Sect 7-Ethics Dignity Respect

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    DEPARTMENT OF THE ARMYACADEMY OF HEALTH SCIENCES. UNITED STATES ARMY

    2250 STANLEY ROAD

    FORT SAM HOUSTON. TEXAS 78234-6100

    MCC SH SN 29 October 1997

    MEMORANDUM FOR AMEDD 9lCMF BNCOC Course Directors

    Subject: Basic Noncommissioned Officer Course (BNCOC),

    1. The BNCOC lesson WVBN22B, Tactical Communication has

    been removed from the curriculum due to the unavailability of

    Signal Operating Instructions (SOIS) in some regions.

    2. The lesson is replaced with the following:

    a. WVBN-39B Applied Ethics.b. WVBN-40B Soldier Dignity NOTE: This lesson is video

    dependent; TVT 21-222-708786 DA must be ordered

    3. Please remove the Tactical Communication lesson from the 9lCMF

    Instructor and Student Packets, and replace with the attached.

    4. Future reprints will incorporate the above changes.

    Joyce L. GROSS

    Chief, Nonresident Instruction Branch

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    U.S. ARMY MEDICAL DEPARTMENT CENTER AND SCHOOL LP WVBN-39B AMEDDNONCOMMISSIONED OFFICER ACADEMY WYAN-29B

    BASIC/ADVANCED NONCOMMISSIONED OFFICER COURSES 0397

    LESSON TITLE: Applied Ethics

    THIS LESSON IS USED IN THE FOLLOWING COURSES:

    COURSE NUMBER(S) COURSE TITLE(S)

    6-8-C40/6-8-C42 AMEDD Basic/AdvancedNoncommissionedOfficer Courses

    SECTION I. ADMINISTRATIVE DATA

    TASK(S) TAUGHT OR SUPPORTED:

    TASK NUMBER TASK TITLE

    N/A N/A

    TASK(S) REINFORCED:

    TASK NUMBER TASK TITLE

    N/A N/A

    ACADEMIC HOURS: PEACETIME MOBILIZATIONHOURS /TYPE HOURS /TYPE

    TYPE OF INSTRUCTION 3/SGI N/ATEST CMFTEST REVIEW NoneTOTAL HOURS 3

    TEST AND TEST REVIEW HOURS AND LESSON NUMBERS:

    HOURS LESSON NO.

    TEST: N/A CMF

    REVIEW OF TEST RESULTS: N/A

    PREREQUISITE LESSON(S):

    LESSON NUMBER LESSON TITLE

    None None

    CLEARANCE AND ACCESS: Unclassified

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    REFERENCES: NUMBER TITLE

    FM 22-100, Army Leadership (Draft) 1997

    Buckingham, C. Ethics and the Senior Officer: Institutional

    Tensions, Parameters, Vol.XV, No.3

    Kellog, D., The Importance of the Non-Toleration Clause and Codes

    of Conduct in the Ethical Education of US Military Cadets, papkellg/htm

    at www.duke.educ-Microsoft Internet Explorer.

    Maginnis, R., A Chasm of Values, Military Review, February 1993.

    Phillips, R., A Principle Within: Ethical Military Leadership,

    papphill.htm at www duke.edu-Microsoft Internet Explorer.

    Reimer, D., Leadership for the 2lST Century: Empowerment,

    Environment and the Golden Rule, Military Review Article-Microsoft

    Internet Explorer.

    Sorley, L., Beyond Duty, Honor, Country, Military Review, April

    1987.

    Sorley, L., Doing Whats Right: Shaping the Armys ProfessionalEnvironment, Parameters, March 1989.

    Torner, J., Teaching Military Ethics, Military Review, May 1993.

    Practical Ethics, dilnov.htm at www.duke.edu-Microsoft Explorer.

    United States Military Academy, Honor Education Reading Packet,

    August 1996

    STUDENT STUDY ASSIGNMENT: Supplementary Readings #1 and #2

    INSTRUCTOR REQUIREMENTS: Familiarize yourself with lesson plan

    ADDITIONAL SUPPORT PERSONNEL REQUIREMENTS: None

    EQUIPMENT REQUIRED FOR INSTRUCTION: AV support

    MATERIALS REQUIRED FOR THE INSTRUCTION: None

    INSTRUCTOR MATERIALS: Lesson Plan

    STUDENT MATERIAL: Supplementary Reading #1 and #2

    CLASSROOM, TRAINING AREA, AND RANGE REQUIREMENTS: Classroom

    suitable for 1:16 instructor/student ratio.

    2

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    AMMUNITION REQUIREMENTS: None

    INSTRUCTIONAL GUIDANCE: This is an SGL taught lesson. It is not

    appropriate for student instruction. There are areas of controversy;

    keep the focus positive. Do not tell personal war stories. Time is

    sensitive so DO NOT get lost in current events. Hours are marked but

    teach at your own pace. End of hour one simply means you have taught 1/3

    of the lesson, etc.

    PROPONENT RESIDENT LESSON PLAN APPROVAL:

    NAME RANK POSITION DATEPAULETTE H. DUNLAP CSM CMDT, AMEDD NCO ACADEMY Mar 97

    SECTION II. INTRODUCTION

    TERMINAL LEARNING OBJECTIVE (STATEMENT OF OBJECTIVE):

    INSTRUCTOR NOTE: Read the following terminal learning objective

    statement to the students:

    Identify values, problems and solutions for the command environment, and

    soldiers responsibilities to subordinates and peers and superiors lAW

    cited references.

    SAFETY REQUIREMENTS: None

    RISK ASSESSMENT LEVEL: Low

    ENVIRONMENTAL CONS IDERAT IONS: None

    EVALUATION: CMF

    INSTRUCTIONAL LEAD IN: The question you might have had when you looked

    at the training schedule was, Why so many hours for ethics? Simply,

    ethical conduct is the foundation of leadership and nothing much matters

    if the Army doesnt have leaders of character.

    Ethics is the subject that attempts to provide directions for conduct.

    In some ways, teaching military ethics is a difficult job because of the

    time in which we live. We know many soldiers support ethical behavior

    however, many say, if pushed to the limit, ethics have little place in

    the real world. Well discuss that in a minute but first lets look at

    the ELOs.SECTION III. PRESENTATION

    Enabling Learning Objectives (ELOs)

    1. Define the terms ethics, values and ethical dilemma IAW cited references.

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    2. Identify misconceptions in the study of ethics IAW cited references.

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    3. Identify the origins of values IAW cited references.

    4. Identify Army values IAW cited references.

    5. Identify social trends/values and how they affect Army values IAW cited

    references.

    6. Identify the Rules of Thumb and other guidelines for making ethical

    decisions IAW cited references.

    7. Based on the Rules of Thumb, make ethical decisions IAW cited references.

    8. Identify and describe ethical problems and solutions associated with the

    command environment IAW cited references.

    9. Identify ethical considerations associated with subordinates, peers and

    superiors IAW cited references.

    INSTRUCTOR NOTE: State the following: In this class we will look at how we

    apply ethics in our everyday life. We will examine values, because they have an

    impact on ethical behavior; discuss our responsibility to provide an ethicalenvironment, and talk about our responsibilities to our subordinates, peers and

    superiors.

    Definition: Ethics

    QUESTION: To begin, who can define ethics for us?

    ANSWER: Ethics are principles or standards that guide professionals to do the

    moral or right thing-what ought to be done.

    SHOW VGT #1 (definition)

    Misconceptions About Ethics

    SHOW VGT #2 (misconceptions)

    INSTRUCTOR NOTE: Tell class that students often have misconceptions/incorrect

    ideas about the study of ethics. Address the points below:

    If an action is legal isnt it ethical? Something we need to understand is that

    legal and ethical behaviors are different. Yes, an action may be legal but

    unethical.

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    For example, the development of a software system to improve debt

    collecting powers of a loan shark may be legal, but is it ethical tohelp someone who profits from the misery of others? Being a professional

    is more than simply acting to the letter of the law.

    Isnt military ethics about torturing prisoners of war for information

    and other wartime situations? No, most problems in military ethics are

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    straight forward problems in plain, everyday ethics. Most dilemmas have

    little to do with the adventure of seizing hills and performing other

    Rambo-like feats. Most problems in the real world of military ethics

    deal with telling the truth, filling out reports honestly or condemning

    sexual harassment.

    Ethics are fine and good in the classroom but they dont work in

    the real world. For any of you who believe this statement, lets

    simplify what the term means. Ethics means that honorable men and women

    do not lie, steal or cheat; rather they keep promises, do theirreasonable best to carry out their responsibilities, try to treat others

    as they would like to be treated; and they attempt to set right their

    mistakes. You probably strive for these goals everyday, so ethics isnt

    some weird study which belongs in university classrooms.

    Finally, ethics are so complicated; there dont seem to be any right

    answers; We shouldnt waste our time. For sure, there are many gray

    areas and often decisions are difficult. However, in a very practical

    sense we know that unethical behavior, not technical/tactical

    incompetence, is what ruins careers. Since we make decisions every day

    that have ethical implications it is important to have an opportunity to

    think about these things.

    SHOW VGT #3 (values: family, peer, institutional)

    VALUES

    QUESTION: Our first step in understanding ethics starts with values.

    What are values, how do they effect ethics, and what are some examples?

    ANSWER: Values are principles, standards or qualities considered

    worthwhile or desirable. Values may lead to ethical or unethical

    behavior; they help define character. Examples: integrity, loyalty,

    courage, respect, faithfulness, freedom, self-reliance.

    Family Values

    QUESTION: Our values, a foundation for behavior, come from our family,

    institutions and peers. What are some value statements we might learn

    from our family?

    ANSWER: It is not enough that I succeed. Others must fail.5

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    Forgive your enemies but never forget their names.For the most part, people are good.Nice guys finish last.

    Forgiveness is important.

    It is possible to get all As and flunk life.

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    INSTRUCTOR NOTE: Ask students what family value statements they

    remember.

    INSTRUCTOR NOTE: State the following: Words such as honor, duty and

    courage are either supported or dismissed, depending on how those words

    are defined and acted out within the family.

    Peer Values

    INSTRUCTOR NOTE: State the following: A second source of values is

    friends. Peer pressure is not limited to children on a playground. Peer

    values remain a life-long blessing and curse for those who seek toadhere to ethical principles

    Peer pressure can cut both ways. Peers can hold a soldier to the

    highest standards or lure that soldier into the gutter. Peers can coax

    one to honesty or derail one to dishonesty.

    Institutional Values

    INSTRUCTOR NOTE: State the following: A third source of values is

    institutional. We claim the ethical standards of an institution and make

    them our own, or at least use them as a guideline. Some of the

    institutions which influence us are school, church, social

    organizations, the Army, or a political party.

    SHOW VGT #4 (moral compass)

    The institutional values we are interested in are the Army values.

    The Center for Army Leadership has revised leadership doctrine and have

    clarified the terms we use to express the Armys enduring values for the

    Century. The four Cs: commitment, courage, candor and competence remain

    useful principles, but the new values are more precise.

    QUESTION: The moral compass specifies Army values that capture the

    essence of some of the more important features of the Army. Who can tell

    us what service before self means?

    ANSWER: Service before selfsignifies the proper ordering of priorities.

    The welfare of the nation and the organization come before the

    individual.

    QUESTION: This value causes soldiers some problems in terms of just how

    far service before self goes. So, what would happen if we discarded

    this value, where is the problem with selfless service?

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    ANSWER: If we discarded this value how could we expect people to be willing to

    sacrifice life, as we do in the military? How could we ask soldiers to work in

    dangerous situations?

    The combat scenario isnt really a problem; soldiers readily sacrifice self

    interest in combat. Where we see difficulty is with the peacetime mission.

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    INSTRUCTOR NOTE: State the following: As soldiers, we are expected to put the

    welfare of the nation and the Army before ourselves, and this requirement can

    truly wear on us. But, there are good reasons for this requirement.

    Consider what would happen if soldiers could say:

    INSTRUCTOR NOTE: Have one student read statements below.

    Nope, I dont want to go to Korea, I have a family and I dont want to leavethem.

    Sorry, Im not moving until my son graduates from high school.

    I dont care what you say, I dont do PT at 5 am and I dont work after 5pm.

    Private, Id really like to help you out with your problem, but I just dont

    have time.

    INSTRUCTOR NOTE: State the following: Obviously, if we place self interest

    first, the Army would no longer be able to defend the nation.

    Its important to remember that while the focus is on service to the

    nation, the idea also requires that soldiers properly take care of family and

    self. The Army does not and cannot expect you to sacrifice everything for

    service.

    QUESTION: Courage is the military virtue that enables us to conquer fear,

    danger, or adversity, no matter what the context happens to be (physical or

    moral) .What else does courage include?

    ANSWER: Courage also includes the notion of taking responsibility for decisions

    and actions. Courage involves the ability to look at ourselves, to confront new

    ideas, and to change.

    INSTRUCTOR NOTE: State the following: The military offers awards for courage incombat, in lifesaving and for taking dangerous physical risks above and beyond

    the call of duty. These we call heroes and that they are. Moral courage isnt

    as clearly rewarded.

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    QUESTION: What two factors often cause us problems when we want to exercise

    moral courage, and how can we compare physical and moral courage?

    ANSWER: 1. The leader is required to stand against his or her peers.

    2. The leader is required to risk career or advancement.

    The soldier who jumps on a grenade to save a buddy will receive a medal

    for that action, or the next-of-kin will receiveit.

    The soldier who jumps on a moral grenade to save a buddy from behaviors that

    can destroy the person or the career may be thanked or criticized. That person

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    may be called a hero but then again, he may be call holier-than-thou, a

    squealer, or uptight.

    QUESTION: How can we reward moral courage in the Army?

    ANSWER: By standing by soldiers who are determined to act ethically at the

    threat of rejection by peers. The purpose of honor is not to play a game of

    gotcha with people. Ethical leadership that loses sight of compassion or

    common sense ceases to be either ethical or leadership.

    Leaders should speak the truth, cultivate what is honest, but not lose

    sight of the people he leads. The slogan Take care of your people? is as old

    as the nation and we need to think about what it truly means.

    Leaders do not take care of their people either by covering for them or

    by hanging them out to dry. It is in the gray area between these two extremes

    that ethical leaders may exhibit moral courage.

    QUESTION: Respect is the regard and recognition of the absolute dignity that

    every human being possesses. What else do we mean by respect?

    ANSWER: Respect also indicates compassion and consideration of others. We

    must be sensitive to, and consider the feelings and needs of others. We must

    also be aware of the effect of our own behavior on them. Respect also involves

    the notion of fairness.

    QUESTION: What do we mean by Loyalty, and what is an example?

    ANSWER: Loyalty, when correctly understood (in order, from the Constitution,

    to the U.S. Army, to the unit, to family/friends and finally to self),

    establishes the correct ordering of our commitments. We are faithful. We

    support lawful orders. We dont undermine decisions.

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    0397Example: If I disagree with a course of action I should speak out But once the

    final decision is made, I should support that decision. In other words, I

    should be loyal.

    QUESTION: In a recent survey, soldiers said the quality they admire most in

    fellow soldiers is integrity. Integrity is a word which, like time, everyone

    can define until he is asked to. Lets give it a try. What is integrity?

    ANSWER: Integrityis soundness of moral principle; the character of

    uncorrupted virtue, especially in relation to truth and fair dealing,

    uprightness, honesty, and sincerity.

    INSTRUCTOR NOTE: State the following: Integrity is that quality which keeps us

    on the right course when an action is unethical, but it seems everyone is

    doing it.

    First of all, not everyone is doing it. Not every drill instructor at

    Aberdeen was involved in sexual misconduct. Not every general officer lies to

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    Congress. Unethical behavior is unethical behavior, whether or not it is done

    by one person or by dozens.

    Look at it this way. Do you really want to tell the JAG officer who is

    defending you at your court martial that the reason you stole 14 hockey sticks

    from the PX is because every single person in your unit was doing the same

    thing? You can see how ridiculous this line of reasoning is.

    QUESTION: The next value is duty. What do we mean by duty?

    ANSWER: Dutyconcerns purpose, mission, and objective. Soldiers are expected

    to achieve their mission; carry out orders, and serve, but we must achieve our

    mission honorably. The end does not justify the means. We may not sacrifice our

    principles for purpose.

    Furthermore, if a soldier elevates personal well-being beyond that of purpose,

    which is mission accomplishment, he or she is guilty of crass careerism that

    has no proper place in the military ethic.

    We often expect individuals to exceed their duty. After all, the nations

    highest award is the Medal of Honor, defined as an individual action above and

    beyond the call of duty.

    INSTRUCTOR NOTE: Honorencircles all the other values that make up the public

    code for the Army. Honor and moral identity stand together. By moral identity

    we mean the soldier identifies with the Army values.

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    QUESTION: We need to look more closely at Honor, so that it will not be

    just an abstract term. Honor circles all the other values because it is

    the Army principle. What is a principle and what exactly does honor mean

    for us?

    ANSWER: A principle is a basic truth, a rule or standard of goodbehavior, an essential quality. The soldiers first responsibility is to

    the Army principle which says that soldiers must obey all legal orders

    and disobey all illegal orders.

    The war crimes tribunals after World War II showed that blindly

    following orders is not acceptable. German officials were sentenced to

    life in prison for blindly following orders.

    We presume that orders are legal and ethical and therefore,

    binding. if however, a soldier receives an order that flies against all

    that soldier has learned to value, to take pride in, to believe in-the

    order is possibly wrong.

    Soldiers must ask themselves if their behavior would withstand the

    scrutiny of publicity. Would they feel comfortable and proud or feel

    guilt, shame or sorrow. In other words, what is honorable? Principle

    comes first.

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    QUESTION: In closing this discussion on Army values we must remember

    that these values are not just for chaplains and dogooders, they are

    functional values. Who can tell me what I mean by functional values?

    ANSWER: Values that work. These values have been applied since the days

    of George Washington and they have proven that they are successful and

    necessary. The Army could not be sustained without them.Social/Trends Values Versus Army Values

    INSTRUCTOR NOTE: State the following: Now lets look at social/trendsvalues versus Army values. Todays Army is not the one your grandfather

    experienced. In times past soldiers were easily integrated into the

    service; there was little difference between their personal values and

    those of the Army.

    Our culture changed during the 1960s when racism, the Kennedy and King

    assassinations, Vietnam, and the womens movement became a part of our

    national consciousness.

    We, in this class, have been affected by these events and may

    struggle with social values versus Army values. However, we are not new

    recruits and as professional soldiers, in a military career for some

    years, we have embraced Army values to one extent or another.

    SHOW VGTS #5 & #6 (social trends) Have 2 or 3 students read aloud. DO

    NOT go around the room. Time is sensitive.10

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    0397Army Values Social Trends/Values

    Selfless Service Distrust of institutions

    Courage Self-reliance

    Respect Less nationalistic

    Loyalty Less personal accountability

    Integrity Less self disciplineDuty More self fulfillment

    Honor More self serving

    More avoidance of long term

    commitments

    Works to live

    Seeks leisure over work

    Candid if convenient and

    self promoting

    Acceptance of alternative

    views

    INSTRUCTOR NOTE: State the following: As leaders we must know that

    integrating future recruits may be more difficult than in the past. The

    future recruits value system will be formed in a society that is

    becoming permissive in terms of right and wrong. His values may be

    fundamentally different from the Armys.

    It has been said that the Army is a mirror of American

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    society. The values a soldier possesses have been instilled since

    birth. Consider this opinion:

    SHOW VGT 7 Have a student read the quotation aloud. Allow class

    discussion. (He (the soldier) is what his home, his religion, his

    schooling and the moral code and ideals of his society have made him.

    The Army cannot unmake him.)

    INSTRUCTOR NOTE: After the discussion include the following teaching

    points which are not in the student SR. You may state the example in 2.,below, in your own words, but you must state the comments inboldverbatim.

    1. Some soldiers cant be unmade, just like there are some people who

    have to live in prison because they cant be unmade to live in society.

    The Army has special standards and not everyone deserves to be a member

    of it.

    2. Large numbers of soldiers can be influenced. Sometimes an institution

    can fill a moral vacuum left by a dysfunctional family.

    Example: Consider the soldier who became deeply concerned about the

    outcome of cheating, to which he had admitted guilt. During most of his

    senior year of high school, he had lived with friends or in the street,

    since his parents had long since split from him and from one another;

    whereabouts unknown.11

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    Some habits the soldier developed in order to survive in the street did not fit

    with the Army. He had been in the Army long enough to see that he truly wished

    to remain, but not yet long enough to shed the family values imparted to him by

    his morally derelict parents.

    When unit leaders were informed of the larger context for this soldiersactions they chose to hammer him for cheating. . . and retain him, much to the

    indignation of many of his uninformed peers.

    The soldier had no further trouble, graduated high in his class and is serving

    his country successfully today. Most important, he

    learned from his Army family two lessons that his family of origin never taught

    him: that honor matters and that mercy can be the companion of honor.

    END OF FIRST HOUR (approximately)

    SHOW VGT #8 (rules of thumb)

    Ethical Decision Making Help

    QUESTION: In order to help us make ethical decisions the U.S. Military Academy,

    West Point has developed 3 rules of thumb we should consider when we face an

    ethical conflict. What are they?

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    1. Does this action attempt to deceive anyone or allow anyone to be deceived?

    2. Does this action gain or allow the gain of a privilege or advantage to

    which I or someone else would not otherwise be entitled?

    3. Would I be satisfied if I were on the receiving end of this action?

    QUESTION: What are some additional guidelines?

    ANSWER:

    l. What would the unit be like if everyone did this?

    2. Can I do this and make the assumption that everyone can do the same thing?

    3. If I had an audience and put out my idea would the audience say yes or no?

    INSTRUCTOR NOTE: If point 3 (the audience example), is confusing explain that

    this situation means wide public scrutiny.

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    It means more than voicing an unpopular opinion. In Iaw, actions are evaluated

    against the standard of the reasonable man. In other words, would a

    reasonable man do this? Would reasonable men find this action ethical?

    INSTRUCTOR NOTE: State the following: I want to stress the importance of

    keeping these rules in mind. I suggest you copy them on a 3 X 5 card and keep

    them as a handy reference for the future.

    Ethical Dilemmas

    SHOW VGT #9 (ethical dilemma graphic)

    QUESTION: Now that you have some tools to solve ethical dilemmas lets define

    ethical dilemma. Who can do that?

    ANSWER: Any dilemma usually involves a predicament in which we must make a

    decision on a course of action. In most cases this decision involves equallyundesirable choices in which any solution appears to be unwanted (to the

    decision maker or to the person on the receiving end)

    There are easy and tough dilemmas. The tough dilemmas require leaders who can

    think and act on a principled level. Often, these decisions are so difficult

    because values conflict. Ones loyalty may be tested in a given situation.

    Should I be loyal to my boss, my subordinates, my principles, or the nation?

    Can I be loyal to all at the same time?

    Often, competing interests will test our courage. At what cost is any leader

    willing to accomplish a mission? These questions pose terribly difficult

    dilemmas when applied to real life.

    Practical Exercise

    INSTRUCTOR NOTE: Allow no more than 15 minutes for this exercise and

    discussion.

    INSTRUCTOR NOTE: Have students turn in their SR to the practical exercise.

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    INSTRUCTOR NOTE: State the following: I want you to read the ethical dilemma of

    The Drug Test. Keep the 3 rules of thumb in mind, and decide what you would

    do.

    The Drug Test

    You are a leader about to go to the National Training Center NTC). Your chain

    of command has emphasized how critical the rotation to the California desert

    is-the entire unit has trained extremely hard to do well.

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    You have one soldier who has been to NTC three times and has led the way in the

    preparation of your squad/platoon. You consider his experience and leadership

    to be vital in the success of your unit in the upcoming training cycle.

    After a random unit-sweep urinalysis, the soldier comes to you and tells

    you that his marriage is under severe stress and that, last week, after getting

    drunk for the first time in his life, he used cocaine, also for the first time.

    He deeply regrets

    it.

    The results of the urinalysis turn out negative.What should you do about the soldiers confession?

    INSTRUCTOR NOTE: Ask the following questions, but do not allow

    discussion until the students have committed to a position.

    QUESTION: How many of you would report the incident? (show of hands) .How many of you would not report?

    INSTRUCTOR NOTE: State the following: OK, now turn to the next page in your SR

    and well discuss some considerations that you might have thought of.

    INSTRUCTOR NOTE: Allow discussion on the following considerations:

    1. No matter how good a performer the soldier is and how critical he is to the

    upcoming training mission, the precedent of tolerating drug use is a bad one.

    If the soldier did use drugs, confessed it, and nothing happened, wont he be

    more likely to do it again when stress gets high?

    2. You have no substantial evidence of actual drug use. Maybe the soldier wants

    to get out of the upcoming deployment because of his wife.

    3. If your soldiers conclude that they cannot be open with you about their

    problems, they may not open up at all. The unit may suffer.

    4. The Armys policy concerning drug use is zero tolerance. Can you justifiablyviolate Army policy?

    5. Everyone makes mistakes. Maybe this will be enough of a scare that the

    soldier will never do drugs again. On the other hand, perhaps this was not the

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    first time he has used drugs. Maybe he is in danger of addiction and needs

    help.

    INSTRUCTOR NOTE: State the following (not in the SR): In this case the leader

    did not report the incident. However, the consensus of the ethical experts is

    that he did the wrong thing.

    14

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    Leaders must support the Armys rules, for by not doing so they send a message

    to each member of their unit that we can decide what rules to follow and what

    rules not to follow.

    Further, the soldier probably needs help that the system can provide. The

    leader can speak in defense of the soldier, but he should report the incident.

    THE COMMAND ENVIRONMENT

    SHOW VGT #10 (institutional pressures, zero defects, use of authority,

    exploitation)

    Institutional Pressures

    INSTRUCTOR NOTE: State the following: Now we will look at the command

    environment and discuss its impact on ethical behavior. Each of us has the

    capacity to act admirably or lamentably. What brings out the best or the worst

    in us is often the organizational climate we work in.

    The Army defines an institutional pressure as a factor inherent in the

    organizational environment that influences moral reasoning and moral behavior.

    While there are legitimate pressures that produce positive results, there are

    also factors which can produce negative outcomes and unethical behavior.

    QUESTION: What are the institutional pressures, those built-in difficulties,

    which can lead to unethical behavior?

    ANSWER: Frequent change in policies, priorities, schedules, and procedures

    Failure to establish priorities

    Excessive demands (too much to do with given resources or time).

    Conflicting requirements

    Misassignment of personnel (assignments to positions for which a person lacks

    qualification)

    Failure to provide guidance

    Reprisals for whistle blowers

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    INSTRUCTOR NOTE: State the following: What this situation brings us down to is

    our need to build an environment in which soldiers are encouraged and enabled

    to live up to the highest standards of professionalism.

    15

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    Zero Defects

    INSTRUCTOR NOTE: State the following: One of our problems today is what is

    called zero defects. Zero defects is an attitude or environment that means,

    make no mistakes, dont question decisions and, at all costs, dont be thebearer of bad news.

    Zero defects has occurred after other drawdowns, because when there are fewer

    positions competition for promotion becomes fierce. The current drawdown has

    been difficult for the Army. Since 1989 we have cut 450,000 people out of the

    force and this has been hard on soldiers and their families.

    Nevertheless, we remain trained and ready and have not repeated the mistakes of

    past drawdowns. After WWII the Secretary of the Army noted that the enormous

    turnover of personnel made effective unit training virtually impossible. This

    is certainly not our situation today.

    QUESTION: Now that the drawdown ends we must display positive, creative

    leadership, stamp out the zero defects mentality and create an environment

    where all soldiers can reach their full potential. The Chief of Staffs

    position is that zero defects can only be overcome by positive leadership. What

    does he say?

    ANSWER: The fear of delegating authority to subordinates is not a new

    phenomenon. The zero defects mentality-where a commander feels his command must

    be error-free is not new. But we must possess the moral courage to deny this

    damaging philosophy that says it is worse to report a mistake than it is to

    make one. This lack of moral courage in peacetime can have disastrous results

    in battle.

    Ethical Use of Authority

    QUESTION: In addition to sorting out zero defects, there is a built in

    institutional pressure we have to contend with called ethical use of authority.

    What do we mean by this term?

    ANSWER: The structure of our profession, even though essential, is the natural

    breeding ground for the unethical use of authority. The power and influence of

    a first sergeant is greater than that of a staff sergeant. The influence of a

    general officer is truly awesome. This fact requires a clear understanding of

    the meaning of rank.

    In the Army hierarchy there are various levels of responsibility. Each

    level of responsibility is assigned a degree of authority. Rank is simply abadge of the authority vested in a person to carry out a specific level of

    responsibility.

    When authority is used to fulfill responsibility it is used legitimately and

    ethically.

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    When authority is used for purposes not directly associated with

    carrying out assigned responsibilities, it is being used illegitimately

    and unethically.

    As we go up in rank, those of lower grade tend more readily to assume

    that we are using our authority legitimately and ethically, because of

    the high regard with which juniors hold senior leaders. Think about

    that.

    Exploitation of Subordinates

    INSTRUCTOR NOTE: The following material is controversial. Do not get

    stuck. It is not necessary to agree with MG Buckinghams opinion about

    admired leaders.

    INSTRUCTOR NOTE: State the following: MG Clay Buckingham (USA, Ret.)

    says that one of the most widespread abuses of authority is the

    exploitation of subordinates. In other words, the quote, successful

    leader unquote, is the one who doesnt get ulcers, but gives ulcers;

    the one who is hard, unfeeling.

    QUESTION: Although these leaders are exploiters, they get a lot of

    attention. No doubt the people who admire such leaders dont work for

    them. You certainly may disagree with the general, but what does he say

    about these leaders, some people admire, and also what does he say about

    the people we pay too little attention to?

    ANSWER: We admire the leader with guts; the person who drives people

    hard, who has the reputation for firing subordinates, who goes for the

    jugular, who works his people long hours a day. We set these people up

    and idolize them.

    Even in industry. We like the kind of guy who moves in as the CEO and

    fires three-fourths of the vice presidents the first week. He getsthings done! Hes got guts! Remember the television show Dallas and

    how we enjoyed seeing J.R. wheel-and-deal?

    But what about the cool-headed leader who takes a group of

    misfits and molds them into an effective highly-spirited team? What of

    the leader who sees the potential of a young soldier who is performing

    only marginally and through coaching and encouragement turns him into a

    first-rate performer?

    We seldom hear about these people. We dont hold them up as examples as

    much as we should. The higher we go, the more important it is to be

    careful that our impact on the lives and careers and families of our

    subordinates is positive and not negative.

    INSTRUCTOR NOTE: State the following: A final word about abuse of power.

    The higher we go, the easier it is to misuse authority. The checks that

    we had as junior leaders become less evident.17

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    We gradually begin to believe that we really dont need to seek the

    counsel of others. We begin to rationalize small personal indiscretions

    that we would never accept in a subordinate.

    What Can I Do?

    INSTRUCTOR NOTE: State the following: Some of you may be thinking that

    you are helpless to do anything about the command environment.

    You may say, What do you mean foster a positive command environment. Ihave a boss who is zero defects and who works me 14 hours a day. What on

    earth do you think I can do?

    First, Ill challenge you not to be morally lazy and cop out by

    conveniently blaming someone else. Remember that trite old saying, If

    Im not part of the solution Im part of the problem.

    SHOW VGT #11 (solutions)

    QUESTION: There are things we can do to enhance a climate of

    professionalism. What are some of the important ones?

    ANSWER: 1. Set an example in personal and professional conduct by

    demonstrating commitment to the highest standards and diligent effort to

    live up to those standards.

    2. Communicate to all subordinates what your standards are, and that you

    expect them to live up to those standards as well. Be sure they

    understand what you mean, and what you expect; help them appreciate how

    that translates into day-to-day behavior.

    3. Ensure that the professional environment (to the extent we have

    control over it) is supportive of ethical behavior and not supportive of

    behavior that is ethically flawed.

    This means ensuring that in all aspects of our leadership (evaluation of

    subordinates, competition with other units, methods of motivating

    subordinates, etc.) we operate in a way that encourages and rewards

    ethical behavior on the part of our subordinates and discourages

    unethical behavior.

    4. Recognize that we have more control over the professional environment

    than we realize. If we communicate our commitment to high standards to

    our fellow soldiers, they will be more likely to respect those high.

    standards in dealing with us.

    5. If we connect with like-minded peers, our joint commitment to high

    standards can improve the organizations professionalism. If we findunethical practices, and devise other-more acceptable-ways to get the

    mission accomplished, we can change undesirable patterns of behavior. If

    we are generous in recognizing highly professional performance, we can

    build new bonds of shared commitment to high standards.18

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    6. And if, when necessary, we stand up to be counted by refusing to compromise

    our standards we set an example that seniors, peers, and subordinates can learn

    from.

    INSTRUCTOR NOTE: State the following: Without a doubt there are risks in such

    courses of action, especially if our command is not, at the moment,

    distinguishing itself in terms of professional behavior. No one can argue thatadherence to ethical standards is free of risk, or even easy. It is just

    essential.

    REMOVE VGT #11

    END OF SECOND HOUR (approximate)

    RELATIONSHIPS

    INSTRUCTOR NOTE: State the following: Lets look at ethics another way. The

    central element in ethical situations appears to involve human relationships.

    In this part of class we will explore ethics in terms of the various

    relationships typical in military units. For our purposes, we will concentrate

    on relationships with superiors, peers and subordinates. We need to remember

    that relationships dont manage themselves. We must nurture and develop them.

    Relationships with Subordinates

    SHOW VGT #12 (topic headings)

    Be Candid

    QUESTION: To start off, lets talk about our relationship with subordinates.

    Candor is a quality we must develop, so who can describe this quality in

    relationship with subordinates?

    ANSWER: Candor means being straight and it is a two way street. Honesty is as

    important to a subordinate as it is to a superior. We must spend time with

    soldiers talking with them face-to-face about their performance. Everyone wants

    feedback. We need to tell soldiers when they make mistakes and then coach them

    to succeed.

    Listen

    INSTRUCTOR NOTE: State the following: We must also listen to soldiers. We will

    always learn from them. Here is an example: A battalion commander had a problem

    in recovery operations. It always took a excessively long time to refuel the

    vehicles after field operations. One day, the fuel truck driver told the

    commander how it could be done in one-fourth the time. He suggested that

    instead of having the fuel truck go through the motor pool, the vehicles should

    drive through a refueling station before going to the motor pool. The soldier

    closest to the issue solved a major problem.

    19

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    Be Predictable

    INSTRUCTOR NOTE: State the following: Leaders must help reduce stress in units.

    Many of our soldiers have back-to-back deployments and extended separations

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    from their families. On average, soldiers assigned to a TO&E now spend 138 days

    a year away from home. Some soldiers say they dont know what is going to

    happen two weeks out; they dont know if they are going to work on weekends or

    not.

    QUESTION: One way to reduce stress is by predictability. How can we be

    predictable?

    ANSWER: First, we must keep the training schedule in line with FM 25-100,

    Training the Force. This FM allows us to plan in advance. We should lock intraining events four weeks in advance, and soldiers should know a month out if

    they are off on a weekend-and we must honor that commitment to them. Improved

    predictability must be a goal.

    Discriminate

    QUESTION: Believe it or not, it is important to discriminate. What do we mean

    by that?

    ANSWER: In unit after unit we find leaders who cannot, or will not

    discriminate the more important tasks from those of lesser consequence. The

    average soldier knows what is or is not important, and there is no quicker way

    for a leader to lose the respect and support than to demand of them unstinting

    efforts on an unimportant task.

    The leader who does not use judgment and restraint in tasking his troops is

    acting in an exploitative, ethically flawed and unwise manner.

    SHOW VGT #13 (topic headings)

    Prioritize

    QUESTION: Now that we know not to waste a soldiers time on unimportant tasks,

    what about the many, many important tasks that require our attention. What do

    we do about those?

    ANSWER: We realize the normal condition is that there is not enough of

    anything-time, people, money, repair parts, whatever. Good leaders prioritizeand accept responsibility for the consequences.

    This action takes moral courage because there will be someone higher up

    who points out an area where the unit has not done well, or has done nothing,

    on purpose, as a result of assigning a low priority to that job.

    20

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    Many leaders do OK in establishing priorities, the harder part comes

    when we have to stand up and be counted in terms of defending the results of

    having done so. Weak leaders are then sometimes tempted to blame subordinates

    for the priorities the leader himself dictated.

    Evaluate Fairly

    QUESTION: We must evaluate subordinates fairly. This rule seems simple, but in

    practice it is often ignored. What goes wrong, and how can we set things right?

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    ANSWER: A leader sets standards, collects information on how well things are

    going and then evaluates people based on their units performance. This notion

    is so flawed that it can lead to ethical shortcomings.

    Many things affect a unit beyond the leaders influence: strength of the unit;

    the experience and ability of the people assigned; the resources; the prior

    state of training before the leader took over; and so on.

    Yes, every leader evaluates readiness in terms of these outside factors. The

    point is, that during evaluations, the outside problems may be overlooked. Wecannot just look at performance.

    Consequently, the ethical evaluation of subordinates should be based not on how

    well they do the job but how well they do it considering what they were

    given to work with.

    Be Careful with Promises

    QUESTION: What do we mean, be careful with promises?

    ANSWER: We should never promise anything we cannot deliver. Trust, and

    especially mutual trust, is at the heart of whatever it is that makes a unit

    more than just a collection of individuals located in the same spot. To be

    ethical we must be reliable in word and deed.

    Trust can break down quickly in a unit and it stays broken. In addition to

    simply keeping ones word on matters that we control, it is important not to

    make commitments on things that we cannot control.

    Cast Your Lot with the Unit

    QUESTION: The final point about dealing ethically with subordinates is that we

    should cast our lot with the unit. What does that mean?

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    ANSWER: Link our own success with the unit. We prosper when the unit prospers.

    The leader who shifts blame for failure, to protect his own future will quickly

    earn the disrespect of his subordinates.

    Casting our lot with the unit also means we are willing to recognize problems

    and accept then as our own, including the responsibility for solving them or

    not solving them if an answer cannot be found.

    Much of the bitterness in the Army a decade ago stemmed from feelings on

    the part of many leaders that their seniors did not want to acknowledge, or be

    involved in trying to deal with some very difficult problems, including drug

    abuse and racial tension.

    Nevertheless, they were holding junior leaders accountable for failing to

    eliminate such problems. Such unwillingness to recognize and help deal with

    real problems is clearly unethical.

    Keep the Focus on Soldiers

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    INSTRUCTOR NOTE: State the following: In closing the discussion on our

    responsibility to subordinates, here is what General Reimer says, Leaders

    should take their guidance from the top but focus on their soldiers. If your

    focus is on soldiers, then you are doing the right thing. Focusing on the boss

    leads to the attitudes we are trying to stamp out today.

    Relationships with Peers

    SHOW VGT #14 (topic heading)

    INSTRUCTOR NOTE: State the following: The next area of ethical responsibilityconcerns our relationships with our peers.

    Relationships with peers are at the heart of the satisfactions of service in

    any profession. Peers become life long friends and provide the bulk of support

    and encouragement. Their approval is, in many ways, the most important reward

    of service.

    For anyone aspiring to be a member of a profession, his most precious

    possession is his professional reputation and peer relationships are the

    principal basis for professional reputation.

    QUESTION: What do we mean by Encourage and Acknowledge the Accomplishments of

    Fellow Soldiers?

    ANSWER: This rule focuses attention on the unproductive, destructive nature of

    too much competition. Every leader is expected to do his best and to seek the

    highest level of responsibility he can attain. Ethical problems enter the

    picture when success is achieved by beating out the competition.

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    Be aware that the first problem after anyone is promoted is to

    find some help. If, in the course of getting there, you have alienated

    your peers through destructive competition; and damaged your reputation,help is going to be hard to find.

    If you are generous in recognizing and acknowledging the achievements of

    peers you will find a far more rewarding stance than those who have

    begrudged and envied the successes of their peers.

    INSTRUCTOR NOTE: State the following: We must remember that the

    professional environment is not now and never will be ideal. Some who do

    not deserve to do so will prosper, while others who have earned

    advancement will sometimes find themselves disappointed. However, it is

    the essence of ethical conduct to adhere to standards no matter the

    outcome.

    Relationships with Superiors

    SHOW VGT # 15 (topic headings)

    QUESTION: The Army makes enormous demands on military leaders. But,

    there are also great opportunities for the followerto exert ethical

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    leadership in the relationship. What is the first point we should

    remember about dealing with a superior?

    ANSWER: Give a superior every bit of loyalty to which he is entitled.

    This point does not mean that only an able superior deserves the

    loyalty of his subordinates. Probably an inept commander needs loyalty

    more (and will be more grateful for it).

    We must assume that every leader is behaving ethically and isdoing the best job he can do. Loyalty from subordinates requires that

    they do not undercut him, either to their own subordinates or to others

    inside or outside the organization.

    It requires us to do all in our power to compensate for his shortcomings

    and to teach him gracefully those things he needs to know to be more

    effective in his job.

    We must attempt to carry out his instructions, at the same time working

    diplomatically to help shape those instructions to ensure that they will

    be as appropriate as possible.

    It is easy and rewarding to be loyal to an outstanding leader who sets

    the example in every respect, but it is no less important to give

    loyalty to less able superiors entrusted with leadership.

    Where the line is drawn, however, is at the bounds of ethical

    conduct. This point was lost on many of those involved with the

    Watergate affair.23

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    They failed to realize that one never has an obligation, out of loyalty,

    to aid a superior in unethical behavior, or to cover up for him if he is

    unethical.

    Actually, we are obliged, in such cases, to look to our own ethical conduct and

    do what is necessary and appropriate in the situation.

    INSTRUCTOR NOTE: State the following: Theres an old saying, Bad news does not

    improve with age, that relates to our next point, Inform superiors when you do

    not or cannot carry out their orders. Someone explain what this means.

    ANSWER: Superiors are entitled to assume obedience on the part of their

    subordinates. Most vigorous soldiers like to operate on a long leash, getting

    mission-type orders rather than detailed instructions and being left to get the

    job done without being over- supervised.

    The price of this privilege, and it has an essential ethical element, is

    accountability to the superior who provides such an operational climate.

    Superiors keep aware of what is going on by a variety of means. One of the most

    important is what they are told by subordinates.

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    When a subordinate earns his leaders trust by showing that he can be relied on

    to report fairly, completely and on time, he will become the most valued source

    of information for that leader.

    Remember, the subordinate seeking to improve his appearance by withholding bad

    news or reporting incompletely will find (usually too late and to his regret)

    that he has lost something more valuable-his leaders trust.

    QUESTION: What is the best means of protecting ourselves against being

    pressured to perform dishonorable acts, and what is an example?

    ANSWER: Establish our ethical stance early on in a new assignment.

    This action may also inspire, and instruct a weak superior who might

    otherwise be tempted to compromise his own ethical standards.

    Every superior can remember when some petty dishonesty was expected of him; a

    situation which would be to his (supposed) advantage if he cut a few corners in

    terms of his personal integrity.

    24

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    Examples range through certifying the destruction of classified

    materials without witnessing, to signing for inventories that have not

    been conducted.

    Example: One officer assigned to inspect expended rounds on the riflerange was told by his company commander to just sign the certificates

    and get in the jeep, as he was in a hurry. The lieutenant declined to

    make the certification without completing the inspection which he

    proceeded to carry out. For his trouble he got to walk the 5 miles back

    to the company area.

    But he was never again asked to do anything dishonest by that commander

    who, in fact, boosted the younger officer ahead of others to take overthe command when the commander was reassigned.

    QUESTION: Most pressures to compromise our integrity are subtle but

    occasionally we may receive an order to do something we believe to be

    dishonest or illegal. What do we do?

    ANSWER: Deal directly with Questionable orders. Some soldiers find that

    an effective technique is to talk the matter over quietly and privately

    with the person who issued the order, explaining why it would be

    improper to carry it out and requesting that it be withdrawn. If

    possible, suggest an alternative solution that is not ethically flawed.

    If the superior persists it can be effective to ask for the order inwriting. In some cases, this request will be enough to get the superior

    to change his mind, while, in other cases, the written order can be the

    basis for further discussion with higher level leaders or staff

    advisers.

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    QUESTION: What do we mean Never bet the future where integritv is

    concerned?

    ANSWER: Some leaders, unhappy with what they view as dishonest or

    unprofessional practices rationalize that they will not object because

    it could jeopardize their own further progress.

    They tell themselves, when they get to a high enough position to really

    have some influence, then they will bring about reform.

    This is an insidious approach, with the result nearly always being that

    the person who takes it wakes up one day to find that he can no longer

    remember the values he once sought to advance.

    INSTRUCTOR NOTE: State the following: The material we just discussed is

    very challenging. There is a lot of encouragement to speak up, when

    speaking up is difficult. Although we do not have time to discuss it in

    class I want you to read SR #2, if you havent already. Its a reading

    from West Point which is titled, Are You a Moral Wimp? I think youll

    enjoy it.25

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    SHOW VGT #17 (do you love me?)

    Do You Love Me?

    INSTRUCTOR NOTE: State the following: Now we are going to revisit one of

    the thorniest ethical problems. How can I be loyal to the Army and also

    support my fellow soldiers? This conflict requires some guidelines.

    Our fellow soldiers are living, breathing important parts of our lives

    and we have feelings about them. Many of us also have feelings about the

    Army when we see the flag waving, but the notion may be more vague than

    those we have about our fellowman. In our personal relationships we must

    recognize the pressure to go along with what we know to be wrong and ourfear of disapproval.

    These pressures are typically subtle and the issues are so garden-

    variety they dont get our attention.

    We would be totally alert to an ethical dilemma if we were asked to lie

    to the commander. But, some things just dont jump out and flash,

    ETHICS PROBLEM. We want to be well thought of, to be pleasant and

    helpful so whats a little bending of the rules (or breaking a little

    rule)? Ill just do my buddy a favor.

    QUESTION: There are a couple of problems here. What are they?

    ANSWER: First, there is a reason for the rule (although we may not know

    it) ; the rule serves a purpose.

    Second, when we break a rule, no matter how small, we send the message that it

    is acceptable to break rules. It is frequently so much easier to be the good

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    guy, to give a pal a break, than to follow the book. Remember the question

    earlier in the lesson, What if everyone did this? We wouldnt have any rules.

    INSTRUCTOR NOTE: State the following: We must remember that if our actions are

    based on the affection of peers we have a too desperate need to be loved.

    QUESTION: And it also helps to remember what Vice Admiral James Stockdale had

    to say about the relationship between the two. What did he say?

    ANSWER: The man who needs to be loved is an extortionists dream. That man

    will do anything to avoid face-to-face unpleasantness; often he will sell his

    soul for praise. He can be had.

    SHOW VGT # 17 (moral compass)

    26

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    SECTION IV. SUMMARY

    INSTRUCTOR NOTE: State the following: In closing, we need to remember

    that principles and not feelings must guide our decisions. Tough

    leadership decisions do not always have happy endings. . .You may not always

    be rewarded for integrity and candor.The point is that you have to live

    with yourself and before you can gain the respect of others, you must

    respect yourself.

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    27

    U.S. ARMY MEDICAL DEPARTMENT CENTER AND SCHOOL WVBN-40B

    AMEDD NONCOMMISSIONED OFFICER ACADEMY WYAN-30B

    BASIC/ADVANCED NONCOMMISSIONED OFFICER COURSES 0397

    LESSON TITLE: Soldier Dignity and Respect

    THIS LESSON IS USED IN THE FOLLOWING COURSES:

    COURSE NUMBER(S) COURSE TITLE(S)

    6-8-C40/6-8-C42 AMEDD Basic/AdvancedNoncommissionedOfficer Courses

    SECTION I. ADMINISTRATIVE DATA

    TASK(S) TAUGHT OR SUPPORTED:

    TASK NUMBER TASK TITLE

    N/A N/A

    TASK(S) REINFORCED:

    TASK NUMBER TASK TITLE

    N/A N/A

    ACADEMIC HOURS: PEACETIME MOBILIZATIONHOURS /TYPE HOURS /TYPE

    TYPE OF INSTRUCTION 2/PE3 N/ATEST NoneTEST REVIEW NoneTOTAL HOURS 2

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    TEST AND TEST REVIEW HOURS AND LESSON NUMBERS:

    HOURS LESSON NO.

    TEST: N/A N/A

    REVIEW OF TEST RESULTS: N/A

    PREREQUISITE LESSON(S):

    LESSON NUMBER LESSON TITLE

    None None

    CLEARANCE AND ACCESS: Unclassified

    WVBN-4 OB/WYAN-B

    0397

    REFERENCES:NUMBER TITLE

    FM 22-100

    TC 22-9-1,2,3

    Reimer, D. Address to the USMA Class of 1996 USMA Microsoft

    Internet Explorer

    [email protected] NCO Article, 1996

    STUDENT STUDY ASSIGNMENT: Read Supplementary Reading #2

    INSTRUCTOR REQUIREMENTS: SGL led lesson. This lesson does not lenditself to student teaching because of the need to review the television

    tape.

    ADDITIONAL SUPPORT PERSONNEL REQUIREMENTS: None

    EQUIPMENT REQUIRED FOR INSTRUCTION: TV, VCR

    MATERIALS REQUIRED FOR THE INSTRUCTION: TVT Dignity and Respect for the

    Soldier TVT 21-222-708786 DA

    INSTRUCTOR MATERIALS: Lesson plan

    STUDENT MATERIAL: Supplementary Readings #1 and #2

    CLASSROOM, TRAINING AREA, AND RANGE REQUIREMENTS: Classroom suitable for

    1:16 instructor/student ratio.

    AMMUNITION REQUIREMENTS: None

    INSTRUCTIONAL GUIDANCE: You must thoroughly know the answers to the

    questions because if you do not you will not be able to ensure all

    points are covered. Secondly, MENTION TO STUDENTS that the tape refers

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    to the 4 Cs: Candor, Courage, Competence, Commitment as the Army

    Values. These values have been revised but the 4 Cs are still useful

    principles. The Supplementary Reading #2 is attached to this lesson.

    Remind students at end of class to read it if they have not already done

    so.

    PROPONENT RESIDENT LESSON PLAN APPROVAL:NAME RANK POSITION DATE

    PAULETTE H. DUNLAP CSM CMDT, AMEDD NCO ACADEMY Mar 97

    SECTION II. INTRODUCTION

    TERMINAL LEARNING OBJECTIVE (STATEMENT OF OBJECTIVE):INSTRUCTOR NOTE: Read the following terminal learning objective

    statement to the students.

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    Recognize and correct situations that detract from the sense of selfrespect and dignity experienced by subordinates IAW FM 22-100, TC 22-9-

    1,2,3.

    SAFETY REQUIREMENTS: None

    RISK ASSESSMENT LEVEL: Low

    ENVIRONMENTAL CONSIDERATIONS: None

    EVALUATION: None

    INSTRUCTIONAL LEAD IN: General Abrams once said, People are not in the

    Army, people are the Army. Young people who join the Army expect tocontribute and become respected members of the Army team. The men and

    women who make up our organization are valuable They make it a great

    place to serve. However, approximately 50% of the new soldiers who leave

    the Army say they did not receive respect from their leaders.

    When soldiers enlist they sign a formal contract with the Army. The

    soldier agrees to serve for a number of years, and in return, the Army

    agrees to train the soldier in a military occupational specialty (MOS)

    In addition to a formal contract there is an informal one. The informal

    contract is rarely mentioned, but its there just the same. In this

    contract the Army expects certain things from the soldier and thesoldier expects certain things from the Army.

    The Army expects soldiers to show courage, loyalty, respect, integrity,

    selfless service and honor and to do their duty. The soldier expects

    leaders who are competent, caring, professionals and who treat others

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    with respect and dignity. As leaders we have a responsibility to mediate

    the informal contract. We will normally be the first one the soldier

    turns to with his personal and professional problems. This

    responsibility is large, and one not to be taken lightly

    SECTION III. PRESENTATION

    INSTRUCTOR NOTE: Read all enabling learning objectives to students.

    1. Identify and state corrections for communication problems thatdetract from the sense of dignity and respect felt by subordinates IAW

    cited references.

    2. Identify and recommend corrections for training problems that detract

    from the sense of dignity and respect felt by subordinates IAW cited

    references.

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    3. Identify and recommend corrections for instances of improper recognition

    that detract from the sense of dignity and respect experienced by subordinates

    IAW cited references.

    4. Identify techniques to overcome situations of unprofessional leadership

    that detract from the sense of dignity and respect experienced by subordinates.

    INSTRUCTOR NOTE: Advise students to take notes on the tape as soon as they

    see a point which illustrates the question. There are many points per question

    and if they dont jot down cue words they will miss many.

    INSTRUCTOR NOTE: Situation #1 titled WASTED TIME (negative example). Show

    tape (5 minutes). Stop tape and continue with questions. Ensure all points are

    covered. Students do not have the answers in their SRs.

    QUESTION: What was wrong with Sergeant Solomons attitude toward his

    subordinates?

    ANSWER: Sergeant Solomon demonstrated no respect for his subordinates.

    Specific problems with his behavior were that he:

    1. Spoke in a demeaning manner.

    2. Didnt properly address soldiers by their name and rank.

    3. Showed no interest in helping them to prepare for the layout

    inspection.

    4. Failed to give them specific information about the exact time of the

    layout inspection.5. Suggested that soldiers were incapable of good performance.

    6. Publicly criticized a soldier for volunteering a suggestion.

    7. Inappropriately accused a subordinate of smoking marijuana.

    8. Treated subordinates as if they were immature or unruly.

    9. Abused his rank by leaving the work area early for personal time.

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    INSTRUCTOR NOTE: Situation #2 titled LOUD AND CLEAR (positive example) Show

    tape (5 minutes) .Follow previous instruction to continue discussion.

    QUESTION: How did Sergeant Solomons attitude appear to be different in this

    scene?

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    ANSWER: Sergeant Solomon showed interest in the soldiers by:

    1. Giving clear precise instructions about the layout inspection.

    2. Paying attention to the soldiers concerns.

    3. Encouraging them to look your best.

    4. Reminding them of previous problems-things they need to avoid this

    time.

    5. Being available to help those who need it.

    6. Listening to the subordinates suggestion and accepting it as a

    possibility.7. Promising to forward the suggestion and to get a response by a

    specific time later in the day.

    8. Presenting a challenge for their best performances by offering a pass

    to the soldier who out performs him.

    INSTRUCTOR NOTE: Situation #3 titled DRAGG MOPP (negative example) .Show tape 5

    minutes. Continue discussion.

    QUESTION: How did the sergeant show his lack of interest or disregard for the

    class?

    ANSWER: The sergeant showed his disregard by:

    1. Reading the instructional material to them word-for-word.

    2. Paying no attention to the soldiers who were his students.

    3. Being self-oriented, rather than student-oriented.

    4. Criticizing the students in a demeaning manner when they showed no

    interest in the class.

    5. Expecting the class to show him respect without treating them with

    respect.

    6. Ignoring valuable feedback that the soldiers could give him about the

    training and their equipment.

    7. Discouraging student participation by showing no enthusiasm for the

    training.

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    8. Failing to do advance preparation for the class by putting out

    information on the equipment requirements for the class.

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    9. Taking no responsibility for the soldiers who failed to attend the

    training classes.QUESTION: What were some of the outcomes of this disregard by the sergeant?

    ANSWER: Some of the outcomes of the sergeants training methods were that the

    students:

    1. Became bored and lost interest in the training.

    2. Entertained themselves by talking rather than listening.

    3. Complained among themselves about conditions in the unit.

    4. Did not have the proper equipment to participate in the training.

    5. Lost respect for the sergeant and his rank, and became disgruntled

    with the Army in general.

    QUESTION: Based upon the conversation among the soldiers, what else might be

    wrong in this unit?

    ANSWER: Other possible problems in the unit are:

    1. Training schedules not properly coordinated.

    2. Work sections not uniformly allocating work tasks.

    3. No accountability for soldier absence from training activities.

    4. The appearance of preferential treatment.

    5. Prime training time being wasted.

    6. Communication problems between sections.

    7. Low morale due to lack of concern by leaders.

    8. Lack of professionalism among leaders in the unit.

    9. No sense of unit training priorities.

    INSTRUCTOR NOTE: Situation #4 titled MOPP BUDDIES (positive example) Show Tape

    (5 minutes). Discuss

    QUESTION: How did the sergeant show his respect for the soldiers in the class

    in this positive example?

    ANSWER: He showed his respect by:

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    1. Recognizing their knowledge about MOPP gear.

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    2. He used the buddy system for the hands-on training during a

    preliminary walk-through before doing a critique.

    3. Then he challenged the soldiers toward good performance byhaving them compete, offering a reward as an incentive.

    QUESTION: Why would the sergeant do the training this way?

    ANSWER: The sergeant used this method for training because:

    1. By showing respect for the soldiers abilities he is letting

    them know that their previous training has value to them.

    2. By using the buddy system all the soldiers are involved in a

    hands-on exercise.

    3. The sergeant acknowledges that they may have forgotten some of

    the details by offering a walk-through method to refresh their

    memories about how to put on the MOPP gear.

    4. The walk-through method prevents them from being embarrassed

    or singled out because of learning decay since their last experience

    with the gear.

    5. By challenging them to do a good job and offering a reward, he

    is increasing their abilities.

    6. This action enables the soldiers to train at the most

    beneficial level in positive atmosphere.

    INSTRUCTOR NOTE: Situation #5 titled THE RIFLED EGO (negative example)

    Show tape (5 minutes). Discuss.

    QUESTION: What kind of message is the platoon sergeant sending to the

    platoon in general, and in particular to the inspected soldier?

    ANSWER: The sergeant demonstrated:

    1. Complete disregard for his subordinates self respect.

    2. Lack of tact.

    3. Public humiliation.

    4. As a result of the above actions, the subordinates will

    probably not seek help from the platoon sergeant.

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    QUESTION: What kind of climate seems to exist in this platoon, based

    upon the platoon leaders correction of the platoon sergeant?7

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    ANSWER: The climate seems to be one of self-interest among the leaders.

    1. The lieutenants threat to the sergeant shows that he is more

    interested in his own career than the well-being of his subordinates.

    2. Although the platoon leader appeared to be coming to the aid of

    the harassed subordinate, he revealed that his motivation was purely

    personal.

    3. The lieutenant was attempting to coerce the platoon sergeant

    into treating the soldiers better because ill treatment would negatively

    reflect upon him.

    4. The platoon leaders true motivation should have been to

    protect his soldiers from undue harassment and to show that they

    deserved respect.

    5. The sergeant and the lieutenant show that there is not very

    much two-way communication for cohesion in this platoon.

    INSTRUCTOR NOTE: Situation #6 titled A HELPING HAND (positive example)

    Show tape (5 minutes). Discuss.

    QUESTION: What did the platoon sergeants treatment of the private tell

    you about how he treats his platoon?

    ANSWER: The platoon sergeant demonstrated leadership by:

    1. Treatment with respect.2. Recognized soldiers difficulty.

    3. Provided opportunity to try again.

    4. Selected the most knowledgeable to lead.

    QUESTION: What do the platoon leaders comments tell you about the

    command climate that probably exists in the company?

    ANSWER: The lieutenants positive comments about the platoon encourage

    the soldiers to take pride in themselves and keep up the good work.

    1. He didnt interfere with the sergeants business.

    2. The platoon leader treated the sergeant with dignity bypraising him and asking him to come to the office later.

    3. By asking him to come to the office later the lieutenant raised

    the sergeants status in front of the platoon.

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    4. Later, when he gave the sergeant more positive feedback about

    the platoon he was giving the sergeant credit for doing a good job.

    5. The platoon leader was publicly and privately recognizing the

    sergeant and the platoon for their accomplishments.

    6. The command climate presented in the scenario showed

    professional leadership, proper recognition, mutual support and good

    communication.

    INSTRUCTOR NOTE: Situation #7 titled WHATS GOOD FOR THE GEESE (negative

    example. Show tape (5 minutes). Discuss.

    QUESTION: What was wrong with the way the squad leader corrected the

    soldiers appearance?

    ANSWER: The squad leader showed a Do as I say, not as I do attitude

    by criticizing the soldiers appearance while he himself, displayed the

    same appearance problems. Specific examples are:

    1. The sergeants uniform was as wrinkled as the privates

    uniform. In addition, the sergeant was in violation of the uniform code

    because his BDU jacket was not buttoned properly.

    2. The overweight sergeant was criticizing the soldier for being

    overweight.

    3. The sergeants boots were as dirty as the privates boots.

    4. The squad leader violated the principle lead by example by

    not showing up for PT.

    INSTRUCTOR NOTE: Situation #8 titled DO AS I DO . . . (positive example.

    Show tape (5 minutes) . Discuss.

    QUESTION: What indications are there in this scenario that good

    leadership behavior exists in this platoon?

    ANSWER: Indications of good leadership are:

    1. The sergeants appearance was neat and proper when he addressedthe private about the uniform problem.

    2. The sergeant presented the problem with empathy and

    understanding, rather than in a demeaning manner.

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    3. The sergeant acknowledged that he is overweight when bringing

    up the subject with the private. He acknowledged that it is not easy to

    lose weight and volunteered to help the private with PT.9

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    4. The sergeant treated the soldier with dignity and understanding,

    rather than harassing him about a difficult problem.

    5. The sergeant paved the way for leadership by example.

    INSTRUCTOR NOTE: Situation #9 titled HEARING WITHOUT LISTENING (negative

    example) Show tape (5 minutes). Discuss.

    QUESTION: What are some of the behavioral problems that the sergeant

    displayed toward the young soldier?

    ANSWER: Examples of poor leadership behavior by the sergeant include:

    1. Unprofessionally using the phone for a private conversation when the

    soldier came to see him.

    2. Improperly recognizing the soldier by waving her into his office

    while continuing his phone conversation.

    3. Being condescending by asking her to hand his coffee cup to him when

    it is within reach.

    4. Failing to pay attention to the soldier while she was explaining the

    problem.

    5. Doing paperwork to record CTT scores, before he forgets them.

    6. Giving responses that are totally out of context with her concerns.

    7. Pretending to listen when he obviously is not.8. Presenting the image of someone who doesnt have the time to listen

    to her problems.

    INSTRUCTOR NOTE: Situation #10 titled WHICH WAY TO KOREA? (positive example).

    Show tape (5 minutes). Discuss.

    QUESTION: What did the sergeant do to show that he was concerned and willing

    to support the soldier?

    ANSWER: The sergeant acted in a professional manner by:

    1. Courteously ending his business conversation on the phone when the

    soldier appears at the door to his office.2. Acknowledging that the soldier looks like she needs to talk.

    3. Addressing the soldier by her name and rank in a proper manner.

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    4. Sitting in a chair near her, rather than with the desk between them.

    5. Listening to her concerns and responding in an appropriate way.

    6. Acknowledging that she and her boyfriend have some important

    decisions to make.

    7. offering to help her in finding all the options.

    8. Making himself available whenever shes ready to discuss the

    situation.

    SECTION IV. SUMMARY

    INSTRUCTOR NOTE: Ask if students have any questions or final comments and then

    state the following: As noncommissioned officers we must be fully committed to

    treating our soldiers with dignity and respect. Respect is nonnegotiable and we

    must devote ourselves to being a role model in our leadership. Even if some of

    us are thick skinned and say none of the situations we just looked at would

    bother us, we must realize that our feelings cant always be the yardstick. We

    must give others the benefit of the doubt in regard to proper treatment;

    dignity and respect.

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