Professional Ethics and Human Values

A.S.C.E.T. Unit - I

Professional Ethics & Human Values

Unit – I Syllabus:

Morals, Values and Ethics – Integrity – Work Ethic – er!ice "earning – #i!ic Virtue – $es%ect for thers – "i!ing Peacefully – caring – haring – Honesty – #ourage – Valuing 'ime – #o-o%eration – #ommitment – Em%athy – elf-#on(dence – #haracter – %irituality Values* Objective: 'his unit creates a)areness on Human Values* General Information “Enineers s!all !ol" #aramount t!e safety$ !ealt!$ an" %elfare of t!e #ublic in t!e #erformance of t!eir #rofessional "uties.& ASCET Co"e of Et!ics '!at are et!ics( Et!ics: + set of !alues or grou% of moral %rinci%les that are right and good a code

or %rinci%les of eha!ior or conduct go!erning an indi!idual or grou%. Enineerin Et!ics/ acti!ity or disci%line aimed at understanding the moral !alues

that should guide engineering %ractice )only since late *+,-s !as systematic attention to et!ics been "evote" by enineers an" ot!ers$ as s#urre" by a national enineerin et!ics #roject s#onsore" by t!e U.S. Government )S/$ E01 in *+,23*+2-1 '!y stu"y et!ics(

'o 'o increase your aility as engineers to res%onsily confront moral issues raised y technological acti!ity not al)ays in short term est interest, and ring long-term into decision making ethics are im%recise, com%le0, and in a gi!en situation may con1ict !ague 2 )hich moral considerations to a%%ly to a situation and in )hat +hierarchy. con1icting moral reasons are common, resulting in a moral dilemma disagreement o!er ho) to inter%ret, a%%ly, and alance moral reasons in %articular situations* /our 4rinci#al Et!ics T!eories:

3* $ights Ethics Ethics - act is morally right right )hen it res%ects res%ects rights rele!an rele!antt to a situat situation ion E0am%les/ E0am%les/ rights rights for +life, +life, lierty, lierty, %ursuit %ursuit of ha%%iness ha%%iness. . other other rights/ %ri!ate %ro%erty, %ri!acy, freedom of s%eech, fair trial, *** human rights and nonhuman rights4 5* 6uty Ethics Ethics - act it right )hen it conforms conforms )ith duties duties E0am%les/ E0am%les/ u%hold %romise, e fair, res%ect %ersonal freedom duty to %rotect the )eak, duty to com%ly )ith la)s, *4 duty to do 7o to est of aility

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A.S.C.E.T. Unit - I

9* Util Utilit itar aria iani nism sm - righ rightt acti action on cons consis ists ts enti entirrely ely in %rod %roduc ucin ing g good good conse: conse:uenc uences es Inter%r Inter%reta etatio tion/ n/ good good intenti intentions ons,, outcom outcomes, es, result results; s; +ends +ends 7ustify 7ustify means. E0am%le/ most good for most %eo%le is o%timal <* Virtue Virtue Ethics - %ersons are are morally good )hen )hen their character character is !irtuous and e0%ressed in action, attitude, and relationshi%s =oldes =oldest, t, %romi %rominent nent in classic classical al >reek >reek though thoughtt and religio religion?* n?* E0am%le E0am%le Virtu Virtues/ es/ honesty, fairness, conscientiousness, etc* Intro"uction to 0uman 5alues @or understanding of ho) in order for indi!iduals, organiAations and societi societies es to endure endure and functio function n eBecti eBecti!el !ely, y, it is essent essential ial that that an indi!id indi!idualC ualCs s %ositi!e e0alting forces e redisco!ered and re!italiAed* Human !alues emrace the entire range of !alues %ertinent to the human condition, interest, eha!ior, and as%iration* While la)s are a set of rules for %ersonal or cor%orate eha!ior and )orking against such rules )ill attract recrimination and %unishment, morals on the other hand are a set of standards for %ersonal eha!ior and ethics are a set of standards for %rofessional eha!ior* Morals and ethics are self im%osed or regulated and !oluntary )hen roadly inter%reted* *.* 6orals

Morals are the )elfare %rinci%les enunciated y the )ise %eo%le, ased on their e0%erience and )isdom* Moral can e de(ned as + +conc concerned erned )ith the %rinci%les of right and )rong eha!iour*. eha!iour*. 'hey )ere edited, changed or modi(ed or e!ol!ed to suit the geogra%hy of the regio region, n, rulers rulers =dynas =dynasty? ty?,, and in accor accordan dance ce )ith de!elo de!elo%men %mentt of kno)led kno)ledge ge in science and technology and )ith time* Morality is concerned )ith %rinci%les and %ractices of morals such as/ =a? What ought or ought not to e done in a gi!en situation4 =? What is right or )rong aout the handling of a situation4 and =c? What is good or ad aout the %eo%le, %olicies, and ideals in!ol!ed4  



Morals are guiding %rinci%les that e!ery citiAen should hold* Morals are foundational conce%ts de(ned on oth an indi!idual and societal le!el* t the most asic le!el, morals are the kno)ledge of the diBerence diBerence et)een right and )rong*

Staes of moral "evelo#ment:

It is generally generally recogniAed recogniAed that %eo%le tend to transition transition et)een diBerent le!els of moral understanding throughout throughout their lifetime* s small children, )e donDt innately understand understand right from from )rong, do not not kno) )hat la)s go!ern go!ern society, society, etc* etc* s )e

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A.S.C.E.T. Unit - I

learn, learn, our !ie)s e!ol!e o!er time* time* 'hese so-called so-called +stages of moral moral de!elo%ment. de!elo%ment. are often classi(ed as follo)s/ 3* edience or %unishment 5* Market%lace morality 9* #onformity <* "a) and order * ocial contract F* Uni!ersal human rights G* Integrity - )hole en!ironment ethic Alternatively$ 7o!lber rou#e" moral "evelo#ment into 8 6AI levels:

Pre-co Pre-con!e n!entio ntional nal

2

self ene(t, ene(t, a!oid a!oid %unishm %unishment ent,, defer defer to author authority ity or

%o)er #on!entional customs

2

conform lindly to societal norms or

Post-con Post-con!entio !entional nal 2 interest

autonomous, autonomous, reasoned reasoned %ositions %ositions eyond self

A"vantaes of 6orals 6orals of 4unis!ment an" Obe"ience •

In early stages of moral de!elo%ment, children are guided y an attem%t to a!oid %unishment and meet %ersonal needs through an oedience to rules and a sim%le decision et)een right and )rong* 6orals of /airness an" E9uality

•

6e!elo%mentally, children at this stage are self-centered and self-moti!ated, and are focused on meeting %ersonal needs efore the needs of others; only in rare circumstances are the needs of others addressed (rst* 6orals Gui"e" by E#ectations an" ;ules

•

With e0%erience, guidance and su%%ort, children ad!ance to the ne0t stage of moral de!elo%ment )here indi!idual morals gro) in alignment )ith inter%ersonal norms and the e0%ectations of the grou% surrounding the indi!idual =e*g*, %eers, teachers and %arents?* 6orals of
•

eha!ior in this stage is characteriAed y an oedience to la)s, a res%ect of authority (gures and an adherence to societal rules or norms* Page 8 9


A.S.C.E.T. Unit - I

6orals of Social Contract •

t the %os %ost-c t-con! on!ent ention ional al le! le!el, el, a%% a%%ro ro%ria %riate te eh eha!i a!ior or is as ased ed on soc societa ietall norms, rules and la)s* Ho)e!er, there is care to ensure that indi!idual !alues are maintained and 7ustice is achie!ed* 6orals of Universal an" Et!ical 4rinci#les

•

lthough eha!ior is often dictated y rules, la)s and e0%ectations, there are outstanding circumstances )here inde%endent thought and moral reasoning can sur%ass generally acce%ted norms in the moral decision-making %rocess* *.= 5alues an" Et!ics Intro"uction to !uman values

Values alues decide decide the standa standard rd of eha!io eha!iorr* ome ome uni!ersa uni!ersally lly acce% acce%ted ted !alues !alues are are freedom 7ustice and e:uality* ther %rinci%les of !alues are lo!e, care, honesty, integrity, self res%ect* Et!ical values

'rust 'rust )orthiness, res%ect, res%onsiility, fairness, caring is ethical !alues >istinuis! values from et!ics an" 5alues. Values are mainly related to indi!iduals and since they are related to 7ustice, they remain the some for e!ery one* E*g* truth, honesty, em%athy, self res%ect* Values do not change from indi!idual to indi!idual* Ethics is common to a grou% of indi!iduals; the grou% may e religious or %rofessional* Ethics is mostly ased on some code or la) and 7udgment of any action is ased on code of conduct or la)* Ethics change from indi!idual to indi!idual #ulture commonly refers to conduct of a grou%* E*g system of )orshi%, marriage It may diBer from society to society, nation to nation or religion to religion* 5alue :

Values are a %ersonDs eliefs aout )hat is good and desirale in life* '!y consi"er values(

+Values are dri!ers of eha!i +Values eha!iour our and are used in making decisions decisions in e!eryd e!eryday ay life* !alues and norms that you ha!e made your o)n )ill make a diBerence in your eha!ior*. >i?erent 5alues 

Em#at!y:

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A.S.C.E.T. Unit - I

'he intellectual identi(cation )ith or !icarious e0%eriencing ofthe feelings, th oughts, or attitudes of another* Em%athy is a sel1ess act, it enales us to learn more aout %eo%le and relationshi%s )ith %eo%le - it is a desirale skill ene(cial to oursel!es, others and society*

Phrases such as eing in your

shoesD and soul matesD im%ly em%athy - em%athy has e!en een likened to a s%iritual or religious state of connection )ith another %erson or grou% of %eo%le* ;es#ect:

$es%ect is

a

%ositi!e

feeling

of esteem or deference for

a %erson or other entity =such as a nation or a religion?, and also s%eci(c actions and conduct re%resentati!e of that esteem* $es%ect can e a s%eci(c feeling of regard for the actual :ualities of the one res%ected =e*g*, JI ha!e great res%ect for her 7udgmentJ?* It can also e conduct in accord )ith a s%eci(c ethic of res%ect*

Genuineness:



%ossessing the claimed or attriuted character, :uality, or origin ; not 

Client em#o%erment : 'here are e0%licit and im%licit similarities

et)een !arious diBerent de(nitions of em%o)erment and more s%eci(c em%o)ering clients* 'hey can e formalised into se!en core com%onents of em%o)erment/ •

self-ecacy - oneDs elief that a situation may e changed or

in1uenced; •

participation and collaboration - a collaorati!e relationshi% et)een

hel%-seeker and hel% gi!er •

sense of control - change is attriuted to the actions of the %erson

concerned

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Professional Ethics & Human Values •

A.S.C.E.T. Unit - I

It is im%ortant to em%o)er clients for a !ariety of reasons/ It enales to recogniAe their strengths and ailities and %erform on their o)n* It enales them to sol!e %rolems in the future on their o)n and successfully*



Outcome focuse": utcomes-focused regulation focuses on the high-

le!el %rinci%les and outcomes that should dri!e the %ro!ision of ser!ices for consumers* It re%laces a detailed and %rescri%ti!e ruleook )ith a targeted, risk-ased a%%roach concentrating on the standards of ser!ice to consumers* 'here is greater 1e0iility for (rms in ho) they achie!e outcomes =standards of ser!ice? for clients* 

Uncon"itional #ositive rear": is unconditional acce%tance, lo!e, or

aBection* 'he term is credited to the humanist %sychologist #arl $ogers* Unconditional %ositi!e regard re:uires that a %erson e )arm and acce%ting e!en )hen another %erson has done something :uestionale* 

Em#at!etic un"erstan"in: Em%athy means %utting self in a %osition of

someone else and thinking as the later and reasoning suitale action* 

Conruence:

is the state achie!ed y coming together, the state of

agreement congruence meaning +I meet together, I agree.* s an astract term, congruence means similarity et)een o7ects* #ongruence, as o%%osed to a%%ro0imation, is a relation )hich im%lies a s%ecies of e:ui!alence*

'he (!e core human !alues are/ =3? $ight conduct =5? Peace =9? 'ruth =

A.S.C.E.T. Unit - I

3* Values related to $I>H' #K6U#' are/ =a? E"@-HE"P LI""/ #are of %ossessions, diet, hygiene, modesty, %osture, self

reliance, and tidy a%%earance

=? #I" LI""/ >ood eha!ior, good manners, good relationshi%s, hel%fulness, Ko

)astage, and good en!ironment, and

=c? E'HI#" LI""/ #ode of conduct, courage, de%endaility, duty, eciency,

ingenuity, initiati!e, %erse!erance, %unctuality,

resourcefulness, res%ect for all, and

res%onsiility

5* Values related to PE#E are/ ttention, calmness, concentration, contentment, dignity,

disci%line, e:uality, e:uanimity, faithfulness, focus,

gratitude, ha%%iness, harmony, humility,

inner silence, o%timism, %atience,

re1ection, satisfaction, self-acce%tance, self-con(dence,

self-control, self-

disci%line,

tolerance,

self-esteem,

self-res%ect,

sense

control,

and

understanding* 9* Values related to '$U'H are/ ccuracy, curiosity, discernment, fairness, fearlessness, honesty, integrity =unity of thought, )ord, and deed?, intuition, 7ustice, o%timism, %urity, :uest for kno)ledge, reason, self-analysis, sincerity, s%rit of en:uiry, synthesis, trust, truthfulness, and determination* <* Values related to "VE are/ cce%tance, aBection, care, com%assion, consideration,

dedication, de!otion, em%athy, forearance,

forgi!eness, friendshi%, generosity, gentleness, interde%endence, sel1essness,

kindness,

%atience,

%atriotism,

humanness, re!erence,

sacri(ce,

ser!ice, sharing, sym%athy, thoughtfulness, tolerance

and trust * Values related to KK-VI"EK#E are/ =a? PN#H">I#"/ ene!olence, com%assion, concern for others, consideration,

forearance, forgi!eness, manners, ha%%iness, Page 8 G


A.S.C.E.T. Unit - I

loyalty, morality, and uni!ersal lo!e =? #I"/ %%reciation of other cultures and religions, rotherhood, care of en!ironment, citiAenshi%, e:uality, harmlessness, national a)areness, %erse!erance, res%ect for

%ro%erty, and social 7ustice*

PE$EVE$K#E is de(ned as %ersistence, determination, resolution, tenacity, dedication,

commitment,

constancy,

steadfastness,

stamina,

endurance and indefatigaility* 'o %erse!ere is descried as to continue, carry on, stick at it =in formal?, kee% going, %ersist, %lug a)ay, =informal?, remain, stand (rm, stand fast, hold on and hang on* Perse!erance uilds character* ##U$#N means freedom from mistake or error; conformity to truth or to a standard or model and e0actness* ccuracy is de(ned as correctness, e0actness, authenticity, truth, !eracity, closeness to truth =true !alue? and carefulness* 'he !alue of accuracy emraces a large area and has many im%lications* Engineers are encouraged to demonstrate accuracy in their eha!ior through the medium of %raise and other incenti!es* ccuracy includes telling the truth, not e0aggerating, and taking care o!er oneDs )ork* 6I#E$KMEK' means discrimination, %erce%tion, %enetration, and insight* 6iscernment means the %o)er to see )hat is not o!ious to the a!erage mind* It stresses accuracy, es%ecially in reading character or moti!es* 6iscrimination stresses the %o)er to distinguish or select )hat is true or genuinely e0cellent* Perce%tion im%lies :uick and often sym%athetic discernment, as of shades of feelings* Penetration im%lies a searching mind that goes eyond )hat is o!ious or su%er(cial* Insight suggests de%th of discernment* 'he human !alues e!ol!e ecause of the follo)ing factors/ Page 8 O


A.S.C.E.T. Unit - I

3* 'he im%act of norms of the society on the ful(llment of the indi!idualDs needs or desires* 5* 6e!elo%ed or modi(ed y oneDs o)n a)areness, choice, and 7udgment in ful(lling the needs* 9* y the teachings and %ractice of Prece%tors =>urus? or a!iors or religious leaders* <* @ostered or modi(ed y social leaders, rulers of kingdom, and y la) =go!ernment?* Et!ics

Ethics is the )ord that refers to morals, !alues, and eliefs of the indi!iduals, family or the society* 'he )ord has se!eral meanings* asically it is an acti!ity and %rocess of in:uiry* econdly, it is diBerent from non-moral %rolems, )hen dealing )ith issues and contro!ersies* 'hirdly, ethics refers to a %articular set of eliefs, attitudes, and haits of indi!iduals or family or grou%s

concerned )ith

morals* @ourth, it is used to mean morally correctD* 'he study on ethics hel%s to kno) the %eo%leDs eliefs, !alues, and morals, learn the good and ad of them, and %ractice them to ma0imiAe their )ell-eing and ha%%iness* It in!ol!es the in:uiry on the e0isting situations, form 7udgments and resol!e the issues* In addition, ethics tells us ho) to li!e, to res%ond to issues, through the duties, rights, res%onsiilities, and oligations* In religion, similar %rinci%les are included, ut the reasoning on %rocedures is limited* 'he %rinci%les and %ractices of religions ha!e !aried from to time to time =history?, region =geogra%hy, climatic conditions?, religion, society, language, caste and creed* ut ethics has gro)n to a large e0tent eyond the arriers listed ao!e* In ethics, the focus is to study and Page 8 


A.S.C.E.T. Unit - I

a%%ly the %rinci%les and %ractices, uni!ersally* *.8 Interity

Integrity is de(ned as the unity of thought, )ord and deed =honesty? and o%en mindedness* It includes the ca%acity to communicate the factual information so that others can make )ell-informed decisions* It yields the %ersonDs %eace of mindD, and hence adds strength and consistency in character, decisions, and actions* 'his %a!es )ay to oneDs success* It is one of the self-direction !irtues* It enthuse %eo%le not only to e0ecute a 7o )ell ut to achie!e e0cellence in %erformance* It hel%s them to o)n the res%onsiility and earn self-res%ect and recognition y doing the 7o* Moral integrity is de(ned as a !irtue, )hich re1ects a consistency of oneDs attitudes, emotions, and conduct in relation to 7usti(ed moral !alues* It yields the %ersonDs %eace of mindD, and hence adds strength and consistency in character, decisions, and actions* 'his %a!es )ay to oneDs success* It is one of the self-direction !irtues* It enthuse %eo%le not only to e0ecute a 7o )ell ut to achie!e e0cellence in %erformance* It hel%s them to o)n the res%onsiility and earn self-res%ect and recognition y doing the 7o* *.@ 'or Et!ic

Industry and ociety are the t)o systems )hich interact )ith each other and are

interde%endent* ociety re:uires industryQusiness system )hich

%ro!ides manufacturing, distriution and consum%tion acti!ities* It needs in!estment =ca%ital in%ut?, laor =in%ut?, su%%ly =ra) materials?, %roduction =industries, usiness organiAations?, marketing and distriution =trans%ort?, and consum%tion =%ulic, customer?*  lot of transactions =and interactions? et)een these su-systems in!ol!ing %eo%le are needed for the )elfare of the society* It is here, the )ork ethics %lays an essential role* Work ethics is de(ned as a set of attitudes concerned )ith the !alue of Page 8 3R


A.S.C.E.T. Unit - I

)ork, )hich forms the moti!ational orientation* 'he )ork ethicsD is aimed at ensuring the economy =get 7o, create )ealth, earn salary?, %roducti!ity =)ealth, %ro(t?, safety =in )ork%lace?, health and hygiene =)orking conditions?, %ri!acy =raise family?, security =%ermanence against contractual, %ension, and retirement ene(ts?, cultural and social de!elo%ment =leisure, hoy, and ha%%iness?, )elfare =social )ork?, en!ironment =anti-%ollution acti!ities?, and oBer o%%ortunities for all, according to their ailities, ut )ithout discrimination* Many com%le0 social %rolems e0ist in the industrialQusiness scenario, ecause/ 3* 'he %eo%le desire to e recogniAed as indi!iduals and treated )ith dignity, as li!ing human

eings* Work is intrinsically !aluale so far as it is

en7oyale or meaningful in allo)ing

%ersonal e0%ression and self-

ful(llment* Meaningful )ork is )orth doing for the sense of

%ersonal

identity and the self-esteem it holds* 5* Economic inde%endence/ Work is the ma7or instrumental good in life* It is the main source

of %ro!iding the income needed to a!oid economic

de%endence on others, for otaining

desired materials and ser!ices, and

for achie!ing status and recognition from others* 9* Pay as )ell as the %ace of )ork should e in commensurate )ith the e0%ertise re:uired,

ac:uired, and utiliAed in the %ersons* E0%loitation and

argained %ay should e discouraged*

<* Pri!acy =%ersonal freedom? of the em%loyee, including )omen, is to e %rotected* t the

same time, con(dentiality of the em%loyer is also to e

%rotected* Mutual trust and loyalty

oth )ays %lay ma7or roles in this Page 8 33


A.S.C.E.T. Unit - I

as%ect* * ecurity during 7o and u%on retirement/ 'his conce%t is eing acce%ted only in go!ernment

7os, %ulic limited com%anies, and cor%orate

organiAations* 'he )estern thought has

in1uenced the Indian %ri!ate

industries and multinationals in a %aradigm shift from life- long em%loymentD to %olicies such as merit onlyD, hire and (reD, %ay and useD etc* 'his situation has no dout created tension in the Indian scene* F* $ecognition to non-)ork acti!ities, such as leisure, %aid holiday on the day of !isit of a

dignitary, social ser!ice, and other de!elo%mental acti!ities*

'he )orkers in %ros%erous

countries are less )illing to consider )orkD as

their %rime interest in life* 'hey claim that such ser!ice acti!ities gi!e them %eace of mind and ha%%iness* Ho)e!er, such a trend is likely to decline the )ork ethics* G* Hard )ork and %roducti!ity are !ery essential for the success of an industry* 'he :uality of

)ork life deser!es to e im%ro!ed* Hard laor,

undigni(ed 7os =human-dra)n riksha),

%eo%le carrying night soil?, and

haAardous 7os are to e made less straining, digni(ed, and

safer*

utomation and #K# systems to a large e0tent ha!e een successful in lessening the

human urden* till, many a hard )ork can not e re%laced

y !irtual )orkD, in the near

future*

O* Em%loyee alienation/ sence of or inade:uate recognition and re)ard systemD and

grie!ance redressal systemD, lack of trans%arency in %olicy

im%lementation, factions in trade unions etc* lead to ethical %rolems, aBecting the )ork ethics* Partici%ati!e management, :uality

circles, 7o

rotation, and 1e0ile )orking hours are some of the measures to counter this situation* *  diBerent !ie) of )ork ethics/ Work is considered as a necessary e!il* It is Page 8 35


a thing one

A.S.C.E.T. Unit - I

must do in order to a!oid )orse e!ils, such as de%endency and

%o!erty* 'hat is a ma7or source of an0iety and unha%%iness* 3R* s %er the Protestant Work Ethics, the (nancial success is a sign that is fa!ored y >od* It

means making ma0imal %ro(t is a duty mandated y

>od* It is to e otained rationally,

diligently, and )ithout com%romising

)ith other !alues such as s%ending time )ith oneDs

family and not

e0%loiting or harming others3 'o )ork =7o?, is not for monetary considerations only* Human eings elie!e that it is good to )ork* Work is good for the ody and mind* It %romotes self-res%ect, self-esteem, good for the family, and oligation to the society and allo) the )orld to %ros%er* Work lays a moral and meaningful foundation for life* 'hat is )hy, )ork ethics arm s that, the )ork %er se is )orthy, admirale and !aluale at %ersonal and social le!els* It im%ro!es the :uality of life and makes life %ur%oseful, successful, and ha%%y* y )ork ethics, duties to the self, family, society, and nation are ful(lled* $ights of the indi!iduals are res%ected and nourished* Values and !irtues are culti!ated and en7oyed y all human eings* @urther, the :uality of life is im%ro!ed and the en!ironment %rotected* n the other hand, unem%loyment and under-em%loyment lead to frustration, social tensions, and occasional militancy* @or a de!elo%ing economy and society, like ours, )e need to %romote )ork ethics, at all le!els, to 1ourish as de!elo%ed nation*

*.B SE;5ICE
er!ice learning refers to learning the ser!ice %olicies, %rocedures, norms, and conditions, other

than the technical trade %racticesD* 'he ser!ice

learning includes the characteristics of the )ork, asic re:uirements, security of the 7o, and a)areness of the %rocedures, )hile taking decisions and actions* It hel%s the indi!iduals to interact ethically )ith colleagues, to eBecti!ely coordinate )ith other de%artments, to interact cordially )ith su%%liers as )ell Page 8 39


A.S.C.E.T. Unit - I

as the customers, and to maintain all these friendly interactions* lternati!ely, the ser!ice learning may e de(ned as the non-%aid acti!ity, in )hich ser!ice is %ro!ided on !oluntary asis to the %ulic =ha!enots

in

the

community?,

non-%ro(tale

institutions,

and

charitale

organiAations* It is the ser!ice during learning* 'his includes training or study on real life %rolems and their %ossile solutions, during the formal learning, i*e*, courses of study* In the industrial scenario, ado%tion, study, and de!elo%ment of %ulic health or )elfare or safety system of a !illage or school is an e0am%le of ser!ice learning y the em%loyees* 'he engineering student analyAing and e0ecuting a socially-rele!ant %ro7ect is another e0am%le of ser!ice learning* 'he ser!ice learning is a methodology falling under the category of e0%eriential education* It is one of the forms of e0%eriential learning and community ser!ice o%%ortunities* It is distinguished in the follo)ing )ays/ 3* #onnection to curriculum/ Integrating the learning into a ser!ice %ro7ect is a key to successful ser!ice learning* cademic ties should e clear and uilt u%on e0isting disci%linary skills* 5* "earnerDs !oice/ eyond eing acti!ely engaged in the %ro7ect, trainees ha!e the o%%ortunity to select, design, im%lement, and e!aluate their ser!ice acti!ity* 9* $e1ection/ tructured o%%ortunities are created to think, talk, and )rite aout the ser!ice e0%erience* 'he alance of re1ection and action allo)s the trainee to e constantly a)are of the im%act of their )ork* <* Partners in the community/ Partnershi% )ith community agencies are used to identify genuine needs, %ro!ide mentorshi%, and contriute in%ut such as laor and e0%ertise to)ards com%leting the %ro7ect*

*. 5I;TUES

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A.S.C.E.T. Unit - I

Virtues are %ositi!e and %referred !alues* Virtues are desirale attitudes or character traits, moti!es and emotions that enale us to e successful and to act in )ays that de!elo% our highest %otential* 'hey energiAe and enale us to %ursue the ideals that )e ha!e ado%ted* Honesty, courage, com%assion, generosity,

(delity, integrity, fairness, trans%arency, self-control,

and

%rudence are all e0am%les of !irtues* Virtues are tendencies )hich include, sol!ing %rolems through %eaceful and constructi!e means and follo) the %ath of the golden mean et)een the e0tremes of e0cess and de(ciencyD* 'hey are like haits, once ac:uired, they ecome characteristics of a %erson* Moreo!er, a %erson )ho has de!elo%ed !irtues )ill naturally act in )ays consistent )ith moral %rinci%les* 'he !irtuous %erson is the ethical %erson* *..* Civic 5irtues

#i!ic !irtues are the moral duties and rights, as a citiAen of the !illage or the country or an integral %art of the society and en!ironment* n indi!idual may e0hiit ci!ic !irtues y !oting, !olunteering, and organiAing )elfare grou%s and meetings* 'he duties are/ 3* 'o %ay ta0es to the local go!ernment and state, in time* 5* 'o kee% the surroundings clean and green* 9* Kot to %ollute the )ater, land, and air y follo)ing hygiene and %ro%er garage dis%osal* @or e0am%le, not to urn )ood, tyres, %lastic materials, s%it in the o%en, e!en not to smoke in the o%en, and not to cause nuisance to the %ulic, are some of the ci!ic =duties? !irtues* <* 'o follo) the road safety rules*

n the other hand, the rights are/ Page 8 3


A.S.C.E.T. Unit - I

3* 'o !ote the local or state go!ernment* 5* 'o contest in the elections to the local or state go!ernment* 9* 'o seek a %ulic )elfare facility such as a school, hos%ital or a community hall or trans%ort or communication facility, for the residents* <* 'o estalish a green and safe en!ironment, %ollution free, corru%tion free, and to follo) ethical %rinci%les* Peo%le are said to ha!e the right to reathe in fresh air, y not allo)ing smoking in %ulic* * Peo%le ha!e inalienale right to acce%t or re7ect a %ro7ect in their area* ne has the right to seek legal remedy, in this res%ect, through %ulic interest %etition* >eorge Washington< emodied the ci!ic !irtues as indis%ensale for a self-go!erning administration* 'hese !irtues are di!ided into four categories/ 3* #i!ic Lno)ledge #itiAens must understand )hat the #onstitution says aout ho) the go!ernment is )orking, and )hat the go!ernment is su%%osed to do and )hat not to do* We must understand the asis of our res%onsiilities as citiAens, esides duties and rights* We must e ale to recogniAe )hen the go!ernment or another citiAen infringes u%on our rights* It im%lies that the go!ernment re:uires the %artici%ation of the enlightened citiAens, to ser!e and sur!i!e* 5* elf-$estraint @or citiAens to li!e in a free society )ith limited go!ernment each citiAen must e ale to control or restrain himself; other)ise, )e )ould need a %olice stateSthat is, a dictatorial go!ernment to maintain safety and order* He ad!ocated for morality and declared that ha%%iness is achie!ed and Page 8 3F


A.S.C.E.T. Unit - I

sustained through !irtues and morals* He ad!ocated and demonstrated selfrestraint se!eral times in his %ri!ate and %ulic life, and naturally he )as a great leader*

9* elf-ssertion elf-assertion means that citiAens must e %roud of their rights, and ha!e the courage to stand u% in %ulic and defend their rights* ometimes, a go!ernment may usur% the !ery rights that it )as created to %rotect* In such cases, it is the right of the %eo%le to alter or aolish that go!ernment =e*g*, !oting rights, rights call ack?*

<* elf-$eliance #itiAens )ho cannot %ro!ide for themsel!es )ill need a large go!ernment to take care of them* nce citiAens ecome de%endent on go!ernment for their asic needs, the %eo%le are no longer in a %osition to demand that go!ernment act )ithin the con(nes of the #onstitution* elf-reliant citiAens are free citiAens in the sense that they are not de%endent on others for their asic needs* 'hey do not need a large %ro!ider-go!ernment, )hich has the %otential to ecome an o%%ressi!e go!ernment, to meet those needs* nly a strong self-reliant citiAenry )ill e ale to en7oy fully the lessings of lierty* 'hese ci!ic !irtues, a%%licale to local, state, and central go!ernments, nourish freedom and ci!il lierty at the root of democracy*

*., ;ES4ECT /O; OT0E;S

'his is a asic re:uirement for nurturing friendshi%, team )ork, and for the synergy it %romotes and sustains* 'he %rinci%les enunciated in this regard are/ 3* $ecogniAe and acce%t the e0istence of other %ersons as human Page 8 3G


A.S.C.E.T. Unit - I

eings, ecause they ha!e a right to li!e, 7ust as you ha!e* 5* $es%ect othersD ideas =decisions?, )ords, and laor =actions?* ne need not acce%t or a%%ro!e or a)ard them, ut shall listen to them (rst* ne can correct or )arn, if they commit

mistakes* ome %eo%le may )ait

and )atch as fun, if one falls, claiming that they kno)

othersD

mistakes efore and kno) that they )ill fallT %%reciate colleagues and suordinates

on their %ositi!e actions* #riticiAe constructi!ely and

encourage them* 'hey are ound to

im%ro!e their %erformance, y

learning %ro%erly and y %utting more eBorts* 9* ho) good)illD on others* "o!e others* llo) others to gro)* asically, the good)ill

re1ects on the originator and multi%lies itself on e!eryody* 'his

)ill facilitate co linearity,

focus, coherence, and strength to achie!e the

goals*

*.2
'o li!e %eacefully, one should start install %eace )ithin =self?* #harity egins at home* 'hen one can s%read %eace to family, organisation )here one )orks, and then to the )orld, including the en!ironment* nly )ho are at %eace can s%read %eace* Nou can not gift an article )hich you do not %ossess* 'he essence of oriental %hiloso%hy is that one should not (ght for %eace* It is o0ymoron* War or %eace can e )on only y %eace, and not y )ars T ne should ado%t the follo)ing means to li!e %eacefully, in the )orld/

Kurture 3* rder in oneDs life =self-regulation, disci%line, and duty?* 5* Pure thoughts in oneDs soul =lo!ing others, lessing others, friendly,

and not criticiAing Page 8 3O


A.S.C.E.T. Unit - I

or hurting others y thought, )ord or deed?* 9* #reati!ity in oneDs head =useful and constructi!e?* <* eauty in oneDs heart =lo!e, ser!ice, ha%%iness, and %eace?* >et * >ood healthQody =%hysical strength for ser!ice?* ct F* Hel% the needy )ith head, heart, and hands =charity?* er!ice to the %oor is considered holier than the ser!ice to >od* G* Kot hurting and torturing others either %hysically, !erally, or mentally* 'he follo)ing are the factors that %romote li!ing, )ith internal and e0ternal %eace/ 3* #onduci!e en!ironment =safe, !entilated, illuminated and comfortale?* 5* ecured 7o and moti!ated )ith recognition and re)ardD* 9* sence of threat or tension y %ressure due to limitations of money or time* <* sence of unnecessary interference or disturance, e0ce%t as guidelines* * Healthy laor relations and family situations* F* er!ice to the needy =%hysically and mentally-challenged? )ith lo!e and sym%athy* *.+ CA;IG

#aring is feeling for others* It is a %rocess )hich e0hiits the interest in, and su%%ort for, the )elfare of others )ith fairness, im%artiality and 7ustice in all acti!ities, among the em%loyees, in the conte0t of %rofessional ethics* It includes sho)ing res%ect to the feelings of others, and also res%ecting and Page 8 3


A.S.C.E.T. Unit - I

%reser!ing the interests of all others concerned* #aring is re1ected in acti!ities such as friendshi%, memershi% in social clus and %rofessional societies, and through !arious transactions in the family, fraternity, community, country and in international councils* In the %resent day conte0t, caring for the en!ironment =including the fauna and 1ora? has ecome a necessity for our !ery sur!i!al* If )e do not care for the en!ironment, the en!ironment )ill scare us* *.*- S0A;IG

Primarily, caring in1uences sharingD* haring is a %rocess that descries the transfer of kno)ledge =teaching, learning, and information?, e0%erience =training?, commodities =material %ossession? and facilities )ith others* 'he transfer should e genuine, legal, %ositi!e, !oluntary, and )ithout any e0%ectation in return* Ho)e!er, the %ro%rietary information it should not e shared )ith outsiders* 'hrough this %rocess of sharing, e0%erience, e0%ertise, )isdom and other ene(ts reach more %eo%le faster* haring is !oluntary and it can not e dri!en y force, ut moti!ated successfully through ethical %rinci%les* In short, sharing is charityD @or the humanity, sharingD is a culture* 'he ha%%iness and )ealthD are multi%lied and the crimes and suBeringsD are reduced, y sharing* It %a!es the )ay for %eace and o!iates militancy* Philoso%hically, the sharing ma0imiAes the ha%%iness for all the human eings* In terms of %sychology, the fear, di!ide, and distrust et)een the ha!esD and ha!e-notsD disa%%ear* haring not only %a!es the )ay to %ros%erity, early and easily, and sustains it*

Page 8 5R


A.S.C.E.T. Unit - I

Economically s%eaking, ene(ts are ma0imiAed as there is no )astage or loss, and e!eryody gets oneDs needs ful(lled and satis(ed* #ommercially s%eaking, the %ro(t is ma0imiAed* Tec!noloically$ t!e #ro"uctivity an" utiliation are maimie" by s!arin.

In the industrial arena, code-sharing in airlines for ookings on air tra!els and the common Euent 'reatment Plant constructed for small-scale industries in the industrial estates, are some of the e0am%les of sharing* 'he co-o%erati!e societies for %roducers as )ell as consumers are ty%ical e0am%les of sharing of the goods, %ro(t and other social ene(ts* Here is an anecdote that illustrates the ene(ts of sharing, for the young mindsT 'he shouting***the screamingthe (ghting* 'hat )as the reaking %oint for me as I %oured out my )oes to my mother* +Ho) can I get them to share as )ell as )e did as kids4., I %leaded* "aughter )as her re%ly* +Well, thanks a lot, mom,. I said* +IDm sorry,. she chuckled, +ut you didnDt al)ays share*. he )ent on to e0%lain aout the +o0 of Miseha!ed 'oys*. E!ery time )e fought o!er a toy, she )ould :uietly take that and %ut it into the o0* Nes, I did rememer that o0* I also rememer it )asnDt al)ays fair since one %erson may

ha!e caused all the commotion* ut my mother )as

consistent* Ko matter )hat the reason for the struggle )as, the toy disa%%eared into the o0 for one )eek* Ko :uestions asked, and no chance of %arole* My silings and I soon learned that sharing a toy )as etter than Page 8 53


A.S.C.E.T. Unit - I

losing it* ften, one %erson )ould decide to 7ust )ait for a time )hen no one else )as %laying )ith the toy, rather than (ght and lose it* It )as not a %erfect system, ut I tried it any)ay 'hat o0 )as a shock to my kids and it )as close to full, )ithin a fe) days**s the )eeks %rogressed, I noticed the o0 )as em%tier and the arguing )as less* 'oday, I heard :uiet music to my ears as my son said to his sister, +'hatDs L, you can %lay )ith it*. 'his story illustrates the )orthy 7oy of sharing as com%ared to the %ain of losing* *.** 0OESTD

Honesty is a !irtue, and it is e0hiited in t)o as%ects namely, =a? 'ruthfulness and =? 'rust)orthiness* 'ruthfulness is to face the res%onsiilities u%on telling truth* ne should kee% oneDs )ord or %romise* y admitting oneDs mistake committed =one needs courage to do thatT?, it is easy to (0 hem* $eliale engineering 7udgment, maintenance of truth, defending the truth, and communicating the truth, only )hen it does goodD to others, are some of the re1ections of truthfulness* ut trust)orthiness is maintaining integrity and taking res%onsiility for %ersonal %erformance* Peo%le aide y la) and li!e y mutual trust* 'hey %lay the right )ay to )in, according to the la)s or rules =legally and morally?* 'hey uild trust through reliaility and authenticity* 'hey admit their o)n mistakes and confront unethical actions in others and take tough and %rinci%led stand, e!en if un%o%ular* Page 8 55


A.S.C.E.T. Unit - I

Honesty is mirrored in many )ays* 'he common re1ections are/ =a? eliefs =intellectual honesty?* =? #ommunication =)riting and s%eech?* =c? 6ecisions =ideas, discretion?* =d? ctions =means, timing, %lace, and the goals?* and =e? Intended and unintended results achie!ed* s against this, some of the actions of an engineer that leads to dishonesty are/ 3* "ying/ Honesty im%lies a!oidance of lying* n engineer may communicate )rong or distorted

test results intentionally or other)ise* It is gi!ing )rong

information to the right %eo%le* 5* 6elierate dece%tion/ n engineer may 7udge or decide on matters one is not familiar or

)ith insucient data or %roof, to im%ress u%on the

customers or em%loyers* 'his is a self 9*

Withholding

the

information/

deceit* It

means

hiding

the

facts

during

communication to oneDs su%erior or suordinate, intentionally or other)ise* <* Kot seeking the truth/ ome engineers acce%t the information or data, )ithout a%%lying their

mind and seeking the truth*

* Kot maintaining con(dentiality/ It is gi!ing right information to )rong %eo%le* 'he engineers should kee% information of their customersQclients or of their em%loyers con(dential and should not discuss them )ith others* F* >i!ing %rofessional 7udgment under the in1uence of e0traneous factors such as %ersonal

ene(ts and %re7udice* 'he la)s, e0%erience, social

)elfare, and e!en conscience are gi!en a go-ye y such actions* #ertainly this is a higher-order crime* *.*= COU;AGE Page 8 59


A.S.C.E.T. Unit - I

#ourage is the tendency to acce%t and face risks and dicult tasks in rational )ays* elf-con(dence is the asic re:uirement to nurture courage* #ourage is classi(ed into three ty%es, ased on the ty%es of risks, namely =a? Physical courage, =? ocial courage, and =c? Intellectual courage* In %hysical courage, the thrust is on the ade:uacy of the %hysical

strength, including the muscle %o)er and armaments*

Peo%le )ith high adrenalin, may e

%re%ared to face challenges for

the mere thrillD or dri!en y a decision to e0celD* 'he social

courage

in!ol!es the decisions and actions to change the order, ased on the con!iction for or

against certain social eha!iors* 'his re:uires

leadershi% ailities, including em%athy and

sacri(ce, to moiliAe and

moti!ate the follo)ers, for the social cause* 'he intellectual courage is inculcated in %eo%le through ac:uired kno)ledge, e0%erience, games, tactics, education,

and training* In %rofessional ethics, courage is

a%%licale to the em%loyers, em%loyees,

%ulic, and the %ress*

"ook efore you lea%* ne should %erform trengths, Weakness, %%ortunities, and 'hreat =W'? analysis* #alculate =estimate? the risks, com%are )ith oneDs strengths, and antici%ate the end results, )hile taking decisions and efore getting into action* "earning from the %ast hel%s* Past e0%erience =oneDs o)n or orro)edT? and )isdom gained from self-study or others )ill %re%are one to %lan and act )ith self-con(dence, succeed in achie!ing the desired ethical goals through ethical means* %%ortunities and threat e0isting and likely to e0ist in future are also to e studied and measures to e %lanned* 'his antici%atory management )ill hel% any one to face the future )ith courage* @acing the criticism, o)ning res%onsiility, and acce%ting the mistakes or Page 8 5<


A.S.C.E.T. Unit - I

errors )hen committed and e0%osed are the e0%ressions of courage* In fact, this sets their mind to e !igilant against the %ast mistakes, and creati!e in (nding the alternate means to achie!e the desired o7ecti!es* Prof* athish 6ha)an, #hief of I$, )as re%orted to ha!e e0hiited his courage and o)ned res%onsiility, )hen the %re!ious s%ace mission failed, ut credited Prof* *P** dul Lalam =no) our re!ered President?, )hen the suse:uent mission succeeded* 'he courageous %eo%le o)n and ha!e sho)n the follo)ing characteristics, in their %rofessions/ =a? Perse!erance =sustained hard )ork?, =?

E0%erimentation

=%re%aredness to face the

challenges,

that is,

une0%ected or unintended results?, =c? In!ol!ement =attitude, clear and (rm resol!e to act?, and =d? #ommitment =)illing to get into action and to reach the desired goals y any alternati!e ut ethical means?* *.*8 5A
'ime is rare resource* nce it is s%ent, it is lost for e!er* It can not e either stored or reco!ered* Hence, time is the most %erishale and most !aluale resource too* 'his resource is continuously s%ent, )hether any decision or action is taken or not* 'he history of great reformers and inno!ators ha!e stressed the im%ortance of time and !aluing time* 'he %ro!ers, 'ime and tide )ait for noodyD and Procrastination is the thief of timeD am%ly illustrate this %oint* n anecdote to highlight the !alue of timeD is as follo)s/ 'o realiAe the !alue of one year, ask the student )ho has failed in the e0aminations;* 'o realiAe the !alue of one month, ask the mother )ho has deli!ered a Page 8 5


A.S.C.E.T. Unit - I

%remature ay; to realiAe the !alue of one )eek, ask the editor of )eekly; to realiAe the !alue of one day, ask the daily-)age laorer; to realiAe no) the !alue of one hour, ask the lo!ers longing to meet; to realiAe the !alue of one minute, ask a %erson )ho has missed the train; to realiAe the !alue of one second, ask the %erson )ho has sur!i!ed an accident; to realiAe the !alue one milli second, ask the %erson )ho has )on the ronAe medal in lym%ics; to realiAe the !alue of one micro second, ask the K team of scientists; to realiAe the !alue of one nano-second, ask a Hard)are engineerT; If you ha!e still not realiAed the !alue of time, )ait; are you an Engineer4 *.*@ COO4E;ATIO

It is a team-s%irit %resent )ith e!ery indi!idual engaged in engineering* #oo%eration is acti!ity et)een t)o %ersons or sectors that aims at integration of o%erations =synergy?, )hile not sacri(cing the autonomy of either %arty* @urther, )orking together ensures, coherence, i*e*, lending of diBerent skills re:uired, to)ards common goals* Willingness to understand others, think and act together and %utting this into %ractice, is coo%eration* #oo%eration %romotes collinearity, coherence =lend?, co-ordination =acti!ities linked in se:uence or %riority? and the synergy =ma0imiAing the out%ut, y reinforcement?* 'he )hole is more than the sum of the indi!iduals* It hel%s in minimiAing the in%ut resources =including time? and ma0imiAes the out%uts, )hich include :uantity, :uality, eBecti!eness, and eciency* ccording to %rofessional ethics, coo%eration should e0ist or e de!elo%ed, and maintained, at se!eral le!els; et)een the em%loyers and em%loyees, et)een the su%eriors and suordinates, among the colleagues, et)een the %roducers and the su%%liers =s%are %arts?, and et)een the organisation and its customers* 'he codes of ethics of !arious %rofessional societies insist on a%%ro%riate Page 8 5F


A.S.C.E.T. Unit - I

coo%eration to nourish the industry* 'he asence of coo%eration leads to lack of communication, misinformation, !oid in communication, and undue delay et)een su%%ly, %roduction, marketing, and consum%tion* 'his is likely to demoraliAe and frustrate the em%loyees, leading to colla%se of the industry o!er time and aneconomic loss to the society* 'he im%ediments to successful coo%eration are/ 3* #lash of ego of indi!iduals* 5* "ack of leadershi% and moti!ation* 9* #on1icts of interests, ased on region, religion, language, and caste* <* Ignorance and lack of interest* y careful %lanning, moti!ation, leadershi%, fostering and re)arding team )ork, %rofessionalism and humanism eyond the di!idesD, training on a%%reciation to diBerent cultures, mutual understanding coo%erationD can e de!elo%ed and also sustained* *.*B CO66IT6ET

#ommitment means alignment to goals and adherence to ethical %rinci%les during the acti!ities* @irst of all, one must elie!e in oneDs action %erformed and the e0%ected end results =con(dence?* It means one should ha!e the con!iction )ithout an iota of dout that one )ill succeed* Holding sustained interest and (rmness, in )hate!er ethical means one follo)s, )ith the fer!ent attitude and ho%e that one )ill achie!e the goals, is commitment* It is the dri!ing force to realiAe success* 'his is a asic re:uirement for any %rofession* @or e0am%le, a design engineer shall e0hiit a sense of commitment, to make his %roduct or %ro7ect designed a ene(cial contriution to the society* Page 8 5G


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nly )hen the teacher =>uru? is committed to his 7o, the students )ill succeed in life and contriute goodD to the society* 'he commitment of to% management )ill naturally lead to committed em%loyees, )hate!er may e their %osition or emoluments* 'his is ound to add )ealth to oneself, oneDs em%loyer, society, and the nation at large* *.* E64AT0D

Em%athy is social radar* ensing )hat others feel aout, )ithout their o%en talk, is the essence of em%athy* Em%athy egins )ith sho)ing concern, and then otaining and understanding the feelings of others, from othersD %oint of !ie)* It is also de(ned as the aility to %ut oneDs self into the %sychological frame or reference or %oint of !ie) of another, to kno) )hat the other %erson feels* It includes the imaginati!e %ro7ection into otherDs feelings and understanding of otherDs ackground such as %arentage, %hysical and mental state, economic situation, and association* 'his is an essential ingredient for good human relations and transactions* 'o %ractice Em%athyD, a leader must ha!e or de!elo% in him, the follo)ing characteristics 3* Understanding others/ It means sensing others feelings and %ers%ecti!es, and taking acti!e interest in their )elfare* 5* er!ice orientation/ It is antici%ation, recognition and meeting the needs of the clients or customers* 9* 6e!elo%ing others/ 'his means identi(cation of their needs and olstering their ailities* In de!elo%ing others, the one should inculcate in him the listening skillD (rst*

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#ommunication 2 55X reading and )riting Y 59X s%eaking Y X listening ne

should

get

the

feed

accom%lishments, and then

ack,

ackno)ledge

the

strength

and

coach the indi!idual, y informing aout )hat

)as )rong, and gi!ing correct feedack and

%ositi!e e0%ectation of the

su7ectDs ailities and the resulting %erformance* <* "e!eraging di!ersity =o%%ortunities through di!erse %eo%le?/ 'his leads to enhanced

organiAational learning, 1e0iility, and %ro(taility*

* Political a)areness/ It is the aility to read %olitical and social currents in an organiAation* 'he ene(ts of em%athy include/ 3* >ood customer relations =in sales and ser!ice, in %artnering?* 5* Harmonious laor relations =in manufacturing?* 9* >ood !endor-%roducer relationshi% =in %artnering*? 'hrough the ao!e three, )e can

ma0imiAe the out%ut and %ro(t, as )ell as minimiAing the

loss* While dealing )ith customer

com%laints, em%athy is !ery eBecti!e in

realising the uniased !ie)s of others and in admitting

oneDs o)n

limitations and failures* ccording to Peter 6rucker, %ur%ose of the usiness is

not to make a sale, ut to make and kee% a customer* Em%athy assists

one in de!elo%ing courage leading to successT *.*, SEECE

#ertainty in oneDs o)n ca%ailities, !alues, and goals, is self-con(dence* 'hese %eo%le are usually %ositi!e thinking, 1e0ile and )illing to change* 'hey res%ect others so much as they res%ect themsel!es* elf-con(dence is %ositi!e attitude, )herein the indi!idual has some %ositi!e and realistic !ie) of himself, )ith res%ect to the situations in )hich one gets in!ol!ed* 'he %eo%le )ith self-con(dence e0hiit courage to get into action and unshakale faith in their ailities, )hate!er may e their Page 8 5


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%ositions* 'hey are not in1uenced y threats or challenges and are %re%ared to face them and the natural or une0%ected conse:uences* 'he self-con(dence in a %erson de!elo%s a sense of %artnershi%, res%ect, and accountaility, and this hel%s the organiAation to otain ma0imum ideas, eBorts, and guidelines from its em%loyees* 'he %eo%le )ith self-con(dence ha!e the follo)ing characteristics/ 3*  self-assured standing, 5* Willing to listen to learn from others and ado%t =1e0iility?, 9* @rank to s%eak the truth, and <* res%ect othersD eBorts and gi!e due credit* n the contrary, some leaders e0%ose others )hen failure occurs, and o)n the credit )hen success comes* 'he factors that sha%e self-con(dence in a %erson are/ 3* Heredity =attitudes of %arents? and family en!ironment =elders?, 5* @riendshi% =in1uence of friendsQcolleagues?, 9* In1uence of su%eriorsQrole models, and <* 'raining in the organiAation = e*g*, training y 'echnical E!angelists at Infosys 'echnologies?* 'he follo)ing methodologies are eBecti!e in de!elo%ing self-con(dence in a %erson/ 3* Encouraging W' analysis* y e!aluating their strength and )eakness, they can antici%ate and e %re%ared to face the results* 5* 'raining to e!aluate risks and face them =self-acce%tance?* 9* elf-talk * It is conditioning the mind for %re%aring the self to act, )ithout any dout on his Page 8 9R


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ca%ailities* 'his make one acce%ts himself )hile still stri!ing for im%ro!ement* <* tudy and grou% discussion, on the history of leaders and inno!ators =e*g*, am Walton of Wal-Mart, U?* *.*2 C0A<
'he iggest )ork%lace challenge is said to e the em%loyeeDs )ork ethics/ sho)ing u% to )ork e!ery day =interest in )ork and attendance?, sho)ing u% to )ork on time =%unctuality?, taking %ride in the :uality of their )ork, commitment to the 7o, and getting along )ith others* 'his situation demands inculcation of good character in the )ork%lace y em%loyees* *.*2.* C!aracter

It is a characteristic %ro%erty that de(nes the eha!ior of an indi!idual* It is the %attern of !irtues =morally-desirale features?* #haracter includes attriutes that determine a %ersonDs moral and ethical actions and res%onses* It is also the ground on )hich morals and !alues lossom* Peo%le are di!ided into se!eral categories, according to common tendencies such as ruthless, aggressi!eness, and amition, constricting sel(shness, stinginess, or cheerfulness, generosity and good)ill* Indi!iduals !ary not only in the ty%e of their character ut also in the degree* 'hose )hose li!es are determined and directed y the %re!ailing haits, fashions, eliefs, attitudes, o%inions and !alues of the society in )hich they li!e ha!e at est a de!elo%ed social as o%%osed to an indi!idual character* 'he character is e0hiited through conduct* #haracter is determined y the e0%ectations of society* Many act and li!e )ithin its norms, refusing to fall elo) the re:uired social minimum, failing to rise ao!e the ma0imum e0%ected of a normal memer of the grou%* n one e0treme are those that Page 8 93


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do not e!en conform to the minimum standards, and fail to ac:uire the socially-re:uired eha!iors, attitudes and !alues* 'hese indi!iduals ha!e an unformed social character* t the other e0treme are those )hose eliefs, attitudes and !alues are determined internally y the strength of their o)n con!ictions* 'hese are indi!iduals )ith de!elo%ed minds and formed characters of their o)n* Indi!iduals do not li!e or act in a !acuum* 'hey e0ist and act in a human social en!ironment of other %eo%le that constantly act on them and react to their actions* 'hey also li!e in a natural en!ironment of %hysical o7ects and material forces such as the )inds and rains* nd those )ith occult and s%iritual traditions recogniAe that there is also a sutle en!ironment of other %lanes of e0istence, oth higher %lanes of s%iritual in1uence and lo)er %lanes of negati!e forces in uni!ersal nature seeking to act on the li!es* ll of the social, material and the occult %lanes constitute the (eld of human acti!ity* Each of them functions according to its o)n la)s or %rinci%les* Each of them has its o)n characteristic modes of action and in1uence on human life* #haracter is the e0%ression of the %ersonality of a human eing, and that it re!eals itself in oneDs conduct* In this sense e!ery human has a character* t the same time only human eings, not animals ha!e character/ it im%lies rationality* ut in addition to this usage, the term is also em%loyed in a narro)er sense, as )hen )e s%eak of a %erson +of character.* In this connotation, character im%lies certain unity of :ualities )ith a recogniAale degree of constancy in mode of action* Psychology analyAes the elements of character to trace the la)s of its gro)th, to distinguish the chief agencies )hich contriute to the formation of diBerent ty%es of character, and to classify them* Many %sychologists )orld o!er, during the last

A.S.C.E.T. Unit - I

*.*2.= T!e /our Tem#eraments

'he original endo)ment or nati!e element in character )ith )hich the indi!idual starts life is %ractically identical )ith )hat the ncients recogniAed as tem%erament* @rom the times of Hi%%ocrates, they distinguished four main ty%es of tem%eraments/ the anguine, the #holeric, the Phlegmatic, and

the

Melancholic*

'he

modern

s%eculation

acce%ts

the

same

classi(cation, ut under other names* 'hese diBerent ty%es of tem%eraments are accounted for diBerences in %hysiological conditions of the tissues of the ody, y di!erse rates of acti!ities in the %rocesses of nutrition and )aste, in the changes of ner!e-energy, or in circulation, and y diBerences of tonicity in the ner!es* Irres%ecti!e of the %hysiological e0%lanation, the four-fold classi(cation seems to e fair* Moreo!er, though scientists are still far from agreeing u%on the %recise elements in the organism on )hich tem%erament de%ends, the fact that diBerent forms of tem%eraments ha!e an organic asis such as hormones seems certain* lthough our original tem%erament is gi!en to us inde%endently of our )ill y heredity, )e %lay an im%ortant %art in moulding our character, and )e thus ecome res%onsile for certain ethical :ualities in it* #haracter has een de(ned as +natural tem%erament com%letely fashioned y the )ill.* It is, in fact, a resultant of our ac:uired haits )ith our original dis%osition* 'he regular use of the intellect, the controlled acti!ity of the imagination, the %ractice of 7udgment and re1ection, all contriute to the formation and re(nement of haits of mind* 'he fre:uent indulgence in %articular forms of emotion, such as anger, en!y, sym%athy, melancholy, fear, and the like, fosters tendencies to)ards these sentiments )hich gi!e a suconscious ent to a large %art of manDs eha!ior* ut (nally, the e0ercise of the )ill %lays the %redominant role in moulding the ty%e of character* 'he Page 8 99


A.S.C.E.T. Unit - I

manner and degree in )hich currents of thought and )a!es of emotion are initiated, guided, and controlled y the )ill, or allo)ed to follo) the course of s%ontaneous im%ulse, has more eBect in determining the resultant ty%e of character than the :uality of the thoughts or emotions themsel!es* 'he life of the animal is entirely ruled y instinct from )ithin, and y accidental circumstances from )ithout* It is therefore inca%ale of ac:uiring a character*  human, through reasoning and the gro)th of re1ection, y the e0ercise of choice against the im%ulse, gradually de!elo%s self-control; and it is y the e0ercise of this %o)er that moral character is formed and reformed* #haracter is in fact the outcome of a series of !olitions, and it is for this reason )e are res%onsile for our characters, as )e are for the indi!idual haits )hich go to constitute them* *.*2.8 Ty#es of C!aracter

@rom the four fundamental tem%eraments, !arious classi(cations of character ha!e een ado%ted y diBerent %sychologists* 'he intellectual, the emotional, and the !olitional or energetic are the chief ty%es )ith * ain* M* PZreA, ased on the %henomenon of mo!ement, distinguishes characters as li!ely, slo), ardent, and )ell-alanced* M* $iot, )ith more su7ecti!e di!ision and e0cluding inde(nite ty%es as characterlessD, recogniAes the forms as/ =a? the sensiti!e =humle, contem%lati!e and emotional, =? the acti!e =great and the mediocre?, and =c? the a%athetic =%urely a%athetic or dull?, and =d? the intelligent* *.*2.@ Et!ics an" C!aracter

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A.S.C.E.T. Unit - I

Whilst %sychology in!estigates the gro)th of diBerent ty%es of character, ethics considers the relati!e !alue of such ty%es and the !irtues )hich constitute them* 'he %rolem of the true moral ideal is a :uestion of the relati!e !alue of diBerent ty%es of character* 'he eBect on the %ersonDs character of a %articular form of conduct is a uni!ersally acce%ted as a test of its moral :uality* 6iBerent systems of ethics em%hasiAe diBerent !irtues in constituting the ideal moral character* With the utilitarian, )ho %laces the ethical end in the ma0imum ha%%iness for the )hole community, ene!olence )ill form the %rimary element in the ideal character* @or the stoic, fortitude and self-control are the chief e0cellences* In all conce%tions of ideal character, (rmness of )ill, fortitude, constancy in adhering to %rinci%le or in %ursuit of a nole aim are held im%ortant*  man of character is fre:uently e:ui!alent to eing ca%ale of adhering to a (0ed %ur%ose* nother essential is the !irtue of 7ustice, the recognition of the rights, duties, and claims of others* 'he richer the culture of the mind, the larger the intellectual horiAon, the roader the sym%athies, the more )ill the character a%%ro0imate to the ideal of human %erfection* *.*2.B E"ucation an" C!aracter

'he aim of education is not only the culti!ation of the intellect ut also the formation of moral character* Increased intelligence or %hysical skill may as easily e em%loyed to the detriment or ene(t of the community, if not accom%anied y im%ro!ed )ill* It is the function of ethics to determine the ideals of human character* 'he theory and science of education are to study the %rocesses y )hich that end may e attained* *.*2. Fuil"in C!aracter in t!e 'or#lace

Managers ha!e to in1uence and em%loy creati!e means of stressing the im%ortance of good character in the )ork%lace, in the follo)ing )ays/ Page 8 9


A.S.C.E.T. Unit - I

3* Em%loyee Hiring, 'raining, and Promotion cti!ities =a? Institute and ado%t an organiAation %olicy statement to %ositi!e character in the )ork%lace* @or e0am%le, commitment to ci!ility %ledges* 'his may e communicated through %rinting on the ack of the usiness cards of the em%loyees* =? Prominently and e0%licitly include character considerations in recruiting %rocedures, during inter!ie)s and in the hiring delierations* =c? Em%hasiAe the im%ortance of character and adherence to the si0 %illarsD of character in

orientation, initial 7o training, and during in-ser!ice

training* 'he si0 %illars of character are the ethical !alues, such as/ trust)orthiness, res%ect, res%onsiility, fairness, caring and

citiAenshi%*

$es%ect means sho)ing high regard for self, others, authority, %ro%erty and country* It includes sho)ing a%%reciation for cultural di!ersity y !aluing all %eo%le as human eings* $es%onsiility is =i? eing accountale for oneDs actions, =ii? eing de%endale in carrying out oligations and duties, =iii? eing reliale and consistent in )ord and action, and =i!? eing committed to community de!elo%ment* Integrity or fairness means sho)ing the inner strength and courage to e truthful, trust)orthy, fair and honest in all things* It includes acting 7ustly and honoraly* #aring means eing kind, considerate, courteous, hel%ful, friendly and generous to others, and eing com%assionate y treating others as you )ould like to e treated* #itiAenshi% means acce%ting and ado%ting ci!ic rights Page 8 9F


A.S.C.E.T. Unit - I

and duties as a citiAen of the country* =d? Include e!aluation of fundamental character !alues such as honesty, %romise

kee%ing,

accountaility,

fairness,

and

caring,

in

a%%raisalsQre!ie)s* =e? Institute recognition and re)ard system for the em%loyees )ho e0em%lify the %ositi!e

character* for e0am%le, a)ards and medals*

=f? 'hink of your em%loyees, es%ecially the younger ones, as %eo%le )hose %ersonal and )ork

!alues )ill e in1uenced y )hat you e0%ect of them

and ho) you treat them* =g? 'hink of your em%loyees as %resent or future mentors, coaches, and !olunteers* 5* Internal #ommunication Use internal communication channels to create a friendly en!ironment that %raises %ositi!e role modeling at the )ork%lace and in the community y encouraging !oluntarism, and mentoring, e*g*, through =a? Internal ne)sletters, =? Work%lace %osters in canteens and recreation rooms, =c? Mailers, and =d? Electronic mails* 9* E0ternal #ommunication In relations )ith customers, !endors and others, consciously communicate arming messages aout character and ethics, such as =a? d!ertise and market honoring consensual !alues =the si0 %illars?, =? ssure that none of your %roducts and ser!ices undermines character Page 8 9G


A.S.C.E.T. Unit - I

uilding, =c? Include %ositi!e messages aout !oluntarism and celerate, and =d? #haracter countsD )eek in ad!ertising, illings and other mailers* <* @inancial and Human $esources =a? u%%ort local and national characterD %ro7ects and the acti!ities of the memers y encouraging staB memers to get in!ol!ed* Ber incenti!es such as %aying em%loyees for the time they contriute at a local youthser!ice organiAation* =? %onsor characterD mo!ement through (nancial su%%ort* * #ommunity utreach =a? Use %ulic outreach structures to encourage mentoring and other character-uilding %rograms* =? Encourage educational and youth organiAations to ecome acti!e in character uilding* =c? Use cor%orate in1uence to encourage usiness grou%s =chamers of commerce, conference oards, and $otary clus? and other com%anies to su%%ort characterD uilding* *.*+ S4I;ITUA
%irituality is a )ay of li!ing that em%hasiAes the constant a)areness and recognition of the s%iritual dimension =mind and its de!elo%ment? of nature and %eo%le, )ith a dynamic alance et)een the material de!elo%ment and the s%iritual de!elo%ment* 'his is said to e the great !irtue of Indian %hiloso%hy and for Indians* ometimes, s%irituality includes the faith or elief in su%ernatural %o)erQ >od, regarding the )orldly e!ents* It functions as a Page 8 9O


A.S.C.E.T. Unit - I

fertiliAer for the soil characterD to lossom into !alues and morals* %irituality includes creati!ity, communication, recognition of the indi!idual as human eing =as o%%osed to a life-less machine?, res%ect to others, acce%tance =sto% (nding faults )ith colleagues and acce%t them the )ay they are?, !ision =looking eyond the o!ious and not elie!ing anyone lindly?, and %artnershi% =not eing too authoritati!e, and al)ays sharing res%onsiility )ith others, for etter returns?* %irituality is moti!ation as it encourages the colleagues to %erform etter* $ememer, lack of moti!ation leads to isolation* %irituality is also energy/ e energetic and 1e0ile to ada%t to challenging and changing situations* %irituality is 1e0iility as )ell* ne should not e too dominating* Make s%ace for e!eryone and learn to recogniAe and acce%t %eo%le the )ay they are* Variety is the order of the day* ut one can in1uence their mind to think and act together* %irituality is also fun* Working is okay, ut you also need to ha!e fun in oce to kee% yourself charged u%* 'olerance and em%athy are the re1ections of s%irituality* lue and saBron colors are said to e associated )ith s%irituality* #reati!ity in s%irituality means conscious eBorts to see things diBerently, to reak out of haits and outdated eliefs to (nd ne) )ays of thinking, doing and eing* u%%ression of creati!ity leads to !iolence* Peo%le are naturally creati!e* When they are forced to crush their creati!ity, its energy turns to destructi!e release and actions* #reati!ity includes the use of color, humor and freedom to enhance %roducti!ity* #reati!ity is fun* When %eo%le en7oy )hat they do, it is in!ol!ement* 'hey )ork much harder* *.*+.* S#irituality in t!e 'or#lace

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A.S.C.E.T. Unit - I

uilding s%irituality in the )ork%lace/ %irituality is %romoted in the )ork%lace y adhering to the follo)ing acti!ities/ 3* Verally res%ect the indi!iduals as humans and recogniAe their !alues in all decisions and

actions*

5* >et to kno) the %eo%le )ith )hom you )ork and kno) )hat is im%ortant to them* Lno)

their goals, desires, and dreams too*

9* tate your %ersonal ethics and your eliefs clearly* <* u%%ort causes outside the usiness* * Encourage leaders to use !alue-ased discretion in making decisions* F* 6emonstrate your o)n self-kno)ledge and s%irituality in all your actions* G* 6o unto others as you )ould ha!e them do unto you* *.*+.= S#rituality for Cor#orate Ecellence

'he s%iritual traits to e de!elo%ed for e0cellence in cor%orate acti!ities are listed as follo)s/ 3* elf-a)areness S $ealiAation of self-%otential*  human has immense ca%aility ut it

needs to e de!elo%ed*

5* lertness in oser!ation and :uickness in decision making, i*e*, s%ontaneity )hich includes :uick re1e0es, no delay ut also no hasty decisions* 9* eing !isionary and !alue ased S 'his includes an attitude to)ards future of the organiAation and the society, )ith clear o7ecti!es* <* Holism S Whole system or com%rehensi!e !ie)s and interconnected )ith diBerent as%ects*

Holistic thinking, )hich means the )elfare of the self,

family, organiAation and the society

including all other li!ing eings and

en!ironment* * #om%assion S ym%athy, em%athy and concern for others* 'hese are essential for not only

uilding the team ut also for its eBecti!e

functioning* F* $es%ect for di!ersity S It means search for unity in di!ersity i*e*, res%ect Page 8

Professional Ethics and Human Values

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