Character Education Objective:

• Students will discuss the impact of integrity in decision making and consistency of their beliefs and actions. 

Content Objective:

•  Students will create a way to check decisions against their defined values.

Language Objective:

• Students will share out ideas about how they make decisions when the stakes are high.

Purpose:

Students are constantly confronted with decisions throughout the day. Some will have little to no impact in their life, but others will drastically change the course of their world. There is no real way to tell which decision will matter, so it is important to confront each decision with a plan of action. When it is easier to follow and take the path of least resistance it takes moral courage to do the right thing. But how do students know what the right things is? Once students define their values, it is easier to check decisions against them to determine what the right thing to do is. This lesson will help students with a quick list of things to think about to make sure there is integrity in the decisions they make. 

Lesson 

• Watch “Making Tough Choices with Kid President” (7 mins)
  • https://www.youtube.com/watch?v=gdsCUExLE-Y
• As a large group, use the following discussion prompts: What are impulsive choices?What happens when you don’t do anything when a decision needs to be made? How does following others change how you make decisions?What does it mean to be someone others want to follow? (5 mins)
• The Kid President shares a way to check your decisions against your beliefs.  Instruct the students to get with a partner (this can also be done in a small group lead by an instructor). Ask them to talk with their partner about the following questions:
• What do I care about in my family, school and community?
• What is important to me?
• How do I want others to treat me and my friends/family?
• How do people act in the kind of world where I want to live? Now read the students the following scenario: You are doing a graded assessment in class when you notice your friend peaking over at your paper. You know that your friend has had a hard time understanding the subject and you have been helping her study. You want her to do well, but she is cheating off of your paper. What do you do? Ask the students to discuss the following questions about the scenario with their partner: What would happen if you told the teacher your friend was cheating? What would happen if you did not? Which decision is easier? Which choice would help make the world more like the one where you want to live? What would your choice be? Why? (10 mins)
  • Ask students to share out how they made their decision (5 min)

Conclusion: Sometimes the decision making process is quick and we don’t always have time to make a long, drawn out decision. Quickly checking your decision based on how they fall in line with your beliefs is a helpful tool. You need to take a quick second to think “Is this helping create the kind of world where I want to live?” This will help guide your decision making when it matters the most. (3 min)

Family Connection 

Encourage families to watch “Making Tough Choices with Kid President” https://www.youtube.com/watch?v=gdsCUExLE-Y

Give the following prompts to discuss as a family:

• What are the values in our home?
• What is the type of world our family wants to live in? 
• What happens when our decisions help build that world? What happens when they do not?
• How can our family make sure our decisions and values match?

Learn more about character education.

Character Education Objective:

• Students will discuss the impact of disorganization in their lives and in the lives of those who count on them

Content Objective:

• Students will explore ways to become more organized to help them remain trustworthy and accountable to their commitments

Language Objective:

• Students will share ideas about what it looks, and sounds like to be trustworthy and organized

Purpose:

School is back in session, and students are lining the halls and classrooms in anticipation of another year of learning. The hallways smell of freshly sharpened pencils and glue, and the agendas are sparkling with white space. Soon, calendars will begin to fill up, to-do lists will start to take up more space, and the students and families will become overwhelmed with commitments. Afterall, students are busier today than they have ever been and are struggling with balance. Therefore, this lesson will focus on tips for students to demonstrate trustworthiness through organization. Learning to prioritize and organize are vital to keeping commitments and maintaining a character of trustworthiness.

Lesson 

• Watch video: “Organization for the Chronically Disorganized.”
  • https://youtu.be/ENF8O90oJvM (5 mins)
• Consider the following quote and discussion questions independently, and then with an elbow partner (5 mins)
  • What does this quote teach about the impact of your habits
  • What does this quote say about being trustworthy in your commitments?
  • How does this quote relate to prioritizing and organizing things in your life?

Watch your thoughts; they become words.
Watch your words; they become actions.
Watch your actions; they become habits.
Watch your habits; they become character.
Watch your character; it becomes your destiny.

• Productive Group Work: Students complete a chart paper with ideas for one of the following questions. (5 mins)
  • What are some ideas you have about getting or staying organized this year?
  • What are some ideas you to focus on being more trustworthy in your commitments through organization?

• Gallery Walk (2 mins)
  • Students will put a colored sticker next to an idea that they think will help them to be more trustworthy and organized.

• Reflection Journal (Independent task) (2 mins)
  • Write in planner cover or text to someone who can hold you accountable.
  • I will be trustworthy because I will (Fill in blank with what you will do to be more organized).

Family Connection

• Tech Support
  • Download the COZI App
  • Share calendars to help organize and determine the level of commitments in the household

• Pillar Time
  • Share ways to stay organized and have a weekly meeting to declutter backpacks, and calendars
  • Declutter/Organize a room together\
  • Create a drop zone for backpacks for the school year

• Dinner Discussion
  • What does it mean to be trustworthy in your family?
  • What is one area of your lives / home do you want/need to organize?
  • How do you feel when you are organized?

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Trustworthiness

K-2

• The Empty Pot by Demi
• The Honest-to-Goodness Truth by Patricia McKissack
• Liar, Liar Pants on Fire by Diane deGroat
• A Day’s Work by Eve Bunting

3-5

• Sun and Spoon by Kevin Henkes
• Shiloh by Phyllis Reynolds Naylor
• Ricky Sticky Fingers by Julia Cook
• Winners Take All by Fred Bowen

Respect

K-2

• Molly’s Pilgrim by Barbara Cohen
• Through Grandpa’s Eyes by Patricia MacLachlan
• The Bicycle Man by Allen Say
• The Giving Tree by Shel Silverstein

3-5

• Roll of Thunder, Hear My Cry by Mildred Taylor
• Dear Mr. Henshaw by Beverly Cleary
• Number the Stars by Lois Lowry
• The Invisible Boy by Trudy Ludwig

Responsibility

K-2

• Alexander and the Terrible, Horrible, No Good, Very Bad Day by Judith Viorst
• Lilly’s Purple Plastic Purse by Kevin Henkes
• The Lorax by Dr. Seuss
• The Paperboy by Dav Pilkey

3-5

• Seedfolk by Paul Fleischman
• Rocky Road by Rose Kent
• Ms. Bixby’s Last Day by John David Anderson
• See You In the Cosmos by Jack Cheng

Fairness

K-2

• The Day the Crayons Quit by Drew Dawalt
• New Shoes by Susan Lynn Meyer
• One Grain of Rice by Demi
• Rainbow Fish by Marcus Pfister

3-5

• Breaking Through by Francisco Jimenez
• Elijah of Buxton by Christopher Curtis
• Baseball Saved Us by Kevin Mochizuki
• Separate Is Never Equal by Duncan Tonatiuh

Caring

K-2

• A Sick Day for Amos McGee by Philip CV.
• Stead I Walk with Vanessa by Kerascoët
• Kindness is Cooler, Mrs. Ruler by Margery Cuyler
• The Three Questions by Jon J. Muth

3-5

• The One and Only Ivan by Katherine Applegate
• Stone Fox by John Reynolds Gardiner
• Charlotte’s Web by E.B. White
• Wonder by R.J. Palacio

Citizenship

K-2

• Last Stop on Market Street by Matt de la Pena
• Lailah’s Lunchbox by Reem Faruqi
• Ordinary Mary’s Extraordinary Deed by Emily Pearson
• Is There Really a Human Race? by Jamie Lee Curtis

3-5

• Four Feet, Two Sandals by Karen Lynn Williams
• Henry’s Freedom Box by Ellen Levine
• When We Were Alone by David A. Robertson
• What’s the Big Deal About Freedom by Ruby Shamir

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Chop Wood, Carry Water: How to Fall in Love With the Process of Becoming Great by Joshua Medcalf
Medcalf, and his sometimes-writing partner Jamie Gilbert, have written several simple books about self-development, transformational leadership, goal achievement, and other topics. The books are short, the chapters shorter, and their arguments easy to process and learn. High school and many middle school students would be able to take something away from this book.

The Hard Hat and The Energy Bus by Jon Gordon
Jon Gordon is the author of many books that provide simple lessons in leadership or personal development. Each book is formatted as a parable. His stories are short, exceptionally simple, and the lessons clear and evident. High school and many middle school students could read and appreciate these books. The Hard Hat and The Energy Bus were the most highly recommended of his work.

The Happiness Advantage: How a Positive Brain Fuels Success in Work and Life by Shawn Achor
Most of us live by the formula, “if I work hard, I will be successful, and if I’m successful, theyn I will be happy.” In The Happiness Advantage, Achor argues that this formula backward; happiness fuels success, not the other way around. Achor writes that when we are positive our brains are more creative, engaged, and productive, which ultimately leads to success. He provides several strategies that can help train our brains to look for the positive in our lives and enjoy a happiness advantage. This is a very easy read and could be enjoyed by students and adults alike.

Smart and Good High Schools: Integrating Excellence and Ethics for Success in School, Work, and Beyond by Matt Davidson and Thomas Lickona
Based on a significant research initiative and report, Smart and Good High Schools not only reveals the data from the study, but illustrates the best practices used by schools to teach and practice character with high school students. This book is intended for educators, and would probably not be meaningful to most students. A free digital copy of the book can be found at: https://www2.cortland.edu/centers/character/high-schools/SnGReport.pdf

Mindset: The New Psychology of Success by Carol S. Dweck
One of the most widely read cited books of the last decade, Dweck’s Mindset argues that everyone has either a fixed mindset or a growth mindset. A fixed mindset is one in which you view your talents and abilities as unchanging. On the other hand, a growth mindset, is one in which you believe that you can grow and improve. The good news, is that mindsets can be changed. This book is a scholarly work, but approachable and readable. Select high school students may enjoy the book.

Grit: The Power of Passion and Perseverance by Angela Duckworth
According to Duckwork, grit is the demonstration of passion and perseverance towards a long-term goal, and her research argues that one’s grit is an important predictor of success, more so than talent, IQ, and other indicators. Duckworth is a professor and researcher, but her book, like Mindset, is not a difficult read. Select high school students may enjoy the book.

Drive: The Surprising Truth About What Motivates Us by Daniel Pink
In his book, Drive, Daniel Pink argues that much of what we believe about motivation is wrong. The carrot-and-stick approach used by many schools, businesses, and individuals is, Pink argues, is flawed for the 21st century. Instead, real motivation comes from:

*Autonomy—the desire to direct our own lives
*Mastery—the urge to get better and better at something that matters *Purpose—the yearning to do what we do in the service of something larger than ourselves

This book is primarily written for those in leadership in positions: teachers, coaches, managers, parents, etc. This may not be the best book for students.

InSideOut Coaching: How Sports Can Transform Lives by Joe Ehrmann
Joe Ehrmann’s book provides a persuasive argument for the power of transformational coaching. Ehrmann is a former football coach and NFL player, and thus his writing sometimes focuses on males (his work focuses on developing boys into men). However, the principles of transformational coaching can be applied to students of either gender. Like Drive, InSideOut Coaching is written for those in leadership positions and may not be as meaningful to students.

Learn more about character education.

Whether it is at the dinner table or in the car, you can use these questions to talk to your kids about character.

• Is there harm in a little lie? Here’s one way to decide. If upon learning of the lie, would the person lied to thank you for caring or feel betrayed or manipulated?

• Are there things that if everyone did it, would it be a bad thing? What if everyone used bad manners? What if no one treated others with respect.

• Does everything we do make a difference? What we say and what we do starts a chain reaction that affects the lives of others. Even choosing not to choose is a choice.

• Can you think of a time when you thought something wasn’t fair? Could a compromise have helped the situation?

• Can you take back hurtful words? Give an example of trying to put toothpaste back into the tube.

• How do you think our community or school could be better? What can you do to help?

Check out our Parent’s Guide to Teaching Good Character for more tips.

Learn more about character education.

Learn more about character education.

Character Education Objective: Provide students with an Integrity in Action Checklist, which serves as a decision-making model.  Students have the opportunity to practice utilizing the checklist on relatable, hypothetical scenarios.

Core Alignment:

HS – Demonstrate leadership skills, integrity, ethical behavior, and social responsibility while collaborating to achieve common goals.

MS – Essential Concept and/or Skill: Demonstrate leadership, integrity, ethical behavior, and social responsibility in all environments.

Lesson:

Optional Activity – Integrity Ball (Need small object that can easily be thrown or caught)

Directions

1. Have students get in groups of 8-15 (10 is ideal) and stand in a circle (about a foot apart)
   1. Space can be a complication in this activity.  It is ok if there are desks and tables in the middle of the circle.  Also, you can adjust the group size as needed to accommodate for space limitations.
2. Each group gets an object to throw around the group
3. The ball is tossed around the group using the following rules:
   • No one can speak or make a sound of any kind
   • No one is allowed to move except to throw or catch the ball
   • No one may make a bad throw or catch
   • Each individual interprets these rules as they see fit.  If you feel you break one of these rules, you must step back from the circle and sit down.
   • No one can decide for anyone else if a rule is broken, even if you think someone should be out.
4. After playing one round (approx. 3 minutes or until only one person is still standing) tell students to think about how their classmates played the game.  Did they interpret the rules the same way you interpreted the rules? Are you going to adjust the way you play the game in round two?
5. Play a second round with the same rules.
6. Ask students to raise their hands if they feel like they followed the rules.  Then ask students to raise their hand if they feel like there was someone in their group who did NOT follow the rules.  Typically, everyone thinks THEY followed the rules, and everyone thinks that SOMEONE ELSE did not follow the rules.  Ask students how that could happen?
7. Ask students if they played the second round differently than the first round.  Did anyone think to themselves, “well if I had known I could get away with that…?”

Process the Activity – You can’t have a little bit of integrity; you either have it or you don’t.  When you are looking to others to see what you can get away with, that’s a time when you need to ask yourself some questions to make sure you are making the right choice, not just the easy choice.

Start Here if Not Using Optional Activity

We all make hundreds of decisions each day.  Sometimes determining the right choice is easy, but on occasion we have to make a decision where the right choice either isn’t as clear, or is otherwise difficult to make.  Ask students to share an example of a difficult decision they have made.

In these moments, we sometimes look around to see what others are doing and what we can get away with, like in the Integrity Ball game.  A better idea is to have a strategy that helps us make the right decision. The tool we use to help us make hard decisions is call the Character in Action Checklist:  Six Pillars.  

The Character in Action Checklist:  Six Pillars consists of nine questions that when applied to a difficult decision can help us determine the right choice to maintain our integrity and trustworthiness. Practice applying the questions to the hypothetical situations below.

(Facilitator Note:  Sometimes you must play Devil’s Advocate to help students practice using the checklist.  For example, most students know that if someone gives them incorrect change, they should give the change back.   Thus, a follow-up question is sometimes in order, “Does anyone know a person who might not give the change back?  What would they say to justify their decision?  Does that justification pass the checklist questions?)

Hypothetical

1. Jimmy is at a special matinee movie where the tickets are $6.00 each.  He gives the box office cashier a ten-dollar bill.  The cashier is very busy and gives Jimmy $14 in change (she thinks Jimmy gave her a twenty-dollar bill).  What should Jimmy do?
2. Your best friend Ashley is failing her Language Arts class.  If she doesn’t do very wellon the final test, she may have to go to summer school and miss a vacation trip that you had planned together. A week before the final test, another student, Calvin, offers her a stolen copy of the final test.  Ashley isn’t sure what to do and asks you.  What do you tell her?

• Samantha tells you that she was in a loud argument with Jessica at school on Friday and got a three-day in-school suspension.  If Samantha tells her folks about the suspension, she’ll be grounded over the weekend and will miss the big school dance.  If she doesn’t tell her folks, they’ll get a letter from school on Monday.  Samantha was going to the dance with you and asks what she should do.  What do you tell her?

• Your math teacher allows you to grade your own paper.  If you give yourself credit for an answer that should be marked wrong, you will get a higher final grade in the class.  Would you?

Parent Connection:

Encourage parents to watch this short video with their kids.

After watching the video, parents and students should write three commitment cards to one another. Parents keep the cards of their children, and kids keep the cards of their parents.  When the promise is filled, the card is returned.  (Note: you can order promise cards from Because I Said Would if desired, but it is not necessary.  Any notecard will suffice).

Learn more about character education.

Character Education Objective: 
Teach students the impact of the truth in relationship and provide a checklist around integrity as a decision making model for difficult situations while building those relationships.  

Core Alignment:

K-2: Essential Concept and/or Skill: Learn leadership skills and demonstrate integrity, ethical behavior, and social responsibility.

3-5: Essential Concept and/or Skill: Practice leadership skills, and demonstrate integrity, ethical behavior, and social responsibility in all activities.

Lesson:

Trust Tower 

Preparation

1. Think of three simple tasks your students can complete with minimal adult supervision and take about one to two minutes to complete.
2. Build a tower on your desk with three blocks and have a few extra blocks available.
3. Have another adult in the classroom prepared to do the tasks with the students. Prepare the second adult by sharing both the tasks and the role of the second adult in the room.

Directions

1. Share with the students that you are going to trust them to complete some tasks. Spend a few minutes talking about what trustworthiness looks and sounds like. 
2. Show them the trust tower you built. You say that trust is built by showing someone over and over again you are trustworthy, like blocks in a tower, getting taller each time you show that trait.
3. Explain to the students that you will give them the instructions for the first task and then close your eyes because you trust that they will complete the task.
4. Give the instructions for the first task and close your eyes. The second adult in the classroom will do the task with the children.
5. Open your eyes and ask if the task was completed. They will say yes and congratulate them on building trust by adding a block to your trust tower.
6. Give the instructions for the second task and close your eyes. The second adult in the classroom will not do the task and be very over the top and dramatic about so the students see.
7. Open your eyes and ask if the task was completed. The second adult should be very loud in saying yes. The students will either call out the adult or the adult may need to confess. If no one calls out the adult for not being truthful then simply question out loud “I wonder if anyone saw that she was not trustworthy?” 
8. Take one block off your trust tower. Tell the students when trust is broken it starts to break down the trust tower and the trust in your relationship with another person.
9. Give the instructions for the third task and close your eyes. Again, the second adult in the classroom will not do the task and this time will also encourage other students to not complete the task.
10. Open your eyes and ask if the task was completed. Again, make sure the second adult very loudly says yes. The students may call out the adult and other students (ignore these, as you do not want to call out individual students in a group) who did not complete the task. If not, the second adult should confess, but not point out any individual students who followed along. 
11. Take another block off the truth tower and focus on the second adult’s lie. Mention that when one person lies, it often shows other they can get away with it. Sometimes the trust tower falls really quickly when we see others lying and getting away with it.
12. Encourage the students to look at the trust tower now and how broken the trust is in the classroom. Ask the question “how do you build trust?”
13. For each answer the students give that show trustworthiness, add a block and talk about the power of the choices they make each day. It’s easy for the tower to break down, but it takes work to build it back up, especially when we watch others around us “get away” with breaking trust.

Character-In-Action Checklist

The right and wrong choice is not always as clear as students think it will be. Share an example where you had to make a hard decision where the choice was not easy.  Ask students to think about how they would figure out the right thing to do when it was a hard decision and ask them to share ideas.

Most likely, they will share ideas like ask an adult or a trusted friend. In these times, we sometimes look around to see what others are doing and what we can get away with, just like with the last task in the Trust Tower.  A better idea is to have a strategy that helps us make the right decision.  The tool we use to help us make hard decisions is call the Character in Action Checklist:  Six Pillars.  (See below)

The Character in Action Checklist:  Six Pillars consists of nine questions that when applied to a difficult decision can help us determine the right choice to maintain our integrity and trustworthiness, especially as we build relationships like the tower.  You may need to spend some time explaining or giving examples, depending on the development level of your students. You may modify to fit appropriately. Practice applying the questions to the hypothetical situations below.

(Facilitator Note:  Sometimes you must play Devil’s Advocate to help students practice using the checklist.  For example, most students know that if someone gives them incorrect change, they should give the change back.   Thus, a follow-up question is sometimes in order, “Does anyone know a person who might not give the change back?  Why do you think they would see that as an ok choice?  Does that reason pass the checklist questions?)

Hypothetical

1. Jimmy is at a grocery store where the candy bars are $1.00 each.  He purchases one and gives the cashier a five-dollar bill. The cashier is very busy and gives Jimmy $9.00 in change (she thinks Jimmy gave her a ten-dollar bill).  What should Jimmy do?
2. You and your best friend Ashley go to a play center. The larger play structure has a sign that says “8 Years and Older Only.” Ashley is still 7 years old but says “who will know?” What do you say to Ashley?
3. Samantha tells you that she did not complete her homework for today and will be grounded by her parents for the missing assignment.  If Samantha tells them about the assignment, she’ll be grounded tonight and she will miss a birthday party.  If she doesn’t tell them tonight, then they’ll get an email in a few days about the missing assignment.  Samantha wants to go to the party and asks what she should do.  What do you tell her?
4. Your class is taking a math test when another teacher shows up at the door. Your teacher’s back is turned and in a deep conversation with this other teacher. Your friend Michael is having a hard time in math and is really trying hard for a better grade. He asks if you can him the answer to question number 6. What do you do?

Parent Connection:

As young children development telling the truth can be a difficult skill and there will be slip ups by all children. It’s important that we celebrate telling the truth.

Encourage families to create a plan at home for encouraging telling the truth. Create a sticker chart, track with marks on a calendar or collect items in a jar for every truth told. Understanding that even when children make a mistake, that if they respond with the truth that it should be praised. The best way to build is a skill is repetitive practice and praise the behavior you want to see around that skill.  Celebrating the successes of truthful moments will help build this crucial character trait.

Learn more about character education.

The Principal’s New Clothes by Stephanie Calmenson

Best for grades: PreK – 3

ISBN-13: 978-0590447782

In this version of the Hans Christian Andersen tale The Emperor’s New Clothes, the vain principal of P.S. 88 is persuaded by two tailors that they will make him an amazing, one-of-a-kind suit that will be visible only to intelligent people who are good at their jobs.

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Too Many Tamales by Gary Soto

Best for grades: K – 2

ISBN-13: 978-0698114128

Christmas Eve started out so perfectly for Maria. Snow had fallen and the streets glittered. Maria’s favorite cousins were coming over and she got to help make the tamales for Christmas dinner. It was almost too good to be true when her mother left the kitchen for a moment and Maria got to try on her beautiful diamond ring . . . This is the story of a treasure thought to be lost in a batch of tamales; of a desperate and funny attempt by Maria and her cousins to eat their way out of trouble; and the warm way a family pulls together to make it a perfect Christmas after all.

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The Berenstain Bears and the Truth by Stan Berenstain

Best for grades: K – 2

ISBN-13: 978-0394856407

Mama knows no cubs are perfect all the time, but she thinks Brother and Sister can usually be trusted to tell the truth, until one lazy day when her favorite lamp is broken. The broken lamp turns into the biggest whopper Brother and Sister have ever told. Will they learn their lesson about telling the truth?

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Ruthie and the (Not So) Teeny Tiny Lie by Laura Rankin

Best for grades: K – 2

ISBN-13: 978-0545075442

Ruthie loves little things — the smaller, the better. When she finds a teeny tiny toy on the school playground, she can hardly believe her luck. There’s just one problem: It belongs to somebody else! Ruthie insists the toy is hers, but deep down, she knows better. How could one little toy turn into such a great big problem?

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A Big Fat Enormous Lie by Marjorie Sharmat

Best for grades: K – 2

ISBN-13: 978-0140547375

An empty cookie jar and a small boy with a problem lead to one big fat enormous lie. In this easy reader by a popular illustrator, the boy’s little lie comes alive in the form of a little monster that grows and grows until the boy finds the only way to make it go away — by telling the truth.

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The True Story of the Three Little Pigs by Jon Scieszka

Best for grades: K – 3

ISBN-13: 978-0140544510

The big bad wolf has spent ten years in pig prison for the destruction of the three little pigs, and he has quite a story to tell that just might prove his innocence! Alexander T. Wolf writes his own account of this infamous meeting, and insists that he was railroaded in the classic fairytale. After all, it was only an innocent sneeze (he had a bad cold), and all he wanted was to borrow a cup of sugar from one of the pigs. Why is he now the bad guy?

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Edward Fudwupper Fibbed Big by Berkeley Breathed

Best for grades: 1 – 4

ISBN-13: 978-0316144254

Fannie Fudwupper’s big brother, Edwurd, spends his time cooking up big fibs full of phooey and letting them rip. But one day, Edwurd tells such a whopping lie that the army, the air force, and the dogcatcher are called to reverse the damage. 

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Mr. Peabody’s Apples by Madonna

Best for grades: 3 – 5

ISBN-13: 978-0439622790

Mr. Peabody is a beloved elementary school teacher and baseball coach in 1949 Happville, USA, who one day finds himself ostracized when rumors spread through the small town. Mr. Peabody silences the gossip with an unforgettable and poignant lesson about how we must choose our words carefully to avoid causing harm to others.

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That Was Then, This Is Now by S. E. Hinton

Best for grades: 9 – 12

ISBN-13: 978-0670697984

When Bryon finds himself falling in love with Cathy, his friendship with Mark begins to change. The two boys had been like brothers. Will their friendship survive the changes that are happening in Bryon’s life?

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If you asked people whether they’d prefer to work for an ethical company, 9 out of 10 people would say “Yes.” If you asked the same folks whether they’d run their organization that way if they were in charge, they’d say “Absolutely!” BUT, what actually happens when they have the chance? Well…that’s a different story.

They tell you it’s one thing to be principled in theory, but it’s another thing in the real world. Worse yet, they tell you they’d be operating at a real disadvantage if they ran their organization that way. What do you think? Does it pay to be ethical?

The fact is, there’s a direct correlation between integrity and results. (That applies to every facet of life.) So where’s the disconnect?

There Are Simply No Shortcuts in the Long Run

When we’re faced with a challenge, our first inclination is to take the easy route to address it. But in doing so, some people discount the impact of those actions in the long term. For example:

From a personalperspective, some people step on others to get ahead, sell their soul to make a buck, take a lot yet only give a little, and make promises with no intention of keeping them.

From a businessperspective, some people stretch the truth to get the sale, push employees past their limit to increase productivity, bully suppliers to win concessions, negotiate with partners to gain the upper hand, and focus on new customers at the expense of existing ones.

It doesn’t matter whether you’re under pressure to perform or trying to look like a superstar, achieving success through unethical behavior is a high price to pay. Of course, some people will tell you, “I’m only doing it this one time,” but we know better. It’s like an addiction that started out innocently and turned into dependence. Many of these folks are in denial — blind to the damage that their unethical behavior is causing them and their organization.

If you think unprincipled behavior won’t come back to bite you one day, you’ve got it wrong! Organizations tainted by unethical behavior experience a higher level of mistrust, selfishness, and disloyalty. In addition, immoral behavior increases stress, irritability, and gamesmanship; people opt for political expediency rather than for doing what is right. It’s no wonder that attracting and retaining exceptional people is more difficult — organizations that demonstrate unprincipled behavior have lousy reputations. Bottom line: Unethical behavior significantly increases the cost of doing business.

It Pays to Be Principled

Real leaders achieve balance between short-term performance and building a better future. They know that instilling a strong culture and promoting ethical core values are instrumental for success. Where do you begin, you ask?Do things for the right reasons and the money will follow. Whatever is in theirbest interest is in yourbest interest.

When you act with honor and integrity at all times, not just when it’s convenient, you’ll differentiate yourself and your organization from those who are looking out only for themselves or who are out to make a quick buck. This isn’t achieved through smoke and mirrors, but rather through honorable behavior that’s exhibited every day.

If you hire exceptional people, train them well, inspire them, and then get out of their way, they will produce outstanding results. If you treat suppliers as members of your own organization, create an environment where everybody wins, and build relationships based on honesty, trust, and respect, they will reward you with commitment and loyalty. If you view customers as long-term assets rather than an immediate sales transaction, and develop policies based on optimizing customer value, they will reward you with increased market share and profits. Last, but not least, giving back to the community not only makes an organization a good global citizen, it’s incredibly good business. It is important to note, however, that if you’re doing these things primarilyto benefit your business, you may be missing the most important prize of all — knowing in your heart that you’re doing the right thing. When you do right by people, the business eventually follows. And those who deceive people ultimately pay the price. It pays to be ethical.

This is an excerpt from Soul Food: Change Your Thinking, Change Your Life by Frank Sonnenberg.

 

Frank Sonnenberg is an award-winning author. He has written seven books and over 300 articles. Frank was recently named one of “America’s Top 100 Thought Leaders” and one of “America’s Most Influential Small Business Experts.” Frank has served on several boards and has consulted to some of the largest and most respected companies in the world.

Additionally, FrankSonnenbergOnline was named among the “Best 21st Century Leadership Blogs”; among the “Top 100 Socially-Shared Leadership Blogs”; and one of the “Best Inspirational Blogs On the Planet.” Frank’s newest book, Soul Food: Change Your Thinking, Change Your Life, was released November 2018 (© 2018 Frank Sonnenberg. All rights reserved.)

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