Ethical Perspective Analysis

Ethical Perspectives

Margaret Michelle Doubt

ETH/316

August 26, 2013
Mary F. Carter

Ethical Perspectives

The two ethical dilemmas presented in the simulation involved possible sexual harassment in the workplace and the reporting of inaccurate scientific data. Using a five-step method referred to as the Baird Decision Model, one made the most ethical decision based on four different perspectives. The perspectives, referred to as the Rights and Responsibilities, Results, Relationship, and Reputation Lenses, required one to take into account various aspects when determining the best decision to make for each dilemma. In the case of the Mysterious Roses, the ethical issue presented in the simulation was how
Using the Rights and Responsibilities Lens, one attended to the context by reading all emails, carefully considering all information presented (University of Phoenix, 2013). Next one explored the values in tension to determine a proper statement of the issue (University of Phoenix, 2013). After stating the issue, one determined who were the stakeholders involved. Next the Director of Sales identified his or her duties owed to the stakeholder and determined the degree, low, medium or high, of the impact the decision would have on each stakeholder (University of Phoenix, 2013). In the next step, the Director of Sales acted with courage and chose what he or she believed to be the best option to resolve the issue (University of Phoenix, 2013). The final step was reflecting on his or her decision (University of Phoenix, 2013). However, when using the Results Lens, after attending to the context, properly stating the issue, and determining the stakeholders involved, one identified the ethical desires of each stakeholder (University of Phoenix, 2013). Next, the Director of Sales chose the best option combining his or her stakeholder impact analysis with his or her knowledge of what will satisfy each
Using the five-step process from the Relationship Lens perspective, one attended to the context by reading the emails, carefully considering the information presented, as well as determined the stakeholders involved (University of Phoenix, 2013). Next the Senior Scientist recognized the basic liberties, the right to notice, the right to voice, and the right to have contracts honored, of the members of the community (University of Phoenix, 2013). After recognizing the basic liberties, the Senior Scientist determined which two stakeholders were the most and the least advantaged, combined this knowledge with the identified basic liberties, and chose the best option for resolving the issue (University of Phoenix, 2013). The final step involved reflecting on one’s decision (University of Phoenix, 2013). When using the Reputation Lens perspective, after the Senior Scientist determined the stakeholders, he or she defined his or her own role according to his or her ethical values (University of Phoenix, 2013). Next the Senior Scientist acted with courage, choosing the most ethical option and in the final step, reflected on his or her decision (University of Phoenix, 2013). The Relationship Lens perspective leaned toward rationality, influencing the Senior Scientist to inform Doctor Waters the Senior Scientist will