Cognitive Moral Development See Attach Pg 76-80, Pg 104 Exer

Cognitive Moral Developmentsee Attach Pg 76 To 80pag 104 Exercise

1 - Cognitive Moral Development : SEE ATTACH PG 76 TO 80 PAG 104: EXERCISE:Understanding Cognitive Moral Development Molly has been a local newspaper reporter for over 10 years. She learned that Joe Thompson, a candidate for governor, had been arrested for shoplifting 20 years earlier. She also learned that early in his life, Thompson went through a confused period when he did things he later regretted. The shoplifting was treated as a minor offense and removed from his record. Since then, Thompson has had a distinguished career helping people and leading important community projects.

Many people consider him to be the best candidate who will likely go on to other important leadership positions. Molly wonders whether she should write a story about Joe’s earlier troubles that could ruin his chance to win. Can you characterize Molly’s thinking in terms of cognitive moral development levels? Which of the following questions represents preconventional, conventional, and principled thinking? & Are there any laws against writing the story? & Would getting “the scoop” help or hurt my career? & If I don’t publish the story, wouldn’t another reporter write the story anyway? & What action would best serve society in the long term? & How would my boss react if I wrote, or didn’t write, the story? 104 SECTION II ETHICS AND THE INDIVIDUAL & Aren’t reporters expected to report all the news regardless of the circumstances? & Would Thompson pay me not to write the story? & Would the election process be more just with or without reporting the story?

Review the discussion of Cognitive Moral Development on pp. 76-80 in the text. Then read the exercise, Understanding Cognitive Moral Development on p. 104. A) Should Molly write a story about Joe Thompson’s earlier arrest? B) Which of the 6 stages of Cognitive Moral Development best justifies what you think Molly should do?

2- Conflict of Interest Issue : You’ve just cemented a deal between a $100 million pension fund and Green Company, a large regional money manager. You and your staff put in long hours and a lot of effort to close the deal and are feeling very good about it. As you and three of your direct reports are having lunch in a fancy restaurant to celebrate a promotion, the waiter brings you a phone. A senior account executive from Green is calling and wants to buy you lunch in gratitude for all your efforts. “I’ll leave my credit card number with the restaurant owner,” he says. “You and your team have a great time on me.” Reference Trevino, L.K,. & Nelson, K.A. (2014). Managing business ethics: Straight talk about how to do it right (6th ed.). NJ, USA: John Wiley & Sons, Inc.

Read the short case on p. 146, “Conflict of Interest Issue.” Suppose that you are one of the people invited to the lunch. Often your director would buy you and your staff lunch to celebrate the successful completion of a difficult project. A) Would you consider accepting a congratulatory lunch to be a conflict of interest? B) Suppose that your company’s conflict of interest policy prohibits all but “small gifts identified with a vendor’s name or logo,” but does not specifically prohibit lunches. How would that impact your decision? Reference Trevino, L.K,. & Nelson, K.A. (2014).

Paper For Above instruction

The exercise on cognitive moral development explores how individuals like Molly, a seasoned journalist, navigate ethical dilemmas based on different stages of moral reasoning. In Molly’s case, her decision to report or withhold information about Joe Thompson’s past involves evaluating her moral reasoning according to developmental stages proposed by Kohlberg. These stages range from preconventional (self-interest) to conventional (upholding social norms) and principled or postconventional (adherence to universal ethical principles). Understanding her position within these stages can shed light on her decision-making process and potential actions.

Kohlberg’s model suggests that at the preconventional level, Molly might focus primarily on personal consequences, such as her career or legal implications. For instance, considering whether laws prohibit writing the story or whether doing so might harm her reputation aligns with this level. Questions like “Are there any laws against writing the story?” and “Would getting ‘the scoop’ help or hurt my career?” fall within this category. These reflect a concern with self-interest and avoiding punishment or gaining reward. At this stage, decisions are driven by immediate personal stakes rather than broader societal considerations.

Progressing to the conventional level, Molly might consider societal norms and expectations. Questions such as “Aren’t reporters expected to report all the news regardless of the circumstances?” or “How would my boss react if I wrote, or didn’t write, the story?” indicate adherence to professional standards, social obligations, and maintaining her reputation as a responsible journalist. At this level, moral reasoning emphasizes fulfilling roles within societal structures and respecting the rules that uphold social harmony. Molly’s evaluation of her duty as a reporter aligns with this stage, as she balances professional ethics against personal benefits.

At the highest stage, the principled or postconventional level, Molly would focus on broader ethical principles, such as justice, truth, and long-term societal welfare. Her considerations would involve questions like “Would reporting the story serve society’s long-term interests?” and “Would the story contribute to a more just election process?” These reflect an orientation towards universal ethical principles that transcend personal or societal norms. Her decision would be based on whether her action aligns with higher moral standards, such as truthfulness and societal benefit, even if it conflicts with legal constraints or personal interest.

In this context, Molly’s ultimate decision hinges on her level of moral reasoning. If she operates at a preconventional level, her choice might be to withhold the story to protect her self-interest. At the conventional level, she might weigh professional norms and societal expectations to decide whether to publish. At the principled level, she would likely advocate for reporting the past to serve societal truth and justice, regardless of personal or legal consequences.

Similarly, the conflict of interest scenario underscores the importance of moral reasoning at different stages. Accepting or declining the congratulatory lunch involves assessing whether such gestures could influence impartiality, aligned with ethical principles of integrity and fairness. If the company’s policy only limits certain gifts but allows lunches, decisions should also consider whether accepting such lunches might create a perceived or actual conflict of interest, potentially compromising professional integrity. Kohlberg’s stages aid in understanding these decisions by highlighting how moral considerations evolve from self-interest to societal and universal principles, emphasizing the importance of ethical judgment in professional contexts.

References

• Kohlberg, L. (1981). Essays on moral development, volume one: The philosophy of moral development. Harper & Row.
• Trevino, L. K., & Nelson, K. A. (2014). Managing business ethics: Straight talk about how to do it right (6th ed.). Wiley.
• Rest, J. R. (1986). Moral development: Advances in research and theory. Praeger.
• Colby, A., & Kohlberg, L. (1987). The measurement of moral judgment. Cambridge University Press.
• Blasi, A. (1984). Moral perceiving and reasoning: A cognitive perspective. In W. M. Kurtines & J. L. Greenspan (Eds.), Morality, moral development, and social issues (pp. 135–151). Wiley.
• Crain, W. C. (2011). Theories of development: Concepts and applications. Pearson.
• Aristotle. (2000). Nicomachean ethics. (J. Sachs, Trans.). Hackett Publishing Company.
• Piaget, J. (1952). The origins of intelligence in children. International Universities Press.
• Gilligan, C. (1982). In a different voice: Psychological theory and women’s development. Harvard University Press.
• Rest, J. R., & Narvaez, D. (1998). Moral development, self, and identity. Cambridge University Press.