Moral Challenges of Ethics Support Staff. Developing a Moral Compass for Facilitators of Moral Case Deliberation

"Ethics support staff often help others to deal with moral challenges. However, they themselves can also experience moral challenges when practicing ethics support. Facilitators of Moral Case Deliberation (MCD) sometimes for example experience ethical questions when it comes to (breaking) confidentiality. Facilitators might find themselves compelled to intervene or act upon things they hear or see whilst facilitating a MCD. For example, a MCD facilitator finds out that a participant does something illegal. Or, what to do if a MCD facilitator is asked to inform the Inspectorate about details of a MCD? When is a facilitator allowed or obligated to break confidentiality and share information with others? How to make such a decision? And, if allowed to break confidentiality, how to do this in a morally sound way? Currently there are no moral guidelines on how to act upon these questions. We conducted empirical research that explores moral challenges of MCD facilitators related to confidentiality and develops a moral compass which provides directions to approach these challenges. Data collection consists of three complementary methods: * analyses of 3 a 4 audiotaped and transcribed MCD sessions about how and when to break confidentiality; * in-depth interviews about the topic; * focus group to validate the findings and co-create a moral compass. In our presentation, we will reflect upon both the theoretical and normative considerations concerning confidentiality in ethics support and the empirical results of this study. Furthermore, we will present a preliminary version of a moral compass in order to strengthen the moral competency of MCD facilitators. "

Dominant Management Logics of Siyasetnamas – A Moral Management Perspective

This article examines the management perspectives in Islamic political history, which can contribute to the contemporary management and organizational knowledge (MOK). It attempts to find out the taken-for-granted assumptions and arguments that shape the Muslim scholars’ management perspective in history. To this end, political treatises in Islamic history (namely, 'siyasetnamas') and their managerial arguments are scrutinized through content analysis. By determining underlying dominant logics -assumptions that most siyasetnamas refer to- this article allows us a mental exercise to step out of the Western mindset, which is thought to be the best, and the only way to understand MOK and tries to introduce a moral management perspective from the history of Islam. Our results indicate that siyasetnamas’ dominant management logics could provide valuable implications to MOK with their emphasis on (i) considering society as the real owner of entities, (ii) having additional societal responsibilities, and (iii) moral competency of organizational actors.

Konstanz Method of Dilemma-Discussion (KMDD®) an its application in the process of ethical education of psychologists

Psychologist are the representatives of a profession in which a wellbeing of a person is the paramount. Helping activity requires of psychologists to follow not only professional ethics but also moral norms. Not rarely do psychologists face the necessity to consider moral dilemmas connected with the practice of delivering psychological services. In such cases, a psychologist should be able to use not only professional knowledge, but also a moral competency allowing him or her to put in practice the assumptions of autonomous morality which is in agreement with his or her personal and professional identity. It is hard to find formal programs of stimulation of moral competence dedicated directly for psychologists. However, there is a possibility of using Konstanz Method of Dilemma-Discussion (KMDD®) in order to achieve this goal. Konstanz Method of Dilemma-Discussion developed by professor Georg Lind from the University of Konstanz – a student and a critic of L. Kohlberg – is used in many countries all over the world in order to increase the level of moral development by developing moral competency mainly in the area of education. An increasing interest of researchers in the method also results in searching for new possibilities of applications of the method. An example of such application would be an area of psychologists’ work. The article aims to promote the KMDD® method in the course of ethical and professional education and self-development of psychologists.

The level of moral competences of pre-service PE teachers – a reason to worry?

Summary Study aim: The main purpose of this study was to examine the level of moral competences of 437 pre-service physical educa­tion (PE) university students. It was also designed to evaluate the level of moral competency and the correlations with factors (i.e. Parents, Religion, School education, PE teacher, Sport coach, Studies, Media and Peers) potentially influencing moral development in pre-service PE teachers. Material and methods: The study included data collected in 2017 from 216 male and 221 female students aged 21.5 ± 1.85 from the faculty of Physical Education in Poznań, Poland. The students were categorised into three levels of moral competences, after which possible correlations between the factors influencing moral development were examined. The Moral Competence Test (MCT) survey was used to measure the ability to rate arguments by their moral quality. Participants were requested to confront two moral dilemmas and agree or disagree with the statements which were presented to them. Results: The results suggest that a vast majority of students (78.7%) present a very low level of moral competences, and with regard to the factors influencing moral development, the lowest value was attributed to PE teachers. Moderate positive correla­tions were found between School education and PE teacher, and between Sport coach and PE teacher. Conclusions: The findings indicate the need for more attention to be paid to moral education in teacher training in PE.

Fostering workplace respect in an era of anti-Muslimism and Islamophobia

PurposeThe marginalization of Muslims can foster anxiety, anger, or fear in the workplace. Such negative reactions may prompt incivility among coworkers, denigrating a thoughtful regard for others. While legal protections are intended to promote fairness, mandates do not always prevent discrimination. As a result, management needs to frame anti-Muslimism as an ethical issue and proactively cultivate environments that support respect. The paper aims to discuss these issues.Design/methodology/approachTo understand how anti-Muslimism may emerge in organizational settings, this work defines Islamophobia and examines how it manifests as workplace discrimination. The extant literature on the subject and a sample of anti-Muslim discrimination cases are studied to better understand this phenomenon.FindingsAn analysis of representative Equal Employment Opportunity Commission cases shows that a lack of accommodation for religious practices is a major ethical issue. Management can proactively address value tensions by creating safe spaces for organizational learning. Balanced experiential inquiry is offered as a process to help employees reveal their embedded biases through personal reflection and collective inquiry.Practical implicationsIf managers intend to encourage equity and inclusion, they need to foster organizational learning that tackles emerging forms of discrimination like Islamophobia. A sustained focus on moral development becomes an imperative toward establishing an ethical climate and a workplace that fosters respect for all organizational members.Social implicationsBecause organizations are at the intersection of business and society, it is incumbent upon managers to create environments that reject hostilities toward those who may be perceived as different.Originality/valueIn today’s sociopolitical climate, the concern of discrimination toward Muslims is a mainstream ethical issue. A compliance-based approach to advance organizational ethics is not enough. The authors present a way forward, building moral strength through moral competency.

Profil Akhlak Guru Pendidikan Islam Di Malaysia (Islamic Education Teacher Profile In Malaysia)

Islamic Education Teacher (GPI) is the best character models to form a morality society. Great responsibility that held by GPI need discipline and seriousness to perfome as akhlaq Prophet (PBUH). The quality GPI is crucial to the success of the educational philosopy. However, there were some issues and doubt of the community with the role of GPI that triggers the credibility of GPI akhlaq. In fact, the study of moral competency of GPI somewhat less implemented because most studies focused on teaching practise, motivation and training of Islamic Education Teacher. Thus, this study was designed to examine akhlaq of Islamic Education Teacher as well as focusing to the item that is hard and easier done base on the stage of their ability. Overall, GPI’s morality level is good and the analysis by demographic shown that women GPI have better morality than men’s GPI. GPI teaching in primary schools also demonstrates more competent moral level than GPI who teach in secondary school. GPI teaching in the southern region is also have better morality compared to other regions. The use of Rasch Model as a modern analysis can visualised the akhlaq profile completely.