
* professions, in order to keep members updated & compliant, limit the validity of their licenses.
* they tie license renewal to passing of continuing examinations helps ensure members stay knowledgeable
72
**The Making of an Ethical Professional: Education and Licensing**
**Second item: Licensing Authorities**
? also use periodic licensing examinations to check on members’ compliance with codes.
(fill in the blank)
Professions
73
**The Making of an Ethical Professional: Education and Licensing**
**Second item: Licensing Authorities**
If members have in the past violated a code and been reported, such members may not have their licenses renewed even if they pass all examinations.
(true or false)
true
74
**The Making of an Ethical Professional: Education and Licensing**
**Second item: Licensing Authorities**
(describe)
* professions without licensing requirements, discipline continues to be a problem
* every profession strive for good image, , many professions require licensing for membership
* although there are **many professions with requirements but no enforcement**, an **increasing number of professions are opting to require enforceable licensing** to keep their image undamaged
75
**The Making of an Ethical Professional: Education and Licensing**
**Second item: Licensing Authorities**
? enables professions to enforce their rules by law.
(fill in the blank)
Licensing
76
**The Making of an Ethical Professional: Education and Licensing**
**Second item: Licensing Authorities**
For example, physicians can lose their license to practice if they do anything unlawful or unethical. Once such a license is withdrawn, a physician can still practice medicine.
(true or false)
false
77
**The Making of an Ethical Professional: Education and Licensing**
**Third item: Professional Codes of Conduct**
(describe)
* primary purpose of this is to **promote the public image of the profession** by specifying and **enforcing the ethical behavior** expected from its members
78
**The Making of an Ethical Professional: Education and Licensing**
**Third item: Professional Codes of Conduct**
Accordingly, and in most cases, professional codes consist of standards, norms, and rules of conduct that address the following areas:
(examples only)
*Moral and legal standards
* Professional–client relationship
* Client advocacy
* Professional–public relationships
* Sanction mechanics
* Confidentiality
* Assessment
* Compliance
* Competence
* Certified professional credentials for those professions that use certification
79
**The Making of an Ethical Professional: Education and Licensing**
**Third item: Professional Codes of Conduct**
In order for professional codes of conduct to be effective, a profession must institute a system of ?, ?, ?, ?, and ?. Codes without such systems in place are completely ineffective.
(enumerate)
* enforcement
* reporting
* hearing procedures
* sanctions
* appeals
80
**The Making of an Ethical Professional: Education and Licensing**
**Enforcement**
Experience and studies have shown that professions with ? have fewer discipline problems among their members than those with no codes or those with codes but without ?.
(fill in the blanks)
enforceable codes
enforcement mechanisms
81
**The Making of an Ethical Professional: Education and Licensing**
**Enforcement**
(describe)
* professions with fewer disciplinary problems have better images
* because the purpose of codes for any profession is to create and maintain a good image
* professions without codes, should come up not only with codes but also with enforcement mechanisms
* professions with codes and no enforcement system should add them
82
**The Making of an Ethical Professional: Education and Licensing**
**Enforcement**
It is common knowledge that laws, codes, norms, and/or guidelines are not obeyed until and unless some type of ? is in place.
(fill in the blanks)
enforcement machinery
83
**The Making of an Ethical Professional: Education and Licensing**
**Enforcement**
There are various techniques of enforcement, most of them with no civil authority. The most widely used are ?, ?, or ?.
(examples only)
professional ethics boards
standing committees
review boards
84
**The Making of an Ethical Professional: Education and Licensing**
**Enforcement**
The most widely used are professional ethics boards, standing committees, or review boards charged with the following:
(examples only)
* Drawing up the codes of ethics for the profession if none exist
* Revising codes if and when necessary
* Conducting education campaigns at the membership level
* Distributing copies of the codes to every member
* Developing disciplinary procedures
* Receiving complaints, conducting hearings, counseling members, and sanctioning members found guilty
* Promoting the image of the profession
85
**The Making of an Ethical Professional: Education and Licensing**
**Reporting of Grievances**
There are two main reporting procedures:
The first is the ? in which a complaint is reported first to the local chapters if it exists
(fill in the blanks)
typical organizational route
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**The Making of an Ethical Professional: Education and Licensing**
**Reporting of Grievances**
There are two main reporting procedures.
The second is the ? in which reporting can be done at any level, and then from there a complaint is forwarded all the way to the top.
(fill in the blanks)
short-circuit procedure
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**The Making of an Ethical Professional: Education and Licensing**
**Reporting of Grievances**
(describe)
* some professions, reporting must be done by a member of the profession in good standing and nobody else
* means that **concerned members of the public must report their complain to a member of the profession*, who forwards it to the committee
88
**The Making of an Ethical Professional: Education and Licensing**
**Reporting of Grievances**
In other professions, any member of the public can initiate a complaint with the ?
(fill in the blanks)
local professional board
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**The Making of an Ethical Professional: Education and Licensing**
**Reporting of Grievances**
(describe)
* whichever way, there **should always be a way to inform members of the profession** and the public on **the procedures of reporting** (who can and cannot file a complaint)
* there must be established channels
90
**The Making of an Ethical Professional: Education and Licensing**
**Hearing Procedures**
(describe)
* **difficult to generalize because of many factors** the hearing depends on (the nature, financial standing, structure of the profession, kind of enforcement procedures being used, penalty to be imposed)
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**The Making of an Ethical Professional: Education and Licensing**
**Hearing Procedures**
If there is no enforcement procedure or if the penalty is not significant, the accused member may not even appear for the ?.
(fill in the blanks)
scheduled hearing
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**The Making of an Ethical Professional: Education and Licensing**
**Hearing Procedures**
? should consider all these factors when drawing up the hearing procedures
(fill in the blanks)
Professions
93
**The Making of an Ethical Professional: Education and Licensing**
**Hearing Procedures**
(example only)
For example, hearings should be held at the profession’s nearest field office to save members from traveling long distances.
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**The Making of an Ethical Professional: Education and Licensing**
**Hearing Procedures**
If there is no ?, arrangements should be made to find
a location convenient to both the accused and the hearing committee members, and the hearing process itself should be short if possible.
(fill in the blanks)
field office
95
**The Making of an Ethical Professional: Education and Licensing**
**Sanctions**
(describe)
* If hearing committee **decides a member guilty**, then the committee **must come up with sanctions** to fit the violations
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**The Making of an Ethical Professional: Education and Licensing**
**Sanctions**
The committee may decide to recommend any one or a combination of the following: ?, ?, ?, and ?.
(examples only)
probation
revocation of certification
request for resignation
suspension from the profession at the member’s expense
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**The Making of an Ethical Professional: Education and Licensing**
**Sanctions**
If a ? option is taken, the committee must clearly specify the nature, duration, and conditions of the ?
(fill in the blanks)
(same answer)
probation
98
**The Making of an Ethical Professional: Education and Licensing**
**Sanctions**
(describe)
* there must be **a person to report to for all the requirements of the probation** including supervision
* after sanctioned member fulfills requirements of the penalty, a recommendation can be made to reinstate the member in good standing
99
**The Making of an Ethical Professional: Education and Licensing**
**Appeals**
(describe)
* profession **must have an appeal process on the books** for the sanctioned professional **not satisfied with the ruling of the committee or penalty imposed**
* guidelines should clearly state procedure for appeals
* the maximum amount of time an individual has between receiving a judgement and filling of the appeal
100
**The Making of an Ethical Professional: Education and Licensing**
**Appeals**
The time allotted for a judgment on the appeal should not be
stipulated.
(true or false)
false (The time allotted for a judgment on the appeal should also be stipulated)
101
**The Making of an Ethical Professional: Education and Licensing**
**Appeals**
(describe)
* profession **must state whether an appealing member should remain executing their duties or be prohibited** until the appeal is complete.
* in certain professions, **appealing members are either put on administrative leave, suspended, or allowed to carry on** with their duties pending the decision of the appeal
102
**Professional Decision Making and Ethics**
Now, we come to our third theme on professionalism and ethics: the process of professional decision making. Here, we focus on ? and ?.
(enumerate)
professional dilemmas
guilt associated with decision making
103
**Professional Decision Making and Ethics**
**Professional Dilemma in Decision Making**
? in decision making are quite common in the everyday activities of a professional.
(fill in the blanks)
Dilemmas
104
**Professional Decision Making and Ethics**
**Professional Dilemma in Decision Making**
The process of decision making resembles a mapping with ? and an ?.
(fill in the blanks)
(different answers)
input parameters
output decision
105
**Professional Decision Making and Ethics**
**Professional Dilemma in Decision Making**
The input parameters in the decision-making process are ?. To each premise is an ?. The mapping uses these values along with the premises to create an ?, which is the decision.
(fill in the blanks)
(different answers)
premises
attached value
output
106
**Professional Decision Making and Ethics**
**Professional Dilemma in Decision Making**
(examples only)
For example,
if I have to make the decision **whether to walk to church or take the car**, the set of premises might include, among others, time, parking, safety, and gas. The **values attached to these premises** are that **if I go by car, I save time, I need a parking space, walking is good exercise, and I need money to buy gas**. If I decide to walk, my decision might be based on a set of premises including health and money to which I may **attach the following values: Walking to church 1 day a month is good exercise, and it saves me money for gas.**
107
**Professional Decision Making and Ethics**
**Professional Dilemma in Decision Making**
The ? takes these premises together with the
values and outputs a logical decision. This ? is similar to the one we used in the ethics definition.
(fill in the blanks)
(same answer)
mapping function
108
**Professional Decision Making and Ethics**
**Professional Dilemma in Decision Making**
? in decision making are caused by questioning the values attached to one’s premises as inputs to the decision being made.
(fill in the blanks)
Dilemmas
109
**Professional Decision Making and Ethics**
**Professional Dilemma in Decision Making**
One’s input values may be clouded by conflicting codes of conduct, ?, and/or ?.
(enumerate)
advances in technology
incomplete or misleading information
110
**Professional Decision Making and Ethics**
**Professional Dilemma in Decision Making: Advances in Technology**
? in decision making may also be caused by advances in technology.
(fill in the blanks)
Dilemmas
111
**Professional Decision Making and Ethics**
**Professional Dilemma in Decision Making: Advances in Technology**
? in particular has created more muddles in the decision-making process than any other technology.
(fill in the blanks)
Computer technology
112
**Professional Decision Making and Ethics**
**Professional Dilemma in Decision Making: Advances in Technology**
(describe)
* Advances in computer technology create a multitude of possibilities that never existed before
113
**Professional Decision Making and Ethics**
**Professional Dilemma in Decision Making: Incomplete or Misleading Information**
(describe)
* not having all the information one needs before making a decision can be problematic
114
**Professional Decision Making and Ethics**
**Professional Dilemma in Decision Making: Incomplete or Misleading Information**
Consider the famous ?. **Two people are caught committing a crime**, and they are **taken to different interrogation rooms before they have a chance to coordinate their stories**. During the interrogation, **each prisoner is told that the other prisoner has agreed to plead guilty on all charges**. Authorities inform the prisoner that **agreeing to plead guilty on the charges as the other prisoner has done will bring him or her a reduced sentence**. But **rejecting the plea will of course mean that the accused is not cooperating with the investigation**, which may result in he or she receiving the **maximum punishment allowable**.
(fill in the blanks)
prisoners’ dilemma
115
**Professional Decision Making and Ethics**
**Professional Dilemma in Decision Making: Incomplete or Misleading Information**
Each prisoner has four recourses:
(examples only)
* Plead guilty without the friend pleading guilty, which would mean deserting a friend
* Refuse to plead guilty and the friend pleads guilty, which would mean betrayal and probably a maximum sentence
* Plead guilty and the friend pleads guilty, which means light sentences for both of them
* Both refusing to plead guilty and probably both receiving a light sentence or a maximum sentence
116
**Professional Decision Making and Ethics**
**Professional Dilemma in Decision Making: Incomplete or Misleading Information**
(describe)
* any option the prisoner takes is risky because of lack of information to enable them to make a wise decision
* **similar situations happens in professional life** when a 8*decision has to be made without enough information** within a time constraint
* the professional **must take extra care to weigh all possibilities** in the input set of premises and their corresponding values
* **taking everything into account and using the ethical framework** we developed can **help the professional in making decisions that are just, fair, and plain ethical**
117
**Professional Decision Making and Ethics**
**Guilt and Making Ethical Decisions**
(describe)
* in ethical decision-making process, decisions are made based on individual liberties and justice.
* to achieve this, individuals can use any other ethical theories to frame or make ethical choices that reflect the selected criteria.
118
**Professional Decision Making and Ethics**
**Guilt and Making Ethical Decisions**
However, whatever theory used, the outcome falls into one of the following three criteria:
(enumerate)
* Utilitarian criterion
* Rights criterion
* Justice criterion
119
**Professional Decision Making and Ethics**
**First criteria in Guilt and Making Ethical Decisions**
Utilitarian criterion
(describe)
* **decisions are made** solely on the basis of their **intended outcomes or consequences**
120
**Professional Decision Making and Ethics**
**Second criteria in Guilt and Making Ethical Decisions**
Rights Criterion
(describe)
* **decisions are made** based on the **set of liberties society enforces** such as the Magna Carta
121
**Professional Decision Making and Ethics**
**Third criteria in Guilt and Making Ethical Decisions**
Justice Criterion
(describe)
* reflects justice
* decisions are made so that they are fair, impartial, and equitable to all
122
**Professional Decision Making and Ethics**
**Guilt and Making Ethical Decisions**
? is our natural internal judgment system, punishing ourselves based on our moral standards or the group’s standards. So, ? therefore, plays a crucial part in ethical decision making.
(fill in the blanks)
(same answer)
Guilt
123
**Professional Decision Making and Ethics**
**Guilt and Making Ethical Decisions**
(describe)
* in decision-making process, guilt sets in right after the decision/choice is made
* guilt stays with the individual over a period of time, sometimes becoming cumulative
* may affect individual's future decisions
124
**Professional Decision Making and Ethics**
**Guilt and Making Ethical Decisions**
A ? re-examines his or her value set attached to all premises that come into play in the decision-making process.
(fill in the blanks)
guilty person
125
**Professional Decision Making and Ethics**
**Guilt and Making Ethical Decisions**
(describe)
* sometimes guilt produces doubts in values attached to the premises without new & better values
* excess of guilt could cause an individual to withdraw from society. could be more dangerous
* a withdrawn person may start to challenge the values attached to the premises as they try to justify the guilt, resulting in bad decisions being made
126
**Professional Decision Making and Ethics**
**Guilt and Making Ethical Decisions**
? causes decision makers to agonize over decisions.
(fill in the blanks)
Guilt
127
**Professional Decision Making and Ethics**
**Guilt and Making Ethical Decisions**
Although decisions are based on the outcome of an individual’s deliberations, considering all input parameters and attaching values to these premises calls for a thorough examination of each premise by the individual. This process is aided by the individual reflecting on these basic steps:
(examples only)
* Examining the ethically relevant issues, principles, standards, and practices
* **Determining the different parties** (and their special interests) who will be affected by the decision
* **Deciding on an alternative course of action** if and when the outcome of the decision is not what is expected
* **Considering the probable consequences** (short and long term) of each alternative on each of the different parties involved
* **Thinking of consulting with a trusted colleague** if the situation is complex, risky, or there is undue personal involvement
* **Determining how personal values, biases, beliefs, or self-interests influenced the decision** (either positively or negatively) and whether the consequences of the decision have been evaluated
* **Being prepared to assume responsibility for the consequences** of the action including correction of negative consequences.
128
**Professional Decision Making and Ethics**
**Professionalism and Ethical Responsibilities**
This is the last of our four themes in professionalism and ethics. We focus here on professionalism and ethical responsibilities that include ?, ?, and ?.
(enumeration)
whistle-blowing
harassment
discrimination
129
**Professional Decision Making and Ethics**
**First theme: Professionalism and Ethical Responsibilities**
Whistle blowing
(describe)
* gives the impression of an act of seeking public attention
* this is what we see in a sports event whenever a foul is committed.
* law enforcement personnel use whistles to draw public attention
* the purpose of this are the same as that in sports arena -- calling public attention on what is considered illegal or mismanaged act
130
**Professional Decision Making and Ethics**
**First theme: Professionalism and Ethical Responsibilities**
Whistle blowing
Whistle-blowing can be ?, in which case the attention is sought internally and remains within organizational channels, or it can be ?, in which case it alerts everyone.
(fill in the blanks)
internal
public
131
**Professional Decision Making and Ethics**
**First theme: Professionalism and Ethical Responsibilities**
Whistle blowing
(describe)
* Everyday people, especially employees, witness wrongdoing on the job
*
