Chief Ethics Officer Assignment Example | Topics and Well Written Essays - 1250 words

Chief Ethics Officer - Assignment Example Ethics try to determine what people must do and the goals that they need to pursue. The Chief Ethics Officer is the most important person in the C-level executive suite (Vallabhaneni, 2008). This report tries to highlight the roles and responsibilities of the Chief Ethics Officer. It also tries to identify the parameter’s that is necessary to avoid organs and leadership toxicity. It talks about the leadership skills required to ensure implementation and success. The company chosen for the study is Ford Motors Company. Job Description of Chief Ethics Officer Ford Motors is recognized as a renowned car manufacturing company of the world. The company is headquartered at Dearborn, Michigan. Being the new Chief Ethics Officer of Ford Motors, the following are the things that need to be done according to his responsibilities. Since internationally corporate unethical behavior pervades in an uncontrollable manner, they can however be cured if the companies appoint the Chief Ethics Of ficer in order to lessen the impacts of such unethical behaviors (Tran, 2010). It has been proposed that the system where the Ethics Officer reports to the management needs to be changed in order that these officers can perform their task effectively. The ethics officer must be hired and fired directly by the corporate board of directors instead of the company management. This kind of change in the reporting environment helps to enhance the effectiveness and independence of the ethics officer. There are numerous organizations that create and maintain the ethics position. The main responsibility of the ethics manager or officer is to improve the organizational ethical performances. They need to advise and assist the corporate management in the development and maintenance of the codes of conducts. They also have the additional responsibility of providing ethics training, monitoring along with accountability programs (Hoffman & Et. Al., 2007). The major role and responsibility of the C hief Ethics Officer is that they need to develop an ethics manual that will clearly describe the procedures and the policies on conflict of interest and codes of conduct. The policies need to be such that it restricts regarding the acceptance and giving of the gifts and travel by procurement, marketing, contracting and sales personnel. The chief responsibility of the ethics officer would be to prepare the rules that require written disclosures of the executives’ financial condition along with the outside earned income activities. He needs to ensure that there is adequate transparency in matter of disclosure of the financial statements and the position of the firm to the shareholders. The protection of the property of the organization and the key information are other important roles of the ethics officer in Ford Motors. In addition to these, the officer needs to perform certain other functions as well. He needs to promote a positive ethical climate in the organization via his leadership skills. He needs to work with the internal audit departments for the development of the audit plans and identify the areas of audit that will address the ethical violations. Parameters Necessary to Avoid Organ and Leadership Toxicity It has been noted that in the recent days,

Sex Education Essay Example | Topics and Well Written Essays - 1000 words - 1

Sex Education - Essay Example er elements might need to be taught in future sexual education courses, Grace pointed to the fact that it could be potentially beneficial to integrate students with an understanding of Planned Parenthood or means by which many government and/or state sponsored programs seek to speak to the unique needs of the individual student. Ultimately, Grace described the sexual education course that she took part in as a useful and formative part of her early development (Scholz, 2013). Moreover, she indicated that with regards to speaking with parents concerning sexual topics, the interviewee noted that they had a very open and honest dialogue concerning such matters that began as early as late middle school and/or early high school. Conversely, the second individual who is interviewed, Priscilla Yua, noted that her sexual education class left much to be desired. Ultimately, with regards to the first question posed to the interviewee, the respondent noted that the sexual education course never seemed to deal with the realistic situations in which the student may very well face within their sexual growth and development; instead, it focused upon the grotesque, abnormal, and obscene. She noted that this was likely done as a means of horrifying the student from even considering any type of sexual intercourse for fear that they too might be irrevocably harmed. Similarly, with regards to what she most disliked about the program, Priscilla noted that it was the adolescent and juvenile behavior of the participants the most to the way from the experience (Yua, 2013). Likewise, with regards to what level of improvements could be offered, Priscilla indicated that transitioning sexual education to high school might necessarily benefit the individual due to the fact that they could take the... This paper approves that the fact that since individuals develop and mature at different rates, it is seemingly preposterous to assume that they should be taught extraordinarily personal and intimate details concerning human sexual development as a time in which they are ultimately upon different emotional and mental maturity platforms. By the way, sexual education is currently evidenced within the system that each and every stakeholder is satisfied with the level and extent to which key issues concerning sexual development have been covered and/or presented. Sexual education is begun within the elementary school and continues in the various means up until high school. This essay amkes a conclusion that it was the understanding of this interviewer that there was a clear level of correlation between those interviewees that had not discussed sexual topics with their parents/had not received formal sexual training, and those respondents that spoke unfavorably concerning the existence of sexual education or the net benefit they received while in public school. Although it cannot be inferred that the two this level of correlation there exists a definitive realization based upon us, it should be understood that is very likely that sexual attitudes, first evidenced within the family, transcend into the classroom and directly affect the overall level and extent to which be participant can hope to gain value such discussions.