Discussion Prompt 1
The action taken by Sovanny was correct. I would have communicated politely and explained to the customer her responsibility to the unborn child. According to Hill, (2017), there are four aspects of justice, merit, procedural rights, contractual, and substantive justice. He argues that, if the aspects of justice are breached, then compensation is owed. He argued that justice is all about considering the interest of other people when during decision making. Therefore, the customer should have been guided by the principle of considering the interests of the unborn baby. Her actions would have a direct effect on her fetus and therefore she is responsible. Therefore, because the unborn baby had the right to life and good health, it the duty of the mother to drink, eat, and act in a manner that protects the rights of her fetus. Sovanny was doing the right thing because she was concerned about the health of the fetus and advised the mother on the effects of alcohol on the unborn baby.
Agency relationships are based on trust between the agent and the principal. The agent is expected to act in the best interest of his/her client because his/her actions have an impact on the client. The agents might have a conflict of interest whereby they are offered bribes to act against the interests of their clients. Hill’s idea of justice in business ethics can help agents set the right standards, make good decisions on behalf of the client, and be consistent in their enforcement for the good of the client.
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What I can apply from Hill's text is that I have a responsibility to make the right decisions that are in the best interest of my client. I will avoid compromises by avoiding bribes and other conflicts of interest that may arise. I will also work diligently to ensure that I not only work for the interest of my principal but also the person I agree with.
Discussion prompt 2
Yes because when there is proper moral formation from infancy to adulthood, there is increased understanding of morality. It enables a person to overcome passions and behave rationally.
I have experienced situations whereby I know what the right thing to do is but I have not done it because my passions have overshadowed my ability to make the right decision.
From the video I have learnt that when reason is in control of our passions, then the passion we have will lead us to doing great things because we have passion for them. Truth and morality is knowable (Stonestreet, 2012).
Discussion prompt 3
I was surprised to find out that I am an extrovert and that I live in the present. I was impressed to find out that I like using logic when doing things. I have realized that I am flexible and that my life is spontaneous.
I scored highest on Extravert-Sensor-Thinker-Perceiver on the Myers-Briggs type test which means that as a leader, I put all my effort into a project that I am working on. Unfortunately, my decisions are based on my personal decisions and not theories. As a leader, I am able to motivate colleagues and I have good communication skills.
On the Big Five Factor Model, I have scored the highest on openness meaning that I love trying new things and good imagination. I have scored the least in neuroticism meaning that am able to keep calm when am under stressful conditions (Wheeler, 2001). As a leader, I am optimistic that things are going to get better. My emotions are more stable and therefore can work under immense pressure at the workplace.
The scores partially reflect my personality. Although I have scored highest in Extravert-Sensor-Thinker-Perceiver on the Myers-Briggs type test, I don’t have all the characteristics in that personality.
Reference
Hill, A. (2017). Just business: Christian ethics for the marketplace . InterVarsity Press, p. 116-118.
Stonestreet, J. (2012, April 18). If We Know What is Right, Can We Do It? - Do The Right Thing. Retrieved November/December, 2020, from https://www.youtube.com/watch?v=0UhoqTmRAIc
Wheeler, P. (2001). The Myers‐Briggs type indicator and applications to accounting education and research. Issues in Accounting Education , 16 (1), 125-150.
