Schools as moral communities
- Module 1: Schools as moral communities
- Module 2: Schools as moral communities
- Module 3: Schools as moral communities
- Module 4: Schools as moral communities
CEUs: 2 ethics
The current state of education in our schools can be blamed on many factors – some going as far back as the Apartheid system and others that are more recent. However, at least some of the blame for the current state of education in our schools can be apportioned to a lack of ethical standards in schools.
The role that ethical values play in school performance is demonstrated in the stories that we hear of under-performing schools being turned around to well-performing schools. A common denominator in these stories is often the element of the leadership of such schools starting to instill a new value system in the school – a value system that does not only prioritise values such as discipline and excellence but also specifically ethical values such as respect, dignity, and care.
The conviction that part of the problem of underperforming schools is a lack of ethical values, paired with the conviction that a sound value system is part of the formula for well-performing schools, provided the impetus for the Schools as Moral Communities project.
In this series, we will be discussing ethics in schools as well as explore the concept of Schools as Moral Communities. This concept is informed by two perspectives. The first is Lawrence Kohlberg’s perspectives on the nature of moral development. The second is the governance of ethics framework developed by The Ethics Institute (TEI).Register
Ethics in Feedback
- Module 1: Introduction
- Module 2: Individual feedback
- Module 3: Management feedback
- Module 4: Group feedback
CEUs: 2 ethics
Ethical procedures and behaviours are central to feedback on psychological assessment results. This course consists of four modules that consider various aspects of ethics in feedback.
Module one covers the purpose of conducting assessments and providing feedback, as well as some feedback techniques that could create a positive experience for the individual receiving feedback.
Module two goes into more detail regarding one-on-one or individual feedback, as well as ethical considerations, and possible biases feedback providers may have.
Module three focuses on providing feedback to managers, ethical considerations, and the business impact. The use of 360-degree surveys and the ethics around this are also discussed.
Module four looks at providing feedback to a group. It also touches on trends analysis and providing feedback on these results.Register
Identifying corporate risk
- Module 1: Overview
- Module 2: Risk management framework
- Module 3: Corporate risk register
- Module 4: Best practices for corporate risk management
CEUs: 2 ethics
The identification and management of risks have become a pressing priority for managers to ensure that organisations can proactively respond and prevent risks from impeding the performance and success of the organisation. Various dimensions of risks may occur, including risks relating to natural disasters, human capital, technological, information, compliance, operations, client service, reputations, or finance.
For organisations to survive in an environment marked by faster, more complex, and more volatile markets and expedited levels of risks, they will have to continuously identify and manage risks through mitigation strategies and transparent reporting to the relevant stakeholders. Risk management as a discipline is well established in corporate organisations. However, it has became evident that all scales of organisations need to establish sound practices, processes, and mechanisms to manage risks effectively.
In this course, we will focus on (1) the importance of identifying corporate risks, as well as (2) processes, (3) responsibilities, and (4) mechanisms to manage risks from a practical perspective.Register