Ethics in Retailing I

Author: Denise Gregor

First Authored: January 31, 2012

Last Revised: June 13, 2018

Introduction

Students will become familiar with the importance of ethics in the decision making process of all stakeholders-employees, employers and customers. Students will examine a business of their choice to determine the ethical standards of that particular business.

Related Instructional Objectives

Activities in this Lesson

Who doesn't love Apple?

Hooks / Set

 

Write on the board "Who doesn't love Apple?"

Ask the students how many of them have an Apple product? For those that don't, how many would love to have an IPhone or IPad?

Tell students that Apple has a wide range of very popular products. However, how much do we actually know about the company itself? We all know about Steve Jobs, we know the products they sell, but what do we know about how they do business? One of the methods of evaluating a company is how they treat their employees. Apple has always been very secretive about their manufacturing facilities. They have been in the news a lot lately concerning working conditions in one of their factories in China. The video we are going to watch is a news feed from England regarding their business practices.

The video illustrates the controversy regarding the working conditions of an Apple factory in China. While watching the video, ask the students to identify what kind of ethical issues are at stake here by using the following link.

 http://www.telegraph.co.uk/finance/china-business/7763699/Protest-at-Chinese-iPad-maker-Foxconn-after-11th-suicide-attempt-this-year.html

After watching the video, ask students to identify what unethical considerations were illustrated in the video. Have them share their response with a partner. After sharing their response, ask them who this controversy impacts. Does it impact the company, its employees, stockholders, or customers? Ask one student from each pairing to report out their responses.

Explain to students that we will be examining the impact of ethical or unethical behavior on a company and its stakeholders. This lesson can be done individually or as a part of a two part lesson.

 Materials/Resources needed: computer/projector/internet connection, speakers, whiteboard

Shades of Gray

Guided Practice

 

Have students take an ethical opinion poll. After the poll, compare answers with the class. There are many options to review the results of the poll. You can ask for a show of hands, use handheld whiteboards to reveal what they believe is the right answer, etc.

After reviewing the poll, tell the students that ethics is not always black and white, but more often, shades of gray.

Resources and Materials

Types of Ethical Decisions

Group Work

 

Using a variety of case studies, students will become familiar with the types of ethical decisions that are made in business from real life situations. The teacher can use the case studies provided for examples of consequences of unethical decisions made regarding finance/accounting, legal compliance, employees and vendors, social responsiblity and marketing or have students select examples from the internet. All the student has to do is search for ethical dilemmas in business or unethical issues in business and they will find many examples. Or the teacher can assign certain issues. Use the main types of decisions listed above (finance/accounting, legal compliance, employees, etc.) to locate real life situations. If using the provided case studies, distribute them to small groups of students (3-5). Have students do additional research on their topics. Feel free to allow students to select another example if it is relevant.

Have students complete the attached form while doing their research.

This activity can be as simple as a report out on their example to creating a poster, flyer or PowerPoint illustrating the topic. It can be evaluated using the worksheet as a guide (met, partially met, didn't meet).

 

 

Resources and Materials

Ethics Presentation

Guided Practice

 

Before using this presentation, ask the students to write down how they would define ethics. Then, with a small group of students, create a list of ethical characteristics. Have them compare their answers either by having a share out session or writing them on the board. This is an important starting point for the presentation.

Using the attached PowerPoint, present the lesson on Ethics in the business environment. There are additional notes for the teacher on the presentation. If the teacher does not have a projector and computer, print off the slides in the form of notes pages for the students to follow along with the teacher. This is also a great idea for students in any situation. Within the presentation, there are two activities for students which will require some computer work. These can be done in class if computers are available, or done at home or in the library as outside work. If you can go to a website yourself and find one to show them, that would be great.

Slide 3 is the first activity of the presentation. in groups of two or three students, have students select a favorite business. If you would prefer, pre-select them and let the students choose from your selections. Limit one group per company, otherwise, it gets pretty mundane. It is sometimes difficult to find this information. It is usually located at the bottom of the homepage, under something like investor information. Walk around the room to check for understanding and assist them in their search. Some of the statements are really long (many many pages). If that happens, ask them to summarize including the major headings.

Ask them:

What is the statement called? (code of conduct, code of ethics, guiding principles, etc.)

What groups are represented in the statement? (stakeholders-employees, suppliers, vendors, etc.)

Is there more than one statement that includes ethical considerations?

How long is it? (The students find this interesting. For example, Google's is "don't be evil." and Pepsi's in many pages long).

You can make a chart on the board with these questions, ask them to report on it verbally, or have them turn it into you in written format.

Slide 12 is activity 2, the case of Ms. Offalot. The ethical dilemma is attached below. Distribute to students in small groups. Have them read the scenario, determining what the problem is and what kind of solution is possible. Show them the next slide on dealing with gossip to help guide them to the correct conclusions. Students can report their findings in a verbal manner or written. If students are unfamiliar with the problem solving process, review it with them. Define the problem, determine solutions, access solutions, choose the best solution, and follow up (how will you know if your decision was a good one)

 

Resources and Materials

Assessment

Assessment Types: Projects, Demonstrations, Observations

Throughout the lesson, the teacher needs to check for understanding of the topic.  This can be done in a variety of ways and is only determined by the method of conveying the information selected in the activity,