Ethical Dilemmas in Workplaces

Lesson Overview

Year Level: Year 13
Subject: English
Unit: Workplace Ethics Exploration (Lesson 2 of 5)
Curriculum Area: English – Level 8 (Aligned with The New Zealand Curriculum)
Key Competencies: Thinking, Relating to Others, Participating and Contributing

Lesson Aim

Students will identify and analyse ethical dilemmas in workplace settings through case studies. They will critically engage with ethical conflicts and articulate reasoned responses to real-world scenarios.

Lesson Breakdown – 60 Minutes

1. Introduction & Recap (10 minutes)

• Teacher-led discussion: Recap previous lesson on workplace ethics. Ask students:
  • What ethical values are important in a workplace?
  • Can you think of any workplace situations where people might face ethical challenges?
• Quick Think-Pair-Share: Students briefly discuss ethical values with a partner and share one insight with the class.

2. Group Case Study Investigation (20 minutes)

• Case studies distributed: Each group of five students is given a fictional but realistic New Zealand workplace scenario with an ethical dilemma.

  • Case Study 1: A retail worker sees their manager intentionally short-changing an elderly customer.
  • Case Study 2: A construction site worker witnesses a co-worker bypassing safety regulations.
  • Case Study 3: A junior employee at a corporate firm is asked to slightly manipulate financial figures for a report.
  • Case Study 4: A barista overhears a colleague making racially insensitive comments to another team member.
  • Case Study 5: An intern is asked to cover for their absent supervisor by logging in under their password—against company policy.

• Task Instructions: Each group examines their scenario and answers:

  1. What ethical issue is presented?
  2. Who might be affected?
  3. How should the individual involved respond?
  4. What are possible consequences of different actions?

3. Ethical Perspective Mapping Activity – ‘Four Corners’ (15 minutes)

• Setup: Teacher labels classroom corners with signs:

  • Strongly Agree
  • Agree
  • Disagree
  • Strongly Disagree

• Activity: The teacher reads a statement derived from the case studies. Students physically move to the corner that best represents their stance.

• Example Statements:

  • “A workplace’s rules should always be followed, no matter the situation.”
  • “Reporting a colleague’s bad behaviour is more harmful than helpful.”
  • “Loyalty to the company comes before personal ethics.”

• Discussion: In each corner, students justify their stances with supporting arguments, using examples from their case studies.

4. Creative Reflection & Exit Ticket (15 minutes)

• Individual Writing Task: Students write a journal entry from the perspective of a worker in one of the presented ethical dilemmas. They must:

  • Describe their internal conflict.
  • Reflect on how their personal values influence their decision.
  • Predict the possible outcomes of their choice.

• Exit Ticket: On a sticky note, students write one "golden rule" for workplace ethics and place it on the class ethics board.

Assessment & Homework

• Formative Assessment: Teacher circulates during discussions, noting student participation and reasoning.
• Homework Task: Research a real-world workplace ethics scandal in New Zealand. Summarise the case and discuss how it could have been handled differently.

Teacher Reflection

• What ethical concepts were well understood?
• Did students engage critically with multiple perspectives?
• Which areas might need reinforcement in Lesson 3?

By grounding ethics discussions in relatable, real-world challenges, students develop critical thinking and reasoning skills, linking their learning to future employment situations.