Prepare a powerpoint lecture for your organization on an ethical topic of your choice. Preferably, use an ethical topic that is current and relevant to your organization or the industry you plan to work in if currently unemployed. Your lecture should explain the purpose of the training, the importance of the topic in terms of best practices and corporate responsibility, and the relevance to your organization specifically. Explain critical takeaways and the value the topic may have to you and/or your organization. Be sure to include recommendations on how your organization can improve on or maintain its current ethical environment. Provide examples to illustrate and support your findings.
Sample Solution
Organization Analysis
Ethical issues in business affect a variety of aspects related to a business`s general operating standards. An example of a common ethical issue in organizations today is unethical leadership. Having a personal issue with your boss is one thing, but reporting to a person who is behaving unethically is another. This may come in an obvious form, like manipulating numbers in a report or spending company money on inappropriate activities; however, it can also occur more subtly, in the form of bullying, accepting inappropriate gifts from suppliers, or asking you to skip a standard procedure just once. Ethics training focuses on helping senior leaders consider how their own ethical leadership shapes the culture. This requires leaders to examine the signals they send in their everyday behaviors, and how these signals make employees feel safe to voice ideas and concerns.
echniques can enhance autistic children’s communication in a socially meaningful way. A study was done that evaluated peer incidental teaching as a way to increase peer interactions by children with ASD (McGee, Almeida, Sulzer-Azaroff, and Feldman, 1992). The study gave a typical child something to say that would elicit a response from their peer with ASD (McGee et al., 1992). Three typical preschoolers were trained and paired with three children with ASD in a natural free play environment (McGee et al., 1992). There was adult supervision that was systematically faded throughout the sessions, which resulted in increase reciprocal interactions among the peers (McGee et al., 1992). Evidence showed that peer incidental teaching was effective in improving and enhancing reciprocal interactions among children with autism and their typical peers (McGee et al., 1992).
Incidental teaching is the most common among speech and verbal words and phrases. It is proven to help a child engage with toys, respond in social settings, social tolerance of peers, and imitation of peers (McGee et al., 1999). Hart and Risley (1975) discussed that children were able to develop compound sentences on their own based on the teaching procedures of incidental teaching. Incidental teaching encourages the use of conversational language because of the use in generalized settings with different people (McGee & Daly, 2007).
It is evident how successful incidental teaching is in the realm of functional language interactions. However, McGee, Krantz, and McClannahan (1986) completed an extension of