This tag was created by Curtis Fletcher. The last update was by Linda Huynh.
Program Goal - LIS Professional Values and Ethics
Ethics Video Case Discussion Response
This artifact from GSBA 502 Management Communications for Leaders is my discussion response that showcases my preference for navigating communication cues when managing team workflows respectfully. In an imagined scenario, Alex is a B.P. executive who works remotely. She works abnormal hours to replace the hours she gives to caring for her kids. After sending an email to a non-core staff member, Alex receives a reply, “Wow, you work such long hours.” After reflection, Alex communicated what she stood for – maintaining integrity and work/life balance. Alex did so by sending out emails to non-core teams after business hours and stating, “Oh, by the way, I am sending this email now because I have just taken five hours off in the middle of the day,” and dispelling the misconception that she is working long hours. In my response, I shared that it is only necessary to preface with her work/life balance to that one responder. Other non-core members may not care because they did not speak up. Therefore, it’s not crucial. Who knows, maybe Alex’s counterparts prefer brief and short emails without the preface, which is their communication cue. For leaders to self-manage their emotional intelligence, they must consider the risk of misinterpreting nonverbal communication (such as emailing) and imposing their thoughts on others (Barrett, 2013, p. 211).
Spree Cruise Activity
This artifact from GSBA 502 Management Communications for Leaders is my discussion response that showcases my critical thinking of how to employ professional values and ethics in a delicate situation. In an imagined scenario, a cruise ship experienced damage to its engine propulsion system, and it harmed several historic building foundations and mortars during departure. The engineer discovered the engine damage while the cruise was on the sea. Therefore, the ship only has enough power to turn around, return to the dock, and skip Cancun. As I assume the role of Tanya, the manager of corporate communications, I must decide who of the three employees (Engineer, Captain, Cruise Director) I choose as the spokesperson(s) to inform each of the three stakeholder groups (passengers, employees, media). This scenario demonstrates a project management skill as it coincides with professional ethics – wisely choosing who to be the spokesperson and understanding the reasons why. In my discussion response, I designated roles among Tanya, the engineer, the captain, and the cruise director, to talk with three groups related to the situation: the employees, passengers, and media (including family and friends of the passengers). My designation was inspired by the Strength, Development Inventory (SDI) – a tool to promote successful team collaboration and identify communication preferences based on motivational values (Porter, 1976). The visual tool is a triangle with three red, blue, and green, one color on each area end. Red represents associative personality traits of assertiveness, blue represents traits of cooperation, and green represents traits of cautious thinking. An SDI communication assessment assesses individuals’ association with the colors. Results could vary for different people. One can fall in one area color, between two colors, or in the center with all three-color traits. In the case of the Spree Cruise Activity, I identified that the engineer would fall under the green area of the SDI triangle because his communication style is likely analytical – preferring to stick with something more predictable such as taking care of the ship’s engine.
Conclusion
The artifacts I presented with this goal showcase my views on professional values and ethics and the tools I used in two situations: a virtual team workflow and an urgent team situation. Lessons I will take with me from these activities as I enter the LIS field is to practice positive ethos – integrate trustful and respectful habits within and across teams, create meaningful relationships with individuals and groups, be clear and transparent with your vision and values, and be prepared to lead others with conviction.
References
Barrett, D. (2013). Leadership communication. McGraw-Hill. (4th ed., p 4).
Barrett, D. (2013). Leadership communication. McGraw-Hill. (4th ed., p 211).
Porter, E. (1976). On the development of relationship awareness theory. Group & Organization Studies, 1(3), 302-309. https://doi.org/10.1177/105960117600100305
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