LEAD 578-53

Summer 2022

Workplace and
Table of Content

Information
s

Ethics
Table of Contents....................................................................................................................1

Course Information.................................................................................................................2

Instructor Welcome.................................................................................................................3

Readings.................................................................................................................................4

Learning & Course Objectives..................................................................................................5

Course Calendar......................................................................................................................6

Assignments............................................................................................................................8

Ethical Dilemma Project (Hallmark Assessment) You may select either Option A or Option B. .9

Hallmark Assessment Task....................................................................................................16

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Course Requirements............................................................................................................24

Appendix A - Policy Statements.............................................................................................27

Appendix B - University Resources.........................................................................................32

Appendix C - Conceptual Framework Summary.....................................................................33

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Course Information
College of Education and Human Development

Department of Educational Leadership, Evaluation and Organizational Development

Course Title LEAD 578 Workplace Information and Ethics

Meeting Day & Time This course has no weekly meetings.

Instructor Dr. Ann Herd, SPHR, SHRM-SCP-, CPC

Contact Info Email: ann.herd@louisville.edu

Phone: 502-417-6252

Availability Feel free to email or text any time. Feel free to call
any time between 9am and 9pm eastern time.

Department Site http://www.louisville.edu/edu/elfh

Course Site http://blackboard.louisville.edu

Catalog Description, Including Prerequisites

Study and application of ethical perspectives at individual, group, organizational,

and societal levels, as they apply to leadership in workplaces and management of

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organizational information. Includes examination of social responsibility.

Prerequisites: none

Expectations for response time: Unless otherwise noted, I will normally respond
within 24 hours. Text if you need a quick response.

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Professor Welcome
Welcome to LEAD 578 – Workplace and Information Ethics in the OLL and MS-
HROD Programs! This course provides an exploration of ethics - the study of right
and wrong – in the workplace. We use a critical thinking perspective to examine
ethical dimensions of individual, group, leadership, and organizational behavior in
our own and others’ organizational experiences.

Throughout the course you will be encouraged to develop the knowledge, skills, and
critical understanding needed by workforce leaders to increase awareness of the
ethical dimensions of all human interactions and decisions in organizations.
Foundational concepts include ethical models and the acknowledgement that there
are multiple alternatives for every decision.

I am committed to your success in this course and in your program, and I look
forward to our exploration of ethics in the workplace in this course!

Best,

Dr. Herd

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Readings
Required Readings, Texts

Johnson, C. E. Organizational ethics A practical approach. 5th Edition. Thousand

Oaks, CA: Sage.

For your convenience the text readings for Module 1 are located on Blackboard. It is
imperative to have your text by Module 2.

Optional Texts: None.

E-Learning Modules: For some weeks there are E-Learning Modules with
materials that reinforce and supplement your text.

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Learning & Course Objectives

Student Learning Objectives & Relevant Professional Standards
Met by Course

This course primarily contributes toward developing competencies for “Ethical

Practice” (SHRM, 2016) and “Interpersonal Skills” (ATD, 2013) competencies of the
M.S. in Human Resources and Organization Development and the B.S. in
Organizational Leadership and Learning program:

 6 = Build trust
 19 = Manage organization knowledge

Course Objectives

As a result of completing this course, students will be able to:

1. Recognize ethical issues that arise in daily working life.

2. Analyze ethical dilemmas by considering personal values, group dynamics,
organizational context, and societal needs.
3. Defend moral values in the face of peer and institutional pressure.
4. Characterize how personal values apply to real world situations.
5. Evaluate critically the ethical positions of employers and other organizations.
6. Recommend organizational changes to enhance organizational ethics.
7. Assess the ethical dimensions of managing knowledge and information.
8. Apply organizational social responsibility concepts that align with their
personal values.

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Course Calendar
Note: All assignments are due on Monday at midnight et. A new module starts on Tuesday.

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Assignments
Assignment Objective Competency

Weekly Module Assignments and Discussion Board Participation: 1, 2, 3, 4, 5, 6, 19

6, 7, 8
Students will complete weekly module assignments including critical thinking
exercises, discussions, and case analyses. Weekly assignments include
discussion of theories and course concepts, case studies, self-reflection
exercises, and diagnostic assessments. Theories and concepts learned in the
course are used to interpret and inform all class discussions and draw
conclusions that demonstrate understanding of workplace ethics. Excellent
class participation is reflected by several factors including:

 Active participation in class discussions (offering ideas that expand the

scope of the class discussion and/or build on others’ contributions);
for Discussion Board assignments, a main posting and at least two
other postings in responses to class colleagues’ postings, in each
forum, is expected.
 On-time completion of all discussion materials
 Active participation in all class activities, role plays, and exercises
 Volunteering unique insights during class discussions
 Incorporating course concepts, terms, and scholarly research into
Discussion Board postings
 Sharing detailed examples from experience and observation that
illustrate specific course concepts
 Showing evidence of thorough preparation of readings and other
assignments
 Succinct yet thoughtful contributions; building off of class colleagues’
contributions rather than offering redundant comments
 Providing contributions that are valued by classmates
 Participating enthusiastically in class discussions and activities
 Providing valuable, constructive feedback to classmates
 Providing midterm and ongoing constructive course feedback.

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E-Learning Modules / Activities.

Most modules include an E-Learning slideshow activity. These include
reinforcements of the text, with supplemental materials. Completion is
reported in Blackboard. One grade is provided at the end of the session. As
long as completion is achieved each week - on time - you earn the full credit.
1, 2, 3, 4, 5, 19
Weekly Chapter Check-in Quizzes
6, 7, 8
The chapter check-in quizzes are open book, and are timed (you are given 90
minutes to complete). There are 15-30 assessment questions each module.
These are multiple choice, true-false, and matching items that will help ensure
you have understood the material. This is not a memory test -- the goal is to
help you engage with the material before you begin the learning activities.

You have multiple attempts on each check-in quiz and the most-recent grade is
used. All Chapter Check-in Quizzes must be completed by the due dates listed
in the course calendar.

The Chapter Check-In Quizzes are worth 36% of your grade.

Ethical Culture Analysis Project (Hallmark Assessment (HAT)) 1, 2, 3, 4, 7 6, 19

This project provides the opportunity to analyze the ethical culture and climate
of a real organization of your choice. This must be an organization with which
you are personally familiar so that you can secure the interviews.

To complete the assignment you will need to read online and printed
materials, draw upon news articles, and conduct at least 2 interviews with
current or former members of the organization (one management
employee/one non-management employee). You should introduce and reflect
on theories and concepts from the readings. Your book offers several ethics
audit questions for organizations that you can use. This paper should be
approximately 8 pages (1700-2500 words) for undergraduate students and 12
pages (2500-3600 words) for graduate students. Requirements include:

- History. Brief history of the organization and unit.

- Ethical Challenges. Overview of ethical challenges the organization or
unit leaders and members have faced (focus on the last 5 years, but if
there is something historic that has had a lasting impression on the
culture you should include). The ethical challenge may be one with a

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positive outcome, or one that resulted in a negative outcome such as

a lawsuit.
- Power and/or Leadership and/or Trust. You must interview one person
who has supervisory responsibility, and one person with non-
supervisory responsibility, and determine their personal beliefs about
power or leadership or trust in this situation (e.g. rely on Chapter 5 for
formulating 3-5 questions. Also discuss how you think the leader in
this situation is dealing with the six types of leadership challenges (see
Chapter 7).
- Culture and Climate. Explore current ethical culture and climate based
on official and unofficial measures (e.g., interviews; mission
statement, ethics code, morale in organization, reputation in
community).
- Ratings. Include relevant ratings of this organization based on tools in
the Johnson text (Multiple examples exist in your text). Provide
rationale for ratings.
- Assessment. Assessment of whether this organization is ethically
decoupled or transformed. (Evidence for this assessment should be
clearly linked to the previous sections of your paper including
evidence from your interviews, news articles, internal communication,
etc.)
- Recommendations. Make specific, actionable recommendations on
how this organization can become a more ethical workplace.

Assessment:

Please see the rubric included in the appendix to this syllabus.

Before uploading to Bb your file should be saved as:

YourLastName_578_Analysis (example: Herd_578_Analysis). Check the
SafeAssign report to ensure there are no plagiarism issues.

The HAT is worth 30% of your total grade.

Criteria for Determination of Grade

Ethical Cultural Analysis (HAT) 30%

Weekly Module Discussion Board and E-Learning Activities 34%

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Chapter Check-in Quizzes 36%

TOTAL 100%

Grading Scale

99 to 100% A+ 95 to 98% A 93 to 94% A-

91 to 92% B+ 87 to 90% B 85 to 86% B-
83 to 84% C+ 79 to 82% C 77 to 78% C-
75 to 76% D+ 71 to 74% D 69 to 70 D-
68% or below F

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Hallmark Assessment Task

Competencies and Standards

ATD 6 Build trust, 19 Manage organizational knowledge

Ideas to Action 3 Assumptions, 8 Consequences

Grading Rubric for Ethical Culture Analysis Project

Exceeds Standards Meets Standards Needs Improvement

History and 10 points 9 points 0-8 points

Introduction
Provides enough research on Provides some level Provides only cursory
the organization or unit to of historical context information on the
enable the reader to of the organization/ organization based on
(10 possible points) understand the organization's unit. minimal research.
purpose and what the
organization stands behind.

Ethical Challenges 14-15 points 13 points 0-12 points

(15 possible points)

Provides background on Provides top line of Does not address ethical
ethical challenges/situations ethical issues the challenges the
the organization/ unit/ leader/ organization has organization has faced or
member has faced either faced in recent years. provides only one
internally or externally in the viewpoint.
last 5 years with a level of

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objectivity. Applies ethical

theories from class readings.

Ratings 14-15 points 13 points 0-12 points

(15 possible points)

Evaluates the organization/
unit/ leader/ member citing
examples to support the
ratings. Uses rating criteria
from textbook.
Evaluates but with Evaluates the
minimal evidence to organization but offers
support ratings. little to no evidence to
support ratings.

Power and/or 14-15 points 13 points 0-12 points

Leadership and/or
Identifies the leader’s power Identifies power Does not describe the
Trust
bases, leadership style, or unit bases, leadership, or leader’s power bases,
(15 possible points)
trust, from an ethical trust but offers no leadership style, or trust.
perspective and with examples to support
examples to support the the analysis.
analysis.

Culture and 14-15 points 13 points 0-12 points

Climate
Analyzes with depth the Provides an opinion Describes the culture
(15 possible points)
ethical culture of the on the culture using purely based on opinion.
organization using both limited evidence.
official and unofficial
materials as evidence.

Assessment 10 points 9 points 0-8 points

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(10 possible points)

Uses the analysis and Presents a mostly Provides a claim about
evidence presented in defensible, thoughtful the organization, but is
previous sections to interpret and logical case one-sided or without
whether this organization/ based on an analysis evidence.
unit is ethically decoupled or of the materials.
transformed. Constructs a
logical case for the decision.

Recommendations 14-15 points 13 points 0-12 points

(15 possible points)

Formulates actionable Suggests Fails to provide
recommendations for how recommendations, substantive
this organization/ unit can but they are not recommendations.
become a more ethical grounded in reality.
workplace.

Writing Clarity 5 points 4.5 points 1-4 points

(5 possible points)
Paper is exceptionally well Report is organized Report is not organized
written and is organized in a and well-written, but and/or well-written, as
seamless manner. Uses at not of exceptional expected in a 500-level
least two quotes from each of quality. Uses at least course. Does not
the interviewees to support two quotes from provide interviewee
analyses. Cites outside interview sources to quotes. Does not cite
resources correctly. support the analyses. others' work.

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Course Requirements
SafeAssign Submission

All students must submit their written assignments through SafeAssign, and fix any
duplication and citation issues before the final submission deadline for the paper,
report, or presentation.

All students must submit original work for each of their classes.  If students use
parts of a paper submitted for another class, they must cite the source of the
writing from that other paper, just as they would cite the source of any previous
writing, using APA formatting guidelines.

General Requirements

Class participation is a percentage of your grade and is expected at all synchronous

sessions. Participation means being on time and present for class and actively
engaging in class discussions, assignments, and activities. Students should read
from required materials prior to each class to
prepare for class work and discussions and are
expected to take responsibility for course material
when attendance is impossible. Given that this
course relies on creative projects, you will find this
class requires outside work and interaction with
other students beyond what is found in other
classes.

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I am your guide on this journey, but we will be learning together. You will be
accountable for interacting with me and with other students through your writing
and sharing of information during class sessions. If you need alternate Internet
sources (in case of an outage) the University of Louisville and many public libraries
offer free access. The Helpdesk is available at 502-852-7997 or
helpdesk@louisville.edu. If you need help quickly, utilize Live Online Support
http://louisville.edu/it/support/helpdesk.

Timeliness of Work

All work is expected on time and all due dates are provided in advance. Students
are responsible for contacting me in advance to make arrangements in the rare
case an assignment will be late. The following late policies apply to each of the
assignments in this course: Late assignments that have received approval to be
submitted past the original due date and given a new deadline will be penalized 5
points per class meeting. Late assignments that are submitted late, without
approval, are penalized one letter grade. There will be a point where these
assignments are not accepted, which will be determined by the instructor.

Formatting of Documents

When citing others work, use the American Psychological Association (2019).
Publication manual of the American Psychological Association (7th ed.). Washington,
D.C.: APA.

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Taking an Online Accelerated Class

Accelerated courses require students to complete more work each week versus the
traditional 15-week semester. Further, taking an online class is different than
taking a face-to-face class. With no weekly webinars, you will be teaching yourself
to learn. That’s what life-long learning is all about. You will do most of your
communicating by writing. So, as a result, there will likely be more writing than in
face-to-face classes. Class communication is asynchronous, which means that
everyone is not participating in the class at the same time. You can access the
course any time, day or night, from anywhere that you have an internet
connection. The roles of the teacher and the student are collaborative. I am a
facilitator, guide, coach, or resource. My job is to create an effective learning
environment. Your job is to use that environment to learn – interact with the
materials, construct and share information, manage your time effectively, and use
that time for critical thinking, reflection and application. You are in control and
responsible for your own learning.

FolioTek

Students are required to submit the HAT assignment in FolioTek. A submission link
will be provided in Blackboard.

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Appendix A - Policy Statements

Students with Disabilities

The University of Louisville is committed to providing access to programs and

services for qualified students with disabilities. If you are a student with a disability
and require accommodation to participate and complete requirements for this class,
notify me immediately and contact the Disability Resource Center (Stevenson Hall,
502-852-6938, http://louisville.edu/disability) for verification of eligibility and
determination of specific accommodations.

Accessibility Statements

The following are the accessibility statements for technologies that we will be using
in this class:

Flash: 

http://www.adobe.com/accessibility/products/flash.html

Adobe reader:

http://www.adobe.com/accessibility/products/reader.html

Microsoft Office:

https://www.microsoft.com/enable/microsoft/mission.aspx

PDF:

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http://www.adobe.com/accessibility/pdf.html

Blackboard:

http://www.blackboard.com/platforms/learn/resources/accessibility.aspx

CEHD Diversity Statement

Diversity is a shared vision for our efforts in preparing teachers, administrators,

school counselors and other professionals. Students will be encouraged to
investigate and gain a current perspective of diversity issues (race, ethnicity,
language, religion, culture, SES, gender, sexual identity, disability, ability, age,
national origin, geographic location, military status, etc.) related to their chosen
fields. Students will also have the opportunity to examine critically how diversity
issues apply to and affect philosophical positions, sociological issues, and current
events in a variety of areas. Students will examine their belief systems and be
encouraged to reexamine and develop more grounded beliefs and practices
regarding diversity.

Title IX/Clery Act Notification

Sexual misconduct (sexual harassment, sexual assault, and

sexual/dating/domestic violence) and sex discrimination are violations of University
policies. Anyone experiencing sexual misconduct and/or sex discrimination has the
right to obtain confidential support from the PEACC Program 852-2663, Counseling
Center 852-6585 and Campus Health Services 852-6479.

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Reporting your experience or incident to any other University employee (including,

but not limited to, professors and instructors) is an official, non-confidential
report to the University.  To file an official report, please contact the Dean of
Student’s Office 852-5787 and/or the University of Louisville Police Department
852-6111.  For more information regarding your rights as a victim of sexual
misconduct, see the Sexual Misconduct Resource Guide
(http://louisville.edu/hr/employeerelations/sexual-misconduct-brochure).

Information on Plagiarism/Academic Dishonesty

There is no tolerance for plagiarism or academic dishonesty in this course. If you

want to borrow someone else’s words in paper, simply quote the words and cite it.
Plagiarism is representing the words or ideas of someone else as one’s own. An
academic unit that determines that a student is guilty of academic dishonesty may
impose any academic punishment on the student that it sees fit, including
suspension or expulsion from the academic unit. Students should become familiar
with Section 5 of the Code of Student Rights and Responsibilities

Technology Expectations

Because this course is held completely online, you will need to have access to a
computer and reliable high speed internet. If you do not have access at home, you
may be able to use a public library or come to campus to use computers in the
library or one of the IT student computer labs. Make sure that you will have access
several hours per week in addition to the class meeting time. You must be able to
use internet search tools, access Blackboard, use email, and know how to download
and upload documents. You must also be able to play videos and have headphones

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or speakers. All written assignments should be completed using Microsoft Word.

Please use a virus checker on all documents before submitting them. As part of
this course you will download a free trial of an e-learning development software.
We will discuss your options during the class and I will help you figure out which
software will work best for you. For your privacy and security, only your official
UofL email account will be used for email communication. No information will be
sent to personal email accounts nor will I answer emails that come from a different
address. Please check your UofL email daily.

Netiquette

Netiquette is a set of rules for behaving properly online. Something about

cyberspace makes it easy for people to forget that they are interacting with other
real people. The following bullet points cover some basics to communicating online:

 Be sensitive to the fact that there will be cultural and linguistic backgrounds,
as well as different political and religious beliefs, plus just differences in
general.
 Use good taste when composing your responses in Discussion Forums.
Swearing and profanity are also part of being sensitive to your classmates
and should be avoided. Also consider that slang can be misunderstood or
misinterpreted.
 Don’t use all capital letters when composing your responses as this is
considered “shouting” on the Internet and is regarded as impolite or
aggressive. It can also be stressful on the eye when trying to read your
message.

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 Be respectful of your others’ views and opinions. Avoid “flaming” (publicly

attacking or insulting) them as this can cause hurt feelings and decrease the
chances of getting all different types of points of view.
 Be careful when using acronyms. If you use an acronym it is best to spell out
its meaning first, then put the acronym in parentheses afterward, for
example: Frequently Asked Questions (FAQs). After that you can use the
acronym freely throughout your message.
 Use good grammar and spelling, and avoid using text messaging shortcuts.

Course Withdrawal

If you find this course does not fit your life plan or learning style or schedule, and
you choose not to continue, please contact your program advisor as soon as
possible. You need to drop the course instead of just not attending anymore. Failure
to withdraw results in a failing grade.

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Appendix B - University Resources

Library Services

Library services are available for students in distance education-online courses,

including off-campus access to online databases and Electronic Course Reserves.
The UofL librarians are available to assist you with library services. For more
information view the Library Services for Distance Education and Online Courses
page.

Technical Support

If you need technical support with your university account, unlocking your
password, accessing wireless, Blackboard or other technical issues, contact the
HelpDesk at (502) 852-7997. You can chat with a support expert or submit an
email by visiting the HelpDesk Resources website. Many useful videos can be found
at the Blackboard 9.1 Help page.

Writing Center

The University Writing Center is committed to supporting the writing of distance

education students. If you are taking a distance education course and cannot make
a face-to-face appointment at the Writing Center, you can schedule an online
consultation through their Virtual Writing Center. They provide both online live chat
sessions and, when that's not possible, they can respond to your draft in writing
through an eTutoring session. Learn more at the Writing Center website.

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Additional University Resources

Visit the University Resources button in Blackboard Course to get a better

understanding of the resources that are available to you.

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Appendix C - Conceptual Framework Summary

The conceptual framework, Shaping Tomorrow: Ideas to Action, embodies a unified
rationale for our diverse programs that includes three constructs: Inquiry, Action,
and Advocacy. Under the construct of Inquiry, and through active engagement
and skilled training in methods of rigorous Research, candidates develop the
knowledge, skills, and dispositions to become Critical Thinkers. Scholarship,
informed practice through inquiry and reflection, is performed not in isolation but in
communion with others, both within the university and in the world (Shulman,
2004). Under the construct of Action, and through continual Practice, candidates
develop the knowledge, skills, and dispositions to become Problem Solvers in the
community. They are encouraged to apply knowledge and change practice to solve
real world problems. Under the construct of Advocacy, and through dedicated,
committed Service to their peers, university, community, and world, candidates
develop the knowledge, skills, and dispositions to become Professional Leaders.
Our candidates are empowered to participate fully in the life of the metropolitan
community in which we live, to practice social justice, and to seek equity of
educational access for all the constituents.

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Conceptual
Framework Inquiry Action Advocacy
Constructs
Constructs as
Research Practice Service
Learned and Applied
Constructs Reflected Professional
Critical Thinkers Problem Solvers
in Candidates Leaders
Unit Dispositions Exhibits a Exhibits a Exhibits a
Reflected in disposition to disposition to disposition to
Candidates inform practice improve practice affirm principles
through inquiry through of social justice
and reflection information, and equity and
knowledge, and a commitment
understanding to making a
difference

Relationship to Conceptual Framework

Construct Objective Competency Product

Inquiry 1, 2, 3, 4, HROD 4.1, Participation Activities, Hallmark
5, 6, 7, 8 4.3, 4.4 Assessment Task, Quizzes
Action 5, 6, 7, 8 HROD 4.1, Participation Activities, Hallmark
4.2, 4.3, 4.4, Assessment Task, Quizzes
4.5
Advocacy 5, 6, 7, 8 HROD 4.4 Hallmark Assessment Task

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