Capsim Business Simulation ethics provides students an opportunity to make managerial decisions and ethical reasoning in an organization. Most of the graduates seeking first term work and internships have a problem in making decisions in an organization. This is because in most institutions, the theortical part of learning is not really what is required practically in a work station of place. The students are required to be competent in decisions and ethical in understanding (Chowdhury, 2016).
Making management decisions in difficult situations requires careful analysis of all factors and is a multi-step process consisting of a sequence of interrelated steps. These stages describe the so-called regulatory decision-making process, which in the literature on control theory is also denoted by the concept of a procedural invariant, i.e. some standard and unchanging sequence of steps that any manager must take if he wants to make a rational decision. Usually the management decision-making process covers three main phases: preparation, adoption and implementation. However, each of them is a complex process consisting of a series of successive stages (Crawford, Grimmett, Melton, and McCarthy, 2018). Currently, many different approaches have been developed to distinguish the stages of management decision-making. In order to study organization as a decision-making system, the following steps must be taken:
The following are some of the processes associated with decision making;
Description of the results obtained the term “decision making” is used as a synonym for the term “leadership”. In Capsim, the development of a decision includes three main stages: information – assessment of the situation to determine the conditions that you need to know to make a decision; design – search, development and analysis of possible options for action; choice – selection of one specific course of action from possible alternatives (David, David, and David, 2016).
Types and types of management decisions Programmable and non-programmable solutions. All solutions are divided into two groups: programmable and non-programmable. Programmable solutions are based on the established policy rules and procedures. Capsim programmable solutions may not be limited by any further rules and procedures. Such decisions are usually made in case of unforeseen or newly arisen problems and, as a rule, they make extensive use of the personal initiative of the manager and his personal views (Dunlop, 2018). The categories of programmable and non-programmable solutions do not exclude each other. Sometimes the line between them is erased, and we can find a solution that stands between absolutely programmable and completely non-programmable solutions. Identifying different types of solutions is of practical importance. The definition of a decision category implies a course of action and helps the manager to formulate and analyze the motives of this decision. The types of decisions are described below and are given as opposites to each other. The first type is a programmable solution (Holt, 2015).
The second is not programmable. Organizational and personal decisions. Organizational decisions are made by the manager in Capsim within the formal framework of his official authority and authority. Personal decisions, on the other hand, are made by him as an individual. Capsim solutions are often programmable in the sense that they can be passed on to subordinates. Personal decisions, by definition, cannot be transferred to others. For example, a manager who dismisses a worker due to a long absence from work takes an organizational decision. But if he dismisses the same worker to put his brother in his place, then this decision is based on personal, not public reasons. This can be called a personal decision (Janicki, Fischetti, and Burns, 2016). The difference between organizational and personal decision helps to determine the interaction between subjective human factors (anger, resentment, personal interests of the employee) and objective organizational goals and needs (correspondence at workplaces, production competition). The difference helps the manager to pay attention to the main issue behind the decision, is the decision made in the interests of the organization or in its own interests?
The presented characteristics clearly show how strategic decisions differ from operational ones. Systematized these differences.
Like any rather new specialty, Comp XM work initially arises in the form of isolated spontaneous practical experience, in the form of individual scientific ideas and academic disciplines (Moore, 2017). In this case, the inevitable is the temporary state of vagueness of the subject and the lack of certainty of the method, which creates specific difficulties for the formation and training of personnel.
No one is able to give advice that is suitable for each specialist and thus solve his problems. One thing remains: to convince a person that he himself needs to establish a balance between emotional reactions and rational ways out of this situation (Paiva, and Carvalho, 2018).
The study and consideration of all these aspects of the Comp XM worker’s professional culture reveals not only the qualities and capabilities of the teacher, his age and personality characteristics, but also the professionally significant personal potential, the formation of which occurs on the basis of his general development and depends on it. The higher the level of human development, the richer his personal labor potential, hence the higher the quality of professional activity, and vice versa.
Problem areas and ethical dilemmas are not always common to different countries due to differences in culture and government. Each national association of Comp XM workers should encourage discussion in order to clarify the most important issues and problems specific to a given country. Nevertheless, it is possible to single out a group of ethical dilemmas that sooner or later arise in practical work in any society and which, by virtue of precautionary responsibility, must be prepared to overcome.
In combination with a low legal culture, the emphasis on the possibility of deception, even if it is “saving,” is a blurring of moral values ??and professional ethics, as well as a real basis not only for violations of the law, but also for the criminalization of “Comp XM worker-client” relations. Privacy and privacy of communications. All national codes of ethics and statutes contain a provision stating that a Comp XM worker, while respecting the personality and dignity of the client, must keep the information received from him strictly confidential. The information used in one case should not be applied for other purposes without appropriate sanctions. Although this is almost always the case, in some cases Comp XM workers are forced to consider the possibility of disclosing confidential information, for example, in the face of a threat from a client to a third party.
In Capsim system, the need to inform the client about the confidentiality limits in a particular situation, about the purposes of obtaining information and using it, and at the same time obtaining the client’s consent, for example, on typing, recording a conversation, participation of a third party. Large-scale computerization of all areas of society, the ability to access information through electronic means also pose the problem of confidentiality. “Although professional ethics provide for the possibility of disclosing confidential information. It is believed that this can lead to extraordinary circumstances. In our opinion, the lack of clarity on this issue necessitates a deeper discussion of the moral basis of the problem. In addition, under certain circumstances, the dilemma in question can be qualified not only as a value-ethical, but also as an ethical-legal one ”.
Denunciation Sometimes Comp XM forcedly or knowingly violate the law or violate the rules of the institutions in which they work. In this case, they confront the moral choice of their colleagues, who have learned about these violations. On one side of the scale are the norms of professional ethics, on the other – professional loyalty and solidarity, a sense of friendship, reputation, and a threat to one’s own position (Parker, 2018). The burden and complexity of such a choice induces Comp XM to fear identifying and making the subject of publicity an offense in their profession. Therefore, those who received information and evidence of ethically or legally illegal actions of their colleagues are forced to carefully weigh their actions in view of their obligations towards the profession, clients, colleagues, organizations, and their future. Laws and customer welfare.
Some of them consider permissible any actions to protect the interests of the client, even if they violate the law or other ethical standards; most Comp XM workers choose the law. In Australia, priority is often given to moral decisions (Pleggenkuhle-Miles, Lundmark, Meglich, and Bass, 2016). As with other dilemmas, there are no easy answers. “Personal and professional values. In each case, the Comp XM worker must relate obligations to the client, the profession, the organization, colleagues, third parties, himself. Here it is also necessary to understand the nature of the impact of subjective values ??on the awareness of the problems of another, in particular the client.
Ethical principles of a Comp XM worker’s professional activity as ways to solve Comp XM work dilemmas. An individual or a group of people (for example, a children’s team, a family) who have individual and group characteristics may be a client or an object of Comp XM work. Each client has the legal and moral right to be accepted and heard by any Comp XM teacher, regardless of departmental affiliation or position. At the same time, the Comp XM worker ensures his personal safety while adhering to the principle “do no harm”.
Over the past three decades in Western countries, there has been a tendency towards an increase in the Comp XM responsible behavior of organizations, but at the same time there is a clear tendency towards a decrease in the ethics of personnel. The latter is equally true for Australia. How to deal with this problem?
Reasons for unethical business practices include:
1) Competition, pushing off ethical considerations;
2) The lack of a system of rewarding managers for ethical behavior;
3) A general decline in the importance of ethics in society, which justifies unethical behavior in the workplace. The need to improve the quality of ethical consciousness is especially obvious in the light of changes in the organization of modern business:
One of the drawbacks of the incredible growth of modern corporations is the inevitable growth of bureaucratic organizational structures within them. At the same time, there is a tendency typical of bureaucratic structures responsible for making decisions, which consists in unquestioning obedience to a person who is higher on the hierarchy (Thomas, 2018). This trend leads to the fact that the initiative is seriously suppressed. And this poses a lot of ethical problems for decision makers inside such organizational structures, which also leads to situations where even good and honest people do bad and dishonorable actions, although this is done for the good of the corporation.
2.The information revolution. The computer has concentrated the information and made it much more accessible. On the one hand, significantly more people around the world now have the widest access to information sources.
Ethical standards in the workplace are significantly different from generally accepted standards in everyday life. In the process of performance, people are often forced to do things that they would never do in normal, domestic conditions. For example, most would never even think of stealing materials for writing from someone else’s home (Wheelen, Hunger, Hoffman, and Bamford, 2017). However, very often, various materials are taken from their workplace for further personal use or given to their family members or friends.
Conclusion
But in an organization in which petty theft is commonplace, it becomes difficult to draw a line between the normal behavior of employees and such dubious actions as, for example, personal talks over the phone for business contacts, private travel of employees at the expense of the organization’s budget, etc. It is precisely because petty thefts seem so trivial to everyone that it seems extremely inconvenient for everyone to fight them (Zhu, 2018). But as soon as such an order is generally accepted, the struggle with misconduct, which, by the degree of damage, turns out to be much more serious, turns out to be more difficult. Over time, workers find themselves in such a position that they can no longer resist large waste of funds, which could be profitable for shareholders or returned to people whose money the organization operates on.
References
Chowdhury, M.E., 2016. Textbook to Reality: Using Corporate Earnings Reports as an Effective Teaching Tool for a Business Capstone Course. American Journal of Business Education, 9(4), pp.147-152.
Crawford, T., Grimmett, D., Melton, A. and McCarthy, V., 2018. RESPONSIBLE MANAGEMENT EDUCATION: A CONTENT ANALYSIS OF STRATEGIC MANAGEMENT TEXTBOOKS. GLOBAL JOURNAL OF BUSINESS PEDAGOGY, 2(1), p.94.
David, M.E., David, F.R. and David, F., 2016. Should Strategic-Management Courses Be Interdisciplinary? A Content Analysis and Empirical Analysis. In Academy of Management Proceedings (Vol. 2016, No. 1, p. 10233). Briarcliff Manor, NY 10510: Academy of Management.
Dunlop, M., 2018. The Synergy between Psychology and Business: A Case Study on Interdisciplinary Faculty Collaboration. International Journal of Business and Applied Social Science, 4(6), pp.52-56.
Holt, K., 2015. The Impact of Technology on Primary Education.
Janicki, T.N., Fischetti, D. and Burns, A.T., 2016. Incorporating real world projects and emerging technologies into one MIS capstone course.
Moore, R.C., 2017. Direct measures: The capstone course. In Assessing Media Education (pp. 135-155). Routledge.
Paiva, S.C. and Carvalho, D.B.F., 2018, September. Software creation workshop: a capstone course for business-oriented software engineering teaching. In Proceedings of the XXXII Brazilian Symposium on Software Engineering (pp. 280-288). ACM.
Parker, G., 2018. Understanding the relationship between student engagement and instructional strategies within an English business college for non-native English speaking students (Doctoral dissertation, University of British Columbia).
Pleggenkuhle-Miles, E.G., Lundmark, L., Meglich, P. and Bass, A.E., 2016. Competing to Learn: A Pedagogical Approach to Enhance Higher Level Learning Across Discplinary Silos. Journal of Strategic Management Education, 12.
Thomas, M.T., 2018. Developing a capstone course on ecological and social sustainability in business education. Business Horizons.
Wheelen, T.L., Hunger, J.D., Hoffman, A.N. and Bamford, C.E., 2017. Strategic management and business policy. pearson.
Zhu, N., 2018. Effectiveness of involving the industrial and business professions into mechanical engineering capstone course. International Journal of Mechanical Engineering Education, 46(1), pp.31-40.
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