Misrak TVET College

Training, Teaching and Learning Materials Development

Misrak TVET COLLEGE
under
Ethiopian TVET-System
INFOM!TION TEC"NOLO#$
%&''OT %EVICE
Level I
LEARNING GUIDE # 33
&nit o( Competence) Demonstrate *ork values
Module Title ) Demonstrating *ork values
L# Code ) ICT IT%+ M+, L,- --
TTLM Code ) ICT IT%+ TTLM+, ,.++
LO -) Deal *ith ethical pro/lems
Learning #uide Date) ,.01,+2 'age 1 o( 2
+
st
evision !uthor) ICT, IT 3 Misrak TVET College
Misrak TVET College
Training, Teaching and Learning Materials Development
INTRODUCTION Learning Guide # 33
This learning guide is developed to provide 4ou the necessar4 in(ormation regarding the (ollo*ing content
coverage and topics 3
"o* to deal *ith ethical pro/lems
This guide *ill also assist 4ou to attain the learning outcome stated in the cover page5
%peci(icall4, upon completion o( this Learning #uide, 4ou *ill /e a/le to 3
!ccess and appl4 compan4 ethical standards, organi6ational polic4 and guidelines on the prevention
and reporting o( unethical conduct in accordance *ith transparent compan4 ethical standard,
policies and guidelines5
eport and7or esolve work incidens!siuaions in accordance *ith compan4
protocol7guidelines5
&se resolution and7or re(erral o( ethical pro/lems identi(ied as learning opportunities
Learning Aci"iies
+5 ead the speci(ic o/8ectives o( this Learning #uide5
15 ead the in(ormation *ritten in the 9In(ormation %heets +: on page -5
-5 !ccomplish the 9%el(0check: in page 25
25 I( 4ou earned a satis(actor4 evaluation proceed to 9Lap Test: on pages .5 "o*ever, i( 4our rating is
unsatis(actor4, see 4our teacher (or (urther instructions or go /ack to Learning !ctivit4;+5
.5 Do the 9L!' test: <i( 4ou are read4= and sho* 4our output to 4our teacher5 $our teacher *ill evaluate
4our output either satis(actor4 or unsatis(actor45 I( unsatis(actor4, 4our teacher shall advice 4ou on
additional *ork5 >ut i( satis(actor4 4ou can proceed to Learning #uide -25
$our teacher *ill evaluate 4our output either satis(actor4 or unsatis(actor45 I( unsatis(actor4, 4our
teacher shall advice 4ou on additional *ork5 >ut i( satis(actor4 4ou can proceed to the ne?t topic5
Learning #uide Date) ,.01,+2 'age # o( 2
+
st
evision !uthor) ICT, IT 3 Misrak TVET College
Misrak TVET College
Training, Teaching and Learning Materials Development
In$or%aion &'ee 1 (ow o dea) wi' e'ica) *ro+)e%s
Raising E'ica) Issues a ,ork
esponding to intense pressure (or short0term results, people *orking (or corporations
o(ten cut corners that the4 shouldn@t5 Ae use all kinds o( rationali6ations to e?cuse these
/ehaviorsBever4thing (rom Cever4one does itC to Cno/od4@s getting hurt /4 thisC to CI@d get (ired
i( I complained5C
Most o( us *ant to /ehave ethicall4, and *e also kno* *hen something isn@t right5 >ut it
can /e ver4 hard to speak up in support o( our /elie(s5
(ere-s 'ow .ou can dea) wi' e'ica) issues in 'e work*)ace/
0irs1 reali6e that ethical dilemmas are a normal and predicta/le part o( 4our 8o/5 Ever4
manager, ever4 (inance o((icer, ever4 marketing pro(essional has to sort out comple? <or not so
comple?= ethical issues5 It goes *ith the territor4, and recogni6ing this reduces the stress that
can limit 4our con(idence and capa/ilit4 to address these issues e((ectivel45
&econd1 treat an ethical issue like an4 other /usiness issue5 Don@t make sel(0righteous
little speechesD instead, marshal 4our evidence and arguments, (igure out *ho 4ou need to talk
to, and then make a strong /usiness case (or doing the right thing5
T'ird1 tackle the rationali6ations head0on5 I( Cever4one reall4 does it,C *h4 do *e have a
polic4 against this /ehaviorE I( Cit@s not hurting an4one,C *h4 have customers sued other
companies (or this same practiceE !nd so on5
0our'1 learn to pla4 to the ps4chological /iases o( 4our listeners5 For e?ample, people
have trou/le (ocusing on long0term conseFuences, so tr4 to identi(4 short0term *ins that *ould
result (rom more ethical /ehavior5 "o* 4ou (rame a pro/lem makes a di((erence5 'articipants in
a recent class discussion a/out a potential product recall over sa(et4 concerns /ecame more
open to the idea *hen the Fuestion put to them (ocused on ho* the4 could cra(t a message (or
the press and the /u4ing pu/lic, rather than *hether that message *as the ethical approach to
the situation5
Ahen raising an ethical issue, people seem to /e most e((ective *hen the4 script *hat
the4@ll sa4 and ho* the4@ll proceed5 It o(ten helps to get some peer coaching, as *ell5 It occurred
to me recentl4 that it might /e interesting to do some scripting and peer coaching in this space
<anon4mousl4, *here appropriate=5
Aith that in mind, I invite 4ou to share a stor4 o( a time *hen 4ou (ound a persuasive
argument or approach (or voicing 4our values5 !lternativel4, share a situation 4ou@re thinking
a/out right no* <*ith details disguised, o( course= and invite suggestions (rom peers (or ho* to
deal *ith it5
Learning #uide Date) ,.01,+2 'age 3 o( 2
+
st
evision !uthor) ICT, IT 3 Misrak TVET College
Misrak TVET College
Training, Teaching and Learning Materials Development
&e)$2C'eck 1 ,rien Tes
Name:____________________ Date:_________________
Instruction: Answer all the questions listed below, if you have some clarifications- feel free to ask your teacher.
1. 333331 reali6e that ethical dilemmas are a normal and predicta/le part o( 4our 8o/5
#ive e?ample
2. 33333331 learn to pla4 to the ps4chological /iases o( 4our listeners5 #ive e?ample
3. 33333333331 treat an ethical issue like an4 other /usiness issue5 #ive e?ample
4. 3333331 tackle the rationali6ations head0on5 #ive e?ample
.5 people *orking (or GGGGGGGGGGG o(ten cut corners that the4 shouldn@t
$our teacher *ill evaluate 4our output either satis(actor4 or unsatis(actor45 I(
&nsatis(actor4, 4our trainer shall advice 4ou on additional *ork5 >ut i( satis(actor4, 4ou
can proceed to the ne?t topic5
Learning #uide Date) ,.01,+2 'age 4 o( 2
+
st
evision !uthor) ICT, IT 3 Misrak TVET College