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2. Are the high school recruits who accepted bribes from apparel companies and coaches
purely victims in this situation, or should their behavior also be considered unethical?
Explain your answer using one of the four approaches to deciding ethical dilemmas.
The decision by high-school recruits (and their parents/guardians) to accept bribes most
closely aligns with the individual approach to ethical dilemmas. It could be argued that
the bribes will help the athlete’s self-interest in the short-term (e.g., able to pay for
trainers, buy quality sportswear) and long-term (i.e., basketball career). The
3. What might the NCAA do to promote higher ethical standards among its schools,
coaches, players, and allies?
One option would be for the NCAA to directly protect the young players by providing
clear articulation of the rules, providing resources (such as legal counsel pertaining to
contracts), and being clear about consequences for breaking the rules. Without young
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period of time. The fine line here, of course, is that the NCAA does not want to devastate
college athletes’ careers (especially those entirely uninvolved in the wheeling and
dealing) by applying heavy sanctions.
4. How do you think the scandal has and will continue to affect customers, players’ attitudes
on the court, and NCAA sales?
In some ways, unfortunately, the NCAA is too big to fail. Considering it is a limited
number of teams that have gotten into trouble, the overall infrastructure of the NCAA will
5. What specific actions of various actors in the scandal eroded the trust the public had in
the NCAA?
The clearest and most documented actions that eroded the public’s trust in the NCAA
were the under-the-table payments made to agents, coaches, and parents. The payments
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LEGAL/ETHICAL CHALLENGE
SHOULD YOU APPLY TO HAVE YOUR STUDENT LOANS FORGIVEN?
Solving the Challenge:
1. Apply for loan forgiveness and hope that the broad language of the law will make an
exception for your state college education and loan. Besides, what’s wrong with asking?
2. Apply for loan forgiveness. After all, you aren’t benefitting from your education;
someone should have told you that you needed a graduate degree in psychology to get a
good job; and there is no clear definition of fraud.
3. Don’t apply. You were never promised a job, and you made the decision to major in
psychology. You could have chosen a field with more job opportunities.
4. Invent other options. Discuss.
Students may come up with creative interpretations of the law.
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TEXTBOOK EXAMPLES
EXAMPLE: Technology Changes Everything
This Example describes technology’s disruption of not only the service industry, but the world’s
YOUR CALL
Which technological change do you think is apt to affect you personally during the next decade?
What kind of strategies for change will managers have to adopt?
ADDITIONAL ACTIVITIES
One way to build on this Example is to have the students watch the video “Is Tech Making Us
Dumb?” This 4-minute video from a local news channel describes some of the skills that are
2. Assume that you are a manager, and you want to make your employees more comfortable with
3. Describe, using specific examples, the types of skills profiled in the video that may be
negatively impacted by technology. Would you add other skills to this list? Explain your point of
ONLINE
VIDEO
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EXAMPLE: The Whistle-Blowing Photographer
This Example details how Simon Edelman of the Department of Energy (DOE) took two photos
YOUR CALL
1. What are some of the reasons someone might become a whistle-blower?
2. Why would someone choose not to be?
3. What would you have done in Edelman’s position?
This discussion should be lively and based on the students’ own ethical depths.
ADDITIONAL ACTIVITIES
Depending on the size of your class, you can assign this activity to either individuals or groups.
Have the students go online and look up examples of whistle-blowers. They should choose one
story that interests them and prepare a quick presentation of the facts of the case, the outcomes
for the company, and the outcomes for the whistle-blower. (10 minutes)
Have the students present their findings (@ 5 minutes each).
Lead a discussion asking what similarities and differences they noted among the examples and
why these might occur.
Here are some examples of famous whistle-blowing cases if you prefer to assign names to the
individuals/groups:
Alayne Fleischmann, JP Morgan Chase
Kinicki/Williams, Management, 9e: Chapter 3 The Manager’s Changing Work Environment and Ethical
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Jeffrey Wigand, Brown & Williamson, tobacco industry
EXAMPLE: Corporate Social Responsibility: Salesforce.com Wants to Change the Way
the World Works
This Example profiles how Salesforce has adopted Business Conduct Principles and a Code of
Conduct that supports ethical business practices, anticorruption, antidiscrimination, and rejects
YOUR CALL
Do you believe corporate social responsibility really has benefits? Can you think of any highly
profitable and legal businesses that do not practice any kind of social responsibility?
Corporate social responsibility surely has benefits. These benefits do not only include human
and global benefits, such as reducing global warming or feeding the hungry, but also financial
ADDITIONAL ACTIVITIES
One way to build on this Example is to have the students watch the CBS This Morning segment
ONLINE
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3. Provide examples of what Marc Benioff likely believes are the economic, legal, ethical, and
philanthropic responsibilities of Salesforce.com.
Return.
EXAMPLE: Corporate Governance: Good and Bad: HD Supply Holding, Fox News
This Example tells two very different stories. The board of directors at HD Supply Holding took
note of hacking at Equifax and used it as the spur to examine their own company, beef up
security, and plug any gaps before their company, its owners, or customers could be damaged by
a cyberattack. This story contrasts with the actions of the board at Fox News when Bill O’Reilly
was accused of paying several women to hush accusations of sexual misconduct—behavior that
the board allegedly knew about but did not act on.
YOUR CALL
How would you compare the ethical values and standards that appear to be in place in each of
these two companies?
ADDITIONAL ACTIVITIES
Assign students to watch “If You Don’t Understand People, You Don’t Understand Business.”
This is a long video (30 minutes). However, Simon Simek is an inspiring and interesting
speaker. In this video Simek discusses trust. This is a great way to end the chapter.
ONLINE
VIDEO
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TEXTBOOK PRACTICAL ACTIONS
There are no Practical Actions for this chapter.
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SELF-ASSESSMENTS
SELF-ASSESSMENT 3.1
Assessing My Perspective on Ethics
This survey is designed to assess students’ views about ethics.
STUDENT QUESTIONS
1. Are your views more idealistic or more relativistic?
2. What do you think about students cheating on homework assignments in school? What about
cheating on exams?
3. Are your answers consistent with your score? Explain.
4. What can you say during an interview to demonstrate an ethical orientation?
SUPPLEMENTAL ACTIVITY
Students should be assigned to groups based on their Self-Assessment scores. Students with high
idealism scores should be grouped together, and students with high relativism should be grouped
together.
Each group should create a code of ethics for an organization of its choosing.
How can a stronger ethical climate be created through codification?
What types of employees would you be looking for?
Are there training programs that can be developed?
What types of rewards should be provided for ethical behavior?
What protections for whistle-blowers can be provided?
CAREER
READINESS
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SELF-ASSESSMENT 3.2
Assessing Your Attitudes toward Corporate Responsibility
This Self-Assessment measures students’ attitudes toward corporate responsibility.
STUDENT QUESTIONS
1. Where do you stand on corporate social responsibility?
2. What life events have influenced your attitudes toward corporate social responsibility?
Discuss.
3. Based on the three lowest-rated items in the survey, how might you foster a more positive
attitude toward social responsibility? Explain.
4. What can you say during an interview to demonstrate a positive attitude toward corporate
responsibility?
SUPPLEMENTAL ACTIVITY
Students should be assigned to groups based on their Self-Assessment scores. Students with a
positive attitude toward CSR should be grouped together, and students with a low attitude toward
CSR should be grouped together.
CAREER
READINESS
Kinicki/Williams, Management, 9e: Chapter 3 The Manager’s Changing Work Environment and Ethical
Responsibilities: Doing the Right Thing
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McGraw-Hill Education.
Return.