Fire Service Ethics - Capt Test 2024 PDF

+-----------------------------------+-----------------------------------+ | PG | FIRE SERVICE ETHICS - H. SCOTT | | | WALKER / CAPT TEST 2024 | +===================================+===================================+ |...

+-----------------------------------+-----------------------------------+ | PG | FIRE SERVICE ETHICS - H. SCOTT | | | WALKER / CAPT TEST 2024 | +===================================+===================================+ | | Fire Service exist for one | | | purpose only\> To assist others | | | in need | +-----------------------------------+-----------------------------------+ | | Text is intended to accomplish | | | three goals | | | | | | 1. Make ethics more | | | **assessable** | | | | | | 2. to initiate **discussion** | | | | | | 3. to foster ethical | | | **intelligence** | +-----------------------------------+-----------------------------------+ | | No other profession places such a | | | discretionary burden on its | | | practitioners as the Fire Service | +-----------------------------------+-----------------------------------+ | | Basic understanding of right and | | | wrong, and of moral and immoral | | | are essential for daily life | +-----------------------------------+-----------------------------------+ | | 4 sections: | | | | | | 1. Foundations: Encourages | | | critical analysis of ethical | | | systems in an understanding | | | of the basics of human | | | behavior | | | | | | 2. Ethics for Frontline | | | personnel: issues related to | | | rank in file, and diversity | | | | | | 3. Ethics for administrative | | | personnel: ethic issues, | | | faced by fire chiefs and | | | senior administrative | | | personnel. Building and | | | maintenance of an ethical | | | work culture. | | | | | | 4. Applied ethics for the Fire | | | Service: universal | | | application in all programs | +-----------------------------------+-----------------------------------+ | | Ethical attachment refers to | | | ethical obligations. Question the | | | basis for the assumption of moral | | | culpability or ethical | | | responsibility. | +-----------------------------------+-----------------------------------+ | | Ethical **Axioms** = truth | | | (Personal and professional) | | | Aristotle and Kant | | | | | | Three approaches to ethics: | | | | | | Personal: | | | | | | 1. Pursuit of **virtue:** [no | | | harm to others], | | | by in action allow harm to | | | others. Quality of life | | | depends on safety and | | | cooperation. Absent these are | | | brutality and anarchy. | | | | | | 2. Pursuit of best | | | **consequences**: seek | | | [Justice.] Ethics | | | is rooted in human | | | relationships. | | | [Greed] is | | | contradictory to ethical | | | behavior. | | | | | | 3. **Personal responsibility** | | | to others | | | [contributes] to | | | the common good. Take without | | | contributing is to use others | | | for personal gain. Unfair and | | | unjust is inherently | | | unethical. | | | | | | 4. **Respect** the | | | [humanity] of | | | others. Right to dignity, | | | self-determination, and | | | equality. Lying shows a lack | | | of personal integrity. | | | | | | Professional: | | | | | | 1. To provide the highest | | | quality of service made | | | possible by circumstances and | | | funding. Fire Service | | | organizational principle is | | | to save lives and protect | | | property. | | | | | | 2. To conduct themselves in a | | | manner consistent with the | | | trust and faith placed on | | | them. | | | | | | 3. To control and utilize public | | | resources, and have an | | | ethical obligation to manage | | | those resources, judiciously | | | and equitably. | | | | | | 4. Responsibility to the welfare | | | of the department and to its | | | members. Departments | | | reputation is essential to | | | its success and longevity. | | | | | | 5. Fire officers have a | | | responsibility to fulfill the | | | duties bestowed on them as a | | | condition of rank. Ethically | | | obligated to act through the | | | provision of emergency | | | services, risk reduction, | | | activities, and the | | | responsible management of | | | public resources. | +-----------------------------------+-----------------------------------+ | | Chapter 1 Introduction | +-----------------------------------+-----------------------------------+ | 6 | What is ethics? The definition of | | | ethics would most likely fall | | | under: | | | | | | 1. Following your conscience: | | | Choosing between lesser | | | evils. Developed by values we | | | are taught in life | | | experiences. Equal to | | | **INNATE** (present from | | | birth) and | | | **SUBJECTIVE(**reality as | | | perceived rather than | | | independent of mind). | | | | | | 2. Has to deal with religion and | | | morality: identify is right | | | or wrong, but only would | | | apply to religious people. | | | | | | 3. Is being a good person | | | | | | 4. Is abiding by the law | | | | | | 5. Is about doing what Society | | | says is right | +-----------------------------------+-----------------------------------+ | | [Webster's | | | dictionary]: ethics | | | as "rules of behavior based on an | | | idea about what is **morally good | | | and bad**: an area of study that | | | deals with ideas about good and | | | bad behavior: branch of | | | philosophy, dealing with what is | | | morally right and wrong: believe | | | that something is very important. | +-----------------------------------+-----------------------------------+ | 6 | It appears that **MORALITY** | | | (system of moral conduct) and | | | ethics are synonymous with each | | | other: but this is not the case. | | | | | | 1. **Morality**: tied to | | | [universal] | | | accepted principles of | | | behavior "thou shall not | | | kill" | | | | | | 2. **Ethics:** confined to human | | | **interaction**. Described as | | | fairness, justice, and | | | greater good. | | | | | | - Ethics is rooted in | | | individual perception, it is | | | not dependent on an | | | individual circumstances. | +-----------------------------------+-----------------------------------+ | | US Constitution is designed to | | | protect the rights of individuals | | | from the tyranny of majority. | +-----------------------------------+-----------------------------------+ | | Certain universal principles are | | | written in pencil, and other | | | words, subject to change. | +-----------------------------------+-----------------------------------+ | | Concept of ethics seems to be | | | ever shifting sins of social | | | norms, morals, the law and | | | personal values yet tied to | | | confounded students and | | | philosophers for centuries. | +-----------------------------------+-----------------------------------+ | | Ethics is very much social | | | interaction: | | | | | | 1. Judged as good or bad almost | | | entirely on impact on others. | | | | | | 2. Study of ethics is complex | | | and fluidity of social | | | expectations. | +-----------------------------------+-----------------------------------+ | | **ETHICS:** 3 general goals: | | | | | | 1. Defined behavior and | | | **boundaries** within a | | | relationship | | | | | | 2. Establish generally accepted | | | [standards of right and | | | wrong] based on | | | personal obligation, benefits | | | to society, compliance to | | | behavioral standards, and | | | specific virtues. | | | | | | 3. Study and development of | | | personal standards of | | | behavior through continuous | | | evaluation of one's own | | | belief system, and conduct. | +-----------------------------------+-----------------------------------+ | 7 | **ETHICAL RESTRAINT**: First | | | lesson when born was physical | | | safety, however, soon become | | | social expectations. etiquette, | | | politeness, obedience. | | | | | | 1. These lessons include | | | politeness, proper dress, | | | etiquette, and most | | | importantly obedience. | | | | | | - Very in nuance and expediency | | | | | | - Behaviors, rooted in values, | | | traditions, ideas, ideals, | | | and morality are often taught | | | and subjective, the subtle | | | and subjective elements shape | | | our **PERSONAL ETHICS** = | | | principal and values. | | | | | | - Punishment is dependent on | | | supervision. | +-----------------------------------+-----------------------------------+ | | Avoiding punishment: | | | | | | 1. Society has intricate and | | | robust set of methodologies | | | to monitor and enforce | | | compliance to its prescribed | | | rules. | | | | | | - Compliance is intrinsically | | | connected to the likelihood | | | of discovery and severity of | | | punishment. | | | | | | 2. **ARUGUMENTUM AD BACULUM**: | | | punish or reward of actions, | | | mediate our behavior. | +-----------------------------------+-----------------------------------+ | 8 | *[Socrates:]* "An | | | unexamined life is not worth | | | living ". | | | | | | 1. Arguing for the value of | | | self-reflection and self | | | understanding, self-respect, | | | our key to individual | | | happiness. | +-----------------------------------+-----------------------------------+ | 9 | Trust is hard earned, but | | | incredibly valuable commodity. | | | | | | People with reputations for | | | honesty and trustworthiness are | | | almost always more successful. | | | | | | Popular wisdom warns "you cannot | | | fool all the people all the time | | | ". | | | | | | Individuals with strong | | | principles are more comfortable | | | and interpersonal relationships | | | and free from the insecurities | | | associated with self-doubt. | | | | | | Highly develop sense of | | | self-worth can free and | | | individual to take on challenges | | | that lead to success. | +-----------------------------------+-----------------------------------+ | | Ethical behavior is critical for | | | the maintenance of a stable | | | society. | | | | | | Commerce, art, science and | | | quality of life cannot exist | | | without ethical people working | | | together. | | | | | | Government has limited ability to | | | control individual citizens, | | | demonstrated with prohibition of | | | alcohol. | +-----------------------------------+-----------------------------------+ | 9 | Ethics is essential to | | | cooperation; cooperation is at | | | the [core of human social | | | bonds]. | +-----------------------------------+-----------------------------------+ | | Cooperated to coexist etiquette, | | | politeness, and self-restraint | | | expressions. | | | | | | 1. **ANTISOCIAL BEHAVIOR**: | | | [Lack of ethics, morals, | | | social | | | restraint], and | | | often considered sign of | | | mental illness and unprovoked | | | [violence.] | | | "inhuman ". | +-----------------------------------+-----------------------------------+ | | Parents, churches, and teachers | | | in still in us, values, | | | traditions, and principles. The | | | justice system promulgates laws | | | that mandate behavior. | | | | | | 1. **ETHICAL DILEMMAS**: (value | | | and moral imperatives | | | conflict with each other) | | | | | | 2. **MORAL RELATIVISM**: View of | | | ([right and wrong is | | | predicted on | | | context)] and the | | | belief that actions must be | | | judged in context. Involves | | | experience, the time and | | | place of the act, the | | | situation, unique factors, | | | and intent of the action. | | | Effectively creating a moving | | | target when trying to decide | | | what is the goal versus | | | unethical, or moral versus | | | non-moral. I.E. is "you had | | | to be there ". | | | | | | 3. *[Shakespeare]*: | | | "to thine own self be true | | | "this meaning remains true to | | | our own nature. Ultimately | | | our own conscience and values | | | will determine our actions. | | | | | | 4. Actions are objectively | | | influenced by our conscious, | | | they are **OBJECTIVELY**(not | | | influenced by personal | | | feelings or opinions), judged | | | by others. | | | | | | Study of ethics encourages | | | introspection, and through | | | understanding of why we choose a | | | course of **action.** | | | | | | 5. *[Socrates]*: | | | "unexamined life was not | | | worth living" "Comfortable on | | | our own skins ". | | | | | | - Key benefit in the study of | | | ethics is self-analysis | | | | | | 6. Experiences and beliefs shape | | | our judgment is a powerful | | | tool in the pursuit of | | | happiness through the | | | elimination of self-doubt, | | | brings authenticity and | | | integrity to your | | | decision-making. | | | | | | 7. Study of ethics shed light | | | and why people do what they | | | do, this foster greater | | | understanding and empathy. | | | There are several | | | [benefits:] | | | | | | - Understanding what drives | | | behavior is to be able to | | | better predict behavior | | | | | | - Social media has become more | | | pervasive, society can easily | | | express opinions. The value | | | of this makes our society | | | transparent regarding moral | | | and ethical diversity. | | | However, with transparency | | | comes potential conflict. | | | | | | 8. **TOLERANCE:** (sympathy for | | | beliefs conflicting with | | | own)less frustrated by | | | actions of others when those | | | actions are unexpected or | | | disappointing. | | | | | | - Conversely, the focus on | | | behavior absent understanding | | | of contextual influence can | | | lead to anger, confusion, and | | | fear. | +-----------------------------------+-----------------------------------+ | 10 | Firefighters inherit tremendous | | | responsibility as a condition of | | | employment. | | | | | | 1. **FIRE ADMINISTRATIORS**: | | | responsible for taxpayer | | | money, sign, contracts, | | | discipline, employees, write | | | policies that effects | | | stakeholders. | | | | | | 2. With responsibility comes an | | | ethical obligation to act | | | responsibly. | | | | | | 3. Complexity of our | | | responsibilities coupled with | | | the significant impact of our | | | decisions, makes the study of | | | ethics very important for | | | firefighters. | +-----------------------------------+-----------------------------------+ | 11 | Military and police, "protect | | | through confrontation". | | | | | | Firefighters are different than | | | law and military that the core | | | missions is not adversarial. FF | | | do not apply force or limit | | | activities. | | | | | | Firefighters make strategic and | | | tactical decisions in which they | | | balance resources against likely | | | success, however, they have an | | | added responsibility of | | | incorporating relative value into | | | their "cost benefit analysis ". | | | | | | Reputation: factor that separates | | | the Fire Service from other | | | professions. Represents bravery, | | | self-sacrifice, and competence. | | | | | | Relationship the Fire Service has | | | with the public is a critical | | | element in its culture. | +-----------------------------------+-----------------------------------+ | 14 | Fire Service has a growing | | | ethical problem | | | | | | 1. Millennials are more | | | conservative than baby | | | boomers | | | | | | 2. The other problem is not | | | generational, rather it is | | | rooted in the culture in | | | which the current generation | | | works. | | | | | | Rules have changed: | | | | | | 1. Public perception regarding | | | behavior has changed | | | | | | 2. Americans have become more | | | conservative and politically | | | correct. Practical jokes, | | | racist, language, and | | | pornography are no longer | | | excused in the workplace. | | | | | | 3. Departments are taxpayer | | | supported, and are expected | | | to have professional | | | behavior\` | | | | | | News media has changed: | | | | | | 1. Newsrooms have become profit | | | centers, human interest | | | stories have become more | | | important, especially | | | scandals. "Bad behavior by | | | Firefighter sells ". | | | | | | - News from the Internet has | | | two effects: gives the | | | appearance of greater | | | occurrences of bad behavior | | | | | | - Lifespan of a story has | | | become infinite. | | | | | | Social media's impact on the | | | news: most significant cultural | | | change is the rise of social | | | media. | | | | | | 1. **VIRAL POST**: (blog/social | | | media message that is | | | continually shared) pictures | | | and video can be uploaded in | | | real time. | | | | | | Our approach to ethics: | | | | | | 1. New reality with significant | | | consequences. For many years, | | | the Fire Service approach to | | | ethics, retroactively, | | | focusing on only punishing | | | bad behavior. | | | | | | 2. Reputation status with the | | | community helps us to recruit | | | the very best people | | | | | | 3. Public support is critical to | | | maintaining staffing during | | | local budget fights. | | | | | | 4. We must change our post | | | ethics by becoming more | | | proactive. | +-----------------------------------+-----------------------------------+ | 16 | 1980, general acceptance of FF | | | injury as a foregone conclusion: | | | | | | 1. it was considered part of the | | | job. | | | | | | 2. Accident producing injuries | | | were unpredictable and | | | unavoidable | | | | | | 20^th^ century, culture change | | | regarding safety. Leadership | | | insisted that injuries were | | | predictable and avoidable. Fire | | | safety became a priority. | | | | | | Ethics violations are destroying | | | careers, derailing department | | | initiatives, and ruining morale. | | | | | | Ethics violations are | | | predictable, behavioral problems, | | | usually start off as small and | | | escalate, and there are warning | | | signs. "That which can be | | | predicted can be prevented " | | | | | | Scandal can cause emotional | | | suffering, and careers, ruin | | | lives, cost money, derail, | | | strategic plans, and destroy | | | morale. | +-----------------------------------+-----------------------------------+ | | Chapter 2 Judging Behavior | +-----------------------------------+-----------------------------------+ | 22 | For study of ethics to have a | | | practical value, it must | | | ultimately lead to guidance as to | | | what is good, right, just, or | | | proper behavior. | | | | | | Judging behavior relies on these | | | concepts: "Building blocks": | | | | | | 1. SOCIAL NORMS, | | | | | | 2. MORALS | | | | | | 3. EITHICS | | | | | | 4. LAWS | | | | | | One individual to effectively | | | evaluate the "rightness "of an | | | action here she must consider the | | | criteria being used to evaluate. | +-----------------------------------+-----------------------------------+ | 23 | Social norms: "normal behavior | | | "within a particular social group | | | or culture. | | | | | | 1. FOLKWAYS: Unofficial | | | practice, and rituals that | | | define everyday behaviors. | | | For example, rude and polite | | | behaviors. | | | | | | - Exert a form of social | | | pressure to act a certain way | | | | | | - Do not have moral | | | significance | | | | | | - Rarely formal consequences or | | | sanctions for violating one. | | | | | | - Typically, not officially | | | enforced, violations can | | | cause embarrassment | | | | | | 2. MORES: stricter than | | | folkways. Sanctions for | | | violating mores may likewise | | | be serious. | | | | | | - Often enforced by law | | | | | | - Examples include nudity, | | | racism, acts of violence. | | | | | | - Arise from social convention | | | | | | | | | | | | - Different than **morality** | | | which tends to arise from | | | religious or universal | | | concept of good and evil. | | | | | | 3. TABOOS: groups, strongest | | | negative norm. Strict | | | prohibition of behavior and | | | its violation may illicit | | | outrage and discussed. | | | Examples would include | | | shunning, legal proceedings, | | | and even violence. Other | | | examples include polygamy, | | | pedophilia, and incest. | | | | | | - Different than it mortality, | | | which springs from a concept | | | of ideal behavior. | | | | | | Theologians: makes a distinction | | | between the concepts of Mores and | | | taboo with that of mortality. | | | | | | Sociologist: look at a social | | | norm in terms of what people do | | | and do not make a definitive | | | distinction between the concepts | | | of mores and taboos would that of | | | morality. | | | | | | Clarification: | | | | | | 1. Mores and taboo are typically | | | used as an academic term to | | | describe cultural belief. | | | | | | 2. Morality is typically used to | | | describe ideal behavior | | | | | | 3. Mores and taboo describe what | | | people do whereas mortality | | | describes what people should | | | do | | | | | | 1950: dozens of words and phrases | | | considered unfit for TV, now | | | there are very few. | | | | | | Social norms evolve and are | | | constantly tested. | +-----------------------------------+-----------------------------------+ | 24 | Mortality: | | | | | | MALUM IN SE: Latin, "wrong "or | | | "evil in itself ". Conduct | | | believes to be sinful or | | | inherently wrong by nature, | | | independent of regulations or | | | social conventions, covering the | | | conduct. | | | | | | Morality can be attached to | | | thought and motion, even in the | | | absence of action. | | | | | | - Judio Christian tradition | | | considers lust in hatred and | | | moral whether act upon or | | | not. | | | | | | - People can attach more value | | | to actions independent from | | | consequences | | | | | | - A behavior can be immoral, | | | even if the act harms no one | | | else. | +-----------------------------------+-----------------------------------+ | 25 | Debate over M[oral | | | Imperatives], 4 | | | general theories: | | | | | | 1. **Divine command theory:** A | | | thing is moral, good because | | | [God] wills it. | | | morality originates from God. | | | | | | 2. **Theory of forms**: | | | [natural] force | | | that governs the systems of | | | the universe. Responsible for | | | both the laws of physics and | | | those of metaphysics. Karma. | | | | | | - Seeks to create balance, and | | | From that comes the universal | | | concept of good or bad. | | | | | | - Initially put forth by Plato | | | | | | 3. **Natural law theory**: good | | | and evil are | | | [hardwired] into | | | human beings. Goodness was | | | the natural state of a man, | | | innate trait | | | | | | - Was advanced by Thomas | | | Aquinas 13^th^ century and | | | further by Charles Darwin and | | | later by EO Wilson 1975. | | | | | | 4. **Social conditioning:** | | | moral concepts are result of | | | social conditioning. Stems | | | from manifestation of | | | [social] | | | [needs]. Example | | | would be mating outside of | | | marriage. | | | | | | - Skinner | | | | | | - If morality arises from | | | practical need, then moral | | | imperative is irrelevant | | | absent that original need. | +-----------------------------------+-----------------------------------+ | 26 | ETHICS: Development, evaluation, | | | and study of behavior, boundaries | | | and expectations within | | | impersonal and professional | | | interactions with others. | | | | | | 1. Similar to social norms: seek | | | to define boundaries of | | | acceptable human behavior | | | | | | 2. Similar to morality: to | | | establish accepted standards | | | of right and wrong | | | | | | 3. Ethics differ: rooted in the | | | evaluation of how an action | | | affects others. | | | | | | 4. Moral standards: rooted in | | | their compliance to a | | | universal understanding of | | | right and wrong, contrast to | | | ethics are based on an | | | actions effect on a human. | | | | | | What theories have in common: | | | they evaluate the correctness of | | | an action as it relates to the | | | direct effect on others, or in | | | compliance to responsibilities | | | assume within human | | | relationships. | | | | | | Within ethics, two distinct | | | applications: | | | | | | 1. PERSONAL ETHICS: individual | | | personal code of behavior in | | | dealing with others socially | | | | | | 2. PROFFESTIONAL ETHICS: | | | standards or codes of conduct | | | set by people in a specific | | | profession. | | | | | | - Difference between personal | | | and professional ethics: | | | professional is imposed, | | | externally, usually specific, | | | most importantly, may | | | conflict with personal ethics | | | or even morality codes. Would | | | be a lawyer. | +-----------------------------------+-----------------------------------+ | | Laws arises from 3 separate | | | social intentions: | | | | | | 1. MALUM PROHIBITUM: An action | | | is wrong because the law says | | | so. | | | | | | - No moral or ethical value | | | attached to compliance or | | | noncompliance. Example would | | | be wearing a seatbelt. | | | | | | 2. JUSTITIA SOCIALIS: body of | | | law that seeks to maintain | | | justice and fairness within a | | | society. Protect individual | | | rights and tort law. Example | | | would be the bill. Often | | | controversial and enforcement | | | can be difficult. Fire codes | | | are prime example. | | | | | | 3. MALUM IN SE: wrong at face | | | value. Example would be | | | murder or robbery. | +-----------------------------------+-----------------------------------+ | 27 | Distinctions among law and | | | ethics, morality, and social | | | norms: | | | | | | 1. Folkways: define expected | | | behaviors, unofficially, | | | enforced, arise at a | | | tradition and custom, no | | | moral consequences | | | | | | 2. Morals: define good and bad, | | | righteous versus wicked, | | | universally, excepted truth, | | | arise from religion or | | | philosophy, unbounded. | | | | | | 3. Ethics: define right, fair, | | | and just. Based on human | | | interactions, socially | | | enforced, arise from personal | | | or professional values. | | | | | | 4. LAW: Legal and illegal. | | | Enforced by state. Arise from | | | morals, social needs, or | | | social values. Clearly | | | defined and limited. Finite. | | | "Clear bright lines "that | | | defined time and Locale. | +-----------------------------------+-----------------------------------+ | 28 | Justice in fairness: | | | | | | 1. Justice: conceptual standard | | | of rightness and fairness | | | based on contextual good | | | without reference to one's | | | feelings or interest. Based | | | on principles of fairness to | | | groups of individuals of | | | unequal circumstances. | | | Foundation upon which | | | societies function. | | | | | | - US Constitution made it clear | | | that government cannot | | | function without justice. | | | | | | 2. Fairness: ability to make | | | judgments that are not overly | | | general in specific to a | | | particular case. Equal | | | distribution without bias or | | | regard. Equal treatment with | | | equal circumstances. Basis | | | for most individual | | | interactions. | | | | | | Fairness can be applied to the | | | treatment of individuals, and the | | | concept of justice can be applied | | | to groups with a more abstract | | | consequence. | | | | | | Justice in fairness is important | | | and sometimes complex, especially | | | when it comes to the concepts, | | | such as diversity. | | | | | | Respect for fairness and justice | | | will actively shape our opinions | | | of others. | | | | | | MORAL DISENGAGEMENT: | | | rationalizing of improper | | | actions. Conscience or | | | self-censure our suspended by | | | convincing ourselves that unique | | | or unfair circumstances justify | | | behavior that is otherwise | | | considered unethical or immoral. | +-----------------------------------+-----------------------------------+ | 29 | Cultural fluidity and ethics: | | | Gradual and in increments. | | | | | | 1. Issues with cultural changes | | | in morality and ethics are | | | not always external. | | | Postmodern theorist assert | | | that even increasing cultural | | | diversity tends to | | | homogenized belief systems. | | | As a result, populations are | | | losing faith in what were | | | once regarded as universal | | | truths. Giving rise to an | | | increasing adoption of | | | situational ethics. | | | | | | 2. SITUATIONAL ETHICS: Believe | | | that intend and outcome | | | shape, ethical expectations. | | | | | | 3. GAME THEORY ETHICS: Business | | | ethics that seem to be less | | | focused on humanistic | | | virtues, and increasingly | | | based on game theory ethics. | | | The obligation is negated | | | when all participating | | | parties have no expectations | | | of ethical compliance. | | | Example would be it's OK to | | | lie if everybody's doing it. | +-----------------------------------+-----------------------------------+ | 30 | IMPLICATIONS FOR THE FIRE | | | SERVICE: | | | | | | 1. Tradition of maintaining | | | discipline | | | | | | 2. Great emphasis on routine, | | | teamwork, and group identity | | | | | | 3. Conspire to reinforce | | | adherence to rule and policy | | | | | | 4. Emphasis on accountability | | | which promotes ethical | | | behavior. | | | | | | Can create bureaucracy: issues, | | | particularly the potential for | | | disconnection between | | | high-ranking officers and company | | | officers. | | | | | | - Junior and most inexperienced | | | officers are the heart and | | | soul of the department. | | | | | | - Battalion chiefs barely know | | | what's really going on in | | | stations. | +-----------------------------------+-----------------------------------+ | 37 | Chapter 3 Influencing Behaviors | +-----------------------------------+-----------------------------------+ | | Human interaction is complex and | | | very often judged subjectively. | | | | | | Continue to evaluate the actions | | | of others based first on their | | | conformity to social | | | expectations, and then how we as | | | individuals perceive, an action, | | | outcome, and intent. | | | | | | By judging our own actions, we | | | are guided by more complex system | | | of behavioral influences. This | | | influence can be center, | | | antagonistic, and competitive. | +-----------------------------------+-----------------------------------+ | | Behavioral motivation: | | | | | | Values, beliefs and attitudes, | | | shape or behavior. The form and | | | extent of their influences are a | | | large degree determined by | | | motivation behind our behavior. | | | Can be reflective or random with | | | no specific purpose. These | | | influences can be described as | | | [inward or outward | | | focused]. | | | | | | 1. INWARD MOTIVATION: seek to | | | meet perceived needs or wants | | | | | | 2. EXTERNAL MOTIVATION: rooted | | | in a sense of responsibility | | | to someone or something. | +-----------------------------------+-----------------------------------+ | 38 | Needs and wants: | | | | | | 1. NEED: Object work condition | | | for which negative | | | consequences will occur in | | | its absence example food. | | | | | | 2. WANT: behavior motivator | | | based on the perception that | | | achievement will bring a | | | highly desired outcome. | | | Example pizza because it | | | tastes good. | | | | | | Needs of attainment beyond those | | | of avoidance. | | | | | | 3. HUMAN NEED: human must have | | | in order to live a | | | recognizably human life | | | | | | 1943, Maslow "a theory of human | | | motivation "sought to identify | | | categorize, and to some extent | | | prioritize human needs. | | | **Maslow's hierarchy of needs**, | | | humans we have needs that can be | | | categorized as: Physiological: | | | breathing, food, water, sleep, | | | psychological, safety, social, | | | esteem, and self-actualization. | | | | | | A. Self-actualization: morally, | | | creativity, problem-solving, | | | accepting facts. | | | | | | B. Esteem: achievement, respect | | | to others | | | | | | C. Love/ belonging friendship, | | | family, sexual intimacy | | | | | | D. Safety: security of Body, | | | employment, family, health | | | | | | E. Physiological: breathing, | | | food, water, sleep, | | | | | | Our need for friendship, | | | achievement, respect, and | | | autonomy are real, and they are | | | powerful motivators. | | | | | | 4. INTEREST: between need and | | | attainment. Directly related | | | to a need for example | | | healthcare. | | | | | | 5. PROXIMITY OF INTEREST: need | | | affects our understanding of | | | ethical attachment. | | | | | | 6. PROXIMITY: example is | | | somebody who's not hungry | | | steals money in order to | | | avoid future, hunger, and | | | illicit no sympathy. | +-----------------------------------+-----------------------------------+ | 39 | States of competing priorities: | | | | | | 1. Independence: needs, wants | | | and responsibilities have | | | relatively little impact. | | | Example I want to go to shift | | | party, but I want to go to | | | bed early. | | | | | | 2. Competitive: knees and are | | | mutually exclusive. Negative | | | impact on its counterpart. I | | | want to go to a shift party, | | | but I'm committed to go to | | | training class at the same | | | time. | | | | | | 3. Aligned: action springing | | | from a need or want and | | | supports other needs. I want | | | to go to shift party, but I | | | am committed to cook at the | | | party. | +-----------------------------------+-----------------------------------+ | 40 | Wants: Desire for an object of | | | condition for which there is no | | | interest | | | | | | - Rarely justifiable and | | | motivation for behavior | +-----------------------------------+-----------------------------------+ | 41 | Ethics and responsibility: | | | | | | - Need and want to reflect | | | internal motivations. | | | | | | 1. ETHIC ATTACHEMENT: Your | | | actions have no impact on | | | another individual, it would | | | logically be considered | | | ethically, neutral, or | | | unattached | | | | | | Morality is rooted in values and | | | is independent of intentions, | | | consequences, and obligations | +-----------------------------------+-----------------------------------+ | | Responsibility, relationship | | | variants: | | | | | | 1. ACCOUNTABILITY: Degree to | | | which you meet that ethical | | | requirement will be measured | | | by how well you meet the | | | behavioral expectation of | | | others. | | | | | | - Accountability: is a form of | | | responsibility, focused on | | | other people. | | | | | | - Measures responsibility to | | | people's judgment. | | | | | | - Method of assuring | | | performance of an obligation. | | | | | | - More or less external intense | | | to be well defined or | | | objective | | | | | | 2. OBLIGATIOINS: responsibility | | | to some tasks or ideal. A | | | sense of duty. | | | | | | - Motivate our behavior and | | | significantly influence, our | | | judgment of the behavior of | | | others | | | | | | - Measures the depth of a | | | responsibility | | | | | | - Comes from within and is | | | objectively influenced by | | | values and beliefs | | | | | | 3. OBJECTIVE RESPONSIBILITY: | | | imposed, externally, | | | countability attached, | | | clearly defined and | | | represents expectations | | | imposed on us within our | | | relationships. For example, | | | obeying the law or telling | | | the truth. Arise from the | | | values and beliefs of those | | | with whom we interact into | | | whom we are accountable. | | | | | | 4. SUBJECTIVE RESPONSIBILITY: | | | imposition of expectations | | | from within. Arises from | | | values and beliefs. Example | | | may feel they have to save | | | money for college. | +-----------------------------------+-----------------------------------+ | 42 | Shaping behavior: our internal | | | guidance system | | | | | | 1. VIRTUE: Habit or an acquired | | | character quality that is | | | deemed universally good. | | | | | | - Life is based on virtue is a | | | fundamental to human | | | happiness and enlightenment. | | | | | | - Moral or can be intellectual | | | | | | | | | | | | - Moral virtue: one that is for | | | virtuous in action | | | | | | - Intellectual virtue: one that | | | is virtuous and thought, such | | | as modesty, humility, | | | curiosity, acceptance | | | | | | | | | | | | - Key quality of given virtue | | | is that once acquired it | | | becomes a character element | | | | | | - Virtues can singularity | | | identify our characters | | | | | | - Aristotle credited as being | | | the founder of the school of | | | virtue ethics. | | | | | | | | | | | | - Person who possesses many | | | virtues tend to act and away | | | that are consistent with | | | moral principles and ethical | | | person | | | | | | - Argued that the greatest | | | virtues are those that are | | | almost most useful to other | | | persons | | | | | | | | | | | | - Virtues are not developed in | | | isolation, they reflect the | | | values of a community, | | | culture and family | | | | | | - Virtues, coupled with values: | | | make up self-identity | | | | | | 2. VALUES: Collection of | | | virtues, principles, | | | standards, or qualities that | | | an individual or group hold | | | in high regard. | | | | | | - Consider to be worth an | | | importance | | | | | | - Important part of maturation | | | process. For example, most | | | important shapers were | | | parents and teachers. | | | | | | - "Our formative years "reflect | | | the importance that social | | | psychologist place on value | | | shaping during early | | | childhood. | | | | | | - As we get older and mature, | | | influences of religion, art | | | and peers continue to shape | | | our value system along with | | | personal experiences. | | | | | | - Commonly held values: family, | | | patriotism, friendship, | | | safety, heritage. | | | | | | - Come and value, including | | | interacting with others: for | | | two of honesty, compassion, | | | loyalty, and generosity | | | | | | Differences between virtues and | | | values: virtue defines the | | | perimeters of actions. We feel | | | are acceptable values act is a | | | filter and how we see the world | | | they focus on what is important | | | to us and shape what we see is | | | truth. | | | | | | 3. BELIEFS: those things that we | | | believe to be true. | | | Connection between truth and | | | ethics is essential. | | | | | | - Actions are based on an | | | anticipated outcome | | | | | | - Opinions of others are based | | | on assumption of | | | understanding. | | | | | | - Several influences of | | | beliefs: | | | | | | | | | | | | - Learned behavior: to function | | | as a society, there is a | | | necessity for truth. Learn | | | behavior account for the | | | majority of those things we | | | believe to b