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Part B – Application of GVV Framework
In this group task you will work with the same group memberS. This task requires your group to consider an ethical dilemma that emerges at a workplace of your choosing. This workplace may be based on one of the companies analysed in Assessment 2 – Part A, another workplace or company with which you are familiar or a fictional workplace developed by your group. As a group, you are required to:
1. Write a fictional scenario that describes the emergence an ethical/moral dilemma for stakeholders in a workplace of your choosing;
2. Develop a script in which the central character in this scenario applies the Giving Voice to Values framework to the give voice to his/her values;
3. Present your script to the class as a role play.
1. Scenario Development
Develop a fictional scenario that outlines the emergence of an ethical dilemma in a workplace of your choosing. This scenario should be written as a narrative piece of writing, similar in format and style to the GVV/Babson scenarios. Your scenario should describe a possible workplace situation that illustrates the emergence of this dilemma as a values conflict for one or more people. It should introduce the key stakeholders & characters, the key facts and the background information that has led to this issue.
Please discuss your scenario/workplace/ethical dilemma with your lecturer to ensure it is suitable for this task before you proceed with the development of your script.
PLEASE NOTE: The scenario and script are not the same thing. The scenario introduces the key people, background and outlines the ethical dilemma. The scenario ends with the ethical dilemma – that is, the central character identifies the dilemma but is not sure on what to do about it. The script starts with the ethical dilemma, demonstrates how the central character applies the GVV framework to address the ethical dilemma to achieve a more ethical outcome for the stakeholders.

2. Script Development
Your group is required to develop a script in which the central character in your scenario applies the Giving Voice to Values framework in response to the values conflict or ethical dilemma identified in your scenario. Your script should include evidence that you have addressed the following questions:
• What is the ethical dilemma/values conflict presented in your scenario?
• Who are the stakeholders and what is at stake for the key parties (including those who disagree with you)?
• What are the main arguments you are trying to counter? That is, what are the reasons and rationalizations you need to address?
• What levers/arguments could you use to counter the reasons and rationalisations, to influence those with whom you disagree?
• What is your most powerful and persuasive response to the reasons and rationalizations you need to address? To whom should the arguments be made? When and in what context?
3. Script Presentation to Class
Your group then needs to present this script to the class as a group role play. The presentation of the script should be clear and enable the audience to engage with the issues. All group members must be meaningfully included. Creativity and expression is encouraged.
Script Presentation to Class – 25 marks (7-10 min. in length)
Due date – 23RD OF JANUARY
The group will discuss and debrief their scenario to clarify and gain class feedback.
Groups are then required to nominate one group member to upload both the group’s Scenario and Script as a Word doc or PDF (with the FedUni Business School – Assignment Coversheet attached) via the relevant Turnitin submission links on the course Moodle page.
Please ensure that the names and student I.D. numbers of each group member is listed on the Assignment Coversheet.
It is a requirement of this task that students commit to working collaboratively together to develop the three components of this task, with an equal and even contribution from each group member. If, for whatever reasons, a student is unable to provide the required commitment and/or contribution to their group’s progress and completion of this task, the Lecturer may revise the composition of the group. This action may be taken at the discretion of the Lecturer, but should be taken prior to the presentation of the Role Play and submission of the written components of the task.
Marking Guide
Group Group members
Criteria Grade
Development of scenario – 25 marks
1. Provides the reader with a clear description of the workplace, the main characters and stakeholders, the key facts and background information relevant to the ethical dilemma. 10
2. Clearly identifies the ethical dilemma and values conflict that has emerged for the central character. 5
3. Clearly identifies the stakeholders and discusses what is at stake for them. 5
4. Written as a narrative (similar in style to the Babson scenarios), which uses clear English expression, spelling and grammar. 5
Total for Scenario /25
Script for role play – 50 marks
1. Clearly identifies and addresses the ethical dilemma/values conflict raised in the scenario. 10
2. Identifies reasons and rationalizations that might be used to justify the questionable business action/practice/issue at the center of the ethical dilemma. 10
3. The central character is able to effectively give voice to their values by effectively using GVV ‘levers’ to present powerful and persuasive responses to counter the reasons and rationalizations. 10
4. Demonstrates the most appropriate and most effective use of GVV’s ‘say what, to whom, when and how’ approach. i.e. speaks to the appropriate stakeholders, using a respectful and considered strategic approach, and provides thoughtful (and helpful) suggestions etc. 10
5. Achieves a realistic outcome that demonstrates a nuanced understanding of interpersonal and professional communication and relationships, which avoids false dichotomies, ultimatums, stand-offs and contrived resolutions. 10
Total for Script /50
Script presentation – 25 marks
1. Script dialogue was presented as a role play, which went beyond simply reading the script. The script dialogue was delivered in an interesting and engaging way, which challenged the audience to engage thoughtfully with the issues presented. 10
2. The delivery of the dialogue between the stakeholders reflected a suitable style and tone for the context of the scenes being presented, with the appropriate use of interpersonal communication, expression and non-verbal communication, to present realistic workplace relationships and communications. 5
3. All group members were included and provided meaningful contributions to the role play. All performers could be easily seen and heard by the audience and were able to respond effectively to questions from the audience. 5
4. Effective use of time, props and creativity. 5
Total – Role play presentation /25
TOTAL – Assessment 2 Part B /100

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