Exercise 1.1 Define ethics. How would you test a decision for ethical soundness?
general public makes it easier to get on with other people, (and that) A heavy schedule of duties or any other circumstance cannot justif y bad temper by civil servants".
(e) Cooperation - The civil service or any section of it needs the cooperation of a lots of members to succeed. When any member(s)
isolate themselves in the belief that they are as good as the rest put together, success in jeopardized.
(f) Tact - The manual of the civil service says concerning this that "Tact
means skillfulness in handling a difficult situation without giving offence to the people involved. This is very necessary in the service".
(g) Industry - The civil service Handbook says that this means "...useful
hard work" because, "some workers work furiously to get little or nothing done". To be industrious is to know one's work. well and to stay within bounds and establish schedules of when to start and to finish any given assignment.
(h) Avoidance of delay - To avoid delay is to work hard, to devote time to (only) official work during work and to take time off to get well, if sick.
(i) Tidiness - a tidy office is impressive to visitors and it also gives an idea of the state of mind of its user. The Civil Service Handbook also enjoins civil servants to be properly dressed to .duty. It says "It is a good idea to dress in a business - like manner, not as if one were going to a formal party or a beauty queen parade. It does not cost much to dress simply with carefully chosen material. It is useful to remember that how people dress tells keen observers a great deal of the general character and taste of such people".
(j) Helpfulness - It is enjoined in the Civil Service Handbook that help be
offered without regard to kinships or friendships. Also, the senior civil servants are enjoined to help junior ones, in particular encouraging them to apply themselves to study rather than waste time
and resources on playing pools.
(k) Kindness - this, according to the Civil Service Handbook does not
mean giving to what they are not entitled to. Rather it involves
"...respecting the privileges and rights of officers, employees and members of the public in respect of the fact that those concerned are
unknown to you. A civil servant ... should ... serve impartially".
This manual also says that kindness "involves having a humane approach in dealing with people indifferently. This applies to staff as well as members of the public". Doing this should however be without breach of the regulations.
Another set of ethical behaviors has to do with a very important and sensitive issue i.e. attitude to public funds. In this respect, the civil service Handbook requires civil servants to be frugal in spending and conscientious in revenue collecting.
Other sets of ethical attitudes that a civil servant should have e.g national consciousness, good image of the civil service as well as social problems and social justice is emphasized.
Exercise 1.2 What should the attitude of the civil servant be to such things as gift-giving and gift-taking; kindness, and courtesy?
4.0 Conclusion
In this unit, we have explored the topic of ethics. As you might have noted,
this concept is a very personal issue. The question of doing right and
detesting evil and the more basic one of knowing which is right and which is wrong of two things in a situation of competition, urgency and especially scarcity and inaccuracy of information can be very intriguing. However, we hope the tips from literature given here as to how to know what is ethical and what not, as well as the principles governing ethics here provided some help.
Also the practical "dos" and "don'ts" from the Civil Service Handbook, we believe have aided a lot.
5.0 Sum mary
This unit has done the following: given the definition of ethics, state the two broad types - management and leadership in ethics; it has given a "test" to be used in knowing if a decision, a policy, a procedure is a not ethical, it has given principles of ethics and using the Nigeria case, it has examined ethics in the practical realm.
6.0 Tutor Marked Assignm ent
Question 1. What is ethics? How would you know if a decision made by a Chief Executive of an organization is not ethical?
7.0 References and other Resources
Bratton, John and Gold, Jeffrey (1999) Human Resource Management - Theory and Practice (Second Edition) Macmillan Press Ltd, London
Federal Republic of Nigeria, Civil Service Handbook, Federal Ministry of Establishment and Service Matters, Lagos.
Weiss, Joseph W. (1996) Organizational Behavior of Change - Managing Diversity, Cross-cultural Dynamics, and Ethics. West Publishing Company, Minneapolis/St. Paul.
MODULE FIVE UNIT 21
DECISION-MAKING Table of Contents
1.0 Introduction 2.0 Objectives 3.0 Main Contents 3.1 Definition and Scope
3.2 Enlarging decision making capacity 3.3 Steps in decision-making
3.4 Improving decision-making ability of executives 4.0 Conclusion
5.0 Summary
6.0 Tutor Marked Assignments 7.0 References and other resources
1.0 Introduction
Decision-making, as you will see later on, is the responsibility of the man you
scouted for in unit 2 and gave an appointment thereafter. It is the
responsibility of the man you trained, the executive you appraised and
developed. Decision-making, at whatever level an employee is found, is one of his most important functions.
2.0 Objectives
By the end of this unit you should be able to:
• Define decision-making
• Locate where decision-making capacity can be enlarged
• List steps in the decision-making process
• Recognize how decision-making ability can be improved
3.0 Main Contents 3.1 Definition and Scope
Decision comes from the action word “deciding” which Harold F. Smiddy defines as implying "....freedom to choose from among alternatives without externally imposed coercion, freedom to conceive alternatives from which to choose". He was quick to circumscribe this definition within the appropriate boundaries. He said, "Decision are made within boundaries set up by many constraints" out of which he enumerated the following:
Prevailing and unalterable features of the social, political econom ic and technological environment. The individual's interpretation of the legal,
moral, ethical and religious limits to possible courses of action.
The
totality of the `culture' that has been `inherited' and `learnt' by the
individual, at least to the extent that he cannot perceive that many
possible course of action are unavailable to him as a result of his
subconscious interpretation of `custom '.
Expatiating on the meaning of the concept of decision, he says decision making is both creative and judicial. By creative he means "...imagination in
visualizing alternatives...." This entails "...imagination to consider more, different and better alternatives" (underlining in place of italics in original
text). The import of this is that whereas it is possible to be hemmed in by traditional limits in considering alternatives amongst which to make a choice, it is also possible and it is creative to do so, to expand the alternatives outside
the traditional limits and thus to encapsulate better alternatives and make better decisions.
By judicial is meant that decision making juxtaposes values with facts and information available as well as the likely impact and consequences of what each alternative entails.
In the words of Smmidy, "Deciding is thus a matter of value judgment and of wisdom. The quality of value judgment will be improved to the extent that
they are influenced by factual rather than erroneous or inaccurate information..."
If one accepts that the judgments used in deciding are value judgments, and that in the words of T. Ross Moore, decision making" ...depends too much upon the individual" then "...effective `deciding' ...requires a well developed sense of values" inherent in the individual decision maker.
One way to develop the sense of values of the individual in order to improve his decision making ability and thus the quality of his decisions is to orient him toward the objectivities of the organization for which he works.
Now that we are reasonably settled on the issue of the definition of
decision/decision making, let us turn attention to the nature and focus of decision making in organizations. In the first place, we partially agree with
one of Smiddy's propositions that "decisions are made only by individuals, not by groups". From the way we have talked about decision thus far, for example, that (among other things) they are a product of value judgment, perhaps they cannot be much else than individual responsibilities. Smiddy is so emphatic on this point that he says:
Each decision can be specifically defined as the responsibility of a specif ic Position. The incumbent of this position is personally and
individually Responsible and accountable for the results and the consequences of The decisions so designated as his responsibilities
Much as one would want to agree with Smiddy, it is to be borne in mind that these days, lots of decisions are made, and the responsibilities of committees.
This is most visible in higher educational institutions e.g. universities where practically every decision is made the responsibility of one committee or the other.