Construcción de la Jaula

75. Trofino AJ. Transformational leadership: moving total quality management to world-class organizations. Int Nurs Rev 2000 Dec;47(4):232-42.

Sammendrag: Transformational values and competencies will become critically important by the year 2001 if we are to achieve a health system that fosters community well-being and basic care for all, financed through a combined public-private partnership that is cost effective and uses treatments that unite body, mind and spirit. This article will focus on the use of transformational leadership as a strategy to move health-care organizations beyond traditional values and approaches by building upon the core values of total quality management (TQM). Learning organizations will emerge and finally world-class organizations will evolve, combining the characteristics of total quality and learning organizations, and more. A world- class organization can be described as being the best in its class or better than its competitors in the community, state, nation or world.

76. Urbany JE, Reynolds TJ, Phillips JM. How to make values count in everyday decisions. Mit Sloan Management Review 2008;49(4):75.

Sammendrag: Much lip service is given today to "values-based decision making," with the implication that the underlying values are "good" values, occupying high moral ground. But the fact is that all decisions - whether highly ethical, grossly unethical or anywhere in between - are values-based. That is, a decision necessarily involves an implicit or explicit trade-off of values. The values represented in a particular decision are not always easy to identify and evaluate, however, and the shortcuts that people often take in decision making can make deeper analysis of values all the more difficult. This article presents a framework designed to explore the values implicit in decisions. Moving systematically from concrete consequences to higher-ordered values, the framework, embodied in a decision-mapping technique, helps the decision maker think through what is gained and what is given up as a result of a decision. It also encourages an expansion of choice options, motivates a more balanced view of positive and negative consequences, and provides insight into the dynamics of decision making. When good people at times say yes to bad unethical or illegal - actions, there are four possible reasons: (a) the organization's values are fuzzy to them, leading them to resort to undeveloped intuition and expedient criteria, (b) they may not be clear on their own values, (c) their interpretation of probability conveniently favors their a priori preferred option, or (d) they see no other options (they believe their hands are tied). Each of these possibilities reflects issues that senior managers need to account for directly in addressing ethical decision making in their organizations.

Illustrating the framework through a case study based on actual events, the article aims to help managers build a culture that better integrates the organization's values into staff members' decisions.

77. Vezeau TM. Teaching professional values in a BSN program. Int 2006;3(1).

Sammendrag: Values are core to the practice of nursing, determining priorities in healthcare and forming the foundation of relationships with clients. Specific values have been recognized as essential to

professional nursing practice and are considered central content within a baccalaureate nursing program. While these professional values are identified and defined, there is little guidance in nursing pedagogical literature as to teaching approaches, range and depth of content, and evaluative methods in this area. Clear discussion of an effective educational approach to professional values would be a significant contribution to the discipline of nursing. The paper expands on the brief summary of the five professional values identified by AACN as essential to professional nursing practice. It is easy to understand these values on a superficial level, but these values have many layers and are very difficult to live out in nursing practice. The discussion moves beyond definition and gives specific examples to lend clarity and depth to the topic. The discussion includes common areas in which students have difficulty, noting the inherent challenges for each of the values.

78. Whetstone JT. How virtue fits within business ethics. Journal of Business Ethics 2001;33(2):101-14.

Sammendrag: This paper proposes that managers add an attention to virtues and vices of human character as a full complement to moral reasoning according to a deontological focus on obligations to act and a teleological focus on consequences (a balanced tripartite approach). Even if the criticisms of virtue ethics cloud its use as a mononomic normative theory of justification, they do not refute the substantial benefits of applying a human character perspective - when done so in conjunction with also-imperfect act-oriented perspectives. An interactive tripartite approach is superior for meeting the complex requirements of an applied ethic. To illustrate how deficiencies of a "strong" virtue ethics formulation can be overcome by a balanced tripartite approach, this paper compares normative leadership paradigms (each based on a combination of virtue, deontology, or consequentialist perspectives) and the dangers inherent in each. The preferred paradigm is servant leadership, grounded in a tripartite ethic. Effective application of such an ethics approach in contemporary organizations requires further empirical research to develop a greater

understanding of the moral language actually used. Meeting this challenge will allow academics better to assist practicing managers lead moral development and moral reasoning efforts.

79. Widlok T. Sharing by Default? Outline of an Anthropology of Virtue. Anthropological Theory 2004 Mar;4(1):53-70.

Sammendrag: The establishment of moral relativism does not exhaust anthropological comparisons of how people strive for a good life. In this article I suggest that comparative research into ethical systems & moralities can be productively complemented by an anthropology of virtue. Experiences from post-Cold War settings & ethnographic examples from Australia & Namibia illustrate my attempt to outline such an anthropological theory of virtue based on recent anthropological work on art & on skill. The

anthropological approach to virtue envisaged here is both nonconsequentialist & realist in orientation. It is non-consequentialist in that it accounts for the moral dimension of practices such as 'sharing' & 'reciprocal exchange' without relying on problematic presumptions about net results or ultimate consequences. It is realist in so far as it is based not on rationalist categories but on situated social practices, which entail reference to basic human goods such as sustenance & mutual engagement.