Answer the following: Explain the role of ethics in the supervisor’s decision making process and ethical organizations.

Answer the following: Explain the role of ethics in the supervisor’s decision making process and ethical organizations.

Answer the following Explain the role of ethics in the supervisor’s decision making process and ethical organizations.

Description

Your assignment # 2 relates to an “Ethical Consideration” from chapter 3 ” Decision Making, Problem Solving and Ethics” by Mosley, Pietri and Mosley, designed to reinforce the learning objectives of the course, and in conjunction with the final exam will provide a measure of your material’s knowledge and critical thinking skills.

Your question analysis and preparation will require for you to complete the reading for Chapter 3

* Answer the following: Explain the role of ethics in the supervisor’s decision making process and ethical organizations.

* Your answer must be written in an APA Style of Writing, no less than 3 full pages of written content.

With multiple academic resources and citations to support the writing content.

On the otherer hand, collective decision making involves some level of participation, whether the leader asks for input and decides or together everyone reaches a consensus. The challenge with the collective approach is someone ultimately has to be responsible for guiding or facilitating the group. Jeff believes it is important for the facilitator to keep a few things in mind. First, the group needs to agree on the end goal up-front and they need to stay focused on it throughout the process. Write it on the board or project it on the screen. Next, the group must have a deadline for the decision to keep them on point. Now, the group is ready to focus on the task and one way to start is by going around the room and allowing each person a designated amount of time to share his or her thoughts (later in the chapter, other group-processing techniques are presented). During this process, the facilitator uses a variety of techniques to keep the group focused, including asking the right questions, summarizing information, and helping transition to the next stage in the decision-making process. Jeff prefers the direct approach. He is naturally achievement oriented and when leading a group, he has a fierce resolve to accomplish the vision and mission. A direct approach allows for quick, decisive action. When Jeff was the CEO of McAleer Solutions, he used the direct approach and the end goal was to grow the business. He was able to build sup-port within the company and keep his team focused, such that the company grew over 300 percent in 12 months and over 700 percent in three years. But during a weekly meeting, a young lady on his team said, “I love your style, you are a go-getter, we are doing well, and everybody is happy. But the world needs workhorses as well as racehorses. You have to have people who are plowing the fields.” In other words, Jeff and the company had been so focused on growth they had lost sight of what it took to run the business internally. He admits, he learned a valuable lesson that day. Her input changed the way they did business. As this example illustrates, it takes time and practice to learn how to effectively supervise, lead, and facilitate group decision making.1 As you can see from the opening case, decision making is an important and ongoing process occurring at all levels within an organization. In many cases, the supervisory role in high-tech companies such as Facebook, Google, and Apple is to provide team leadership. When supervisors work with highly skilled, empowered teams, their roles are to facilitate, coach, and advise members so the team can accomplish its mission. We will discuss the subject of decision making in considerable detail throughout this chapter. Decisions must be made about people, processes, and priorities, to name just a few issues! Role of Decision Making in Supervisory Management 1. Explain the role of decision making in the supervisor’s job. Managers must make decisions whenever they perform any of the five management functions— planning, organizing, staffing, controlling, and leading. Without decision making, the entire management system would cease to exist. For example, in planning, the supervisor must decide which objectives to seek, which policies to establish, and what rules to institute. In organizing, choices must be made as to who gets what authority and how duties and responsibilities are grouped. In staffing, decisions must be made concerning employee selection, placement, training, and development; performance appraisal; com-pensation; and health and safety. In controlling, if actual performance does not conform to planned performance, decisions must be made about how best to bring them together. The function of leading entails deciding how best to communicate with and motivate employees. The decisions that managers make often must be made quickly—and frequently with little information, or even conflicting information. Then, those decisions must be carried out to achieve the department’s objectives. Decision Making: The Heart of Supervisory Management Decision making is central to the supervisor’s job. Supervisors must continually decide what is to be done; who is to do it; and how, when, and where it is to be done. As we will show throughout the chapter, although these decisions may be discussed separately, they are interrelated. One decision is affected by, and builds on, previous ones. For example, what your department produces determines what types of production facilities are needed. Decisions about production, in turn, influence the types of employees needed and the training and compensation they should receive. All of these decisions affect the amount of resources budgeted for the department. 2. Discuss why super-visors need to make so many decisions. Why Supervisors Need to Make So Many Decisions Supervisory managers—even more than managers at other levels—are involved in direct-ing employees’ behavior toward achieving the organization’s goals, as well as those of the employees themselves. Supervisors must make more decisions more frequently— and often more quickly—than other managers because they’re operating on a production-oriented, dayby-day, person-to-person basis. These decisions involve a variety of activities, as the following example illustrates. Wilma Malone, nursing supervisor at Alquippa Medical Center, had been at work for only three hours, but she had already made several major decisions. For example, she had 1. Signed up to attend a one-day course on time management, to be offered the follow-ing week; 2. Assigned performance ratings to five ofher new nurses on their performance appraisal forms; 3. Approved vacation requests for two nurses in her department; 4. Referred to the floor physician, a patient’s request to be taken off a prescribed medication; 5. Resolved a dispute between one of the nurses and a floor orderly; 6. Selected Jane Moore to serve as her replacement when she was to take her vacation in three weeks; and 7. Requisitioned supplies needed by her department. In addition, she made a handful of other minor decisions. The young trainee assigned to Malone said, “Are you always this busy, or is it just because it’s Monday morning?” Malone replied, “It’s all a normal part of a supervisor’s job.” Employees look to their supervisors for more direction, assistance, guidance, and span of management The number of imme-diate employees a manager can super-vise effectively. protection than do subordinates of managers at higher levels. Also, in general, supervi-sors spend more time socializing with others in the organization because they have more employees than other managers. All of these activities require decision making. One basic truism of management is that the lower the level of management, the greater the span of management, which is the number of immediate employees a manager can supervise effectively. Therefore, supervisors make decisions that affect not only their own behavior, but also that of many other people. What Is Decision Making? It is now time to define decision making, discuss its characteristics, look at some selected types of decisions, and consider some differences between decision making and problem solving.

Answer the following Explain the role of ethics in the supervisor's decision making process and ethical organizations.
Answer the following Explain the role of ethics in the supervisor’s decision making process and ethical organizations.

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  Excellent Good Fair Poor
Main Postinga 45 (45%) – 50 (50%)

Answers all parts of the discussion question(s) expectations with reflective critical analysis and synthesis of knowledge gained from the course readings for the module and current credible sources.

 

Supported by at least three current, credible sources.

 

Written clearly and concisely with no grammatical or spelling errors and fully adheres to current APA manual writing rules and style.

40 (40%) – 44 (44%)

Responds to the discussion question(s) and is reflective with critical analysis and synthesis of knowledge gained from the course readings for the module.

 

At least 75% of post has exceptional depth and breadth.

 

Supported by at least three credible sources.

 

Written clearly and concisely with one or no grammatical or spelling errors and fully adheres to current APA manual writing rules and style.

35 (35%) – 39 (39%)

Responds to some of the discussion question(s).

 

One or two criteria are not addressed or are superficially addressed.

 

Is somewhat lacking reflection and critical analysis and synthesis.

 

Somewhat represents knowledge gained from the course readings for the module.

 

Post is cited with two credible sources.

 

Written somewhat concisely; may contain more than two spelling or grammatical errors.

 

Contains some APA formatting errors.

0 (0%) – 34 (34%)

Does not respond to the discussion question(s) adequately.

 

Lacks depth or superficially addresses criteria.

 

Lacks reflection and critical analysis and synthesis.

 

Does not represent knowledge gained from the course readings for the module.

 

Contains only one or no credible sources.

 

Not written clearly or concisely.

 

Contains more than two spelling or grammatical errors.

 

Does not adhere to current APA manual writing rules and style.

Main Post: Timeliness 10 (10%) – 10 (10%)

Posts main post by day 3.

0 (0%) – 0 (0%) 0 (0%) – 0 (0%) 0 (0%) – 0 (0%)

Does not post by day 3.

First Response 17 (17%) – 18 (18%)

Response exhibits synthesis, critical thinking, and application to practice settings.

 

Responds fully to questions posed by faculty.

 

Provides clear, concise opinions and ideas that are supported by at least two scholarly sources.

 

Demonstrates synthesis and understanding of learning objectives.

 

Communication is professional and respectful to colleagues.

 

Responses to faculty questions are fully answered, if posed.

 

Response is effectively written in standard, edited English.

15 (15%) – 16 (16%)

Response exhibits critical thinking and application to practice settings.

 

Communication is professional and respectful to colleagues.

 

Responses to faculty questions are answered, if posed.

 

Provides clear, concise opinions and ideas that are supported by two or more credible sources.

 

Response is effectively written in standard, edited English.

13 (13%) – 14 (14%)

Response is on topic and may have some depth.

 

Responses posted in the discussion may lack effective professional communication.

 

Responses to faculty questions are somewhat answered, if posed.

 

Response may lack clear, concise opinions and ideas, and a few or no credible sources are cited.

0 (0%) – 12 (12%)

Response may not be on topic and lacks depth.

 

Responses posted in the discussion lack effective professional communication.

 

Responses to faculty questions are missing.

 

No credible sources are cited.

Second Response 16 (16%) – 17 (17%)

Response exhibits synthesis, critical thinking, and application to practice settings.

 

Responds fully to questions posed by faculty.

 

Provides clear, concise opinions and ideas that are supported by at least two scholarly sources.

 

Demonstrates synthesis and understanding of learning objectives.

 

Communication is professional and respectful to colleagues.

 

Responses to faculty questions are fully answered, if posed.

 

Response is effectively written in standard, edited English.

14 (14%) – 15 (15%)

Response exhibits critical thinking and application to practice settings.

 

Communication is professional and respectful to colleagues.

 

Responses to faculty questions are answered, if posed.

 

Provides clear, concise opinions and ideas that are supported by two or more credible sources.

 

Response is effectively written in standard, edited English.

12 (12%) – 13 (13%)

Response is on topic and may have some depth.

 

Responses posted in the discussion may lack effective professional communication.

 

Responses to faculty questions are somewhat answered, if posed.

 

Response may lack clear, concise opinions and ideas, and a few or no credible sources are cited.

0 (0%) – 11 (11%)

Response may not be on topic and lacks depth.

 

Responses posted in the discussion lack effective professional communication.

 

Responses to faculty questions are missing.

 

No credible sources are cited.

Participation 5 (5%) – 5 (5%)

Meets requirements for participation by posting on three different days.

0 (0%) – 0 (0%) 0 (0%) – 0 (0%) 0 (0%) – 0 (0%)

Does not meet requirements for participation by posting on 3 different days.

Total Points: 100