Purposeful Action: a Synergy of Management with Ethics

Can Ethics be Divorced from the Teaching and Practice of Management? Prem S. Chopra1 and Virgil A. Thomason2

Abstract

This premise of this paper is that ethics must be integrated into all actions, including the teaching and practice of management for such actions to be purposeful and beneficial to society. A Framework for Purposeful Action combines a value system with a Twelve Step sequence of activities that cover all actions.

Introduction

The desirability of teaching and applying principles of leadership and ethics in our lives remains unquestioned. Students at all stages of life are exposed to inspiring and motivational speeches on these related subjects. Leadership and ethics play determining roles in the journey of life. They are among the implied if not stated goals of higher education. Parents, employers, community leaders and politicians share this belief.

This paper describes a framework for purposeful action that integrates ethics, using a value system, with management principles (1). Management is a systematic way of performing action. A common sets of principles and ethics govern the actions of individual and organizations. The underpinning of the framework is ethical action driven by commitment to a purpose that is derived from core beliefs and principles.

Aspects of this work have been reported and published in earlier ASEE and ASEM conferences (2-4), in "The Purpose and Meaning of Life (5)," and a textbook, "Leadership and Ethics in Action (6)."

A Framework for Action

In the teaching, as well as in the practice, of management (or leadership or entrepreneurship), it is helpful to have a frame of reference, or a framework, to which all parties involved can readily refer. This not only facilitates communication but also provides a basis for guidance and review.

A framework for management, in essence, is a framework for action--both by individuals within an organization and by the organization acting as an entity in itself. It applies to students and teachers as well. In viewing management through a comprehensive framework, one is forced to

1 Professor of Engineering Management, University of Tennessee at Chattanooga. 2 Professor of Engineering, University of Tennessee at Chattanooga. ASEE Southeast Section Conference 1 consider the purpose for performing the action. How best to perform it to achieve the purpose? How to evaluate the results and redirect the action as needed?

In applying such a framework, one also may consider the value system that should govern the action and the subject individual or organization. This is important because the values to which an individual or organization subscribes drive the individual’s or organization’s behavior in selecting and performing action. Thus, action and management must be accompanied by a set of values. These values may be represented and motivated by the ethics of the individual or organization, or by prevailing laws. In most cases action is influenced by a combination of these motivations. One can conclude therefore that a comprehensive framework for action and/or management should include or be accompanied by an explicit and predetermined value system that permeates all actions.

One such framework is provided in The Criteria for Performance Excellence. The Criteria is used by the U.S. Commerce Department and the National Institute of Standards and Technology to select organizations for the U.S. National Quality Award. The intent of the award is to complement economic development initiatives and to raise the performance bar for U.S. companies in the areas of business, education and healthcare. The stated purposes of the Award are to promote awareness of quality excellence, to recognize quality achievements of U.S. companies and to publicize successful quality strategies.

The Framework for Purposeful Action represents another comprehensive framework for action. This framework was developed over a period of several years of teaching and practice of management, entrepreneurship and leadership.

Ethical guidelines and standards are an integral part of this framework. These are incorporated in the form of five guiding principles, or values that promote ethical behavior, and five principles or values that lead to unethical behavior or actions. The philosophy centers upon the need to know not only what promotes ethical actions but also what leads an individual or organization to perform unethical actions.

The Framework for Purposeful Action was developed as an instructional tool for graduate students in Engineering Management. It subsequently was extended and applied to Freshman Engineering Seminars and to Senior Engineering Design Projects at the College of Engineering and Computer Science at the University of Tennessee at Chattanooga.

The Framework for Purposeful Action

The Framework for Purposeful Action is based upon a simple philosophy of life (5) viewed as the flow of actions, just as the flow of water forms the Brook. Purposeful actions help the individual navigate through life as the boat helps the traveler navigate the Brook. Purposeful actions are aimed at achieving both success and fulfillment. This general view of life as the flow of actions is limited in scope to physically and mentally healthy individuals. However, most aspects of the Framework apply to all individuals and organizations and to actions in a wide variety of situations.

ASEE Southeast Section Conference 2 Purposeful action is defined as a series of events--that is to say, elements of action, or steps-- triggered or motivated by commitment to a mission. In order to be purposeful, the mission for the action must be derived from an inner conviction. This necessitates belief and faith in the purpose of the action. Conviction generally results from introspection--a process of quiet contemplation that some refer to as meditation. Thus, the key requirement for purposeful action is commitment to a mission derived from introspection.

Once commitment is made, it takes will and courage to proceed.

Another important characteristic of purposeful action is that it unfolds as a series of events, or steps. The various steps of action rarely occur in sequence. Depending upon the situation, they may all occur contemporaneously--as in a 'flash.' Sometimes, the steps are executed iteratively. That is to say, some or all of the steps are repeated until the desired objective is realized. Subsequent iterations may involve all or only a few of the steps.

Mission defines the purpose for action. It is formed by the mind or by the central force in the organization. A mission in which the individual and organization believes leads to purposeful or meaningful action. In an individual, mission is defined and directed by the intuitive guidance of the inner spirit, or soul.

Simply stated, Purposeful action represents the focused and directed activities of the mind and body, driven by a mission derived from an absolute and unwavering commitment by the mind. Such actions apply equally to individuals and organizations.

In its most generalized form, Purposeful Action consists of Twelve Steps grouped into three phases.

Exhibit 1. Three Phases of Purposeful Action

Phase I: Forming a Mission for Action--the mind reaches into the soul and defines the purpose for action.

Phase II: Planning and Performing Action—the ‘rubber meets the road.’

Phase III: Reviewing and Renewing Action--the mind examines the action.

The Twelve Steps of Purposeful Action are summarized by phases in the exhibits that follow.

ASEE Southeast Section Conference 3 Exhibit 2. Three Steps of Phase I

Step 1: Searching through Introspection--the inner search for the vision.

Step 2: Realization by Extrospection--refining the vision of the desired state. Looking outside to conduct a ‘reality check.’

Step 3: Defining the Mission--the objective to which commitment is made. This drives the subsequent steps.

It may appear from Exhibit 3 below that ‘action’ occurs immediately after Guidance. However, Purposeful action occurs during each step, as in a continuous flow, when individuals and organizations perform activities in accordance with the plan. The plan provides guidance for performing the action effectively.

Purposeful actions occur as coordinated and focused activity throughout the being of the individual or the organization. Such harmonious and coordinated actions are likely to lead to the achievement of goals as well as to fulfillment of purpose.

Exhibit 3. Six Steps of Phase II

Step 4: Setting a Goal--the specified objective that must be achieved or attained to accomplish the mission.

Step 5: Defining the Strategy--the most effective way to get to the goal.

Step 6: Developing the Plan--What needs to be done to implement the strategy.

Step 7: Laying out the Organization--identifying people, materials and tasks to implement the plan.

Step 8: Team-Building or Staffing--getting people and resources together, assigning responsibilities and authority.

Step 9: Guidance--showing how to execute the plan within the context of the organization.

Exhibit 4. Three Steps of Phase III

Step 10: Assessment--measurement and evaluation of results of the action.

Step 11: Renewal--revision of plans and goals and re-guidance as needed.

Step 12: Reinforcement--recognition of performance, rewards and reprimands.

Ten Core Values

ASEE Southeast Section Conference 4 Using the metaphor of the Brook, the currents pressing upon the boat of the traveler represent the dynamic forces of giving and taking. They influence our actions and our lives. That is to say, morals, ethics and laws, and the interplay of the material and spiritual aspects of our being, are an integral parts of our existence. These are interwoven into each of the Twelve Steps through a ten-point value system, or Ten Core Values.

The opposing banks of the Brook represent sources of conflicting sets of forces in life. These forces generate the currents of giving and taking, ethical actions and unethical actions. One bank, dominated by the forces of good, generates the currents of giving. This is the bank of the Givers. The other, dominated by the forces of evil, generates currents of taking. This is the bank of the Takers.

The vast majority of individuals and organizations swim in the waters of the Brook. They give and take as they transact and navigate their way through the journey of life. These are the Navigators of the Brook.

The Twelve Steps provide the propulsion system or the raft or boat for navigating the Brook. They help negotiate the inevitable stretches of whitewaters, with their predictably unpredictable obstacles and events. The Core Values interweave the effects of the currents on the navigator and the raft. They provide the balancing system, or the oars.

Five Positive Core Values generate currents of giving and identify Givers.

Exhibit 5. Five Positive Core Values

Integrity: Truth, trustworthiness and dependability.

Commitment: Dedication, focus, caring, consideration and love.

Persistence: Staying the course, faithfulness and ‘stick-with-it-ness.’

Teamwork: Universality and commonality of all individuals and organizations.

Communication: Sharing, empathy and being open and forthright.

These positive values lead to fulfillment of mission and purpose, when actions culminate in success. Organizations that uphold these values operate within the best interests of all stakeholders and empower members of the organization to take appropriate action. These values generate forces and currents that guide individuals and organizations towards giving and therefore fulfilling actions.

Five Negative Core Values generate currents of taking and identify Takers. These are listed in Exhibit 6 below.

Exhibit 6. Five Negative Core Values

ASEE Southeast Section Conference 5 Lust: Intense desire for physical or material gratification--to absorb and consume.

Anger: Rage and uncontrolled urges for revenge and destruction.

Greed: Desire to take all one can, with no satisfaction in sight.

Attachment: Possessiveness and fixation on ownership by ‘me’ and ‘mine.’

Arrogance: Feeling that self is the greatest and all others must serve ones wants.

When these negative attributes control and drive action, they lead to fear, uncertainty, disaster and destruction. Organizations that foster these attributes operate to serve the desires and ambitions of those with the power to direct the organization. The individuals in control unleash forces that exploit members of the organization for their own gratification. These forces direct the individual or organization towards taking and therefore unfulfilling actions.

The Ten Core Values, or twenty values considering their antonyms, form the value system of the Brook traveler. It may appear at first that the ethical system represented by the Ten Core Values applies only to individuals. One may argue that a corporation exists to make the most money that it can. The idea of giving may be considered contradictory to the pursuit of maximizing stakeholder value through maximizing profits.

Corporate profits often are maximized at the expense of violating the rights of other individuals and organizations including, sometimes, the corporation's own employees. In due course, such actions lead to dissatisfaction among some or all of the corporation's stakeholders. Countervailing forces may be brought to bear upon such companies. Examples of such forces are government actions to counter price fixing or other monopolistic and or illegal practices, which may have been justified by the corporation in the name of higher profitability.

Conclusion

The Framework for Purposeful Action helps in the teaching and practice of management by fostering and encouraging the development of leadership skills with high ethical standards. The Framework is constructed upon the broad management principles that govern all actions. To these, the Framework contributes two important elements.

 With the first step--Introspection, the Framework enhances the traditional management model. Introspection is the basis for forming the vision and purpose for action. Thus, it is essential for effective leadership.

 The Value System integrates ethics explicitly into all phases of action--in all twelve steps. This encourages individuals and organizations to weigh each step in the balance of giving and taking or ethical and unethical actions.

The universal concepts of giving and taking, in place of good and evil or ethical and unethical actions, has the advantage of reconciling relative viewpoints from differing perspectives,

ASEE Southeast Section Conference 6 thereby reducing confusion and controversy. Giving actions are those that help and enhance others. Similarly, taking actions harm and deprive others.

The strategic intent of The Framework for Purposeful Action is to teach, develop and guide individuals and leaders of organizations. It helps in teaching and learning the ‘art’ of leading organizations with vision and of motivating employees with purpose.

Purpose explicitly involves the formation of vision from within, in concert with a rooted value system. Thus, the primary focus for leaders is on the Phase I steps of Introspection, Extrospection, and Commitment. Secondary emphasis is on the Phase III steps of Assessment, Renewal, and Reinforcement.

The Framework focuses attention upon Phase I and Phase III, raising some key questions. What actions should we perform? Why? Have they achieved their purpose?

The six steps in Phase II are essential for performing any action. These are covered extensively in business and management literature.

The underpinning of the Framework for Purposeful Action is ethical action driven by unswerving commitment to a purpose derived from the core beliefs of the individual or organization.

Purposeful actions harness and focus human energy on obtaining results that are beneficial to all and thus they are fulfilling.

References

(1) Chopra, Prem S., "The Trilogy of The Brook," Available from http:\\www.utc.edu/~thebrook, The University of Tennessee at Chattanooga, 2001, and http:\\www.brookoflife.com, 2002.

(2) Thomason, Vigil, A., and P. S. Chopra, “Twelve Steps of Purposeful Action for Senior Engineering Design,” Proceedings from the ASEE Southeastern Section Conference, Orlando, FL (April, 1998).

(3) Chopra, Prem and Carolyn Marvil, "Comparison of Two Frameworks and Their Value Systems: The Twelve Steps of Purposeful Action and The Criteria for Performance Excellence," Proceedings from the 1998 ASEM National Conference, Virginia Beach, VA (October, 1998).

(4) Chopra, Prem, S., and Virgil Thomason, “BrookMaster: A Software Game for Teaching Leadership and Ethics,” Proceedings from the 2001 ASEE Southeastern Section Conference, Charleston, SC (April, 2001).

(5) Chopra, Prem, The Purpose and Meaning of Life: If I had known…, Hanrow Press (2001).

(6) Chopra, Prem, Leadership and Ethics in Action, Hanrow Press (2001).

ASEE Southeast Section Conference 7 Prem S. Chopra

Prem S. Chopra received his Ph.D. from The University of Washington in Seattle, Washington in Structural Mechanics. He has worked at the Boeing Company and at the University of Chicago’s Argonne National Laboratory. His experience includes the formation of two high-tech enterprises, consulting and lecturing worldwide. He currently is Professor of Engineering Management at the University of Tennessee at Chattanooga. His research interests include human motivation, leadership and ethics, with special emphasis on high tech enterprises. He is the author of two books on management, leadership and ethics.

Virgil A Thomason

Virgil A. Thomason received his Ph.D. from The University of Tennessee at Knoxville, in Electrical Engineering. He has worked at the Western Union Corporation and has co-founded a software. He currently is Professor of Electrical Engineering at the University of Tennessee at Chattanooga. His research interests include human machine interfacing, leadership and ethics, with special emphasis on high tech enterprises. He is the author of several technical papers.

ASEE Southeast Section Conference 8