Ethical Leadership - Free Essay Example

Sample details Pages: 4 Words: 1295 Downloads: 6 Date added: 2017/09/12 Category Advertising Essay Did you like this example? ETHICAL LEADERSHIP This paper is an exploratory study on Ethical Leadership in the present Business environment which starts with the introduction to leadership and ethical leadership concept and explains about the components of ethical leadership which consists of purpose, knowledge, authority and trust. Also outlined about the modes of ethical leadership which comprises of inspiration, facilitation, persuasion, manipulation and coercion and followed by the best of the best Ethical Leaders identified in 2007. It also mentions about the world’s popular Ethical Companies of 2009. Finally, there are few guidelines mentioned for practicing the Ethical Leadership in today’s world. INTRODUCTION Leadership has been described as the â€Å"process of social influence in which one person can enlist the aid and support of others in the accomplishment of a common task†. Leadership remains one of the most relevant aspects of the organizational context. A leader is a person who influences a group of people towards a specific result. It is not dependent on title or formal authority. Don’t waste time! Our writers will create an original "Ethical Leadership" essay for you Create order Leaders are recognized by their capacity for caring for others, clear communication, and a commitment to persist. Good leaders are made not born. If you have the desire and willpower, you can become an effective leader. Good leaders develop through a never ending process of self-study, education, training, and experience. Generally, Ethics means Standards of conduct that indicate how one should behave based on principles about right and wrong. And Ethical leadership means keeping the lines of communication between you and those that you are leading open and strong. Those that you are leading should feel that they can come to you to discuss any problems that they may be having concerning the job at hand, at the very least. They need to know that you will hear them out, and that you will always make the fairest possible decision. An ethical leader would never promise something to someone and not follow through with it. Furthermore, ethical leadership means that the leader never gossips about other members of the group, or shares any private information about them with others. Real leaders concentrate on doing the right thing, not on doing things right. Components of Ethical Leadership Ethical leadership begins with the way leaders perceive and conceptualize the world around them. Ethical leadership, organizational ethics, and social responsibility are inseparable concepts. The leaders role is to guide the human potential of the organizations stakeholders to achieve organizational aspirations in ways that liberate rather constrain their imaginatio ns and judgment. Ethical leadership must, then, be effective, efficient, and excellent if it is not to waste human potential. It is not enough to be ethical in ones individual actions to be an ethical leader. To be effective, efficient, and excellent, four components of ethical leadership must be understood and developed: purpose, knowledge, authority, and trust. ? Purpose-The ethical leader reasons and acts with organizational purposes firmly in mind. This provides focus and consistency. ? Knowledge-The ethical leader has the knowledge to judge and act prudently. This knowledge is found throughout the organization and its environment, but must be shared by those who hold it. Authority-The ethical leader has the power to make decisions and act, but also recognizes that all those involved and affected must have the authority to contribute what they have toward shared purposes. ? Trust-The ethical leader inspires-and is the beneficiary of-trust throughout the organization and its environment. Without trust and knowledge, people are afraid to exercise their authority. The relationship between these four compon ents can be visualized as interrelated components, as described in the figure opposite. Attention to any one component alone is incomplete and isleading. Ethical Modes: It is often thought that ethical leadership must be soft leadership. Being an ethical leader means applying the right amount of authority in each situation. Sometimes the situation requires leadership that is anything but gentle. Gratuitously tough leadership, however, cannot be maintained for long without developing resentment and cynicism. It is helpful to think of the ethical leader as exercising authority within five modes or levels of intervention into the judgments and actions of followers: 1. Inspiration-Setting the example so that other committed members will contribute their fullest capabilities to achieve organizational purposes. 2. Facilitation-Supporting other committed members, and guiding them where necessary, so that they are able to contribute their capabilities as fully as possible. 3. Persuasion-Appealing to reason to convince other members to contribute toward achieving organizational purposes. 4. Manipulation-Offering incentives other than the intrinsic value of contributing to the achievement of organizational purposes, where commitment is lacking. . Coercion-Forcing other members to contribute some degree of their capability where they have little or no commitment to do so on their own. The modes of ethical leadership intervention depend in large part on the organizational culture. If the culture allows the organization to learn and grow within its environment, leadership may be largely inspirational. If the culture does not support organizational learning and growth within that environment, then manipulative, even coercive, leadership would be necessary. Moreover, the style of ethical leadership will vary with the degree to which it reflects the Organizational Culture and the urgency of its situation in the environment. Ethical leadership is a stewardship that preserves the aspirations and culture of the organization. It scans the community and develops and communicates organizational aspirations: the organizations core purpose, core values, and vision of a desired future and persuades, manipulates, and coerces its stakeholders to comply until the culture has adapted. Ethical leadership balances (1) achieving the organizational aspirations that are realistically attainable at this time with (2) developing the organizational culture over time. Ethical Leaders who made the difference in 2007 1. Stuart Rose, Chief executive, Marks Spencer, UK retailer Marks Spencer. 2. Lee Scott, Chief executive, Wal-Mart, the world’s largest retailer. 3. Patrick Cescau, Chief executive, Unilever, the consumer goods giant. 4. Anne Lauvergeon, Chairman of Areva, the French nuclear group. 5. Chris Harrop, Marketing director of Marshalls, the UK stone company. 6. Richard Ellis, Head of corporate social responsibility at Alliance-Boots 7. Noel Purcell, General manager of stakeholder communications at Westpac. 8. Mike Clasper, Former chief executive of BAA, the UK airports operator. 9. Chris Avery, Founder of Business-humanrights. org. 10. Fiona Harvey, Environment correspondent, the Financial Times. 11. Lala Rimando, Business editor, Newsbreak Magazine in Manila, Philippines 12. Christine Loh, Founder and chief executive of Civic Exchange, an independent, non-profit public policy think-tank in 13. Neelie Kroes, European Union competition commissioner. 14. Penny Wong, Australian senator and new climate change minister. 15. Bill Clinton, Former US president. 2009 World’s Most Ethical Companies 1. Honeywell International- USA †¢ Aerospace and Defense 2. Harris Corporation USA †¢ Aerospace and Defense 3. Nike- USA †¢ Apparel 4. BMW- Germany †¢ Automotive 5. Toyota Motor- Japan †¢ Automotive 6. HSBC UK †¢ Banking 7. Accenture Bermuda * Business Services 8. Hewlett-Packard- USA †¢ Computer Hardware 9. Unilever Netherlands/UK †¢ Consumer Products 10. Intel USA †¢ Electronics Semiconductors In Accenture’s ethics and compliance program, the company uses six â€Å"core values† of stewardship, best people, client value creation, one global network, respect for the individual and integrity Ethical Leadership- A few general guide-lines ? Ethical leadership requires a clear and coherent ethical framework on which the leader can draw in making decisions and taking action. ? Your ethical framework should agree with the ethical framework, vision, and mission of the organization or initiative. ? Ethics should be a topic of discussion. ? Ethics should be out in the open. ? Ethical thought must be connected to action. Ethical leadership is a shared process. Conclusion There is no one-size-fits-all style of leadership for all organizations. For that matter, there is no such style for any one organization at all points in its organizational life. The appropriate leadership style, then, depends upon the ethical context of the organization, its organizational culture, and the situation it finds itself in at any point in its organizational life. The specific organizational culture required, and the challenges it must face, are a function of its essential social responsibility and the dynamics of its larger community

Getting to Know Absinthe - 650 Words

La Fee Verte, the green fairy, the green goddess, all popular names for the spirit known as absinthe. However its referred to, absinthe has made a big name for itself throughout history, eventually leading to its banning, and is now making a come back. The name â€Å"absinthe† comes from the scientific name for its main ingredient Artemisia absinthium, or wormwood. Woodworm flavored wines date back to the Egyptians, who drank it for medicinal purposes as early as 1550 B.C. Ancient Greeks also consumed a woodworm flavored wine that may have been the predecessor of modern absinthe. (History.com) It was not until 1792 where it was first distilled in Switzerland by the French doctor Pierre Ordinaire. For five years the spirit was produced for its medicinal properties. In fact, French soldiers fighting in Algeria were administered absinthe to prevent malaria and dysentery. (Kitchen Doctor) These men sought out this cure-all in the bars and cafes of Paris, where it had gained a following among bohemians and the bourgeoisie. (Liquor.com) This demand was met with commercial absinthe production when Major Dubied bought the recipe from Dr. Ordinaire and proceeded to manufacture the spirit with his son-in-law, Henri-Louis Pernod, in Val-de-Travers, Switzerland. The venture proved to be profitable and Pernod in 1805 moved to a larger facility in Pontarlier, France. Although Pernod only distilled some 16 liters of absinthe when it first started, it only took a few short years forShow MoreRelatedA Case Study Of Vincent Van Gogh1723 Words   |  7 Pagesmadman† who had cut off his ear and given it as present to a prostitute. 1. Artistic beginnings. Van Gogh’s introduction to art was through his mother, who was an amateur artist, but his uncle was the one who actually helped him pursue his goals by getting Van Gogh his first art gig. 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Literature Review Digital Technology

Question: Discuss about theLiterature Reviewfor Digital Technology. Answer: The aim of the present paper is to make fruitful comparison as well as contrast between perceptions of different authors regarding the particular extent to which higher education students exploit opportunities provided by digital technology for the purpose of learning. In the era of digital technology, education has highly become digitalized as the use of varied digital tools and methods have proved to be efficient for the aid of both learning and teaching. Utilization of digital devices like mobile, tablets, personal computer, laptops and digital board have now become some of the essential classroom devices in most of the academic institutes. With the help of the aforementioned digital tools the procedure for learning and teaching has become easier, effective and more attractive. However, it has been identified that the easy accessibility to digital devices and their user-friendly nature are instigating numerous learners to exploit the use digital technology for the aid of learning (Lai and Hong 2015). Several researches have proved that instead of using digital technology for the purpose of learning, students are making negative uses of the technology, which are directly affecting their studies, cognitive development and their social behavior (Gallardo-Echenique et al. 2015). According to Beetham and Sharpe (2013), in terms technological advent, development of internet and its use has affected every aspect of the learners life. The utilization of digital technology and specifically the exploiting use of internet are increasing particularly among the higher education students throughout the world. As per Murray et al. (2014), it could not be neglected that with the persuasion of digital education and use of internet in the academic arena has successfully empowered the students in refining as well as sharpening their skills and knowledge in subject specific grounds. As mentioned by Mishra et al. (2014), the easy accessibility to digital tools and internet has opened a Pandoras Door of danger and addiction. On the other hand, based on Selwyn and Bulfin (2016), it is not a concrete truth that nowadays students of high education level are exploiting the use of digital technology. The aforementioned authors claim that under proper instructions and monitoring, m ost of the time students make proper use of ICT tools and online resource sites like Google, Wikipedia and VLE. In the context, it is essential to mention that the study of McCoy (2013), has indicated that students use of digital technology is highly influenced the particular approach adopted by their individual lecturers or educators. Over last few years, education has started to take an omnipresent place in the society as well as in the premise of education. According to Beetham and Sharpe (2013), the reason behind the ubiquitous position of digital technology in the premise of education is that digital technology provides easy access to information regarding any subject or any educational field. However, as opposed by McCoy (2013), among most of the students of US universities, the number of using digital technology for non-class purposes is higher that the number of using digital technology for educational purpose. The aforementioned authors have also indicated the fact that use of digital technology among students of Universities, colleges and high school is increasing for fighting boredom and for entertainment rather than for education. It has been further identified that in terms of consequence, more than 80% of the students using digital technology have been found to provide less attention to the class and on their education (McCoy 2013). Almost each of the authors of the considered articles have indicated a similar fact that says, the use of digital technologies as well as digital media create numerous challenges for the educators and the students regarding the problems of control, power along with authority. Furthermore, almost each of the authors has pointed out the fact that the possible chances of misusing the digital technology among higher education students is increasing because digital technology is gradually turning to be personally-owned and wireless. It means students are more getting accustomed to personalized, self-directed as well as empowering activities with the help of advancing digital technologies. Nevertheless, while Selwyn and Bulfin (2016), have strongly implied that exploitation of digital technology among higher education students is majorly dependent upon the approach made by the lecturers, Beetham and Sharpe (2013), have said that it is the advancing digital technology that should be blamed for the misuse. On the other hand, as pointed out by Lai and Hong (2015), the use of digital technology in classroom learning in higher education has been proving contentious. It is because most of the time, the school authorities are not being able to put an end to the exploiting use of digital technology among the students. However, according to Gallardo-Echenique et al. (2015), the most horrible consequence of using digital technology for non-class purpose is cyber-bullying, cyber-crime, development of frantic behavior and depression. As per the opposition made by Margaryan et al. (2011), the claims of students making negative use of digital technology is dependent upon the shiftin g expectation of the students as well as the patterns of learning and utilization of technology. Nevertheless, majority of the considered researches has pointed out that the reason behind misuse of digital technology is the increasing demand of children and their parents tendency to provide their children everything in the name of education. On the other hand, none of the considered authors have neglected the fact that the advancement of IT premise is bringing varied of new learning styles, which have the potentiality to act most conveniently in assisting students in their academic field. At the same time, none of them have ignored the possible consequence that with the advancement of IT tools, the possibility for juvenile crime like cyber bullying, illegal Photoshop and visit to improper video sites are enhancing (Murray 2014). Therefore, it can be said that instead of having different perception regarding the misuse of digital technology among higher education students, one similar point has been found out, which is there is the need for digital technology in learning and teaching. Though the extent to which higher education students can exploit the use of technology is difficult for the educators to estimate most of the time. References Beetham, H. and Sharpe, R., 2013.Rethinking pedagogy for a digital age: Designing for 21st century learning. routledge. Gallardo-Echenique, E.E., Marqus-Molas, L., Bullen, M. and Strijbos, J.W., 2015. Lets talk about digital learners in the digital era.The International Review of research in open and distributed learning,16(3). Lai, K.W. and Hong, K.S., 2015. Technology use and learning characteristics of students in higher education: Do generational differences exist?.British Journal of Educational Technology,46(4), pp.725-738. Margaryan, A., Littlejohn, A. and Vojt, G., 2011. Are digital natives a myth or reality? University students use of digital technologies.Computers Education,56(2), pp.429-440. McCoy, B., 2013. Digital distractions in the classroom: Student classroom use of digital devices for non-class related purposes. Mishra, S., Draus, P., Goreva, N., Leone, G. and Caputo, D., 2014. The impact of internet addiction on university students and its effect on subsequent academic success: A survey based study.Issues in Information Systems,15(1), pp.344-352. Murray, D.L., 2014.A survey of the practices and perceptions of students in one catholic high school on the use of the internet regarding safety, cyberbullying, and sexting. University of San Francisco. Selwyn, N. and Bulfin, S., 2016. Exploring school regulation of students technology userules that are made to be broken?.Educational Review,68(3), pp.274-290.