Ethical Competences in adult education Latvian experience Alexander Gamaleyev Aleksejs Milovskis Rig

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Ethical Competences in adult educationLatvian
experienceAlexander GamaleyevAleksejs
MilovskisRiga Managers School

• Grundtvig Partnership Ethics Competence as
  Educational Component in Adult Education
• Partner meeting
• 28 -30.10.2009

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RIGA MANAGERS SCHOOL

• Consulting and training organization
• Operating from 1990
• Departments
• RMS-consulting
• RMS-recruitment
• RMS-forum
• RMS-development

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• RMS-consulting
• seminars
• workshops
• corporate organization development
• programmes
• consulting projects

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• RMS-recruitment
• provides complete recruitment procedure including
  search, selection and assessment of personnel
• operates in Latvia, Estonia, Lithuania, Ukraine,
  Russia as well as 15 Central and Western European
  countries through EuroRecruit international
  network

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RMS-forum

• professional conference organiser
• undertaking the whole organisation process
  starting with the development of the idea till
  its complete implementation
• RMS-development
• EU and local project development and
  implementation, business partner search,
  franchising projects

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Project target groups

• Secondary education level
• Vocational education level
• Higher educational level
• Adult educational level

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The education system in Latvia

• Pre-school education (ISCED level 0)
• Basic education (ISCED level 1 and 2)
• Secondary Education (ISCED level 3)
• Post-secondary non-tertiary vocational education
  (ISCED level 4)
• Tertiary Education (ISCED level 4-5) 
• Postgraduate education (ISCED level 6)
• Adult education
• Lifelong Learning system

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The elements of ethics are included in following
subjects

• Ethics
• Professional ethics
• Philosophy
• Theosophy
• Astrology
• Theology
• Personal development trainings based on different
  personality theories
• Communication trainings
• Selling skills
• Human ecology
• Socially responsible business
• Business etiquette
• Environmental protection

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Lifelong learning

• Lifelong learning - also known as LLL, is the
  "lifelong, life wide, voluntary, and
  self-motivated pursuit of knowledge for either
  personal or professional reasons. As such, it not
  only enhances social inclusion, active
  citizenship and personal development, but also
  competitiveness and employability
• European Union has defined the concept Lifelong
  Learning as
• Encompassing all purposeful learning
  activities, whether formal or informal,
  undertaken on an ongoing basis with the aim of
  improving knowledge, skills and competence
• Active employment and preventive measures for
  decreasing unemployment contribution in
  promotion of LLL
• Program Basic statements of Lifelong learning
  politics 2007 2013 for implementation in 2008
  2010
• (Confirmed by the Cabinet of Ministers on
  May 9, 2008 )

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Ethics - standard subject of secondary education
level

• Regulations No. 544 issued by the Cabinet of
  Ministers on August 7, 2007
• Objective and tasks of the subject
• Objective of the subject is to facilitate
  evolution of moral individuality who with the
  responsibility build his/her family,
  interrelations and Latvia, actively taking part
  in democratic and open social life, enabling
  students to develop as individuals who are ready
  for cooperation and dialog, who respect social
  cultural heritage and human basis.

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Ethics - standard subject of secondary education
level

• Example of program of subject Ethics
• Morals, ethical values, principles and standards
  (20 from total number of lessons)
• Moral choice (12 )
• Moral action and ethical styles of life (18)
• Morality and society (20)
• Moral problems in world of today (30 )

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Better Business Ethics in Latvia

• Many perceive Latvia as country with a high level
  of corruption and a lack of corporate governance.
  For that reason Stockholm School of Economics
  Riga, along with the Latvian business community
  represented by the Latvian Chamber of Commerce
  and Industry, launched project. Better Business
  Ethics in Latvia
• The basic idea of the project was to discuss
  various ethical issues, with the aim of having a
  draft of a Latvian Code of Conduct for Business
  Ethics. The project was completed in 2005.

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Academic honesty and professional ethics
Conference of University of Latvia (October 23,
2009)

• Themes Development of education in ethical
  environment
• Understanding of academic honesty and ethics in
  process of studies
• Opinion of society about ethical education
• Professional ethics in non-juridical
  professions
• Challenge of Latvian higher education for
  development of ethical environment

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Ethics as the science and practice

• One of Ethics subject structure variants
• Ethics can be described as a science about
  morality in general, about its origination,
  specific character, development conformity to
  natural laws, its place in social and private
  life. Ethics is a philosophic theory about proper
  life and activity.
• Ethics of principles based on stated
  principles, who usually are moral laws
• Sphere, business ethics good manners in
  business communication
• Life art ethics its a knowledge to life, be
  free, enabling others freedom

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Code of Ethics

• Latvian Information System Cluster
• Ethics Code For Latvian Judges
• Adopted in the Conference of Judges of the
  Republic of Latvia on April 20, 1995
• Latvian Association of Professional Psychologists
• Latvian Union of Journalists
• ABB compliance and business ethics
• The Code of Ethics of the Latvian sworn advocates

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Code of ethics for members of Parliament (Saeima)

• In practice, what is normally called a Code
  should be separated as follows
• Ethics Code that part of the Code that lays
  down the general expectations and standards of
  the organisation its Principles or Statement of
  Values.
• Code of Conduct this part of a Code translates
  the statement of values into components that
  specify what any person subject to the code can
  and cannot do in order.. The components can
  cover, for example, a statement/values relating
  to promoting the public reputation of the Saeima
  by requiring that members not being drunk, not
  taking drugs, not making certain types of
  speeches. Acting in the public interest might
  cover the requirements on the registration and
  disclosure of any interests that could reasonably
  be assumed to conflict with a public office.
• Sanctions for Breaking a Code the punishments
  available to the organisation for breaches of the
  Code of Conduct (but not the Code of Ethics).
• Procedures governing (1) how the Code is
  implemented, through training, registration and
  disclosure and (2) who may complain of a breach
  and in what format. What are the inquiry
  processes and how are decisions made, enforced
  and reviewed.

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Basic principles of corporate code of ethics
Example of newspaper Diena

• Aim of the Code of ethics is to create business
  practice that is based on basic principles of
  ethics and helps staff to find answers to
  questions connected with different dilemmas of
  ethics.
• In Code included ethic principles and standards
  are binding to staff in their attitude towards
  work, interconnections, as well as in relations
  with public authorities and NGOs and business
  partners.
• Base values of company honesty and justice,
  responsibility, frankness, loyalty,
  professionalism, respect, receptiveness, kindness
  and enthusiasm.

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Competence

• The most common Competence definitions in
  scientific literature
• Competence is a standardized requirement for an
  individual to properly perform a specific job. It
  encompasses a combination of knowledge, skills
  and behavior utilized to improve performance.
  More generally, competence is the state or
  quality of being adequately or well qualified,
  having the ability to perform a specific role.
• Competence of organization method, who is used
  for definition of knowledge, skills, acquirements
  and behavior model definition, that are necessary
  for successful work of organization

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Ethical competence

• To be ethically competent means having an
  ability in sufficient measure that one can
  perform at an acceptable standard to avoid the
  worst of the consequences.
• Ethical competence is closely associated with
  the concept of emotional competence, which
  determines how well we handle ourselves and each
  other.
• We need to set a standard of ethical competence
  that leads to practices that would raise the
  level of ethical behavior at every level.

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Demands of 21st century

• The requirements for success are changing
• No longer is it sufficient merely to generate a
  healthy financial bottom line
• We are being challenged to justify our success in
  terms of how well we support one another and how
  we care for the natural world on which all life
  depends
• The 21st century is governed by a new watchword
  interdependence
• In this environment the old has become new again.
• The ethical rules of the past acquire a new and
  urgent prominence in the present
• We are challenged as individuals, organizations
  and society to become ethically competent

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The Ethical Competence Framework

• The Ethical Competence Framework provides a way
  to do this.
• It builds on the concept of the Emotional
  Competence Framework presented by Goleman in
  Working with Emotional Intelligence (New York
  Bantam Books, 1998).
• The Ethical Competence Framework incorporates
  three dimensions of competence, beginning with
  the personal and moving through social competence
  to global competence.

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Ethical Competence Framework By Desmond
Bergholder

• Personal competence - How we maintain our
  personal commitment to an ethical life
• Foundation - How we are grounded in thought and
  action
• Action - How we act in support of our
  foundational beliefs and values
• Social competence - How we handle relationships
• Empathy - How we strive to understand and
  appreciate the worth of others
• Social skills - How we act skillfully to induce
  desirable, ethically grounded responses in others
• Global competence - How we see the Earth and all
  life on it as a web of delicate connections
  requiring stewardship for sustainability
• Connections - How we act as part of a complex
  interconnected whole
• Future Orientation - How we act as responsible
  citizens in creating the future

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• Development of Business Personality
• Blended Learning Approach

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The core of business success is personality

• Especially today because of
• highly increased turbulence of business
• highly increased mobility of workforce
• highly increased career flexibility
• Development of business personality - after the
  example of training programme Business Standard
• Business Standard aroused from training and
  consulting experience

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• What do employers expect from employees?
• Not only professionalism but also personal
  adequacy
• which means ability and willingness both to
  proact
• and react adequately to various situations at
  work
• which means
• skills of universal successful employee

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PERSONAL ADEQUACY

• Ability to create and keep working frame
• Initiative and enterprise, development of
  intrapreneurship
• Ability to choose priorities at work
• Multi-dimensional vision of working situation 4
  positions of perception
• I
• You
• Detached on-looker
• Interests of whole organization
• Responsibility for result the work is done when
  it is done

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PERSONAL ADEQUACY (continued)

• Constructive attitude towards own mistakes,
  analysis of failures
• Tracing own conflict-initiating words and
  expressions and as a result - communication
  without conflicts
• Total Yes, as a skill to listen accept new
  information and to get out of personal
  confrontation
• Ability to keep sober view and efficiency in the
  situation of active hindrances
• Partnership relations win win

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Training programme Business Standard

• Main goal development of personal adequacy
• Key features
• Information live training organization of
  individual work
• Result-oriented development of specific skills
  and improvement of life quality
• We are not machines! Business with a Humane
  Face
• We are not machines, we are more efficient we
  work not only with our mind but also with all our
  heart, soul and body
• Main principles
• Positive attitude
• Constructiveness
• Responsibility

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• BUSINESS STANDARD METHODOLOGY -
• BLENDED LEARNING
• (combination of multiple approaches to learning)
• Big group (20 - 30 participants) 4 courses x 6
  sessions (4 hours each) 96 hours
• Optimum routine of sessions once a week, each
  course takes 1,5 months
• Small groups (8 - 10 participants) parallel
  studies in big group 24 sessions x 3 hours 72
  hours
• One meeting of a small group a week
• 3. Distance special programme of exercises for
  individual training aimed at the development of
  specific personal and business skills

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• 4 COURSES OF BUSINESS STANDARD
• PROFESSIONAL COMMUNICATION A BASIS FOR
  EFFICIENT ACTIVITIES
• HOW TO SET AND REACH GOALS (GOALS, PLANNING,
  TIME-MANAGEMENT)
• MANAGEMENT AND LEADERSHIP TECHNIQUES OF
  SUCCESSFUL INFLUENCE
• EMOTIONS, ENERGY, WILL KEYS TO SUCCESSFUL SELF-
  AND OTHER MANAGEMENT

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• DISTANCE KEY FEATURES
• LIFE MAXIMUM
• CONTRACTS
• REPORTS
• CONTROLLER (INSPECTOR)
• SUPPORT OF SMALL GROUP
• CONTACTS WITH OTHER PARTICIPANTS OF DISTANCE
  USING INTRANET-PLATFORM

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Thank you!

• Alexander Gamaleyev
• Aleksejs Milovskis
• Riga Managers School
• alex.cons_at_rms.lv