Ethical Issues in Building and Maintaining Coalitions -- A 10-Step Decision-Making Model for Choosing between Right and Right
Click here to view a PDF version of this document.
Home Search What's New Products Survey Help
Ethical Issues in Building and Maintaining Coalitions -- A 10-Step Decision-Making Model for Choosing between Right and Right

   

Ethical Issues in Building and Maintaining Coalitions -- A 10-Step Decision-Making Model for Choosing between Right and Right1

Carolyn S. Wilken and Katey Walker2

To view/print the fully-formatted version, please click on the Printer Friendly icon at the top right of this page.

Introduction

A coalition is a group of organizations and individuals working together for a common purpose. In effective coalitions, organizations share talents and resources to address the complex issues that frequently occur in human services, education, and other non-profit spheres of activity.

Coalitions may be formed to address a single issue or event -- or they may be ongoing to address long-term and/or complex issues. A coalition is usually formed when individual organizations recognize that each does not have the people power, technical capacity, or other resources to have a real impact on an issue.

The most successful and productive coalitions function under a formal structure with agreement on goals, time lines, and operating procedures.1 In these coalitions members discuss and reach agreement on roles and responsibilities of each member, often writing job descriptions to clarify group expectations as to what members are committing to -- for themselves and their agencies. Coalitions that work together to establish formal agreements demonstrate an appreciation for open communication to prevent and solve problems.

Coalitions and Ethical Dilemmas

Yet, even with formalized agreements, issues arise that force coalition members to make difficult decisions. Often these are ethical issues, which may involve conflicting personal and institutional values -- none of which are wrong, and all are essentially right.

Consider this example...

The Coalition for Stronger Families is choosing a new board member. Current members agree that it is important for the board membership to reflect the diversity of the community.

Two individuals have applied for the position on the board. One, a Haitian woman, has volunteered many hours for the coalition. The second applicant is a well-respected banker who has been very successful in garnering donations for other organizations where he is a board member. Money for the coalition is very tight, and without significant donations, they will have to reduce services to families.2

Values and Ethics

Ethics refers to standards of conduct that indicate how people ought to behave, based on values and principles about what is right. Ethics deals with the ability to distinguish right from wrong and the commitment to do what is right.

Values and ethics are not the same. Ethics is concerned with how a person should behave, in contrast to values, which concern the beliefs and attitudes that determine how a person actually behaves.

Individuals and organizations hold both ethical and non-ethical values. Ethical values are values, which relate directly to beliefs about what is right and proper. Ethical conduct generates a climate of trust that in turn promotes success of the coalition.3

Ethical Dilemmas: Choosing between two 'rights'

An ethical dilemma occurs when there is a conflict between core ethical values, between "right and right." There is no one clear-cut ethical choice.

Turfism, or the desire to protect ones organization or 'self,' may first appear to be an ethical conflict. It is important to clearly evaluate the conflict to determine if it is a true ethical conflict, or if it is a case of turfism. Disagreements over the selection of projects for funding or choosing members to serve on a board of directors may reflect turfism rather than an underlying ethical dilemma. Using the 10-Steps to Ethical Decision-Making described later in this publication will help coalitions identify the actual issues.

Resolving Ethical Dilemmas

Resolving ethical dilemmas often requires a structured procedure to ensure that all participants have an opportunity to provide input. Using a structured process puts a public face on the decision-making process as the dilemma is resolved in open, guided discussions. Ideally, coalition participants who practice this process before they are faced with an actual right-vs-right dilemma are better prepared to calmly and fairly address emotionally charged issues.

The Josephson Model4

Various models exist for guiding ethical leadership and decision-making. The Josephson Model uses the Six Pillars of Ethical Values.

Six Pillars of Ethical Values4

Respect

Responsibility

Trustworthiness

Caring

Fairness

Civic Virtue

Josephson's group defines each of the Six Pillars by identifying characteristics of each.

Respect

Civility

Courtesy

Decency

Dignity

Autonomy

Tolerance

Acceptance

Responsibility

Accountability

Pursuit of excellence

Self-restraint

Trustworthiness

Honesty

Truthfulness

Sincerity

Candor

Caring

Appreciation of other

Self after others

Love for people and humanity

Fairness

Process

Impartiality

Equity

Civic virtue

Community membership

Do more than fair share

Community ownership

These six core ethical values or principles provide a guiding framework -- which is especially helpful in developing and maintaining coalitions that value diversity. Josephsons group has found that these values have common meaning for individuals or groups who differ in age, gender, family status, ethnicity, educational background, work experience, or many other characteristics.4 When coalition members understand what factors (personal vs. organizational benefit, long-term vs. short-term time frames, loyalty to ones own group) impact one anothers decision-making, it is easier to address ethical questions.1

10-Step Decision-Making Model

This 10-step exercise helps to clarify the groups needs and values as they struggle with a case study.4 Using case studies (Appendix A & B) helps participants enhance their skills in identifying and resolving common ethical dilemmas.

This exercise requires active participation by all members. To begin, identify small groups and choose someone to lead the discussion and someone to keep notes on a large flip chart or blackboard so everyone can follow the steps together.

Choosing Right or Right?4

  1. What is the problem or goal?

  2. Who are the stakeholders?

  3. What are the options or choices?

  4. What are the potential consequences of each option?

  5. Is there a right vs. wrong situation to address?

  6. Is there an ethical dilemma (right vs. right) to resolve?

  7. Is yes, what is it? Which values or principles are involved?

  8. How will you rank them?

  9. What will you decide?

  10. Why?

The following section describes a workshop designed to guide coalitions through the decision-making process.

Right vs Right

Directions for a Small Group Activity3

Before the meeting

At the meeting

  1. Ask participants to read the case study and choose 'roles.'

  2. Have participants arrange their core values Character Cards in order of personal priority.

  3. Then instruct participants to proceed through the 10-step decision-making process. This will involve considerable discussion and negotiation within the group.

  4. Have participants re-evaluate their core values Character Cards based on compromises they made in the discussion. How did personal and group values differ? What was given up?

  5. Allow 20-30 minutes for the group to complete the 10-Step Decision-Making Model. Call the group back together for sharing.

  6. Ask each group to report. Ask about the differences between personal and group core values. Summarize the discussion and lead the group to contemplate how this exercise may help as they face the real issues in the future.

References

1Wilken, C., Tremethick, M., Walker, K., & Meier, P. (1999). Community coalitions: Foundations for success in health promotion for older adults. Journal of Family and Consumer Sciences, 91(4), 83-87.

2Walker, K., Phillips, M., Kahl, D. Leads curriculum notebook. Retrieved August 9, 2003. Available: http://www.oznet.ksu.edu/library/misc2/s137.pdf

3Wilken, C. & Walker, K. (2003). Ethical issues in building and maintaining coalitions. Choosing between right and right. [Abstract]. Proceedings of 2003 Annual Leadership Diversity in the New Millennium. Orlando FL.

4Josephson Institute on Ethics Retrieved August 11, 2003. Available at http://www.josephsoninstitute.org/

Appendix A

Ethical Case Study #1

Chris is the leader of a neighborhood group of young teenagers. Several youth want to attend summer camp, but do not have enough money. One parent, Gene, has led the group fundraising, but has not been very successful. Another parent, Kelly, calls and is excited to tell you (Chris) that a local business has agreed to sponsor the costs of five kids. They want the kids to come to the business for a day so they can get to know them. Because they make pizza, you know that the kids will be excited about visiting the business and about being sponsored by this company. You remember that the business was recently fined for hiring kids too young for employment.

Is there an ethical dilemma? If so, what is it?

Should the money and the sponsorship be accepted? Why?

Characters

Chris, leader of the group

Gene, parent and fund-raising leader

Kelly, parent

Suzie, youth teenager

Tom, youth teenager

Adapted by Dr. Katey Walker from materials developed by the Family Community Leadership program Enhancing Ethical Leadership, initially developed by Donna Rae Sheffert and Marge Hamersley, University of Minnesota, and the author at a workshop held by the Josephson Institute, Marina Del Rey, CA, 1993.

Appendix B

Ethical Case Study #2

The Board of Directors of "Leadership Training for Our Town" needs to select a new board member. They have two applications -- one from a single Latino woman who has volunteered extensively for the organization and one from a white male who has a track record of being the best fund-raiser in town. The Board is predominantly white male and has no representation from any other minority population groups in town. They have struggled with fund-raising and would like to get on firmer footing. Because of their by-laws they cannot add a new seat to the Board until their annual meeting which is almost a year away.

Is there an ethical dilemma? If so, what is it?

Who should be chosen? Why?

Characters

Robert, white male businessman and board chair

Jennifer, a female physician and board member

Eugene, an elderly minister and 20-year board member

Adapted by Dr. Katey Walker from materials developed by the Family Community Leadership program Enhancing Ethical Leadership, initially developed by Donna Rae Sheffert and Marge Hamersley, University of Minnesota, and the author at a workshop held by the Josephson Institute, Marina Del Rey, CA, 1993.

Appendix C

Ethical Decision-Making Process

  1. What is the problem or goal?

  2. Who are the stakeholders?

  3. What are the options/choices?

  4. What are the potential consequences of each action?

  5. Is there a right vs wrong situation to address?

  6. If yes, what is it? Which values or principles are involved?

  7. Is there an ethical dilemma (right vs right) to resolve?

  8. How will you rank them?

  9. What will you decide?

  10. Why?

Adapted by Dr. Katey Walker from materials developed by the Family Community Leadership program Enhancing Ethical Leadership, initially developed by Donna Rae Sheffert and Marge Hamersley, University of Minnesota, and the author at a workshop held by the Josephson Institute, Marina Del Rey, CA, 1993.

Appendix D

Please see page 10 of the pdf version of this publication for a printable version of the Josephson's Six Pillars of Character cards.

Footnotes

1. This document is FCS9203, one of a series of publications of the Department of Family, Youth and Community Sciences, Florida Extension Services, University of Florida, UF/IFAS. First published. April 2004. Reviewed by: Sarah Maass, former graduate assistant, Department of Family, Youth and Community Sciences, UF/IFAS; and Susan Jakes, Ph.D. and Lisa Shannon, Ph.D., Family and Consumer Sciences, North Carolina State University. Please visit the EDIS Web site at http://edis.ifas.ufl.edu

2. Carolyn S. Wilken, Ph.D., MPH, associate professor, Family Life, Department of Family, Youth and Community Sciences, Florida Extension Services, University of Florida, UF/IFAS, Gainesville, FL 32611; and Katey Walker, Ph.D., professor emeritus, Kansas State University. Portions of this document were adapted from materials developed by the Family Community Leadership program Enhancing Ethical Leadership, initially developed by Donna Rae Sheffert and Marge Hamersley, University of Minnesota, and the author at a workshop held by the Josephson Institute, Marina Del Rey, CA, 1993.

The Institute of Food and Agricultural Sciences (IFAS) is an Equal Opportunity Institution authorized to provide research, educational information and other services only to individuals and institutions that function with non-discrimination with respect to race, creed, color, religion, age, disability, sex, sexual orientation, marital status, national origin, political opinions or affiliations. For more information on obtaining other extension publications, contact your county Cooperative Extension service.

U.S. Department of Agriculture, Cooperative Extension Service, University of Florida, IFAS, Florida A. & M. University Cooperative Extension Program, and Boards of County Commissioners Cooperating. Larry Arrington, Dean.


Copyright Information

This document is copyrighted by the University of Florida, Institute of Food and Agricultural Sciences (UF/IFAS) for the people of the State of Florida. UF/IFAS retains all rights under all conventions, but permits free reproduction by all agents and offices of the Cooperative Extension Service and the people of the State of Florida. Permission is granted to others to use these materials in part or in full for educational purposes, provided that full credit is given to the UF/IFAS, citing the publication, its source, and date of publication.