MS Exploring BUSINESS ETHICS
Exploring Business Ethics provides members with the opportunity to demonstrate knowledge around competencies in business ethics. This competitive event consists of an individual objective test and presentation. It aims to inspire members to learn about the standards for morally right and wrong conduct in business.
Event Overview
Division: Middle School
Event Type: Team of 1, 2, or 3 members
Event Category: Presentation
Event Elements: Objective Test (35-multiple choice questions) and a Presentation (with a Topic)
Objective Test Time: 30 minutes
Presentation Time: 3-minute set-up, 7-minute presentation, 3-minute Question & Answer
NACE Connections: Career & Self-Development, Communication, Critical Thinking, Equity & Inclusion, Leadership, Professionalism, Teamwork, Technology
Equipment Provided by Competitors: Pencil (Objective Test), Technology and presentation items (Presentation)
Equipment Provided by FBLA: Table (Presentation)
The Daniels Fund, in conjunction with a grant provided to MBA Research, is the sponsor of this event. The Daniels Fund Ethics Initiative provides principles-based ethics education to students and focuses on practical, real-world application of ethical principles as a basis for decision-making. Click HERE to learn about the Daniels Fund ethical principles.
Objective Test Competencies
· Business Law
· Communication Skills
· Emotional Intelligence
· Professional Development
Note: There is no test composition available for this event.
State
Eligibility
· FBLA membership dues are paid by 11:59 pm Eastern Time on December 1 of the current school year.
· Members may compete in an event at the State Leadership Conference (SLC) more than once if they have not previously placed in the top ten of that event at the National Leadership Conference (NLC). If a member places in the top ten of an event at NLC, they are no longer eligible to compete in that event.
· Members must be registered for the SLC and pay the state conference registration fee in order to participate in competitive events.
· Members must stay in an official FBLA hotel in order to compete.
· Each district may be represented by participant(s) based on the Florida FBLA scaled quota system found on the Florida FBLA website.
· Each competitor can only compete in one individual/team event and one chapter event (Annual Activities, Community Service Project).
· Only competitors are allowed to plan, research, and set up their presentation.
· Each competitor must compete in all parts of an event for award eligibility.
· All members of a team must consist of individuals from the same chapter.
· Each section of the event must be completed by the same individuals. Competitors must participate in each level to be eligible for an award.
· If competitors are late for an objective test, they may be disqualified or permitted to begin late with no extension of the time as scheduled.
· If competitors are late for a presentation time, they may be disqualified or placed later in the schedule. The decision is solely up to the judges.
· Participants must adhere to the Florida FBLA dress code established by the Florida Board of Directors or they will not be permitted to participate in the competitive event.
Recognition
· The number of competitors will determine the number of winners. The maximum number of winners for each competitive event is 5.
Event Administration
· This event has two parts: Objective Test and Final Presentation based on a topic
· Objective Test
o The objective test is administered at the SLC.
o No reference or study materials may be brought to the testing site.
o No calculators may be brought into the testing site; calculators will be provided.
o Competitors on a team must test individually, starting within minutes of each other. Individual test scores will be averaged for a team score.
· Final Presentation Information
o Equipment Set-up Time: 3 minutes
o Presentation Time: 7 minutes (one-minute warning)
o Question & Answer Time: 3 minutes
o Internet Access: Not provided
o The five highest scoring teams will move to the final presentation round.
o Competitors must research the topic and be prepared to present their findings and solutions. The presentation must address why the ethical issues happened, how it should be resolved, and what could have prevented it.
o Competitors present directly from a laptop/device. Screens and projectors are not allowed for use, and competitors are not allowed to bring their own. Power will not be available.
o Competitors can present with and bring any of the following technology into the presentation as long as it fits on a small table or is held by the competitors:
§ Laptop
§ Tablet
§ Mobile phone
§ External monitor that is approximately the size of a laptop monitor
o Timing: The presentation time is exclusive to the allotted times. Once the set-up time has been reached, the presentation time automatically begins. The presentation time shall not exceed the stated time, meaning that the set-up and Q&A time cannot be used as presentation time.
o Materials, visual aids, and samples related to the project may be used during the presentation; however, no items may be left with the judges or audience.
o When the equipment set-up time has elapsed, the timer will automatically start the presentation time.
o If performing as a team, all team members are expected to actively participate in the presentation.
o Facts and data must be cited and secured from quality sources.
o Restricted Items: Animals (except authorized service animals), Food (for display only; may not be consumed by judges during the presentation), Links and QR codes (for display only; cannot be clicked or scanned by judges before, during, or after the presentation
o Preparation for and presentation of the entry must be conducted by chapter members.
Scoring
· Team members will test individually, and team scores will be averaged.
· The objective test scores will be used to determine the 5 finalists.
· Winners will be determined by the final presentation scores.
· Ties are broken by the objective test score.
· All decisions of the judges are final.
Americans with Disabilities Act (ADA)
· FBLA meets the criteria specified in the Americans with Disabilities Act for all competitors with accommodations submitted through the conference registration system by the registration deadline.
Recording of Presentations
· No unauthorized audio or video recording devices will be allowed in any competitive event.
· Competitors in the events should be aware FBLA reserves the right to record any presentation for use in study or training materials.
Electronics
· All electronic devices such as cell phones, headphones, and watches of any type must not be brought to the testing stie.
Penalty Points
· Competitors may be disqualified if they violate the Competitive Event Guidelines or the Honor Code.
National
Be sure to see National guidelines at https://www.fbla.org/divisions/fbla-middle-level/competitive-events/
Objective Test Study Guide: Competencies and Tasks
Sample test questions are provided in the year-long Ethical Leadership course guide from MBA Research’s online store at www.mbaresearch.org.
A. Business Law
1. Comply with the spirit and intent of laws and regulations.
B. Communication Skills
1. Demonstrate active listening skills.
C. Emotional Intelligence
1. Describe the nature of emotional intelligence.
2. Recognize and overcome personal biases and stereotypes.
3. Assess personal strengths and weaknesses.
4. Assess personal behavior and values.
5. Demonstrate honesty and integrity.
6. Demonstrate responsible behavior.
7. Demonstrate fairness.
8. Assess risks of personal decisions.
9. Take responsibility for decisions and actions.
10. Build trust in relationships.
11. Describe the nature of ethics.
12. Explain reasons for ethical dilemmas.
13. Recognize and respond to ethical dilemmas.
14. Explain the use of feedback for personal growth.
15. Show empathy for others.
16. Exhibit cultural sensitivity.
17. Explain the nature of effective communications.
18. Foster open, honest communication.
19. Participate as a team member.
20. Explain the concept of leadership.
21. Explain the nature of ethical leadership.
22. Model ethical behavior.
23. Determine personal vision.
24. Inspire others.
25. Develop an achievement orientation.
26. Enlist others in working toward a shared vision.
27. Treat others with dignity and respect.
28. Foster positive working relationships.
29. Assess long-term value and impact of actions on others.
D. Professional Development
1. Follow rules of conduct.
2. Make decisions.
3. Demonstrate problem-solving skills.
2024-25 Topic: Honesty and Integrity in School and Business—Why it Matters
Background Information
In 2022, FTX, one of the biggest cryptocurrency exchanges in the world, declared bankruptcy after extensive financial mismanagement and dishonesty were discovered throughout the company. FTX had been hiding billions of dollars in liabilities from the public and allowed sister companies to borrow nearly unlimited funds in customer deposits. FTX’s customers lost billions, and the worldwide crypto market collapsed.
At the center of what became one of the biggest financial scandals in American history was the young, talented inner circle of FTX executives who went from rising stars to fraudsters. FTX founder Sam Bankman-Fried—who was 30 years old at the time of the scandal and once dubbed the “crypto king”— was sentenced to 25 years in prison. FTX’s former chief executive officer (age 28), chief technology officer (29), and director of engineering (27) all pleaded guilty to fraud as well.
As extreme as they were, the actions of these prodigious professionals present a learning opportunity for younger generations entering the workforce. Young professionals need more than just technical skills in the workplace. They need a strong ethical framework to help them distinguish right from wrong and make difficult decisions. Without it, they run the risk of making the same mistakes as the once-promising leadership at FTX. Not every employee can defraud millions like them, but any employee can demonstrate dishonesty, greed, or a lack of integrity if they don’t uphold their own ethical principles.
But what are ethics? Ethics are the basic principles that govern your behavior. Although people often have different views on what ethics exactly means, following ethical principles means one’s ethical beliefs remain unchanged no matter the circumstances, including—and especially—in professional settings like the workplace. Ethical principles can guide any employee through dilemmas with coworkers, superiors, and customers. Examples of ethical principles include honesty and integrity (adhering to a set of personal ethics).
And the need for greater integrity in the workplace has never been more relevant. According to a 2024 study from ethics education firm LRN, Gen Z employees are 2.5 times more likely than any other generation to agree that it’s OK to break the rules to get the job done. In addition, 22% of Gen Zers admit to violating their company’s code of conduct in the past year, a far higher number than Millennials, Gen Xers, or Baby Boomers.
What explains these statistics? Do Gen Zers inherently struggle to be as ethical as previous generations? Or does Gen Z’s ethical culture simply differ from those of their predecessors? Whether the answer is one or the other—or both—does not change the underlying need for young professionals to develop a strong understanding of ethics in the workplace.
This development does not begin the first day on the job; it starts years before, in the classroom and at home. Every day, young adults encounter many situations in which they can demonstrate ethical principles such as integrity and honesty. They may not realize it in the moment, but these everyday actions can have a profound impact on their life and future.
Middle School Scenario
Valerie works for Longcloth Avenue—a small, high-end clothing store—as a marketing specialist. Valerie’s boss has asked her to take on a special assignment: developing the customer testimonials section of the company’s annual report. This section will showcase how the company is loved by its customers. It is an important assignment, especially because this is Valerie’s first job out of college, so her manager gives her three weeks to complete her section of the report.
However, the weeks go by, and Valerie still hasn’t started the report. She has been busy with other projects. Plus, she always started her school projects at the last minute and got good grades, so she figures this work will be similar.
But then Valerie realizes the report’s deadline is only a few days away. To make matters worse, her manager wants to check in with her today to discuss her progress on the report section.
Valerie must now decide what to do next. One option is to tell her manager that the report is going well and will be submitted on time. This means Valerie will need to rush and likely submit a report that isn’t very good.
The other option is to admit that she procrastinated on her assignment. In response, her manager would likely ask others in the department to help, which will throw off their schedules and disrupt other work. Plus, this course of action would damage the trust between them.
What do you think Valerie should do?
Suggested Questions to Cover During the Event
· What is the ethical issue in this scenario?
· Who are the people that might be impacted by Valerie’s actions?
· Should Valerie hide her procrastination, admit her mistake, or do something else entirely? Why?
· How might Valerie’s opportunities at the company be impacted by her actions in this scenario?
· Would this scenario be different if Valerie had not been working on other projects? Why or why not?