Moral Minefield Level 2 Reflection Paper
Moral Minefield Level 2 Reflection Paper
It was interesting taking part in the game and gaining company profits as well as the corporate impact. I was surprised by the answers that I gave to each of the questions despite understanding that I had to provide the correct responses. I was failing to provide points that would increase my company profits because they stagnated throughout almost the entire game. I was unable to give a correct answer from the second question onward. The situation implied that I was increasing my corporate impact but failing to gain profits for the company. It would have been better if I understood how best I would have answered the questions without over-thinking. It would have been relevant in helping change the situation to my favor. I can state with certainty that the game challenged me as I attempted to answer the questions to the best of my knowledge. I knew that there was room for improvement, which made me proceed by giving responses to each of the problems.
Question 5 tackled corporate policy from the context of the organization, and it allowed me to use my thinking ability to respond to the question. We learned in class about impulses that make people behave ethically or unethically, depending on the specific scenario. Humans have the propensity to let desires control their behaviors when dealing with various persons to make decisions. Managers are humans, and they need to understand that the choices they make within the context of the organization can affect the entire company positively or negatively depending on the perceived impact. I realized that it was imperative to make the correct decision concerning the female character in the question that I was given at this level. I thought once about answering the question because I wanted to have a positive response concerning corporate policy in the organization and the proclivity to make the right decisions in the context of the company.
Engaging in the simulation was imperative to my professional development because it taught me how to use compassion within the context of the organization for which I will be working. Compassionate leadership is critical in an organization because it has several driving forces that ensure that focus can be placed on achieving organizational outcomes. I believe in teamwork because different people can accomplish a specific goal rather than relying on one person. Group effort can help teams to excel, and they succeed with the guidance and support from leaders who understand their usefulness (Voogt et al., 2015). I also believe that compassionate leadership needs to have a passion for the work in which one engages to ensure that he or she can help the organization achieve its current and future objectives. Passion means that I need to be influential and inspire meaning within the organization to help it achieve its current and future goals.
I will apply the information learned in the future to influence employees by setting the right standards and removing barriers to learning. I will be seeking influence in the organizational context rather than authority. I will guide employees with acknowledgment and support for team members, which will include enthusiasm and skill-building through training incentives (Hope, 2018). I will focus on setting standards that I will expect all team members to follow to ensure that they succeed and help the organization to achieve its vision and mission of excellence and profit-making. The situation will employ removing barriers to achievement and productivity by deploying reciprocal communication and relevant emotional quotient building opportunities. It will apply focusing on learning for all employees to understand my style of leadership that will depict modesty and the propensity to get feedback from all employees.
Hope, J. (2018). Support faculty at all stages through professional development. Dean and Provost, 20(3), 12-12.
Voogt, J., Laferriere, T., Breuleux, A., Itow, R. C., Hickey, D. T., & McKenney, S. (2015). Collaborative design as a form of professional development. Instructional science, 43(2), 259-282.