Flowchart

Newman and Brown, "Ethical Decision-making Flowchart"

award Notable for permitting regression, for considering time constraints, for providing several stop/go points, and for scrutinizing the decision-making process itself

SOURCE FOR THE PROCEDURE

indentNewman, Dianna L. and Robert D. Brown. "A Framework for Making Ethical Decisions." Applied Ethics for Program Evaluation. Thousand Oaks: Sage, 1996: 91-120. Actual flowcharts are included in the book.

THE PROCEDURE ITSELF

Disclaimer
  1. Level 1: Intuition
    1. Do I respond to my intuitive (immediate, pre-reflective) concerns?
    2. What do my colleagues think?
    3. Do I have time for further analysis?
      • Can you restructure the situation to provide more time to consider your concerns and the dilemma?
      • Do you believe that you could make a right decision if only you had more time?
    4. Decision 1: Stop, or pursue concern analysis?
  2. Level 2: Rules
    1. Examine various rules, standards or codes.
    2. Do the rules, standards or codes contain a parallel to your situation?
      • Decision 2: If no, stop, or go on to Level 3?
      • Decision 3: If yes, stop, go to Level 3, or take action (Level 5)?
  3. Level 3: Principles and theory
    1. What is the relevance of each principle (autonomy, nonmaleficence, beneficence, justice, fidelity)?
      • Autonomy: Are any participant's rights affected?
      • Nonmaleficence: What undue harm is likely to come to participants?
      • Beneficence: What good can come to participants?
      • Justice: What issues are related to fairness?
      • Fidelity: What contractual arrangements have been made?
    2. If the principles conflict, how might they be balanced?
    3. How do the criteria (consequences, duty, rights, social justice, and ethics of care) apply?
      • In addition to harm (already considered), what are the possible consequences to relationships among the stakeholders?
      • Are there special obligations or duties involved?
      • Are anyone's rights affected?
      • Is social justice being served?
      • What is unique about the context that may affect the consequences?
    4. Decision 4: To stop, consider values (Level 4), or take action (Level 5)?
  4. Level 4: Personal values
    1. How do my personal values, visions, and beliefs affect my thinking?
    2. What kind of person do I want to be?
    3. Decision 5: To stop, or take action (Level 5)?
  5. Level 5: Action
    1. How much stress is involved for you and for others?
      • Am I uncomfortable?
      • Why do I have this feeling?
    2. What are the risks to me?
    3. What are the risks to others?
    4. What do my colleagues think?
    5. What is my plan of action?
    6. How will the organization react to this plan?
    7. What cultural perspectives are important to consider?
    8. Decision 6: To stop, or implement an action plan?
    9. Has my action resolved the issue?
    10. Decision 7: Has the plan worked, or must I start again?
  6. Level 6: Process improvement
    1. Applicability: Do the steps of this procedure work for real-world problems?
    2. Clarity: Are the steps and decision points sufficiently clear to avoid confusion?
    3. Consistency: Are the steps internally consistent?
    4. Ordering: Are the steps and decision points in the correct order?
    5. Coverage: Are there any significant omissions on serious ethical issues?
    6. Acceptability: Should the decision points be accepted as ethically prescriptive?

WALT'S CHECKLIST

The same checklist was applied to all procedures.
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