Springfield College
School of Human Services
Online Course
Ethical Competence in Management
and Leadership, MOML 668V V1 (2 Credits)
January Term/2015
Instructor’s Name: Ricardo A. Anderson, Ph.D.
College Address: 263 Alden Street, Springfield, MA 01109
Phone number(s): (413) 748-3985
College e-mail address: randerson5@springfieldcollege.edu
Virtual Office hours: 5 p.m.- 8 p.m. EST (Monday-Thursday) EDT.
REQUIRED TEXT(S):
Cooper, T. (2006). The Responsible Administrator: An Approach to Ethics for the
Administrative Role. San Francisco, California: Jossey-Bass Publishing, Inc.
[ISBN: 978-0-7879-7651-4]
Fischer, M. (2000). Ethical Decision-Making in Fundraising. New York, New
York: Wiley & Sons Publishing, Inc. [ISBN: 0-471-29843-3]

 for all campuses but Springfield, “the costs for all textbooks can be found at
http://bookstore.mbsdirect.net/vb_buy.php?ACTION=top&FVGRPNO=24”
 for the Springfield Campus, “the costs for all textbooks can be found at
http://www.bkstr.com/CategoryDisplay/10001-9604-10419-1?demoKey=d]”
RECOMMENDED RESOURCES:
Anthony, R., & Young, D. (2003). Management control in nonprofit
organizations. Boston: McGraw-Hill/Irwin.
Backman, E., & Smith S. R. (2000). Healthy organization, unhealthy communities.
Nonprofit Management and Leadership, 10, 355-73.
Jaskyte, K. (2004). Transformational leadership, organizational culture, and
innovativeness in nonprofit organizations. Nonprofit Leadership & Management,
15, 153-168.
Lewis, Judith A., Michael D. Lewis, Thomas R. Packard, and Frederico Souflée Jr. 2006.
Management of human service programs. Belmont, CA: Brooks Cole.
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COURSE DESCRIPTION:
This course explores what makes for ethical competence in decision-making, policymaking, and ensuring rights and benefits for clients and staff. How hierarchical
arrangements, current laws, and one’s understanding of professionalism promote and/or
inhibit ethical choices are examined. Ethical dilemmas faced by leaders and their impact
on the organization and broader community are investigated through case studies and
critical thinking through dialogue.
COURSE OUTCOMES:
1.
Conceptualize an understanding of how the design of an organization may support
or inhibit practitioners making ethical decisions.
2.
Demonstrate a greater capacity for seeing issues from different perspectives and
identifying sources of bias when making ethical judgments.
3.
Articulate an understanding of the major issues (e.g., Americans with Disabilities
Act, Immigration Law) surrounding human service employees and clients.
4.
Compare and contrast the concepts of ethical competency and professionalism.
5.
Asses one’s own ethical competence and discern how to best strengthen this
capacity.
6.
Analyze the decision-making and policy-making processes within one’s own
organization within an ethical framework.
7.
Identify ways to enhance the capacity of ethical competence within the nonprofit
and public administration environments.
COURSE FORMAT:
The format for this class will be consistent with adult learning practice and is based on
the exchange of knowledge, experience, and skills between students and instructor. The
instructor will serve as a facilitator for Forum/Discussions and practical exercises
engaged in by the participants. Classes will be interactive, thought provoking and
participatory. We will primarily use case studies, write response papers on a variety of
ethical topics pertaining to management and leadership, and participate in
Forum/Discussion topics. This course will communicate via Moodle ONLY. You will be
expected to post course assignments and participate in class Forum/Discussions (often
referred to as “threaded Forum/Discussions”) online.
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COURSE OVERVIEW:
This course includes Moodle online components, including required Forum/Discussion
topic links for weekly assignments. Forum/Discussion topics help keep students
connected to the curriculum between and after class sessions as they foster the sharing of
ideas and experiences vital to the accomplishment of class outcomes. Case studies and
response papers are derived directly from the textbook. The ethics in management and
leadership topics in the Forum/Discussion forums are linked to the case study
assignments and response papers.
Mastery of the course outcomes will be assessed by the students demonstration of critical
thinking, communication skills, written assignments, meaningful participation in Moodle
discussion forums, class participation, and a presentation.
PLEASE NOTE:
All assignments follow APA 6th Edition Revised, second printing guidelines and format.
CLASS DISCUSSIONS, ASSIGNMENTS, AND DUE DATES
It is important that you submit all written assignments by the due date. Students earn
points for each completed assignment. If you are late submitting an assignment, you will
be assessed a (5) point deduction from your paper. Participation in Forum/Discussion
forums is mandatory and you will be evaluated on quality and timeliness of your
responses. For example, you can earn a total of (4) points for participation in a
Forum/Discussion. In order, to earn (4) points you must post a response and respond to
(3) of your classmates posts. Class attendance is a requirement of the School and is not a
part of the evaluation system.
Attendance Policy
SHS online courses are 12 weeks in length. Student attendance is based on weekly
participation in course assignments and activities. Therefore, students are expected to log
into their online course at least three (3) times a week on three (3) different days of
the week to post assignments and actively engage in threaded discussions in order to be
considered present. If a student has not logged in on three different days, he/she will be
considered absent for that week. Students that exceed three absences (25% of class time)
automatically fail the course. The class week begins on Saturday and goes to the
following Friday. Attendance is taken every week for online courses. The faculty must
submit attendance every Saturday for the preceding week.
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ASSIGNMENT SCHEDULE:
Week 1, January 10-16, 2015
Assignments
Due Date
Forum/Discussion Topic #1: Ice Breaker -- Introduce Yourself
Jan.10-16th
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Reading Assignment #1: Read chapters 1and 2 (Copper’s textbook) and
chapter2 (Fischer’s textbook).
Jan.10-16th
--
Forum/Discussion Topic #2: Exploring Altruistic Acts
Jan.10-16th
4
Assignment #1: Response Paper--Ethics in the Workplace
Jan.10-16th
6
Week 2, January 17-23, 2015
Assignments
Points
Due Date
Points
Reading Assignment #2: Read chapter 3 (Cooper’s textbook) and
chapter 1 (Fischer’s textbook).
Jan. 17-23rd
--
Review Case #1: Handling Council Critics: Is the Customer Always
Right? By Judy Nadler
Jan. 17-23rd
--
Forum/Discussion Topic #3: Code of Ethics
Jan. 17-23rd
4
Due Date
Points
Reading Assignment #3: Read chapter 4 (Cooper’s Textbook) and
chapter 3 (Fischer’s textbook).
Jan. 24-30th
--
Assignment #2: Response Paper---Misplaced Funds Cloud Reputation-Is
It Worth It?
Jan. 24-30th
6
Forum/Discussion Topic #4: Relationship between Ethics and Trust in
the Workplace
Jan. 24-30th
4
Week 3, January 24-30, 2015
Assignments
4
Week 4, January 31st thru February 6, 2015
Assignments
Reading Assignment #4: Read chapter 5 (Cooper’s textbook) and
chapter 4 (Fischer’s textbook).
Jan. 31-Feb. 6th
Points
--
Review Case #2: The Case of the Reference Request
Jan. 31-Feb. 6th
--
Assignment #3: Response Paper—Board Room Dilemma
Jan. 31-Feb. 6th
6
Forum/Discussion Topic #5: Images and Virtues of Integrity
Jan. 31-Feb. 6th
4
Week 5, February 7-13, 2015
Assignments
Due Date
Due Date
Points
Reading Assignment #5: Read chapter 6 (Cooper’s textbook) and
chapter 5 (Fischer’s textbook).
Feb. 7-13th
--
Review Video: Multi-tasking and Ethics
Feb. 7-13th
--
Assignment #4: Response Paper--Consistency and Ethics
Feb. 7-13th
6
Forum/Discussion Topic #6: Values of Volunteerism
Feb. 7-13th
4
Week 6, February 14-20, 2015
Assignments
Due Date
Points
Reading Assignment #6: Read chapter 7 (Cooper’s textbook).
Feb. 14-20th
--
Review Case #3: Favoritism, Cronyism, and Nepotism
Feb. 14-20th
--
Forum/Discussion Topic #7: Privacy and Confidentiality
Feb. 14-20th
4
Due Date
Points
Reading Assignment #7: Read chapter 6 and 7(Fischer’s textbook).
Feb. 21-27th
--
Review Video: Whistle Blowing
Feb. 21-27th
--
Assignment #5 – Response Paper-The Case of the Plant Relocation
Feb. 21-27th
6
Forum/Discussion Topic #8: Personal and Professional Conflict of
Interest
Feb. 21-27th
4
Week 7, February 21-27, 2015
Assignments
5
Week 8, February 28th thru March 6, 2015
Assignments
Due Date
Points
Reading Assignment #8: Read chapter 8 (Cooper’s textbook) and
chapter 8 (Fischer’s textbook).
Feb 28-Mar. 6th
--
Review Case #4: Gifts to Lawmakers and Public Employees: Evolving
Feb 28-Mar. 6th
--
Feb 28-Mar. 6th
4
Due Date
Points
Policies
Forum/Discussion Topic #9: Corporations and Philanthropy
Week 9, March 7-13, 2015
Assignments
Reading Assignment #9: Read chapter 9 (Cooper’s textbook.)
Mar. 7-13th
--
Review Case #5: The Case of the Performance Appraisal
Mar. 7-13th
--
Forum/Discussion Topic #10: Fostering Diversity
Mar. 7-13th
4
Week 10, March 14-20, 2015
Assignments
Due Date
Points
Reading Assignment #10: Read chapter 9 (Fischer’s textbook.).
Mar. 14-20th
--
Review Video: Workplace Faith--Synergy and Conflict
Mar. 14-20th
--
Forum/Discussion Topic #11: Market Images
Mar. 14-20th
4
Due Date
Points
Reading Assignment #11: Read chapter 10 (Cooper’s Textbook) and
Appendix/chapter 10 (Fischer’s textbook).
Mar.21-27th
--
Review Case #6: No Such Thing as a Free Lunch
Mar.21-27th
--
Forum/Discussion Topic #12: Understanding Trends
Mar.21-27th
4
Week 11, March 21-27, 2015
Assignments
Week 12, March 28th thru April 4, 2015
Assignments
Final Class Assignment – Self-Assessment Paper: What are some of
the most important things you have learned in this course? (5-7 pages)
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Due Date
April 4th
Points
26
COURSE PARTICIPATION:
Class Participation Policy
In an online course the success of your learning experience depends on the active
participation of all students. Therefore, it is imperative that you participate in the class
discussions fully by posting your responses in a timely manner to allow others to
respond. You are expected to log into your Moodle online course at least three (3) times
a week on three different days of the week to post assignments and actively engage in
threaded discussions. You must also respond/react/provide feedback to your colleagues’
postings.
Class participation in an online environment contributes to a positive grade and is
characterized by the following:
 Ties personal experiences to the concepts being studied, and gives an orderly,
brief version of the experience, with a point that is stated clearly;
 Avoids repeating in a different form points made by others;
 Shows evidence of having completed, understood, and applied the readings for
the course;
 Incorporates ideas shared by others and the instructor to create “a fuller picture”
of the concept under discussion;
 Poses real-life questions or challenges that spring from the discussion and
attempts to shape an “informed” conclusion.
As an online student, you will need to review the .pdf document entitled “School of
Human Services Policies and Support Services for Online Course Instruction.” You will
find it located beneath the Courses Descriptions and Outcomes link in Topic O of your
Moodle class. Read the entire document so that you will be aware of all online policies
and expectations for participation in online classes.
GRADING CRITERIA: Assignment of the overall course grade is based on performance
using the following points scale and criteria:
Assignments/Activities
Total Points Earned
Forum/Discussion Ice
Breaker
Assignments
30pts.
Forum/Discussion Topics
44pts.
Final Class Assignment
26pts.
3pts.
Total
103pts.
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NOTE: Each student in the course is responsible for all SHS academic
policies and college policies as found in the School of Human
Services Student Handbook.
SPECIAL SERVICES: Springfield College and the School of Human Services are
committed to providing an equal educational opportunity for all students. Any student
who requires a reasonable accommodation to meet the requirements of this course is
encouraged to notify the instructor as soon as possible. Reasonable services and
accommodations are provided for students with physical, psychological, and learning
disabilities based on need. The disability must be documented with appropriate
evaluations administered by qualified professionals. This documentation must be on file
with your Campus Director and/or the campus designee for the SHS Office of Student
Support Services.
The syllabus is a binding agreement between the faculty member and the
students in the course. After distribution of the syllabus, any changes to
the syllabus must be (1) agreed to by all parties without coercion, (2)
distributed in writing, and (3) distributed to all parties.
Rubric for Assessing Formal Writing Assignments
The rubric below is designed to help students and instructors define what quality writing
is and the criteria by which SHS evaluates all students.
1. Clarity of Expression: The writer expresses ideas in a natural voice that permits a
smooth reading and clear communication of ideas. The ideas are written so they can
be understood easily, and the reader does not have to struggle to understand what the
writer is saying.
2. Logical Organization of Ideas: Most college papers require an introductory
paragraph (or two) that grabs the reader’s attention, makes the reader want to
continue reading, and gives the reader some idea of what the paper is about. The
main idea of the paper does not have to be stated in the opening sentence or even in
the opening paragraph, but it should be clear before the end of the essay. What’s
important is that the reader has a sense of the writer’s direction throughout the essay
and that each paragraph should flow logically into the next.
3. Elaboration and Detail: The writer needs to develop the ideas of the essay fully and
provide adequate supporting detail. Details can include examples, allusions,
statistics, quotations, paraphrases, summaries, and more. Has the writer answered
questions such as “what,” “what if,” “why not,” “how,” “how come”?
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4. Critical Thinking: The writer needs to demonstrate the ability to analyze a subject
from different perspectives, identify what’s at stake in each of these perspectives, and
connect his or her conclusions to the central theme of the paper. It is not enough to
present supportive examples without making clear the significance of these examples
and how they advance the point the writer is trying to make.
5. Effective Use of Research Techniques Where Appropriate: The writer needs to
select appropriate material from references to support ideas, use a variety of
references, integrate the source material smoothly into the flow of the paper, and
demonstrate consistent and correct use of the APA documentation style.
6. Effective Use of Language And Diction: The writer should use a vocabulary that is
suitable to the subject and the audience. Are the words used accurately and
effectively?
7. Mechanics and Usage: Mechanics include the standard conventions of spelling,
capitalization, punctuation, and correct paragraph indentation. Usage involves issues
of verb tenses, apostrophes, subject-verb agreement, noun-pronoun agreement, run-on
sentences, sentence fragments, and misplaced as well as dangling modifiers.
Occasional errors that do not interfere with the reading of a text may be considered
acceptable.
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