MILT110 – Week 1 Materials

COURSE INFORMATION

Course Code: MILT110 Course Name: Military Ethics

Week Number: 1 Week Title: What is Ethics?

THIS WEEK’S COURSE OBJECTIVES

The objectives to be addressed in this week’s topical material, assignments, and Web resources are as follows:

Objective Cognitive Domain / Bloom’s Level

1. Define ethics and explain ethical theory and application in decision making. Comprehension

2.

3.

COURSE READING ASSIGNMENT

The reading assignments should provide support for the students in completing the course.

Author’s Last Name and Chapter Number(s): Dower, Chapter 1, Sections 1, 3, 5, and 7.

OPTIONAL TALKING POINTS

List 3–5 topics for study and discussion that support the objectives and assignments.

Define ethics and discuss the different philosophies that feed ethics such as religion, policy, or order.

Review military codes and honor.

Present ethical decision making model for the students.

Present examples using the decision making model.

ASSIGNMENTS

All assignments must be submitted in this template. Compete the following for each week:

Course Objectives: All course objectives must be covered by at least one assignment. Task Description: This is the text for the actual assignment. It should include a real-world situation and enough

specific information for the student to successfully complete the assignment. Deliverable Type and Length: Students should be asked to submit a real-world deliverable, such as:

o 3,500–4,000 marketing plan

o 15-slide presentation

o 700–1,000 strategic plan Model Answer: Provide a model answer to be used by the instructors in grading the assignment. Rubric: The grading rubric is a working guide for students and instructors. It is used to improve student performance

by making instructor expectations transparent and allows assignment to be more objective and consistent.

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MILT110 – Week 1 Materials

Week 1 Discussion Board (DB2)

This assignment addresses the following course objective(s):

Cognitive Domain Course Objective

Comprehension Define ethics and explain ethical theory and application in decision making.

Task Description:

Define Ethics, you will need to go beyond a dictionary definition and explain what ethics means to you.Where have you encountered ethical issues? Consider times during training, combat, or even when off-duty in the civilian world.What did you do about your scenario and how did ethics come into play?

Deliverable Type and Length:

Within the Discussion Board area, write 3–4 paragraphs that respond to the following questions with your thoughts, ideas, and comments. This will be the foundation for future discussions by your classmates. Be substantive and clear, and use examples to reinforce your ideas.

Model Answer:

Also known as the grading criteria, the model answer is something instructors will use while grading assignments. It functions as a high-level example of what they should expect from students, and it works in conjunction with the rubric.

The student should provide a standard definition either from the book or from the dictionary. They should then go beyond that and discuss the philosophy and potentially issues of morality. Some students may discuss codes of conduct or religion.Students will need to share of a time when they have had to act when faced with an ethical dilemma. There is not right answer here but should discuss the background, who was involved, what made it an ethical dilemma, and how they worked through it.

Week 1 Individual Project (IP)

This assignment addresses the following course objective(s):

Cognitive Domain Course Objective

Comprehension Define ethics and explain ethical theory and application in decision making.

Task Description:

Based on the reading and your own research discuss how ethics has a place in the military. Consider if following in your argument:

Following orders Perception of the military Personal and personnel safety Collateral damage

You will need to present a solid argument about how and where ethics fits in.

Deliverable Type and Length:

Write 2 – 3 pages to fully explain your thought process to adequately address the dilemmas posed by the scenario. Be sure to address all points of view and explain yourself fully to justify your position.

Model Answer:

Also known as the grading criteria, the model answer is something instructors will use while grading assignments. It functions as a high-level example of what they should expect from students, and it works in conjunction with the rubric.

1. There is no right or wrong answer. Students will need to present a justified argument for their position. They should discuss what ethics is, where it fits into the military, and there should be examples to support their position.

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WEB RESOURCES

Provide a minimum of five Web resources for each week. Please provide the resource title, URL address, and a descriptive line or two for each.

• Do not include biased descriptions of websites (e.g., avoid stating “This is a great website…”). • Do not provide deep-linked websites. If you want students to access a PDF, provide instructions so they can navigate to

it from the website’s Home page. • Do not provide links to websites that require subscriptions or login information. • Do not include websites that are based on community knowledge such as Wikipedia or about.com as they are not

considered reliable or authoritative for our purposes.

Web Resource 1 - Checked

Title Military OR Ethics

URL

http://www.airpower.au.af.mil/Select the Archives tab at the top of the pageOn Air & Space Power Journal archives page choose the Summer 2003 Digital Archive Scroll down to the Features section and open the article Military OR Ethics by Dr. James H. Toner.

Description Military ethics is about knowing what is true and then doing what is right.

Web Resource 2 – Checked. Waiting for either instructions to reach the pdf or a new URL

Title Making Ethical Decisions-A practical model

URL http://www.au.af.mil/au/awc/awcgate/fbi/ethical_dm.pdf

Description

Web Resource 3 – Checked

Title Virtue Ethics

URL http://www.ethicsmorals.com/ethicsvirtue.html

Description

Web Resource 4 – Checked

Title Ethics in Decision Making: Does it play a role?

URL http://www.more-for-small-business.com/definition-of-ethics.html

Description

Web Resource 5 – Broken link

Title Values, morals and ethics

URL http://changingminds.org/explanations/values/values_morals_ethic

Description

Topical Material

As part of our new direction for MUSE support material, we are trying to design 3 different types of materials to support the student in their assignments.  Below is a definition of each type:

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MILT110 – Week 1 Materials

Infographics – A visual depiction of multifaceted information or data.  If you are unfamiliar with this concept, try this website:  http://dailyinfographic.com/.  It has infographic examples that cover all kinds of topics. Content for development of

Educational Web Videos – A web based video providing knowledge transfer to the student.  Examples are videos from TEDTalks or Khan Academy.

Interactive Web Activity – A website where the students can actively practice what they are learning for the unit\phase. I do have some examples if you need some ideas.

Each unit should contain one Infographic, two – four Web videos and one Interactive activity  There is a brief description at the top of each of the table to guide you on the criteria to use when choosing suitable material.

If you have additional, original, text material that you want to provide to support the student, you can submit that in a separate document.  Be sure if you are using any sources for this material, that you provide APA citations.

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TOPICAL MATERIAL – Web Activity -

Provide an interactive website that will support this unit’s assignments. Students need to actively practice what they are learning in this unit. The activity should come from an original and reliable authoritative site, and should not be based upon opinion but upon knowledge transfer. As a guideline, the target length of the activity should not exceed 30 minutes. Access to the activity should not require students to register or provide any personal information.

Web Activity 1

Title      

URL      

Description      

TOPICAL MATERIAL – Educational Videos

Provide two current and relevant videos from the Internet that will support this unit’s assignments. The video should come from an original and reliable authoritative site, and should not be based upon opinion but upon knowledge transfer. As a guideline, the target length of the video should not exceed 30 minutes.

The following list represents guidelines and important points to keep in mind as you complete this section:

Providers of original and reliable authoritative videos would include but not be limited to Khan Academy and TED Talks.

Websites that are based upon a community of knowledge providers such as Wikipedia, Ask.com, About.com, etc. are not considered reliable sources.

Video access should not require students to register or provide any personal information.

Video 1 – Checked

Title Honorable Service Theme Video

URL http://cape.army.mil/videos/honorable-service-theme-video

Description Active ethics page and has videos under the learning resources and has short videos on varied scenarios and how to handle the situation

Video 2 – Checked

Title Living the Army Ethic

URL http://cape.army.mil/aaop/living-the-army-ethic/

Description

This provides multiple scenarios of treatment and ethical behavior that can impact morale and effective operations. It also provides after video questions involving the decision making process and how to resolve the scenario.

1. Click on the learning resources tab2. Select any of the situational videos that discuss issues that may arise

Video 3– Checked

Title Cape Ethical Decision Situations – Situational Judgment Test

URL http://cape.army.mil/sjt/

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Description      

Video 4 – Checked

Title Army Ethics

URL http://www.aschq.army.mil/gc/links/ethics.htm

Description

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TOPICAL MATERIAL – Infographic

Information in this section will be used to create an infographic that will help students complete assignments. An infographic is a visual depiction of multifaceted information or data. Images, rather than text, are predominant and help to summarize the information.

The following list represents guidelines and important points to keep in mind as you complete this section: The Text Script section will be used for an audio version of the infographic. Identify five (5)

fundamental points or facts that are relevant for students. Provide headings for paragraphs and use them to separate different sections of material.

The Outline section will be used to communicate the most important points from the text script to multimedia. The outline should contain important data or statistics covering each sub point.

Use the References section to cite all direct sources (quotes) or indirect references (concepts). Material properly cited is our legal protection from plagiarism. Use APA style and be sure to include in-text citations.

Text Script (350-450 words)

     

Outline (150-200 words)

Provide a one sentence overview of the topic here.      

I. Topic OneA.B.C.

II. Topic TwoA.B.C.

III. Topic ThreeA.B.C.D.E.

IV. Topic FourA.B.

V. Topic FiveA.B.

References

Production Notes

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TOPICAL MATERIAL

The topical material should include an introductory paragraph that sets the topics in the context of the course and the course objectives. Please share your experience and expertise on the topics and concepts in real-world situations.

The topical material must be specific to the objectives and topics covered in each week. This material can include images, sample documents, audio, visual, etc. It is not limited to just text. Our ID will then review that content and determine the most educationally sound delivery method for the content.

Use the areas below to submit your activity concepts and topical material using the following guidelines:

Provide headings for paragraphs and use them to separate different sections of material. If you use sources directly (quotes) or indirectly (concepts), be sure to cite at the end. Please remember that

referencing material properly is our legal protection from plagiarism. Use the appropriate citation style, either APA or MLA, and be sure to include in-text citations.

Topical Material – 1500-2000 words to support assignments

In this week’s assignments we are tasked with looking at times when ethics and moral standards may be tested. It is within this test that we find intrinsic value of our upbringing, cultural differences, and the moral DNA that each of us hold. It is often stated that business ethics is a misnomer. In other words, business and ethics do not go hand-in-hand. This cannot be further from the truth. Businesses that reflect the highest moral character, also show the highest returns from business by utilizing transparent communication and building trust. So the values that are instilled from solid military training are to be seen in our day-to-day living as well. Ethics can be seen from varied points of view. Whether that is teleological or deontological the approach is either linear or parallel. But it is not the ethical and moral differences that we each encompass, but rather that compass within organizational values or military guidelines.

When encountering an ethical situation, the true test is not to be judged upon right or wrong. That is in the eyes of each individual and not within the course of military doctrine, laws, or organizational policies and procedures. There are five types of power that each of us at one time come into contact with or yield. That is legitimate (the position you hold of given authority) coercive and reward (extends from the legitimate position), expert (power based upon knowledge such as your doctor or lawyer) and finally referent (the position as the one people come to base upon what they hold in experience and knowledge, but not in any recognized leadership position).

When you find someone in authority that abuses or misrepresents a legitimate position of power it is there that your courage withstands the test of time. The ability for soldiers to understand these concepts lie within the base training that they have received. That training must also be based upon a soldier’s level of competence. The level of training and need for ongoing training is derived from their state and level of readiness psychologically.

The first level is unconscious incompetence: this means we don't know what we don't know. As soon as we find out the areas we were not aware, we have hit the second level of readiness called conscious incompetence: which means we know, but do not have the test of time or current knowledge to make any corrective change. After time in training, we are able to move to the third level of readiness, which is conscious competence: which means we have an ability to handle the responsibility, but have to think about it every time we do so. Ultimately, through training and repetition we get the fourth level of readiness, which is unconscious competence: this means we are able to make decisions or actions unconsciously based upon training and practice.

Combined with your moral DNA, which in essence is three ways that we process our decision-making. We leverage predominately one and then utilize the last two as outlying support. The three levels are principled conscious, which means how we feel, our education, and experience guide that our decision should be made regardless of the rules or laws abiding. The second is social conscience, which includes societal concepts, laws, and the belief for the greater good of many people. And the third is rule compliance, which, as it’s stated, our decisions are based upon rule obedience first and foremost. Our internal ethical drivers or cultural upbringing in history, plus training combined with our moral DNA allows us to make decisions inside or outside the scope of policies and procedures. It is knowledge and that no one follows the exact same course of actions from these historical events that we will educate and train through the four stages of learning, so each individual can better grasp the decision that needs to be made based upon organizational philosophy, laws, and military doctrine.

The varied scenarios that have been applied in the assignments for week one are adhering to the philosophies mentioned above. Soldiers are very aware of UCMJ and the results of their actions can incur coercive or punitive action based upon the third type of power. That fear or acknowledgement doesn't necessarily alter their path or decision. We have to also consider the impact upon others, based upon the decision of one or very few.

In general business practice disparate treatment versus disparate impact leverages a very high percentage of EEOC cases

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that are filed every day. Disparate impact means that our treatment of someone is based upon the job itself and therefore may prevent them from doing the job are being part of the process though the actions were not intentional not discriminatory, just purely job or action based need. The individual is impacted yet only because they are unable to do the job or process by something that prevents them physically or mentally and therefore cannot meet the job BFOQ’s or Bona Fid Occupational Qualifiers that drives the job description as an example. Disparate treatment means that there was nothing legitimate in the actions or the treatment itself and therefore, discrimination or alienation on face value. By a high percentage it is not the desire of any organization or the desire of any military branch to violate someone’s personal belief or go against codes of conduct. It is rather the inability to properly evaluate someone, promote them to heightened levels of responsibility without adequate training, or not monitor growth properly. Actions such as this often results in disparate treatment by the actions of individuals not by design or structure integrity.

Remember that all actions taken by individuals or as groups still involve basic psychology of human dynamics. It is the foundation of trust or lack of trust that strengthens or erodes the relationship. The actions are based upon body language and tonality at over 90% of the communication process instead of the actual words that may be spoken. The daily process of working with someone and realizing that is not necessarily what is said, but how it is said or maybe what's not said all. Trust or what is called an engaged employee increases efficiency, productivity, and final product or service by over 50%. This can also be eroded or reduced by 50%. Once we have violated trust we find ourselves with a fully disengaged employee or soldier.

Once we have acknowledged consistent behavioral changes we should then realize this is a reflection of organizational behavior and mismanagement from leadership, and therefore significant corrective action must be taken. The elements within each of these scenarios give us moments to pause and make a decision based upon guiding principles and training. But is the elements of fear, concern for another, which can fall into your ethical thought process, can alter what makes a correct or incorrect decision. Remembering the actions of one or in many cases the inactions of one can erode the baseline trust of everyone within the units and subsequently the organizational structure. The adage that trusts can take forever to gain, and a second to lose definitely applies here.

A hostile work environment in the civilian world is not generally created when an individual is in fear of any physical repercussion. Therefore, the term hostile might be misleading. A hostile work environment means that that individual or group of individuals is unable to perform at the same level they have in the past, based upon an event or series of events that they have witnessed, heard, or been part of and therefore inhibits their cognitive ability on a daily basis.

There is a philosophy called the billboard or newspaper principal, which reads that any action you take or do not take in an event that you would not feel comfortable having posted on the front page of a newspaper on the local billboard by major freeway because it would make you feel uncomfortable. This ethical philosophy is one that should be considered when ethics and actions are to impact decisions that should be guided by doctrine or policies and procedures. Whether you take a linear process, which means that you are considering what the end result must be based upon action, or process that is parallel, in which each action has a determinate ending and weighted one against the other to determine the best moral decision is made, is not relevant here.

It is only relevant when adding doctrine or policies and procedures. All actions, and therefore decisions are subjective without guidelines. It is within the knowledge of doctrine and policies and procedures that allow the decision-making process to be very clear, concise, and at the level of unconscious competence were the right decision is made, every time, based upon acceptable actions.

The links and videos provided are to help supplement and support this course and each week’s assignments. The process of values, ethics, and morals are both subjective and objective, depending upon what and who they impact. It is a legitimate power that exists and the acknowledgment of reward power or coercive power combined, with training from expert power and support from referent power that allows us in the military or civilian structure to excel and make the correct decision. The ideology of right or wrong can be debated, much later, but that debate will be based upon the law, rule or regulation, or policies and procedures as being incorrect. Not your decision based upon those.

References

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