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INDEX
Essence, Determinants and Consequences of Ethics in - Human Actions; Dimensions of Ethics ......................................... 3

Ethics - in Private and Public Relationships. Human Values - Lessons from the Lives and Teachings of Great
Leaders, Reformers and Administrators ..................................................................................................................................................18

Role of Family, S ociety and Educational Institutions in Inculcating Values ...............................................................................37

Attitude - Content, Structure, Function; its Influence and Relation with Thought and Behaviour, Moral and Political
Attitudes; Social Influence and Persuasion. ............................................................................................................................................45

Aptitude and Foundational Values for Civil Service ............................................................................................................................63

Emotional intelligence .....................................................................................................................................................................................76

Contributions of moral thinkers and philosophers from India and World ................................................................................85

Ethical Concerns and Dilemmas in Government and Private Institutions; Laws, Rules, Regulations and Conscience
as Sources of Ethical Guidance .................................................................................................................................................................. 108

Accountability and Ethical Governance; Strengthening of Ethical and Moral Values in Governance ........................... 120

Ethical Issues in International Relations and Funding; & Corporate Governance ............................................................... 128

Concept of Public Service; Philosophical Basis of Governance and Probity; Information Sharing and Transparency
in Government, Right to Information, Codes of Ethics, Codes of Conduct ................................................................................ 138

Citizen’s Charters, Work Culture, Quality of Service Delivery, Utilization of Public Funds, Challenges of Corruption.
................................................................................................................................................................................................................................ 152

Case Study.......................................................................................................................................................................................................... 173

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Essence, Determinants and Consequences of Ethics in - Human

Actions; Dimensions of Ethics

1. What is ‘Ethics’? ...............................................................................................................................................................................................4

1.1 Importance of Ethics ...............................................................................................................................................................................4
1.2 Nature of Ethics ........................................................................................................................................................................................5

2. Ethics and Human Interface – The Essence of Ethics...............................................................................................................................5

2.1 Key Terms ..................................................................................................................................................................................................6
2.2 Determi nants of Ethics ...........................................................................................................................................................................9
2.3 Approaches to Ethics ............................................................................................................................................................................ 11
2.4 Cons equences of Ethics........................................................................................................................................................................ 13
2.5 Dimensions of Ethics ............................................................................................................................................................................ 13
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1. What is ‘Ethics’?

"A man without ethics is a wild beast loose upon this world." - Albert Camus
“In just about every area of society, there’s nothing more important than ethics”- Henry Paulson

● Ethics is a system of moral principles that is concerned with human conduct. It studies the norms or standards of
right and wrong used to judge actions; it studies what is morally right or wrong, just or unjust.
● In simple words ethics refers to what is good and the way to get it, and what is bad and how to avoid it
● The term ‘ethics’ is derived from the Greek word ‘ethikos’ which can mean custom, habit, character or disposition.
● The change in human behavior and action due to application of ethical principles helps us to build a humane society
where everyone can live in peace and harmony.
● Every society has tried to codify the principles of good or acceptable conduct many times in the past.

1.1 Importance of Ethics

● Provides Moral Map: Ethics provides us with a moral map, a framework that we can use to find our way through difficult
issues.
● Help to resolve moral issues: Ethics does provide good tools for thinking about moral issues. It doesn't always show the
right answer to moral problems, but it can eliminate confusion and clarify the issues. After that it's up to each individual to
come to their own conclusions.
● Ensures individual as well as social good: Ethics is an attempt to guide human conduct and it is also an attempt to help
man in leading a good life by applying moral principles. It aims at individual good as well as social good, the good of
mankind as a whole.
● Resolves ethical dilemmas: Ethical values such as honesty, trustworthiness, responsibility help guide us along a
pathway to deal more effectively with ethical dilemmas.
● Frees from Bias and prejudices: Application moral principles and ethical values in our life helps to deconstruct the
wrong conceptions, attitude and helps to avoid bias and prejudices.
● Effective Decision making: Ethics guides us to make right, just and inclusive decisions aimed at personal as well as
societal interest.
● Absence of Ethics leads to -
○ Individual Level: Abusing behaviour, domestic violence, casteism, selfishness, cheating behaviour, unemphatic,
bystander apathy etc.
■ Ex – Abusing partner, passing casteist comments, cheating someone etc.
○ Social Level: Acceptance of corruption, commodification of women, increased materialism, ends surpass
means, Drug addiction, violence, communalism, gender crimes, disrespect towards women, elders and disabled
etc.
■ Ex – Stalking and following girls, social boycotts etc
○ Political Level: Criminalisation of politics and politicization of criminals, power abuse, power concentration,
defections, instability to government, violence, communalism, use of money and muscle power, abuse of
constitution etc
■ Ex – Campaigning on communal agenda, bribing voters, using goondas to create ruckus in rallies or
rioting etc.
○ Bureaucratic level: Corruption, Nepotism, trust deficit, punishment postings, red tapism, poor decisions,
personal gain, favouritism, conflict of interest, abuse of power, neglect of public welfare, poor implementation of
schemes and welfare programmes etc.
■ Ex - asking a bribe from a rule breaker or bribing traffic police instead of paying a penalty.
○ International Level: Ceasefire violation, encroachment at border areas, cross-border terrorism, drug trafficking,
human trafficking, organised crime, safe tax havens, protectionism, Vaccine nationalism, nuclearization, conflict -
war, erodes legitimacy of international institutions etc.
■ Ex – Illegal occupation of Palestine territories by Israel, Pakistan’s support to separatist in Jammu
Kashmir etc
○ Environmental Level: Illegal deforestation, encroachment of natural water bodies, animal torcher, illegal mining
and depletion of natural resources, wildlife crime etc.
■ Ex- draining industrial waste into river or any other water bodies, tree cutting for the money, illegally
poaching and trading threatened species etc
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1.2 Nature of Ethics

● Ethics exists in all human societies: Ethics arises in the course of the evolution of social, intelligent, long -lived
mammals who possess the capacity to recognize each other and to remember the past behavior of others.
● Exclusively for human beings: Ethics relates to the behaviour of individuals and groups. The ethical norms do not apply
to the behaviour of animals, birds, and insects. Only human beings have the capacity to guide and regulate their
behaviour.
● Ethics standards differ from society to society: What is considered ethical behaviour in one society might be
considered unethical in another.
○ For example: abortion is a taboo in most of the Islamic countries. But it is fully ethical in many other countries.
Further ethics changes with time, situation, understanding, experience etc.
● Ethical principles are universal in nature: These prescribe obligations and virtues for everybody in a society. Ethics is
important not only in business and politics but in every human endeavour.
● Ethics is a science: Ethics is science as it aims at systematic knowledge. As a science it deals with systematic
explanation of rightness or wrongness in the light of the highest Good of man.
● Ethics is a normative science: Unlike positive science, ethics deals with values. It evaluates standards or norms by
which we can judge human action to be right or wrong.
● Ethics is not a practical science: Unlike practical science which is a means for the realization of an end or ideals, Ethics
only guides us to achieve a specific goal. It tries to see what the ultimate goal of life is and how this goal can be reached

2. Ethics and Human Interface – The Essence of Ethics

● Essence is the intrinsic nature or indispensable quality of something which determines its character.
● It implies the core or the substantive portion, the most important quality of a thing. Essence of ethics lies in the
requirement of common ethical principles to ensure peace, harmony and stability in society.
● It can be best reflected in values of accountability, empathy, honesty, integrity, probity, compassion etc.
● The most basic need for ethics lies in the fact that we do not automatically know what will benefit our lives, and what will
be detrimental.
● We constantly face choices that affect the length and quality of our lives.
● To the extent that we default on deliberation, we are at the mercy of social and emotional factors that may be far from
optimal.
● Ethics is about the choices that we make - or fail to make. We are aware of our conscious thoughts and of our ability to
make informed, intelligent choices - that is what we call free will.
● We are aware that the choices that we make have consequences, both for ourselves and for others.
● We are aware of the responsibility that we have for our actions. But, we do not have reliable inherent knowledge or
instincts that will automatically promote our survival and flourishing. We may have an inherent emotional desire to
survive and avoid pain, but we do not have innate knowledge about how to achieve those objectives.
● A rational, non-contradictory ethic can help us make better choices regarding our lives as well as social well -being. The
choices which individuals make may become fossilized over a period of time into beliefs and value systems of a society.
● Legal system of a country greatly depends upon these values and beliefs. Eg: Surrogacy law.
● Ethics or Moral philosophy contemplates what is wrong or right.
● As a discipline, it has three branches – Meta-ethics, Normative ethics and Applied ethics.

Essence of Ethics in Human Actions:

● Essence of ethics in human actions refers to the influence of ethical values in human conduct.
● What kind of conduct a person follows reflects in his actions. Either he wants to follow good ones which will make him a
good human being or he wants to follow the bad ones that will cause only harm to him as well as to society.
● But standards alone don’t ensure ethical behaviour which requires a robust culture of integrity.
● The crux of ethical behaviour does not lie only in standards, but in their adoption in action and in sanctions against their
violations.
● Deciding between good and bad is not easy. Our course of action decides which is good and bad. Because good is not
always pleasurable but bad always attracts us which is by nature an easy thing to do.
● Examples:
○ Habituating to smoking is easy but to quit smoking is hard.
○ By smoking, we get pleasure but quitting smoking requires self -determination.
○ Therefore, our course of action decides our Ethical conduct.
○ The underlying principles to decide whether it is ethical or not are decided by factors like larger public good,
conservation and sustainable development.
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2.1 Key Terms

● The terms beliefs, norms, values, morality, ethics and principles have been used interchangeably many times but
there are subtle differences.
● A human being thrives on what he/she believes in. A community goes by what they think is acceptable.
● A society acts based on how they are expected to act. These are called, respectively, beliefs, norms and values.

2.1.1 Beliefs
● Beliefs are the ideas, viewpoints and attitudes of a particular group or a society. They consist of fables, myths,
folklore, traditions, and superstition.
● They can also be true and verifiable facts, history or legends. Beliefs lay the foundation of a cultural group, but they are
often invisible to the group that holds them.
● They are important because they give us hope. A human being thrives on what he/she believes in. However, beliefs can
be challenged. Peripheral beliefs can also be changed.
● Two people might have different beliefs about a phenomenon – as simple as a glass being half empty or half full, to
complex theological questions such as how did earth or life come to being?
● Beliefs evoke emotions, but not-necessarily actions.

2.1.2 Values
● Values denote preference – for good or bad. Values are important and lasting beliefs or ideas within an individual about
what is good or bad and desirable or undesirable.
● Values are gathered through external environment, family, as well as experiences.
● They are expressed generally in terms of ‘should’. Through belief in Ramayana, one can come to value beliefs such as
respect to elders, honesty, integrity, etc. One can also assign negative values to acts such as kidnapping and insulting.
We make judgments about how desirable or undesirable a thing is.
● Values thus act as guiding principles to move ahead. It has a major influence on a person's behavior and attitude.

2.1.3 Norms
● Norms are social expectations that guide behavior i.e. socially acceptable ways of behavior are called norms.
● Norms are generally informal guidelines of a particular group or community about right or wrong social behavior. They
are a form of collective expectations of community’s members from each other.
● Norms are a form of social control or social pressure on individuals to conform, induce uniformity and check deviant
behavior.
● They are expressed through social customs, folkways or mores. Norms provide order in a society. For e.g. in a
traditional society, it is a norm that a son must obey his father’s command and fulfill his wishes.
● Non-conforming to norms attracts punishment. Punishment may be in the form of being looked down upon, derision,
scolding, boycott, imposing penance, etc.
● Laws are a later stage of evolution of norms, where the society has codified the terms of expected and unexpected
behavior from its members.
● Those who are deviant are tried in a court of law and punished accordingly. It is important to note that for an individual,
norms are imposed externally whereas beliefs and values are internal.
● Norms are a specific guide to behavior whereas values provide indirect guidance only.

2.1.4 Principles
● Values, beliefs, and morality vary from individual to individual. Ethics may also differ in different communities and culture s.
● However, Principles are rules or laws that are universal in nature.
● Principles are about universal truths and standards such as fairness, truthfulness, equality, justice etc.

2.1.5 Morals
● Morals are beliefs of an individual or a group as to what is right or wrong, acceptable or unacceptable. While they do
prescribe what the right conduct is, morality is ultimately a personal compass, a personal choice.
● Jainism has its five principles Truth (Satya), Non-Violence (Ahimsa), Non-stealing (Asteya), Celibacy (Brhamacharya) and
Non-attachment (aparigraha)) that act as moral guides for people following Jainism.
○ However, it ultimately is the individual choice of which morals they actually follow or use to judge rightness or
wrongness of an action.
● Hence, morals are the principles of right behavior which we use to judge the goodness or badness of human character.
● They are the prevailing standards of behavior that enable people to live cooperatively in groups.
● Most people tend to act morally and follow societal guidelines. Those who are indifferent to right or wrong are called
amoral, while those who do evil acts are called immoral.
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● Morals may change over time. Historically, religion has been an important source of morals. With new knowledge, a
person’s morals may change. For example, homosexuality - an act still considered unnatural and hence, immoral, is
gaining more acceptance throughout the world.
● Some morals transcend time and cultures. For example, selfishness is considered immoral, whereas loyalty and telling the
truth are considered as moral.
● Note that since morals are generally an individual choice, they lack objectivity. As such, morals do not guarantee
consistent action. Actual behavior or a person may deviate from his/her morals.
○ Objective here means consistency in action. There can be different choices in different contexts – a person
may consider cheating as immoral but may cheat in an exam given the opportunity.
● Hence morals are those beliefs which are considered right but are not necessarily reproduced in action. What is morally
correct may not be objectively correct.
Ethics Morals Values

● Ethics are standards of ● Morals are principles of right and ● Values can be defined as qualities
human conduct that wrong held by an individual. Unlike that are instrumental to us.
society adopts for itself. ethics, morals are standards of ● They are benchmarks or standards
● Ethics are a set of dos behaviour pertaining to an on which the desirability of an action
and don’ts that govern individual and not social conduct. can be measured.
human conduct in a ● Morals arise from personal ● Values act as an internal compass
social setting. experience, character, conscience which help a person evaluate
and so on. different choices of conduct and
● For instance, Homosexuality might behaviour.
be moral from an individual’s ● E.g. honesty, integrity, empathy,
perspective. But it might be courage, dedication, compassion
unethical from a society’s point of etc.
view.

2.1.6 Ethics
● Ethics describes enquiry, investigation, analysis and application of moral principles and dilemmas.
● Ethics can refer to a personal belief system (same as morals), or rules of conduct, or study of moral philosophy (as an
academic exercise). It provides a framework for understanding and interpreting right and wrong in a group or a society.
● Ethics (understood as Moral Philosophy) is concerned with questions of how people ought to act, and the search for a
definition of right conduct and the good life. Here, ethics involves systematizing, defending, and recommending concepts
of right and wrong behavior.
● There may be different approaches to arriving at the right conduct i.e. ethical behavior. However, all these
approaches are reasoned frameworks. Major approaches are virtue based, duty based and utility based.
● In a practical sense, ethics refers to rules concerning upright behavior. Many organizations have rules concerning the
standards of behavior expected of their employees.
○ For example, a hospital may require that doctors prescribe the treatment which balances the requirement,
effectiveness and cost to the patient. There is no legal requirement, but it ought to be the way in which a doctor
acts.
○ Medical profession requires that doctors must respect the autonomy of the patients.
○ A financial company may require that investment details of its clients should not be revealed by its employees.
● The ‘codes of ethics’ are there because a person’s own morals may be silent on these aspects. These codes thus act as
guides for right conduct.
● Since Ethics come from external sources, they tend to be consistent and objective. They require the person to act in
specific ways. Digression from these standards is considered unethical and may be informally disapproved or censured.
Truthfulness, honesty, integrity, respect, fairness are examples of ethical principles.

2.1.6.1 Ethics and Morality

● Ethics and morality seem to carry the same meaning and they are generally used interchangeably. However, some
philosophers make a distinction between the two.
● Ethics differs from morals and morality in that ethics denotes the theory of right action and the greater good, while
morals indicate their practice at the individual level.
● Ethics is the science of morals. Morals are the practice of ethics.
○ Eg: Consider science. Science is not there in nature in a systematized form. It has to be derived based on
observations and practice. Once scientific study has been done and results arrived at, they are subjected to tests
in the real world.
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○ Once it gets established, it is prescribed as the correct way to go about doing things such as construction of a
multistory building based on principles of physics.
● Ethics is where one studies about moral principles. Morals are the practice of this knowledge. Ethics thus are rules which
govern the conduct of all the members of a group (such as doctors, lawyers, policemen, cultural group or society).
● Morals are those standards which the individual sets up for himself/herself. Both ethics and morals may be
embodied in conduct rules, which may have the force of law.
● Otherwise, morality means individual propositions and is subjective by nature as it varies from person to person while
ethics are collective propositions of society and thus are more objective compared to morality.
○ The difference clearly comes out in the classic case of a defense lawyer. A lawyer may consider murder to be a
reprehensible act, deserving severe punishment. But a defense attorney has to be unbiased and her professional
ethics require her to defend the client to the best of her abilities, even if she knows that the client is guilty.
○ Everyone, even a terrorist, deserves a fair trial in a court of law, not a kangaroo court or mob justice.
● An individual’s morals can be informed by the broader rules of ethics. Believing that theft is wrong may stem from
the ethical principle of respect for the private property of others.
○ Eg: A civil servant is involved in two different illegal acts. Taking bribes for doing his/her duty is a crime under
Prevention of Corruption Act. It is also a violation of civil service ethics. On the other hand, being involved in a
relationship outside m arriage, which is punishable under Adultery laws, is a moral lapse.
○ Similarly, consider a police officer who indulges in consumption of drugs. Society considers such people to be of
weak morals. Further, it is unethical to be inebriated if one is responsible for maintaining law and order.
○ Moreover, suppressing information from the department about his involvement in such activities will also be a
breach of departmental ethics. Finally, it is also illegal to consume banned substances under the law.

Difference between Ethics and Morals

● Ethics and morals relate to “right” and “wrong” conduct.
● While they are sometimes used interchangeably, they are different: ethics refer to rules provided by an external source,
e.g., codes of conduct in workplaces or principles in religions. Morals refer to an individual’s own principles regarding rig ht
and wrong.

Ethics Morals

Origin Greek word "ethos" meaning "character". Latin word "Mos" meaning "custom".

What are they? The rules of conduct recognized in respect to Principles or habits with respect to right or
a particular class of human actions or a wrong conduct. While morals also prescribe
particular group or culture. dos and don'ts, morality is ultimately a
personal compass of right and wrong

Where do they come from? Social system – External Individual – Internal

Flexibility Ethics are dependent on others for definition. Usually consistent, although can change if
They tend to be consistent within a certain an individual’s beliefs change.
context, but can vary between contexts. For ex - views of homosexuality, cross
Ethics largely stays universal for ex - truth, cousins marriage changes individual to
compassion, non-violence etc individual.

Acceptance Ethics are governed by professional and legal Morality connects with cultural norms.
guidelines within a particular time and place.

2.1.6.2 Ethics and Laws

● Ethics is the reasoned framework in a society about ‘what is the right thing to do?’ Members and groups in a society have
different ways to answer that question.
● However, there ought to be a minimum enforceable standard of behavior in a society. This minimum standard is the
law.
● Law is necessary for a community to be stable so that it can progress in a harmonious way. Law is universally accepted,
recognized and enforced. It is created with the purpose of maintaining social order, peace, justice in the society and to
provide protection to the general public and safeguard their interest.
● It is made after considering ethical principles and moral values.
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● Laws, rules and regulations enacted by an appropriate authority which has the mechanisms to enforce them and punish
those who are in its contravention. Law is an institutionalized rule system established by governments. Ethics are only a
set of guidelines which one should follow.
● When certain ethical principles become accepted widely, they are generally codified into laws. Law is generally narrower
in scope than ethics. There may be many areas where law does not exist or is silent or agnostic about the actions.
● But ethics and morals have a wide scope. They guide the actions in almost all kinds of instances. In fact, different schools
of ethics compete with each other for their universality in application.
● In most of the cases of evolution of a democratic form of governance, it is the ethical standards that have given rise to
laws which the society places upon itself. However, it is not always the case.
○ Eg: The practice of Sati till the 19th century. It was widely believed to be the right way in which a woman should
act. However, with help of reformers, a law was passed to outlaw the practice. Law at that time was in conflict
with ethics. This is an example where the morals of a few guided the law, which has subsequently shaped the
ethics of the society. Now it is no longer considered normal for a woman to burn herself on the husband’s pyre.
○ Section 377 of IPC outlaws homosexuality. When the IPC was enacted, homosexuality was considered as
unnatural, immoral and unethical for society. Hence, there was wide acceptance. Still, the section has
considerable support in Indian society. Hence, it is the case of ethics guiding law.
■ However, as the society progresses, a reasoned framework can inform the debate around Sec. 377,
possibly leading to its abrogation.

Difference between Ethics and Law

Ethics Law

Ethics means the science of a standard human conduct. The law is defined as the systematic body of rules that governs
the whole society and the actions of its individual members.

Ethics comprises guidelines and principles that inform people The law consists of a set of rules and regulations.
about how to live or how to behave in a particular situation.

Ethics are governed by an individual, legal or professional The law is created by the Government, which may be local,
norm, i.e., workplace ethics, environmental ethics and so on. regional, national or international.

It cannot be found in written form. The law is expressed in the constitution in a written form or
statute books.

It is internal It is externally driven

Breach or violation may not result in immediate punishment. The breach of law may result in punishment or penalty, or both

Ethically acceptable can also be acceptable to the law Legally acceptable need not be Ethical

Ethics has no such binding on the people Legally binding

Ethics is the code of conduct that helps a person to decide The objective of the law is to maintain social order and peace
what is right or wrong and how to act. within the nation and protection to all the citizens.

2.2 Determinants of Ethics

● When we talk about the determinants of ethics, we talk about the factors which one considers in that reasoned
framework.
● Those factors inform the way in which an individual acts or takes decisions.
● These factors inform the ways in which society expects its members to behave.
● These ethical principles may be determined by a number of factors such as:

2.2.1 God and Religion

● It advocates universal and ideal ethical standards.
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● Religious textbooks deal with questions of how an individual should behave and how society should be. For e.g. Christian
Morality is one of the important sources of ideal individual behavior in the west.
● The conception of ‘Ram Rajya’ in India is more of an ethical society rather than a governance model.
● Religion based ethics trace the source to God - something is good because God says so, the way to live a good life is to
do what God wants.
● However, one should not identify ethics with religion. Because then ethics would apply only to religious people.
● But ethics applies to the behavior of the atheist as well. Also, the source of religion can scientifically be only traced
back to humans.
● As such, it is dependent upon context, situation and experience and is subject to errors and revision.

2.2.2 Human Conscience and Intuition

● This school believes that what is good is good because it is good. Its goodness or badness does not need any
justification.
● Accordingly, what is good or not can be detected by the intuitive moral sense.
● Basic moral truths are self-evident to a person who directs his/her mind towards moral issues.
● Please note that moral truths according to an intuitionist are not derived from rational arguments or from having a hunch or
a feeling.
● They are simply realized by pondering over moral issues.

Difference between Conscience and Intuition

● Human beings behave according to the knowledge they have and experiences they go through. Our conscious mind is
what actively evaluates a situation and then makes decisions.
● However, our subconscious mind is a repository of all our past experiences and decisions. Although we do not actively
summon our subconscious mind, there are, metaphorically, lightning fast calculations that tell us what to do or what not
to do.
● Intuition is the ability to understand something instinctively, without the need for conscious reasoning. Our
intuition, although seemingly totally random (as it is instinctive), is not always so.
○ For example: One sees a cricket match and sees that Sachin gets out when he smiles. Next time, if the person
sees Sachin smiling while batting, he would probably think that he will get out. This is intuition.
● Although it seems totally random, it is based on our past experiences, observations or simply information given by
others. However, intuition has no moral choice involved. It is merely an expectation of an outcome.
● Conscience is a person's moral sense of right and wrong, viewed as acting as a guide to one's behaviour. It also
flows from our repository of experiences and knowledge. It is often referred to as the inner voice of reason.
○ This inner voice may or may not involve elaborate reasoning but it does concern with judging a situation as
good or bad i.e. a moral choice is involved. Conscience can also be suppressed willingly.
○ A person may choose to do something which his/her conscience opposes because there is some higher
authority or a threat prohibiting the desired action. This leads to a crisis of conscience.

2.2.3 Culture
● The ethical principles of an individual are also influenced by the culture and the country in which she/he is based.
● For example - western culture seems to be individualistic while Indian culture is based on values of universalism and
multiplicity. Even literature, scriptures etc. guide a person's conduct.
○ For example – Vedic literature, Buddhist literature etc.

2.2.4 Society
● In any society, most people accept standards that are, in fact, ethical. However, one should not equate being ethical to
"whatever society accepts" as society can deviate from what is ethical.
● An entire society or its large influential section can become ethically corrupt.
● For example, Nazi Germany or Stalinist Russia imposed on their citizens particular standards of living and tried to
indoctrinate them.
● Caste system in India has continued through millennia because of the approval of influential members of the society.
Further, there are many issues where there is no social consensus.
● Thus, ethics cannot be equated with whatever society accepts.

2.2.5 Family, Teachers and life experiences

● Parents, family and teachers shape the value system of a child. Their behavior, conduct and teachings influence the
direction in which the child steers.
● In fact, affiliations to the same religion, customs and tradition are seen in the same family. However, some also break free
from the beliefs, notions and ideas of their parents and choose their own set of principles according to their own free will.
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● For example – a boy may consider a girl child the same as that of male child even if he and his sister were treated
unequally by their parents.

2.2.6 Law
● The law often incorporates ethical standards to which most citizens subscribe. However, one should not equate
being ethical to following the law. Laws, at times, can deviate from what is ethical.
● For example – slavery laws in the US did not make slavery ethical. On the other hand, laws which banned slavery and
gave equal rights reflect convergence of laws and ethics. Relationship between law and ethics has been detailed above.

2.2.7 Leadership
● The leadership of a society or an organization or nation also helps to determine the conduct of their followers or
admirers is ethical.
● For example – Indian democratic, liberal, secular, tolerant tradition has been the gift of our forefathers and makers of
modern Indian society.
● However, leadership is also prone to unethical practices. It depends on the virtue of the leaders themselves. Thus,
being ethical cannot always be equated to following the leader.

2.2.8 Philosophies
● Various philosophers and thinkers subscribe to different sets of ethics.
● For example – for a consequentialist, ethics in action is determined by its outcome while for a deontologist, it
depends on the nature of the act itself.
● Thus, ethical values of an individual will depend upon the philosophy to which it was closer to in formative years.

2.2.9 Constitution
● The Constitution of various countries also is a way to establish the moral disposition of their society.
● For example – equality, accountability, democratic values are reflected in some countries' constitutions and autocratic,
high-handedness, and inferiority, non-participative values are reflected in the framework of other countries.
2.2.10 Place
● It refers to the external environment which includes family, school, etc.
● For example, as kids we were told by our parents and teachers not to steal things. As we grow up we tend to carry such
knowledge and apply it to the real world.
● Similarly, the workplace teaches us ethics of teamwork, punctuality, responsibility, etc.

2.2.11 Time
● Different individuals, societies and cultures have different sets of moral codes at different times.
● It was once considered ethical to own a slave. But today such a practice is unethical.

2.2.12 End purpose

● To give donation to a poor person is good but if such donation is to lure a poor person to do something for you, then it
becomes immoral.

2.3 Approaches to Ethics

● Every day we come across several ethical and moral dilemmas in our daily life. Dealing with these moral issues is often
perplexing.
○ How should we think through an ethical issue?
○ What questions should we ask?
○ What factors should we consider?
● Therefore, to solve an ethical dilemma the first step in analyzing moral issues is to get the facts.
● But having the facts is not enough. Facts by themselves only tell us what is; they do not tell us what ought to be.
● In addition to getting the facts, resolving an ethical issue also requires an appeal to values.
● Philosophers have developed five different approaches to values to deal with moral issues. They are:
○ Utilitarian approach
○ Rights approach
○ Justice approach
○ Common good approach
○ Virtue approach
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2.3.1 Utilitarian Approach

“The ethical action is the one that provides the greatest good for the greatest number.”

● Utilitarianism was conceived in the 19th century by Jeremy Bentham and John Stuart Mill to help legislators
determine which laws were morally best.
● Both Bentham and Mill suggested that ethical actions are those that provide the greatest balance of good over evil.
● To analyze an issue using the utilitarian approach,
○ First identify the various courses of action available to us.
○ Second, we ask who will be affected by each action and what benefits or harms will be derived from each.
○ Third, we choose the action that will produce the greatest benefits to the greatest no of peoples with the least
harm.

2.3.2 Rights Approach

People are not objects to be manipulated. It is a violation of human dignity to use people in ways they do not freely choose.
Some of the examples of individual rights are the right to privacy, right to truthfulness, right to not be harmed by anyone.

● Proposed by Immanuel Kant and similar thoughts of philosophers, who focused on the individual’s right to choose for
herself or himself.
● According to this school of philosophers, what makes “human beings different from mere things is that people have
dignity based on their ability to choose freely what they will do with their lives, and they have a fundamental moral right
to have these choices respected”.
● In deciding whether an action is moral or immoral using this approach:
○ Does the action respect the moral rights of everyone?
○ Actions are wrong to the extent that they violate the rights of individuals
○ The more serious the violation, the more wrongful the action.

2.3.3 The Fairness or Justice Approach

● The fairness or justice approach to ethics has its roots in the teachings of the ancient Greek philosopher Aristotle,
who said that “equals should be treated equally and unequal unequally.”
● The basic moral question in this approach is:
○ How fair is an action?
○ Does it treat everyone in the same way, or does it show favouritism and discrimination?
● Favouritism gives benefits to some people without a justifiable reason for singling them out; discrimination imposes
burdens on people who are no different from those on whom burdens are not imposed.
● Both favouritism and discrimination are unjust and wrong.

2.3.4 The Common-Good Approach

● This approach to ethics assumes a society comprising individuals whose own good is linked to the good of the
community.
● Community members are bound by the pursuit of common values and goals.
● The common good is a notion that originated more than 2,000 years ago in the writings of Plato, Aristotle, and
Cicero.
● More recently, contemporary ethicist John Rawls defined the “common good as certain general conditions that are
equally to everyone’s advantage.”
● In this approach, we focus on ensuring that the social policies, social systems, institutions, and environments on
which we depend are beneficial to all.
● Examples of goods common to all include affordable health care, effective public safety, peace among nations, a just legal
system, and an unpolluted environment.

2.3.5 The Virtue Approach

● In this approach, certain ideals strive towards full development of our humanity.
● These ideals are discovered through thoughtful reflection on what kind of people we have the potential to become.
● Virtues are attitudes or character traits that enable us to be and to act in ways that develop our highest potential.
● They enable us to pursue the ideals we have adopted.
 13

● Honesty, courage, compassion, generosity, fidelity, integrity, fairness, self -control, and prudence are all examples of
virtues.
● Virtues are like habits – that is, once acquired, they become characteristic of a person. Moreover, a person who has
developed virtues will be naturally disposed to act in ways consistent with moral principles. The virtuous person is the
ethical person.
● In dealing with an ethical problem using the virtue approach, we might ask:
○ What kind of person should I be?
○ What will promote the development of character within myself and my community?

2.4 Consequences of Ethics

● Consequences of ethics mean consequences of human actions which are guided by ethical principles. This means
consequences determine how good or bad an act was. Consequences of any action can be measured by happiness,
suffering, pain, pleasure occurred as a result of the human action.
● Consequences of human actions motivate or prohibit one to do or not to do certain things.
○ For example – parents motivate their children to work hard by giving the lure of gifts. Humans in general tend to
maximize pleasure from their actions.
● However, some people prefer short term pleasure without consideration of long term consequences while some
may prefer temporary pain to ensure long term pleasure in future.
○ For example – one may satisfy its sweet tooth or give in to their cravings while ignoring the health benefits which
may cause pain in future. Others may exercise daily and practice self -control to ensure disease-free life in future.
However, predicting consequences of human actions is difficult.
● ‘Consequentialism’ is just one part of ‘Consequences of Ethics’.
○ Consequentialism is an ethical theory which says that an act should be considered ethical if it is able to
produce good consequences.

2.4.1 Consequences of loss of Ethics:

● Ethics plays an instrumental role in human life and society.
● It helps in arriving at decisions more quickly as it assists making choices.
● It reveals the value dimension of a decision that would otherwise seem value free. However, loss of ethics could cause
following consequences:

Dimension Consequences

Individual level Petty crimes, domestic violence, urinating and spitting on public spaces, abusive and filthy
language, crime against aged, jumping red light.

Social level Corruption, Rise in crime rate, acknowledging goons and mafias, joint family, parent’s respect,
drug addiction, regionalism, castes.

Organisational level Nepotism, Corruption, rise in inequalities, loss of trust, decrease in efficiency, economy and
effectiveness, destruction of work culture, loss of trust in the administration, lawlessness.

Political level Hung parliament, corruption, criminalisation of politics, Coalition govt.

International level Trust deficit, frictions, disputes, unhealthy competition, damage to the environment and
unsustainable development, disregard to international conventions and laws.

Bioethical level Abortion, animal rights, cloning, artificial intelligence, consent, confidentiality, GM organisms,
Suicide.

Environmental level Loss of flora and fauna, unsustainable development, polluter shall pay principle is diminishing,
increase in pollution levels, disregard to Common But Differentiated Responsibility (CBDR)

2.5 Dimensions of Ethics

● Ethical theory is a philosophical theory which seeks to understand, explain and perhaps guide us in the practice of making
moral judgments.
● An ethical theory is not merely a description of moral beliefs of individuals, societies or cultures. A person pondering over
ethics tries to answer the following questions:
○ The very nature and status of morality
 14

○ The nature and meaning of moral judgments

○ The fundamental rules, principles and values justifying moral judgments
○ Practical application of ethics
● These questions are the different dimensions along which ethics is studied.
● These are categorized more specifically as-
○ Descriptive Ethics
○ Meta-ethics
○ Normative-ethics and
○ Applied ethics.

2.5.1 Descriptive Ethics

● Descriptive ethics is the study of people's beliefs about morality. It involves empirical investigation.
● It gives us a general pattern or a way of life of people in different types of communities. Descriptive ethics studies
the history and evolution of ethics. It gives a record of certain taboos, customs or conventions.
○ For example, it states the history of various institutions like family or marriage. Lawrence Kohlberg's theory of
moral consciousness is an example of Descriptive Ethics.
● Descriptive ethics investigates people's ethical ideals or what actions are condemned in a society.
● It aims to find out people's beliefs about values, which actions are right and wrong and which characteristics of a moral
agent are virtuous. Descriptive ethics seeks the explanation of actual choices made by moral agents in practice.
● It tries to examine the ethical codes applied by various groups. It is a value-free approach to ethics. It is an empirical
investigation of people's moral beliefs.

2.5.2 Meta-ethics
● It deals with the nature of moral judgments (questions in A&B). It looks at the origins and meaning of ethical principles.
● For example, when we talk of bioethics, meta-ethics will not answer the questions of right or wrong. Rather it tries to define
the essential meaning and nature of the problem being discussed.
● So it will examine ‘what does it mean to ask whether genetic research is morally permissible?’ ‘What are the sources
which we should consider in determining the ethical nature of genetic engineering? – is it god or the human made laws?

2.5.3 Normative ethics

● It is concerned with the content of moral judgments and the criteria for what is right or wrong.
● It involves arriving at moral standards that regulate right and wrong conduct. In a sense, it is a search for an ideal litmus
test of proper behavior. It is the branch of ethics concerned with establishing how things should or ought to be , how
to value them, which things are good or bad, and which actions are right or wrong.
● It attempts to develop a set of rules governing human conduct, or a set of norms for action.
● Under normative ethics is where we study different approaches to ethical questions. A given situation has not one ideal
solution, rather different values to different principles will lead us to different decisions. Some of the important approach es
are:

2.5.3.1 Consequentialist approach

● According to this approach, ethics of an action is determined by its consequences, result or outcomes.
● The more good consequences an act produces, the better or righter that act was. Utilitarianism is one form.
● It states that people should maximize utility. Utility can be measured in terms of human welfare or well -being.
● In hedonism, it is said that people should maximize their pleasure. Thus, according to these, actions which maximize
pleasure or welfare and minimize pain or suffering are ethical.

2.5.3.2 Deontological approach

● According to this approach, ethics is based on what people do and not what was the outcome of that action. It is
non-consequentialist as we can’t show good outcomes to justify our actions.
● According to this, we need to do the right thing because it is right and avoid the wrong thing because it is wrong.
Certain acts by themselves are unethical such as it is wrong to kill people, steal, tell lies etc.
● Natural Rights Theory (such as that espoused by Thomas Hobbes and John Locke), holds that humans have
absolute, natural rights. These are in the sense of universal rights that are inherent in the nature of ethics and not
contingent on human actions or beliefs. This eventually developed into what we today call human rights.
● Immanuel Kant's Categorical Imperative roots morality in humanity's rational capacity and asserts certain inviolable
moral laws.
 15

● Kant's formulation is deontological in that he argues that to act in the morally right way, people must act according to
duty, and that it is the motives of the person who carries out the action that make them right or wrong, not the
consequences of the actions.
● Simply stated, the Categorical Imperative states that one should only act in such a way that one could want the maxim
(or the principle) of one's action to become a universal law, and that one should always treat humanity as an end rather
than means.

2.5.3.3 Virtue ethics

● It is person rather than action based. It focuses on the inherent character of a person rather than on the nature or
consequences of specific actions performed.
● According to this approach, a virtuous person always does the right thing. He will do the same thing always in similar
circumstances.
● Virtue ethics not only deals with the rightness or wrongness of individual actions, it provides guidance as to the sort of
characteristics and behaviors a good person will seek to achieve. Thus, according to it, to build a good society, people
should be helped to be virtuous people.
● Although the list of virtues changes over time, certain virtues which more or less remain in the list are – justice, fortitude,
temperance, self-care, fidelity.

2.5.3.4 Contextualist approach

● It rejects prescriptive rules.
● According to this approach, right and wrong depend upon the situation as there are no universal moral rules or rights.
Thus, each case is unique and deserves a unique solution.

2.5.3.4 Super-naturalist approach

● Where ethics is attributed to God, that is, the only source of moral rules is God – whatever God says is ethical.
● Thus, being ethical in your life means following what God says.

2.5.4 Applied ethics

● It attempts to apply ethical theory to real life situations such as it looks at controversial topics like war, animal rights
and capital punishment.
● It has many specialized fields, such as engineering ethics, bioethics, geoethics, public service ethics and business ethics.
It is used in determining public policy.

2.5.4.1 Environmental Ethics

● Environmental ethics is the branch of ethics that studies the relation of human actions and the natural environment.
● Environmental ethics treat the environment as a part of society. It is about environmental values and societal attitudes
related to protecting and sustaining biodiversity and ecological systems.
● Increasing pollution, depletion of natural resources, dwindling plant and animal biodiversity, the loss of wilderness, the
degradation of ecosystems, and climate change are all part of a raft of “green” issues that have implanted themselves into
both public consciousness and public policy in recent years.
● The job of environmental ethics is to outline our moral obligations in the face of such concerns.
● The two fundamental questions that environmental ethics must address are: what duties do humans have with respect to
the environment, and why?
○ The latter question usually needs to be considered prior to the former. In order to tackle just what our obligations
are, it is usually thought necessary to consider first why we have them.
○ For example, do we have environmental obligations for the sake of human beings living in the world today or for
our future generations, or for the sake of entities within the environment itself, irrespective of any human benefits
in terms of ecosystem services?
● Different ethical approaches give quite different answers to this fundamental question and have led to the emergence of
quite different environmental ethics.
● Ecological values are part of Indian tradition where nature was revered for its services to mankind.
● Various environmentalists such as Baba Amte have also spread awareness about ecological balance and wildlife
preservation. They believed that humans have to live in harmony with nature, and not by exploiting nature and motivated
people to adopt a model of sustainable development that would be beneficial for both mankind and n ature.
● Some of the ecological values are:
○ Sustainability: Steps should be taken to ensure that we reduce pollution levels and wasteful consumption of
natural resources.
○ Co-existence: With plants and wildlife with treating them alike to humans
 16

○ Conservation: Stress on conserving resources by finding natural alternatives

○ Environment-centric: Ethical principles should not just revolve around humans and its needs but also the
environment and its requirements.
○ Collectivism as well as individualism: Take collective efforts to ensure conservation while also recognizing the
importance of individual human actions.
○ Holistic: Environment needs to be conserved in total and not in bits and parts which results in wastage of efforts
of conservation.

2.5.4.2 Business Ethics

● Business ethics represents a set of ethical principles that are applied in a business environment. It is applicable to all
activities and individuals of an organization.
● Many firms develop detailed codes of conduct to guide the actions of people employed in their organization.
● Thus, business ethics can be termed as study of content and effectiveness of these codes of conduct. Business
entities should have the moral responsibility for what they do.
● For example – responsibility of treating their employees well, responsibility of respecting the environment from which they
draw resources, responsibility for the impact of its product on consumers etc.
● Corporate reputation is dependent on the level of morality adopted in corporate operations. Some examples of ethical
practices in business can be:
○ Not being tempted to cheat, deceive or manipulate others
○ Following laws and regulations that structure markets and organizations in letter as well spirit.
● However, laws cannot cover all the business practices. Thus, law leaves gaps which can be exploited by businesses.
● This is where business ethics comes in. Businesses should not exploit market when market is failing due to externalities or
imperfect information

2.5.4.3 Bioethics
● Bioethics is the study of the ethical issues emerging from advances in biology and medicine.
● The field of bioethics has addressed a broad swathe of human inquiry; ranging from debates over the boundaries of
life (e.g. abortion, euthanasia), surrogacy, the allocation of scarce health care resources (e.g. organ donation, health care
rationing), to the right to refuse medical care for religious or cultural reasons.
● The scope of bioethics expanded with biotechnology, including cloning, gene therapy, life extension, human genetic
engineering, Astro ethics and life in space.

2.5.4.4 Organizational ethics

● Organizational ethics is the ethics of an organization, and it is how an organization responds to an internal or external
stimulus. Organizational ethics is interdependent with the organizational culture. Organizational ethics express the
values of an organization to its employees and/or other entities irrespective of governmental and/or regulatory
laws.
● There are at least four elements that aim to create an ethical culture and behaviour of employees within an organization.
These elements are:
○ A written code of ethics and standards (ethical code)
○ Ethics training for executives, managers, and employees
○ The availability of ethical situational advice (i.e. advice lines or offices)
○ Confidential reporting systems

2.5.4.5 International Ethics

● It refers to upholding ethical values and application of ethical principles in international relations.
● It directs us to making decisions and choices ethically in the international and global sphere.
● International ethics helps to resolve some of the major international problems, issues, and provide insight into
international conflicts. It directs us in the direction of building an international community in which every other community
can actively and fruitfully participate and flourish.
○ Recent examples: Refugee crisis across the world due to Conflict in Syria, Yemen, Congo, Myanmar etc,
Human Rights violations of Rohingya in Myanmar, Uyghurs in China - As of 2019, it was estimated that Chinese
authorities may have detained up to 1.5 million people, mostl y Uyghurs. Human Rights violation Issues in the
War torn Ukraine.

2.5.4.6 Media Ethics

● Media ethics is concerned about the question of what is right or wrong, good or bad, acceptable or unacceptable about the
means and ways that the media collects and presents information and news.
 17

● Media ethics tries to prevent any monopoly over information diffusion; upholds pluralism instead of the uniform
gloss over media content that is typically brought on by authoritarian regimes; maintains objectivity by providing different
sides of an issue, which empowers audiences to formulate their own judgments and increases levels of truthf ulness in
reporting.
● Issues of Media Ethics: media trials, paid news, fake news, string operation, sensationalisation, live telecast of combat
operations etc.
○ Recent TRP scandal involving some media houses/TV channels of rigging TRP via some of their relationship
managers, underscore the need for media ethics.

2.5.4.7 Digital Media Ethics

● Digital media ethics deals with the ethical problems and ethics issues of digital news media.
○ Ethical issues are emerging out of digital media Plagiarism, digitally altering images or video, Using anonymous
sources, Omnidirectional imaging, digital intrusion and violation of privacy, fake news & rumours, deep fake etc.

2.5.4.8 Artificial Intelligence ethics

● According to the European Commission, ethics of AI focuses on the ethical issues raised by the design,
development, implementation, and use of AI.
● It involves issues like facial recognition bias, prejudices etc.
○ For example, many studies revealed discrimination against people of colour, women, and other minorities.
 18

Ethics - in Private and Public Relationships. Human Values -

Lessons from the Lives and Teachings of Great Leaders, Reformers
and Administrators

1. Ethics - in Private and Public Relationships............................................................................................................................................ 19

1.1 Public Relationship ............................................................................................................................................................................... 19
1.2 Private Relationship ............................................................................................................................................................................. 24
1.3 Difference between Public and Private Relationships ................................................................................................................ 25
1.4 Reasons for separation of Public and Private relationships ...................................................................................................... 26
1.5 Relation between Ethics in Private and Public relationships .................................................................................................... 26
1.6 Conflicts Between Ethics in Public and Private Relationships .................................................................................................. 27
1.7 Effect of Private relationships on Public relationships ............................................................................................................... 27
1.8 Effect of Public relationshi ps on Private relationships ............................................................................................................... 27
1.9 Shared ethical elements in Public and Private relationships .................................................................................................... 27

2. Human Values................................................................................................................................................................................................ 28
2.1 What are Human Values ...................................................................................................................................................................... 28
2.2 Difference between E thics and Values............................................................................................................................................. 28
2.3 Difference between Values and Norms ........................................................................................................................................... 28
2.4 Fundamental Human Values .............................................................................................................................................................. 29
2.5 Types of Values ...................................................................................................................................................................................... 29
2.6 How are v alues inculcated? ................................................................................................................................................................ 30
2.7 Importance of Values ........................................................................................................................................................................... 31
2.8 Erosion of Values in Human Life ....................................................................................................................................................... 31

3. Value Education ............................................................................................................................................................................................ 31

3.1 Need of Value Education ..................................................................................................................................................................... 32
3.2 Importance of Value Education ......................................................................................................................................................... 32

4. Lessons from the Lives and Teachings of Great Leaders, Reformers and Administrators ............................................................ 33
4.1 Leaders ..................................................................................................................................................................................................... 33
4.2 Administrator......................................................................................................................................................................................... 33
4.3 Reformer.................................................................................................................................................................................................. 36
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1. Ethics - in Private and Public Relationships

● Ethics is concerned with notions such as right and wrong, as well as good and poor human behaviour in various social
and organisational situations.
● In more concrete terms, it is a collection of criteria used to determine what is incorrect. Many diverse ethical
perspectives have been developed from ancient times.
● According to utilitarian theoretical frameworks, an ethical act is one that provides the greatest possible balance of good
over ill for anybody impacted. This is often referred to as Robin Hood ethics.

1.1 Public Relationship

● Ethics are a set of moral principles that lead our decisions and actions within society and business defining right from
wrong, good from the bad. Ethics in public relations are permanently challenged, be it by clients or by the public.
● Public relations ethics is a knowledge use, understanding, and reasoning to questions of right and wrong behavior in
the professional practice of public relations.
● Public relations is the practice of controlling the dissemination of information between a person or an organisation and
the general public, assessing public impressions and preserving goodwill and mutual understanding between people and
organisations are the major objectives of public relations.
● The aim of public relations is to inform the general public, prospective clients, investors, partners, partners,
employees, and other stakeholders about the organisation, its leadership, its products, and its political decisions with the
ultimate goal of persuading them to maintain a certain viewpoint.
● It involves, among other things, developing communication strategies, generating press releases and other news items,
interacting with the media, setting up interviews for corporate spokespeople, and producing content for the business'
website and social m edia accounts.

1.1.1 Characteristics of Public Relationship

● Codifying ethical norms and practices.
● Disclosing personal interest to avoid conflict between public interest and personal gain.
● Creating a mechanism for enforcing the relevant codes.
● Suitable mechanism for incentivizing ethical behaviour.
● Providing norms for qualifying and disqualifying a public functionary from office.
● Accountability mechanism in place.

1.1.2 Nature of Work Ethics in Public Administration

● An important dimension of ethics in public administration is work ethics. It represents a commitment to the fulfillment of
one’s official responsibilities with a spirit of dedication, involvement and sincerity. It also implies that a government
functionary would love his work and not treat it as a burden or a load.
● Efficiency, productivity and punctuality is the hallmark of his administrative behaviour.
○ Efficiency has been a constant concern of administrative analysis and good governance.
● Public administration is designed to serve `public’. By its very nature, it ought to be people-oriented and even people-
centred. While bureaucracies are expected to be guided by laws and rules, it is not necessary to make them
mechanistically rule centric.
● Public administrative organisations are human organisations and they ought to be humane in their policies, decisions,
orientation and behaviour.
● Being responsive to people’s needs enjoins upon civil servants to be responsive to their psychological needs of being
cared for, nurtured, and helped.
● It is in this context that administrators ought to evolve and demonstrate a higher level of emotional as well as spiritual
intelligence that would make them empathetic as well sympathetic to feelings of a common person.
● Further, anyone having access to administration should be meted out a treatment of respect. This treatment should not be
just ostensible, but real, authentic and profound.
○ Ethical behaviour emanates from a pure and kind heart, and therefore, those who are in the business of serving
people should train their heart to be sensitive and compassionate.
● A positive and healthy approach to services entails courtesy and politeness in administrative behaviour, a desire to help
resolve their problems, and satisfy them even when extra help cannot be rendered and matters have to be disposed off in
accordance with the legal and formal requirements of the system. A citizen-centric administration would be strengthened
through such an attitude.
● Two areas where administrators ought to show an attentive and caring attitude is to provide correct and useful
information to clients when they need it and to redress satisfactorily the citizens’ grievances.
 20

○ Even when a grievance cannot be redressed, at least a citizen needs to be given an explanation as to why it
cannot be redressed. What is important is a positive approach in dealing with people and being helpful to them,
and not avoiding them or considering them as burdensome.
● Thus, Ethics entails a respectful attitude to the citizens.
1.1.3 Salient Features of Ethics on Public Administration
● Maxim of Legality and Rationality: An administrator will follow the law and rules that are framed to govern and guide
various categories of policies and decisions.
● Maxim of Responsibility and Accountability: An administrator would not hesitate to accept responsibility for his
decision and actions. He would hold himself morally responsible for his actions and for the use of his discretion while
making decisions. Moreover, he would be willing to be held accounta ble to higher authorities of governance and even to
the people who are the ultimate beneficiaries of his decisions and actions.
● Maxim of Work Commitment: An administrator would be committed to his duties and perform his work with involvement,
intelligence and dexterity.
○ As Swami Vivekananda observed: “Every duty is holy and devotion to duty is the highest form of worship.” This
would also entail a respect for time, punctuality and fulfillment of promises made. Work is considered not as a
burden but as an opportunity to serve and constructively contribute to society.
● Maxim of Excellence: An administrator would ensure the highest standards of quality in administrative decisions and
action and would not compromise with standards because of convenience or complacency. In a competitive international
environment, an administrative system should faithfully adhere to the requisites of Total Quality Management.
● Maxim of Fusion: An administrator would rationally bring about a fusion of individual, organisational and social goals to
help evolve unison of ideals and imbibe in his behaviour a commitment to such a fusion. In a situation of conflicting goals,
a concern for ethics should govern the choices made.
● Maxim of Responsiveness and Resilience: An administrator would respond effectively to the demands and challenges
from the external as well as internal environment. He would adapt to environmental transformation and yet sustain the
ethical norms of conduct. In situations of deviation from the pre scribed ethical norms, the administrative system would
show resilience and bounce back into the accepted ethical mould at the earliest opportunity.
● Maxim of Utilitarianism: While making and implementing policies and decisions, an administrator will ensure that these
lead to the greatest good (happiness, benefits) of the greatest number.
● Maxim of Compassion: An administrator, without violating the prescribed laws and rules, would demonstrate compassion
for the poor, the disabled and the weak while using his discretion in making decisions. At least, he would not grant any
benefits to the stronger section of society only because they are strong and would not deny the due consideration to the
weak, despite their weakness.
● Maxim of National Interest: Though universalistic in orientation and liberal in outlook, a civil servant, while performing his
duties, would keep in view the impact of his action on his nation’s strength and prestige. The Japanese, the Koreans, the
Germans and the Chinese citizens (including civil servants), while performing their official roles, have at the back of their
mind a concern and respect for their nation. This automatically raises the level of service rendered and the products
delivered.
● Maxim of Justice: Those responsible for formulation and execution of policies and decisions of governance would ensure
that respect is shown to the principles of equality, equity, fairness, impartiality and objectivity and no special favours ar e
doled out on the criteria of status, position, power, gender, class, caste or wealth.
● Maxim of Transparency: An administrator will make decisions and implement them in a transparent manner so that those
affected by the decisions and those who wish to evaluate their rationale, will be able to understand the reasons behind
such decisions and the sources of information on which these decisions were made.
● Maxim of Integrity: An administrator would undertake an administrative action on the basis of honesty and not use his
power, position and discretion to serve his personal interest and the illegitimate interests of other individuals or groups.

1.1.4 Importance of Ethics in Public Administration

● To check the arbitrary actions of Civil Servants
● To promote the sense of administrative responsibility
● To establish and promote the good relations between the citizen and civil service
● To preserve and promote social well being, public interest, and common good
● To control that part of administrative power and discretion which cannot be controlled by formal laws methods and
procedures
● To improve the efficiency and effectiveness of administrative process
● To strengthen the legitimacy and credibility of public administration
● To foster and maintain high morals among all categories of civil servants
● To control corruption which has increased dramatically, mostly by political class.
 21

1.1.5 Determinants of Ethics in Public Administration

1.1.5.1 Historical Context
● The history of a country marks a great influence on the ethical character of the governance system.
● The forces of probity and immorality co-exist in all phases of human history. Which forces are stronger depends upon the
support these get from the prime actors of the politico-administrative system.
● In most developing nations having a colonial history, the chasm between the people and the government continues to
be wide.
● Although the distance between the governing elite and the citizens has been reduced substantially in the transformed
democratic regimes, yet the affinity and trust between the two has not been total even in the new dispensation.
● Unfortunately, even the ruling elite does not seem to have imbibed the spirit of emotional unity with the citizens. The
legacy of competitive collaboration between the people and the administrators continues to exist. The nature of this
relationship has an adverse impact on ‘administrative ethics’.

1.1.5.2 Socio Cultural Context

● Values that permeate the social order in a society determine the nature of governance system.
● For instance- The Indian society today seems to prefer wealth to any other value. And in the process of generating
wealth, the means-ends debate has been sidelined.
● Unfortunately, ends have gained supremacy and the means do not command an equal respect.

1.1.5.3 Legal Context

● The legal system of a country determines considerably the efficacy of the ethical concerns in the governance system.
● A neatly formulated law, with a clear stress on the norms of fair conduct and honesty, is likely to distinguish chaff from
grain in the ethical universe.
● Besides, an efficient and effective judiciary with a fast-track justice system will prove a roadblock to immorality in public
affairs.

1.1.5.4 Political Context

● The political leadership, whether in power or outside the power-domain, is perhaps the single most potent influence on
the mores and values of citizens. The rulers do rule the minds, but in a democracy particularly, all political parties,
pressure groups and the media also influence the orientation and attitudes on moral que stions.
● If politicians act as authentic examples of integrity, as happens in the Scandinavian countries, or as examples of gross
self-interest, as found in most South Asian countries, the administrative system cannot remain immune to the levels of
political morality.
● The behaviour of politicians has a demonstration effect on civil servants. Besides, the capacity of the less honest
political masters to control civil servants is immense. It is ironical that the moral environment in a country like India is
designed more by its politicians than by any other social group.

1.1.5.5 Economic Context

● The level of economic development of a country is likely to have a positive correlation with the level of ethics in the
governance system.
● A lower level of economic development, when accompanied with inequalities in the economic order, is likely to create a
chasm among social classes and groups.
● For example- The less privileged or more deprived sections of society may get tempted to forsake principles of honest
conduct while fulfilling their basic needs of existence and security.

1.1.6 Ethical Values in Public Relationship

● Dedication to public services- For the purpose of service, this is essential. To further the public interest, civil workers are
required to go above and beyond the call of duty. This provides the individual with inner fulfilment while also serving as
motivation for his coworkers to achieve the service objectives.
● Rule of Law- It is a requirement of the Constitution for government employees that must be followed. This improves the
consistency and predictability of civil servant behaviour. For instance, civil servants must obey the legal requirements for
investigation, inquiry, and arrest in criminal situations. They should refrain from murdering people and torturing suspects.
● Transparency and Accountability- To ensure justice in public transactions and boost public confidence, public relations
require openness and accountability. In order to maintain openness in the use of public funds, for instance, social audit is
a crucial technique. It also holds public employees accountable for any misconduct.
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● Honesty, integrity and Probity- These ideals urge a civil servant to conduct themselves with the greatest moral
standards while interacting with the general public. For instance, government officials are obliged to uncover and combat
corruption (whistleblowing) until the very end. Merely abstaining from coercive and collusive corruption is not enough.
● Impartiality and Non-Partisanship – This idea derives from the right to equality guaranteed by Article 14 of the Indian
Constitution. This aids civil servants in avoiding prejudice, nepotism, and other possible conflicts of interest. For instanc e,
at Janta Darbar held by different Chief Ministers, every person is free to voice their complaints without receiving any
special consideration.
● Social justice and Fairness- This is our core constitutional requirement. This instructs politicians and government
servants to create policy frameworks based on the Principle of Equity in order to accommodate all segments of society.
Affirmative Actions, for example, have been introduced into several legislations.

Nolan’s Seven Principles of Public Life

● Selflessness: Those in positions of trust for the general public should only act in the interests of the
general public. They shouldn't take any action that might financially or socially benefit them, their
families, or their friends.
○ Example: Mother Teresa is known for her selfless service, will power, compassion towards
people suffering with various kinds of issues.For her service she was awarded with Nobel
Peace prize.
● Integrity: People in positions of trust should not have any financial or other obligations to people or
organizations outside of their position that could influence how they carry out their official
responsibilities.
○ Example: Abraham Lincoln is known for his integrity, honesty.
● Objectivity: When doing official business, such as appointing public officials, granting contracts, or
suggesting people for prizes and perks, holders of public office should base their decisions purely on
merit.
○ Example: Retired IAS officer Mahesh Zagade once met with such a situation while signing
the tenders for new road construction. After analysing all facts he came to the conclusion that
it will be an unnecessary expenditure of public money on the well built roads. It led to conflict
between him and some regional political leaders, but he stood firm courageously on the value
of avoiding unnecessary expenditure of public money and rose victorious.
● Accountability: Public servants are accountable to the public for their decisions and deeds, and they
must be subject to whatever scrutiny is suitable for their position.
○ Example: M. Vishvesvaraya never used his office for personal favours. He never went
anywhere late. He never spoke without prior preparation. He took dress formalities seriously.
He worked hard and he was efficient. The qualities of having strong moral principles, honesty
and integrity was reflected in every sphere of his activities.
● Transparency: Holders of public posts should be as open and honest as they can be about all of their
choices and deeds, according to the principle of transparency. They ought to keep track of the factors
that influenced their choices and only divulge information when d oing so is obviously in the public
interest.
○ Example: Vinod Rai, former CAG turned the office of CAG into a powerful force for openness
and transparency by unearthing the 2G scam.
● Honesty: Holders of public office have an obligation to declare any private interests related to their
official responsibilities and to take action to resolve such conflicts in a way that safeguards the public
interest. This is known as the "principle of honesty."
○ Example: Steve Jobs used to share his email id with his employees.
● Leadership: Holders of public posts should set an example for others to follow by advancing and
supporting these ideas.
○ Example: Courage of Mansi Bariha from Odisha helped to rescue 6000 migrant workers from
30 kilns in TN during covid-19 induced lockdown last year.

1.1.7 Unethical Values in Public Relationship

● Keeping unfavourable news hidden
● Falsifying information
● Delaying service to a cause in order to serve a different interest
● Promising outcomes that can't be achieved
● Using an unfavourable method to compel editors to carry promotional material
 23

● A public relations specialist may have to deal with pressure groups like trade unions, consumer protection organisations,
environmental protection initiatives, and so on. As a result of greater knowledge, consumers and the general public are
more aware of their rights.
● Therefore, it is essential for a public relations professional to practise self -regulation, be ethical, and be knowledgeable
about the legal implications of communication.

1.1.7.1 Reasons for Unethical Values in Public Relationship

● Technological advancements in transportation and communications.
● Globalization's growth and the opening of formerly closed civilizations
● Acknowledgement of the freedom of speech and information.
● Public relations is a tool used by governments to advance their agenda, maintain control, and more.
● Business growth through acquisitions, mergers, partnerships, subsidiary operations, and international and
cross-cultural expansion.

1.1.7.2 Way Forward

● Legislation alone is not enough. Its enforcement would require a will on the part of the State, willingness on the part of
administrators and an initiative coupled with courage on the part of citizens themselves.
● The State machinery should be ready to punish those civil servants who obstruct the implementation of the Right to
Information Act.
● The age-old orientation to treat every information as `secret’ must give way to greater openness and transparency.
● The need is to go beyond the general statements of administrative morality and be more meticulous in
recommending modifications in laws, rules, structures and behavioural patterns in the specific context of individual
departments or organisations.
○ The issues of ethics in the Police Department, for instance, carries a distinctive character and possible
solutions than, say, in the Education Department. This would further require a rigorous modification in the laws
and procedures pertaining to specific functional areas.
● Administrative reforms measures have to be holistic enough taking into their purview questions on nature of work
ethics, various dimensions of ethics, foci and concerns of ethics and also the nature of obstacles to ethical accountability.
● There should be a thrust on roping in ICT tools, like CCTV cameras to prevent any corrupt practice in the administration.
● Further, 360 degree performance evaluation can be a way forward for ensuring the integrity of the public services.

1.1.8 Principles to be followed by Public servants

● Civil servants shall not take or authorise to be done any activity that is likely to cause serious damage or
considerable loss of profit to their employing Department or organisation while in a position of responsibility and trust.
● Civil officials must report conflicts of interest and consult with their superiors before making decisions where their
obligations as civil workers and private interests may clash. They must avoid acting in ways that endanger themselves,
their Department, or other persons.
● They should also refrain from exploiting information received as a Civil servant for personal gain or to enhance the
business interests of others. If they are discovered to have violated these principles, they will be removed from office and
subjected to an appropriate disciplinary procedure.
● Penalties under the Civil Service Code include pay reductions, fines, and reprimands, while more serious offences can
result in jail terms.

OECD’s Principles for Ethics in Public Service

● Ethical standards for public service should be clear- Public servants need to know the basic principles and
standards they are expected to apply to their work and where the boundaries of acceptable behaviour lie. A concise,
well-publicised statement of core ethical standards and principles that guide public service, for example in the form of a
code of conduct, can accomplish this by creating a shared understanding across government and within the broader
community.
● Ethical standards should be reflected in the legal framework - The legal framework is the basis for communicating
the minimum obligatory standards and principles of behaviour for every public servant. Laws and regulations could state
the fundamental values of public service and should provide the framework for guidan ce, investigation, disciplinary
action and prosecution.
● Ethical guidance should be available to public servants- Professional socialisation should contribute to the
development of the necessary judgement and skills enabling public servants to apply ethical principles in concrete
circumstances. Training facilitates ethics awareness and can develop essential skills for ethical analysis and moral
reasoning. Impartial advice can help create an environment in which public servants are more willing to confront and
 24

resolve ethical tensions and problems. Guidance and internal consultation mechanisms should be made available to
help public servants apply basic ethical standards in the workplace.
● Public servants should know their rights and obligations when exposing wrongdoing- Public servants need to
know what their rights and obligations are in terms of exposing actual or suspected wrongdoing within the public
service. These should include clear rules and procedures for officials to follow, and a formal chain of responsibility.
Public servants also need to know what protection will be available to them in cases of exposing wrongdoing.
● Political commitment to ethics should reinforce the ethical conduct of public servants - Political leaders are
responsible for maintaining a high standard of propriety in the discharge of their official duties. Their commitment is
demonstrated by example and by taking action that is only available at the political level, for instance by creat ing
legislative and institutional arrangements that reinforce ethical behaviour and create sanctions against wrongdoing, by
providing adequate support and resources for ethics-related activities throughout government and by avoiding the
exploitation of ethics rules and laws for political purposes.
● Decision-making process should be transparent and open to scrutiny- The public has a right to know how public
institutions apply the power and resources entrusted to them. Public scrutiny should be facilitated by transparent and
democratic processes, oversight by the legislature and access to public information. Transpare ncy should be further
enhanced by measures such as disclosure systems and recognition of the role of an active and independent media.
● Clear guidelines for interaction between the public and private sectors - Clear rules defining ethical standards
should guide the behaviour of public servants in dealing with the private sector, for example regarding public
procurement, outsourcing or public employment conditions. Increasing interaction between the public and p rivate
sectors demands that more attention should be placed on public service values and requiring external partners to
respect those same values.
● Managers should demonstrate and promote ethical conduct- An organisational environment where high standards
of conduct are encouraged by providing appropriate incentives for ethical behaviour, such as adequate working
conditions and effective performance assessment, has a direct impact on the daily practice of p ublic service values and
ethical standards. Managers have an important role in this regard by providing consistent leadership and serving as role
models in terms of ethics and conduct in their professional relationship with political leaders, other public servants and
citizens.
● Public service conditions and management of human resources should promote ethical conduct - Public service
employment conditions, such as career prospects, personal development, adequate remuneration and human resource
management policies should create an environment conducive to ethical behaviour. Using basic principles, such as
merit, consistently in the daily process of recruitment and promotion helps operationalise integrity in the public service.
● Adequate accountability mechanisms should be in place within the public service - Public servants should be
accountable for their actions to their superiors and, more broadly, to the public. Accountability should focus both on
compliance with rules and ethical principles and on achievement of results. Accountability mechanisms can be in ternal
to an agency as well as government-wide, or can be provided by civil society. Mechanisms promoting accountability can
be designed to provide adequate controls while allowing for appropriately flexible management.
● Appropriate procedures and sanctions should exist to deal with misconduct- Mechanisms for the detection and
independent investigation of wrongdoing such as corruption are a necessary part of an ethics infrastructure. It is
necessary to have reliable procedures and resources for monitoring, reporting and investigating breaches of public
service rules, as well as commensurate administrative or disciplinary sanctions to discourage misconduct. Managers
should exercise appropriate judgement in using these mechan isms when actions need to be taken.

1.2 Private Relationship

● In a private relationship, two people commit to one another and the relationship is more exclusive.
● Only those who are close to them are aware of their relationship, and they typically avoid discussing it with others.
● In a private relationship, it is expected that both parties will respect each other's privacy, which entails refraining from
interfering in one another's lives unless expressly requested.
● Monogamous or polyamorous relationships are both acceptable in private relationships, but what distinguishes them
from those in the Public are their levels of exclusivity, privacy, and commitment.

1.2.1 Private Ethics

● Private ethics are those that should only be observed in private settings involving two willing parties.
● These can cover a variety of subjects, like faithfulness, respect, and honesty.

1.2.2 Attributes of Private Relationship

● Public relations are frequently inherent, generally permanent, more tolerant of imperfections, and brimming with
expectations for love and affection.
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○ Public relations, on the other hand, may or may not be inherited, are frequently transient, with individuals who
are different from us or even strangers, are likely to be instrumental, engaged in for mutual gain (quid pro quo),
full of expectation of respect and accountability, and are guarded.
● Religion, social standards, individual virtues, universal human ideals, and the law all have a role in determining
what is ethical in personal interactions.
● Private connections call for individual responsibility for roles played in private life, such as father, mother, husband,
and so forth. Since ancient times, these have been backed by sanctions based on one's commitments to oneself, one's
family, and society. They are self-imposed and voluntary.
● A crucial component of both private and public connections, such as family bonds and public confidence in governmental
institutions, is trust.
● As a result, emotional intelligence and transparency are elements that support the development of partnerships.

1.2.3 Sources of ethics in Private relationships

● Religion - Religious people who practise theism accept divine laws and abide by them in their daily lives in an effort to
please God and find salvation. For instance, Christians can find instruction in the Bible's Ten Commandments for how to
behave in family, neighbourhood, and society at large.
● Personal experiences (intuition and emotions) - Even intuition and emotions are very important in determining how to
behave appropriately in private relationships. For instance, feelings of love and caring are innately drawn to our family and
don't require societal indoctrination.
● Social conditioning - Some values are also picked up through outside influences on people, such family, peer groups,
society, etc. For instance, a child learns how to act around family elders from his parents.
● Law of the land (Constitution) - Some moral standards are controlled by laws and constitutional principles. For instance,
the Indian constitution states that it is a fundamental duty to respect women's modesty. Similar to adultery, which is now
lawful to commit, divorce can still be filed for this reason. Thus, there are laws that must be followed to ensure marital
fidelity.

1.2.4 Ethical Principles in Private Relationship

● Care and Affection - The emotional connection between care and affection knows no bounds. Human emotions, not legal
requirements or reciprocity, are what motivate this tie. For instance, King Dhritrashtra of Hastinapur in the Mahabharata
maintained unwavering love for his sons despite their wrongdoings and always stood by them.
● Confidentiality - Confidentiality and privacy are crucial for upholding the sacredness of personal connections. For
instance, we typically exercise restraint when disclosing secrets about our friends, coworkers, life partners, etc. without
their consent to avoid straining those ties.
● Honesty - Being honest is the main requirement in private partnerships. It increases the level of shared trust and fortifies
the emotional ties in these partnerships. For instance, telling the truth at all times helps one prevent needless
confrontations that can result from one's claimed shady behaviour.
● Responsibility and Accountability - In private partnerships, one is given a variety of responsibilities, including
accountability to a kid, a life partner, parents, etc. For this, an individual must fulfill his/her obligations, in the event that
they don’t, they should be accountable for the same.
● Tolerance - Human beings can never achieve perfection, hence conflict in private relationships is inevitable in the
absence of any established laws and regulations. Tolerance and acceptance of minor imperfections are therefore
necessary. Therefore, in order to bring harmony and peace into these relationships, one must make allowances for the
flaws of others.
● Trust - Trust is that foundation upon which your relationship can survive the hardest of times. In fact, without trust, you
cannot sustain your relationship for a long time. Lack of trust is one of the reasons for relationships to fall apart.
● Fidelity - It refers to being loyal to one’s life partner and avoid sensual distraction or committing adulterous act.
● Law of Integrity - Person shouldn’t lie and keep his promises.
● Loyalty – loyalty to one’s partner and to the family members.

1.3 Difference between Public and Private Relationships

Private Relationships Public Relationships
It is between the people that we externally connected out of
It is between the people we personally connected personal space like community, Colleagues at office, govt-
citizen
Relations build in a closed space called Family, friends,
Builds at office, society, community.
spouse.
Based on personal values, morality and family values Based on societal and personal norms
Not codified generally Generally Codified
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Violation generally goes unpunished but can have social Legal, social, professional and such implications if norms are
consequence e.g. Loss of reputation in society violated
Temporary in nature in the form of transfers, moving different
Relations here permanent in nature
company
There is no limit to express our emotions here. For example, There should be a desirable way of emotion expression.
we can get anger on between family members Example, there is a limit to express our anger on subordinates
There won’t be any expectations between members of the
There are expectations between closely connected people
public life
Regulated by emotional bonding Regulated by rules, regulations, laws
Get punished by parents if we hurt others or apology in words Penal provisions there for wrong doings
No partiality and no discrimination unless specifically made by
Partiality between members can be shown
law.
Ethics For Public Relationship: Openness, Honesty and
Ethics For Private Relationship: Love and care, Confidentiality,
integrity, Respect, Rule of law, Equality and uniformity,
Truthfulness, Responsibility, Perseverance
Accountability.

1.4 Reasons for separation of Public and Private relationships

● Private and public interactions are handled quite differently and must therefore be handled separately in order to act
appropriately in each situation.
● Private issues shouldn't interfere with performance in the public domain. For instance, despite issues in their
personal life, people anticipate the finest performance from public employees. Additionally, the ups and downs in our
relationships in public shouldn't influence how we behave in private. For example, a police office r's behavior at home
cannot be influenced by his work environment.
● Problems are frequently created when the two types of connections are combined. Nepotism and favouritism result from
private interactions being brought into the public realm. The sanctity, privacy, and intimacy of private life are undermined
by the introduction of public interactions into it. For instance, the war in the Mahabharata occurred as a result of
Dhritarashtra blending his personal and professional connections. He wanted his son to be king even though he was not
deserving, and he allowed their personal relationship to influence his governmental decision -making.
● Because society tends to view people differently in their private and public lives , it is preferable to keep them apart.
For instance, Mahatma Gandhi is revered as the "Father of the Nation," but his strained connection with his own son is not
scrutinised.
● Separating personal and professional interactions also helps to avoid conflicts of interest.
● Sometimes, in order to preserve the integrity of private life, public relationships are so complicated and intense in nature
that they cannot coexist with private interactions. For instance, politicians frequently keep their private lives private
because their public lives are subject to intense scrutiny and criticism.
1.4.1 Problems with separation of Private and Public relationships
● Not conceivable: Since public and private relationships frequently overlap and interact, they cannot be maintained
separate. For instance, there is a significant public relationship between the First Lady and the President of the United
States. Politicians' marital status and family life are openly discussed in the USA.
● It's undesirable to maintain a strict division between personal and professional ties because this could backfire. Each of
the two kinds of connections can benefit from the other. People can succeed professionally, for instance, with the support
of their friends and family. Friends at work aid individuals in maintaining mo tivation and satisfaction.
● Not manageable: Individuals may become confused and experience mental stress if they treat public and private
interactions differently. Police officers, for example, may come out as confused and hypocritical if they behave differently
at work and at home (roughly and gently, respectively).
● Not separate: Both public and private connections share some ideals and ethical principles, therefore both forms of
partnerships call for similar behaviour. For instance, being kind and honest is good in both the home and the job.

1.5 Relation between Ethics in Private and Public relationships

● The line between ethics in private and public connections is questionable because one must uphold some of the same
ethical principles in both their private and public lives.
● It is quite unlikely that one can expect someone who lacks morals in public to possess them in private and vice versa. For
instance, it is least anticipated of a dishonest federal official to display integrity in his personal relationships.
● Applying personal values in establishing what is ethical might be risky because ethics in public life entails higher
duty and demands. For instance, as a public servant, you may believe that women should not be permitted inside the
Sabrimala temple based on your personal beliefs, but your professional ethics force you to abide by the Supreme Court's
ruling. As a result, we sometimes need to distinguish between our personal and public ethics.
 27

1.6 Conflicts Between Ethics in Public and Private Relationships

● For a civil servant, there is no clear distinction between their private and professional lives. According to the entire
civil service mentality, a person loses their individuality and merges with the wider order when they join the civil service.
Both he and society are defined by him.
● It is questionable to draw a line between private and public ethics because people generally uphold the same moral
principles in both their public and private lives. A public servant's treatment of women in his own home will show in
how he treats women at work or if the policies he implements include gender bias or not.
● Personal and professional ethics shouldn't contradict with one another because doing so could cause some people to
feel frustrated, guilty, confused, or cognitively dissonant.
● A person cannot constantly uphold their own principles in public life, which comes with increased responsibilities. For
instance, even if you personally believe that abortion is immoral, as a doctor you must perform abortions in accordance
with your professional ethics. We must keep our personal lives apart from our professional lives when acting in public and
adhere completely to the code of conduct.
● His personal life might inspire him, but it can also depress him on occasion. His daily environment from which he
commutes to work undoubtedly affects how he behaves the remainder of the day.
● His personal associations, family's beliefs, and personal convictions may prevent him from making logical
conclusions.

1.7 Effect of Private relationships on Public relationships

Positive effects:
● Inspiration: Events from our public lives frequently serve as lessons for our private lives and motivate us to behave
better. For instance, business workshops on gender equality motivate husbands to treat their spouses better at home.
● Value: We become aware of the importance of our personal relationships and the emotional support they give us as a
result of the harsh realities of public relationships (such as reciprocity and insensitivity). For instance, coworkers' lies
frequently cause people to recognize the goodness and innocence of their friends and relatives.
● Humane: The ethics of personal connections, such as love and caring, can be used to improve the humanity and
compassion of interpersonal interactions.

Negative effects:
● Spillover: People who are overly focused on the public often act in the same way in their personal area. For instance,
violent and harsh behaviour is displayed even at home by criminals or antisocial elements.
● Time management: People who are overly involved in public life frequently have to sacrifice time for their private lives,
which has a negative impact on their private relationships.

1.8 Effect of Public relationships on Private relationships

Positive effects
● Interpersonal relationships: Private interactions help people develop values like love, caring, empathy, and other traits
that they can then imitate in their public relationships to improve the quality of those connections.
● Positive mindset: People can conduct better in their public relations as a result of having satisfying and easygoing private
relationships.

Negative Effects
● Stress: Tension in personal relationships—with friends, family, spouses, etc.—can cause stress and have a negative
impact on how one behaves in public.
● Prejudice: Private relationship experiences frequently seep into the public domain. For instance, we form stereotypes
about an entire community when one or more of our friends from that community behave in a certain way.

1.9 Shared ethical elements in Public and Private relationships

● Truth - Being truthful is a fundamental requirement in both partnerships in order to preserve the relationship's integrity.
For instance, in order to retain marital fidelity, a civil worker must be truthful to his life partner. Additionally, being t ruthful to
political leaders and fellow people allows one to build a reputation in the workplace.
● Altruism - In both public and private relationships, it is extremely desirable to be altruistic. For instance, civil workers must
exhibit compassion when speaking in front of the public; this quality also enables one to listen patiently to the concerns of
close relatives.
● Dedication - Avoiding internal strife depends on this. For instance, being completely devoted to a life partner aids in
preventing adultery, and in the public realm, it prevents civil officials from engaging in corrupt behaviour and upholds the
spirit of public service.
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● Accountability and Responsibility - The shared ideals of the two partnerships are taking ownership of one's actions and
being appropriately accountable for both acts of commission and omission. Respecting these values fosters confidence
and trust among the stakeholders. For instance, civil workers are held liable and responsible for sexual harassment in both
personal and professional relationships.
● Interpersonal relations - Interpersonal communication enhances the effectiveness and quality of relationships, both
privately and publicly. Maintaining work-life balance depends heavily on this. In the event that his partner is upset with him
for not spending enough time with her, interpersonal communication enables civil servants to help her partner understand
the nature of public service. Similar to how it aids in holding conversations with subordinate staff members to make them
feel unique and special.

2. Human Values
● According to Radhakamal Mukherjee, “Values may be defined as socially approved desires and goals that are
internalized through the process of conditioning, learning or socialization.”
● According to Allport, “Value is a belief upon which a man acts by preferences.”
● According to Hill, Values are individual beliefs to which people attach significant worth and by which they organize their
life.
● Values are generally held opinions about the best actions to take or results to achieve. As a result, values represent a
person's sense of right and wrong or what "ought" to be.
● Values are individual beliefs that steer people's behaviour in one direction or the other. These values may be moral or
ethical, religious, political, social, or artistic, among others.
● In general, people have a tendency to adopt the ideals that their parents instilled in them. Due to the fact that such
values are those of their specific culture, people also frequently assume that they are "correct."
● Values do not emerge from nature. They are picked up and ingrained. Value development is significantly influenced by
the family, its surroundings, and its customs.

2.1 What are Human Values

● Human values are the fundamental beliefs that shape our personalities and guide our actions in life.
● These values are critical because they define who we are and lead us through life.
● The values we hold define who we want to be, how we live our lives, and the decisions we make on a daily basis.
● Without these principles, our lives would be chaotic and everything we say and do would be without purpose.

2.2 Difference between Ethics and Values

Ground of Difference Ethics Values

Meaning It is the set of rules or guidelines that These principles help form the
helps to form the behaviour of a person. judgement or likes and dislikes of a person.

Where to apply Mostly Professional Personal

Consistency Does not vary in most cases Varies from one person to another

Influenced By Profession, Institution, Organization Religion, Culture, Community, Family, Society

etc

Types or branches Mainly 3: Meta-Ethics, Applied Ethics, Various types: Moral Values, Religious Values,
Normative Ethics Social Values, Aesthetic Values, etc

Need for following Helps constrain the negative behaviours Motivates a person in the necessary areas
of a person

2.3 Difference between Values and Norms

Values Norms

Values constitute the basis of norms. Norms depend upon values and are justified through standards
of “true”, “good” and “beautiful”.
 29

Values are more general and abstract then norms Norms are relatively more specific: they refer to sets of
expected behaviour associated with a particular situation or
with a given position in the social order.

Values are abstract standards of desirability, so that they are Norms provide specific rules about what should be done or
relatively independent of specific situations. Since values are should not be done by various kinds of actors in particular
more general, the same value may be embedded in a wide situations.
variety of norms.

Values involve preferences Norms involve prescriptions

2.4 Fundamental Human Values

Basic values Motivational goal

Universalism Understanding, appreciation, tolerance. protection for the welfare of all people and for nature

Benevolence Preservation and enhancement of the welfare of people with whom one is in frequent personal
contact

Conformity Restraint of actions, inclinations, and impulses likely to upset or harm others and violate social
expectation or norms.

Tradition Respect, commitment and acceptance of the customs and ideas that one's cult-lire or religion
imposes on the individual

Security Safety, harmony, and stability of the society, of relationships, and of the self

Power Social status and prestige, control or dominance over people and resources

Achievement Personal success by demonstrating competence according to social standards

Hedonism Pleasure and sensous gratification for one

Stimulation Excitement novelty, and challenge in life

Self-direction Independent thought and action choosing, creating, exploring

2.5 Types of Values

● Personal Values: It is unique to each individual, both in terms of ownership and usage. It is a desire and treasured by the
person, regardless of his/her social relationships. Examples include ambition, cleanliness, and discipline.
● Spiritual Values: It refers to the process of meditating on life's non-material elements and gaining insights about one's
unique experiences. They influence the person in his connections with himself and are concerned with the attainment of
the 'Self' and being one with 'Divinity'. Examples include truth and kindness.
● Sacred Value: Some values are regarded sacrosanct and are moral imperatives for people who believe in them. Sacred
ideals are seldom violated since they are viewed as obligations. Eg: While marriage may be sacred to some and not to
others.
 30

● Ethical Values: These values represent attitudes and behaviours that a society regards as necessary for coexistence,
order, and general well-being. It lets a person distinguish between right and wrong, good and terrible, and so on. Fairness,
justice, and human dignity are some examples.
● Protected Values: A protected value is one that an individual is hesitant to give up, regardless of the advantages of doing
so. For example, Some people may be hesitant to lie even if it is for the benefit of others.
● Cultural Values: Cultural values define what is acceptable or unacceptable, significant or unimportant, right or wrong in a
culture. It emphasises the need of preserving cultural customs, rites, and traditions that may be jeopardised by modern
materialistic society. Examples of cultural values include integrity, honesty, etc.
● Scientific value: These values are concerned with the belief in the idea of rationality, objectivity and a spirit to inquire.
● Political Value: It includes the belief in the ideals like liberty, equality, fraternity, etc.
● Economic Value: These include belief in various forms of economic systems prevalent in the world like capitalism,
socialism, etc.
● Behavioural values: Behavioural values refer to all good manners that are needed to make our life successful and
joyous. They are those values which will express our conduct and behaviour in our daily life. Behavioural values will adorn
our life and spread cordiality, friendliness, love all around. Example: cordiality, integrity, trustworthy, kindness, loyalty etc.
● Family Values: A set of widely recognised values that are fostered and developed within a family system form the
foundation of the family as a social institution. These values are primarily transmitted to the next generation by the head o f
the family who in turn passes them on to their offspring.
● Instrumental Values: These are the kinds of values that may be used to attain additional benefits, including financial
success or social advancement. When a subject is pursued for purposes other than its own, it is said to have instrumental
value. Examples include education for career success, political influence for charitable work, etc.
● Democratic Values: A person with democratic outlook is characterized by – respect for individuality, equal treatment to
all, irrespective of their sex, caste, language, religion, colour, race, family status etc. ensuring equal social, political and
religious rights to all, impartiality and social justice and respect for the democratic institutions.
● Universal Values: Which do not alter with context or time and are always the same like Love, honesty, respect, peace,
integrity, etc.

2.5.1 Some other classification of values:

● Relative and Absolute values: Relative values vary across persons and, to a greater extent, between people from
various cultures, for example, materialistic values are social constructs that are unique to both the individual and the
society. An absolute value is conceptually absolute and independent of individual and cultural perspectives. Nonviolence,
equality, non-discrimination, and so forth.
● Intrinsic and Extrinsic Values: The intrinsic value is the worth in its own right," or "for its own sake." Love, truth, and
freedom are the examples of inherent values. Extrinsic value is the value of anything based on its appearance or what it
could be sold for, which may or may not reflect its true value. For example, fortune, fame, etc.
● Personal and Community Value: Personal values are those that are established by the individual alone, regardless of
his or her social interactions — for example, Dignity of Labor, Sensitivity, Cleanliness, Politeness, Honesty, and so on.
Community values are values that are shared by the entire community. For example, caring for and honouring elderly.
● Terminal and Instrumental Values: Terminal values are the basic permanent values that frequently become character
features. They can be useful or detrimental. They are a person's life goals - the ultimate goals he or she wants to reach via
behaviour. Instrumental values are distinct patterns of behaviour. They are not an end goal in and of themselves, but
rather a means to an ultimate goal. They are the approaches he or she wants to employ in order to reach his or her life's
objective.

2.6 How are values inculcated?

● Family- The primary and most essential source of values is family. From an early age, every child picks up values from
their family and carries those values with them throughout their lives. His personality and his inculcation of values are
shaped by how his parents nurture, teach, and raise him.
● Society- Society too has a significant influence in shaping an individual's value system. The school teaches every kid the
fundamentals of discipline and politeness. Other organisations of society, such as religious, economic, and political groups
to which an individual belongs, influence an individual's value system in addition to schools and universities.
● Culture- Cultural influences that impact an individual's value system include standards, beliefs, and other behaviour
patterns that are valued and acceptable by society. These values are frequently embodied in rituals, practises, or tales
that are frequently repeated and extremely resistant to change since they are seen as absolute.
● Personal factors- Personal traits such as intelligence, ability, beauty, and education level substantially influence a
person's value system. For example, a bright and educated individual will grasp and absorb social and occupational
values more quickly than an illiterate one.
 31

● Religion- Religion is a collection of beliefs and traditions that govern an individual's habitual behaviour and decision
making.
● Constitution- The ideas of democracy, equality, and global peace are emphasised in nearly all of the current constitutions
of various countries.
● Life experiences- The experiences of oneself and other people are what a man learns from most. The values that a
person develops from their own life experiences are often enduring and hard to alter.

2.7 Importance of Values

● Values are the core concepts and convictions that serve as a general guidance for behaviour. Attitudes and behaviour
are often influenced by values.
● Values are commonly acknowledged as a motivating factor in ethical decision -making. They serve as the foundation for
their deliberate actions and impact an individual's decisions.
● Personal values serve as a guidepost for what is good, helpful, important, useful, attractive, desired, and
constructive.
● Every value has a strong, cognitive, and directing component that helps us make decisions about what is good and
wrong by guiding us in setting priorities.
● Human values are a technique for managing human relations and promoting peace when tensions are high. Values
enable us to live in harmony with one another and to contribute to peace on a personal level.
● Values transcend specific behaviours and circumstances. This separates values from narrower ideas like rules and
attitudes, which normally pertain to specific acts, things, or circumstances.
● Values guide the selection or appraisal of actions, policies, individuals, and events. People make judgments about
what is right or wrong, valid or unjustified, worthwhile or not, depending on the potential effects on their deeply held
values.

2.8 Erosion of Values in Human Life

● Individual, social, national, moral, ethical, and spiritual values are eroding at an unprecedented rate in the twenty-
first century. The growing concern with materialistic advantages, along with rising commercialisation, is weakening societal
values and ethics.
● Vested interests, terrorism, disruption, and access to worldly life have all produced a void in societal coherence and
stability. Values are therefore gradually damaged and degraded.
● The expanding cynicism, chasm between rights and obligations, materialistic tendencies, moral degradation, and
violence have all harmed man's wisdom capacities.
● Authorities prefer to neglect environmental concerns related to religion for fear of offending religious beliefs. In the
September 1998 incident in Vadodara, officials and authorities apparently avoided dealing with the situation because it
was religious in nature.
● The publication/promotion of misleading results, as well as their distribution via new social media , is lowering the
relevance of values in the post-truth era. Social media is increasingly used to promote false news and deep fakes.
● Values that are disappearing like disintegration of traditional joint families, promotion of intolerance, worthless rituals,
and propagation of community ideals in the guise of religion are some of the causes of disappearing and degrading
values in society.

3. Value Education
● Value education has a paramount role to play in creating a society that is tolerant, humane, socially cohesive and
ethically righteous. If knowledge is left without being tempered by values and morals, the power generated by such
knowledge would only be disastrous and catastrophic in its effects.
● Education in values is an integral component of the programme of education. Values are integral to the process of
education. They are not addons.
● Values are the guiding principles of life which are conducive to all round development. They give d irection and
firmness to life and bring joy, satisfaction and peace to life. They bring quality to life. Thus “Value is something or
anything which appeals us, satisfying our needs, whether it is material or non-material, satisfaction and
desirability are common elements in it.”
● Values regulate and guide human behaviour and action in our day to daily life. Values are embedded in every word we
select and speak, what we wear, ways in which we interact, our perceptions and interpretation of others reactions in what
we are say and so on.
● Values are formed on the basis of interests, choices, needs, desires and preferences. These comprise the nuclei of
value formation. Values have a selective or directional quality. When preferences acquire certain definiteness, intensity
and stability, these become the criteria for judgement, choices, action and grounds for decision -making in behaviour.
 32

● Values involve the processes of thinking, knowing/understanding feelings and action.

Stages of Value Development

3.1 Need of Value Education

● In this present modern era, there has been a substantial erosion of values, the fabric of society is being formed and
age-old ties are breaking up and hence value education aims to provide direction for personal, emotional, social,
cultural, ethical, moral, humanistic and spiritual development.
● Education without values is not Education at all. In these circumstances, the need to reorient education and the school
curricula with value education should receive priority. There is a need for country wide concerted efforts in this respect.
● There has been a rise in the number of cases of children with emotional disturbance, anti-social behaviour and
drug abuse.
● The magnitude of the value crisis indicates the need for value education in schools and demands conscious, planned,
persistent and purposive efforts by teachers.
● Educated and intelligent people with poor values in life not only make their own life miserable but also bring more harm
to the society than good.
● Superstitious, ignorance, intolerance and narrow perceptions lead to fights, riots and war, making life miserable for
everyone.
● The consumerist and commercial ethos of our times have made the primary goal of education to be to acquire
material success and power in the goal of education to be to acquire material success and power in this competitive world.
As a result the basic values like honesty and tolerance are neglected in pe rsonal and public life of people, resulting in the
rise of crime, violence, cruelty, greed and apathy to human sufferings.
● There is a need to overcome the narrow casteist, communalist, linguistic and regional divides among the people
and to promote unity, social and national outlook.
● Values of idealism, altruism, selflessness and service to fellow humans are vanishing from our life. There is also a
need to develop sensitivity to the beauty of art, literature, craft and nature.
● A number of modern values such as democracy, equality, liberty, fraternity, global perception, international
cooperation, environmental protection of human rights have developed in recent decades. These values are to be
inculcated in the children right from childhood.
● Value education needs to be an integral component of curricular and co-curricular activities.

3.2 Importance of Value Education

● Ghandhiji considered value as an inseparable component in the full flowering and development of personality.
● These values are also considered as determinants of human behaviour. They play a vital role in the lives of every
individual.
● Values are enduring and they facilitate standards that guide the conduct of human beings.
● Values should be deliberately inculcated, directly or indirectly, so that along with mainstream curriculum, they also
acquire necessary knowledge and skills that prepare them to be responsible citizens.
 33

● Good values are the spontaneous manifestations of a sound character and values form the central pole around which
our actions, desires and ambitions are organized.
● Values guide our behaviour and give meaning to our existence.
● Values assist us to make right decisions and make choices.
● Values give direction and firmness to life and help us to be morally sound.
● Values set goals for achievements and they motivate, define and colour all our activities in cognitive, affective and
cognitive domains.

Quotes on Values

Education without values, as useful as it is, seems rather to make man a more clever devil. – C.S. Lewis
When educating the minds of our youth, we must not forget to educate their hearts. – Dalai Lama
What we call knowledge is only belief that has gained acceptance, there is no value -free knowledge. – Berciter
If you want your children to be people of character, you need to be working on your own character on a regular basis. – Gauld
and Gauld

4. Lessons from the Lives and Teachings of Great Leaders, Reformers and
Administrators
4.1 Leaders

Personalities What they Valued

Mahatma Gandhi Simplicity, Minimalism, Satyagraha, Sarvodaya, Secularism, Ahimsa, Non-Violence, Truth,
Forgiveness, Self-Sufficiency, Dignity of labour etc.
Jawaharlal Nehru Democracy, institution building, consensus building, socialism, secularism, self -
determination, internationalism etc
Nelson Mandela Service, dignity, self-belief, equality of the human race, freedom, fairness, justice, etc

Abraham Lincoln Humanism, equality of the human race, integrity, idealism, honesty, freedom etc.

Martin Luther King Jr Self-belief, equality of the human race etc

B R Ambedkar Self-belief, equality of the human race, radical thinking, compassion etc

Verghese Kurien Self-belief, co-operative societies, entrepreneurship, innovation, farmer welfare etc.

M .S. Swaminathan Sustainable development, green revolution, poverty alleviation, farmer welfare etc.

Rabindranath Tagore Influential in introducing

4.2 Administrator
Administrator is one who is responsible for carrying out administration – a process of working with and through others to
accomplish the agreed goals efficiently.

4.2.1 E SREEDHARAN (IAS)

● Resilience: Despite his disagreement with the railway minister over the selection of gauges, he was successful in
establishing Konkan Railways to the best possible standard. He diligently and persistently convinced the minister.
● Equity: One of his successful businesses, the Delhi Metro, provided that all people could afford tickets and that women
could go for free.
● Ethics of work culture: He says “Ethics in work is a compulsion, not an option”. He upheld punctuality, professionalism,
and competence as the cardinal principle of the work environment.

4.2.2 T N SESHAN (IAS)

● Fundamental: He was an IAS officer from the Tamil Nadu Cadre who made his mark on India's electoral process.
● Leadership: He pointed out a number of electoral frauds, including faulty voter registration lists, booth capturing,
electioneering, etc. He subsequently took stern action in all areas and established deadlines for the cops to arrive.
 34

● Discipline: He had a reputation for adhering to the law strictly. He made sure the lawmakers and his support personnel
followed the rules. For instance, in 1994, he suggested to the prime minister that two cabinet members be fired for
violating electoral laws. His method was frequently referred to as the "Zero Delay and Zero Deficiency" method.
● Innovation: He successfully launched the Model Code of Conduct during elections, which has since developed into a
crucial component of elections in India.

4.2.3 IQBAL SINGH CHAHAL (IAS)

● Basic: Iqbal Singh Chahal is an IAS officer from the Maharashtra cadre, class of 1989. He is the Brihan -Mumbai Municipal
Corporation Commissioner at the moment (BMC).
● He is credited with containing COVID-19 in Mumbai and creating the "Dharavi Model." The Mumbai Dharavi Model was
praised by both the High Court of Maharashtra and the Supreme Court of India.
● Proactive Strategy: He added thousands of beds by building new field hospitals, and private facilities gave the
government control of their Covid-19 wards in exchange for the conversion of 800 cars into ambulances.
● Focus on the oppressed: He concentrated on 55 slums in Mumbai, notably Dharavi, where there was a rigorous lock -
down, aggressive cleaning of public restrooms, widespread coronavirus testing, and a significant volunteer effort to make
sure that no one went hungry.

4.2.4 D ROOPA (IPS)

● Working under Political Pressure: She discovered anomalies inside the jail in July 2017. She claimed that in exchange
for a Rs 2-crore bribe to jail officials, AIADMK (Amma) general secretary V K Sasikala was receiving VIP treatment at
Parappana Agrahara central prison.
● Integrity: An independent inquiry committee discovered and confirmed "serious breaches" and "falsification of data" on
the part of senior jail authorities in January 2019. It strengthened her argument.
● Persistence: She endured privilege motions for naming politicians in FIRs despite being relocated 41 times in 17 years,
up to 2017.

4.2.5 UMAKANT UMARAO (IAS)

● Basic: 1996 batch Umakant Umarao, an IAS officer from the Madhya Pradesh cadre, holds a B.Tech. in civil engineering
from IIT Roorkee. He also took economics classes.
● Hard work: His efforts led to the building of 16,000 ponds, with more than 1,000 farmers earning more than Rs 25 lakh
annually as a result. Dewas has also experienced a 20-fold increase in irrigated land from about 18,000 hectares to more
than three lakh hectares, as well as a rapid rise in groundwater level.
○ Farmers have now started using the Dewa model in areas like Vidisha, Ratlam, Mandsaur, Ujjain, and Raisen in
MP, Bundelkhand in UP, and Marathwada, Latur, and Chandrapur in Maharashtra.

4.2.6 PRATIBHA SINGH (IFS)

● Basic: She is the first officer in Indian history to leave the Indian Foreign Service and join the Indian Forest Service,
demonstrating her passion for the natural world and the environment. She is an IFS officer from the 1994 batch and a
graduate of the University of Delhi.
● Environmental awareness: Her contributions are particularly commendable in the areas of biodiversity preservation,
reducing man-animal conflict, expanding green cover outside of forest areas, and protecting forests and wildlife.
○ Her efforts have received widespread praise for the creation of the Pilibhit Tiger Reserve, the lion safari in
Etawah, the declaration of eco-sensitivity, and the upgrading of amenities at the Kanpur and Lucknow Zoos.
○ She has taken extra efforts in Uttar Pradesh to meet the national biodiversity target by establishing biodiversity
management committees in nine villages and creating a People's Biodiversity Register.

4.2.7 U. SAGAYAM (IAS)

● Basic: Shri Ubagarampillai Sagayam, an IAS officer from the Tamil Nadu cadre who graduated in 2001, is from a farming
family in the Perungudi village of the Pudukkottai district and has a master's degree in both social work and law.
● Election transparency: He was the first IAS official in Tamil Nadu to make his financial details public. He was appointed
Collector of Madurai by the Indian Election Commission in 2011, a region that had a reputation for buying votes. Shri
Sagayam foiled numerous attempts to bribe voters, informed people about the law, and seized money that was going to
be given to voters.
● Friend of the Poor: During this time, Shri Sagayam gained recognition for his friendship with the underprivileged. He
established the farmers' food court known as Uzhavan Unavagam so that struggling farmers could market their regional
fare.
● Working Against All Odds: He conducted an investigation that turned up inconsistencies in the export of granite as well
as the destruction of water bodies and the diversion of rivers, as well as the theft of valuable granite from both private an d
public lands.
 35

4.2.8 PARAMESWARAN IYER (IAS)

● Basic: The 1981 batch officer from Uttar Pradesh cadre, Parameswaran Iyer, an IAS officer, is leading India's effort to
become an Open Defecation Free (ODF) nation. He is a renowned bureaucrat who, while employed for the Department of
Drinking Water and Sanitation, blazed new trails.
● Persuading millions of people to change long-standing habits: More than 100 million toilets have been built in rural
areas thanks to his efforts to make this initiative a Jan Andolan, and the national rural sanitation coverage —which was
38.7 percent in October 2014—has climbed to 100 percent in October 2019.

4.2.9 RAJENDRA BHATT

● Bhilwara model: He is credited with conceptualizing the renowned Bhilwara model for the Covid contentment in
Rajasthan's Bhilwara district as the 56-year-old collector/district magistrate of Bhilwara.
○ He devised the three cycles of isolation, testing, and quarantining for Covid containment throughout the
pandemic period and showed inventiveness in trying circumstances.
● Hard work: The DM's office gave him clear, real-time directions, and he worked diligently in coordination with the ground
workers to implement them. These instructions included isolating the district, mapping the hotspots, undertaking
aggressive contact tracing and door-to-door screening, stepping up quarantine and isolation wards, and preparing a
monitoring system for rural areas.

4.2.10 DURGA SHAKTI NAGPAL (IAS)

● Basic: Durga Shakti Nagpal is an Indian Administrative Service officer of the Uttar Pradesh cadre.
● Bold and brave deeds: She gained notoriety after beginning a large campaign against bribery and illegal sand mining in
the area under her control, Gautam Buddha Nagar. The UP government later suspended her after she was accused of
tearing down an unauthorized mosque wall in a village near Greater Noida. This action was met with fierce protest
because it was thought to be supported by dubious evidence. The UP government lifted her ban on September 22, 2013.

4.2.11 OM PRAKASH CHOUDHARY (EX-IAS)

● Basic: In Chhattisgarh, the regions of South Bastar and Dantewada are notorious for naxalism and the bloodshed that
follows. Children stop attending school as a result, and the current literacy rate is 33%. Shri Omprakash Choudhary, the
district collector at the time, set out on a mission of mental reform with this in mind.
● Education for Skills: A livelihood college was founded on the basis of a public-private collaboration to provide value to
those students who do not possess basic reading levels.
● Chhoo Lo Aasman: The program is an effort to raise the caliber of science instruction in the 11th and 12th grades.
● Implementation of the Right to Education (RTE): The RTE calls for enrolling 25% of children from underprivileged
backgrounds.

4.2.12 KEERTHI JALLI (IAS)

● Basic: Keerthi Jalli is an IAS officer from the Assam cadre and a member of the 2009 batch. She assumed her duties as
the first female District Deputy Commissioner in the Assam Barak Valley's Hailakandi district. Deputy Commissioner for
Cachar at the moment.
● Leadership: She recently went to the flood-affected districts in the Cachar District of Assam, inspecting them on foot and
talking to the locals to learn about their issues related to the flood and erosion. The officer gave the concerned officials the
order to take all necessary precautions to safeguard the area from erosion and flooding.
○ She received the title of "Best Administrative" in 2020 for managing the district's numerous difficulties and
performing admirably in terms of public service.

4.2.13 ARMSTRONG PAME (IAS)

● Basic: The Indian Administrative Service (IAS) officer Armstrong Pame is a member of the Manipur cadre and is a 2009
graduate. is currently employed by the Government of Manipur in the role of District Magistrate in the Tamenlong District.
● Leadership: The so-called "Miracle Man," an IAS officer from Manipur, is well-known for having built a 100 km road all by
himself, which is commonly known as the "Peoples' Road." Tousem may be reached by road from Assam, Nagaland, and
the rest of Manipur.
 36

4.3 Reformer
A reformer is a person who wants to bring about a positive change in the prevailing conditions in society by bringing about
reforms in any area of human activity. e.g. politics, social customs and religion. E.g. Social reformer, religious reformer, political
reformer.

Social equality, equality of the human race, women empowerment, scientific thinking
Raja Rammohan Roy
etc

Swami Vivekananda Self-belief, equality of the human race, patriotism, compassion etc

Mother Teresa Compassion, altruism, helpfulness, kindness, cleanliness, determination.

 37

Role of Family, Society and Educational Institutions in Inculcating

Values
1. Values .......................................................................................................................................................................................................... 38
2. Process of Developing Values ............................................................................................................................................................... 38
3. How Socialization Occurs? .................................................................................................................................................................... 39
4. Role of Society in Inculcating Values .................................................................................................................................................. 40
5. Role of Educational Institutions in Inculcating Values .................................................................................................................. 41
6. Role Of Peer Pressure And Soci al Influence...................................................................................................................................... 43
7. Role of Workplace in Inculcating values ............................................................................................................................................ 43
 38

1. Values
● Values are the opinions held about what is significant by an individual or a social group. People are motivated by
values to take certain actions.
● Some of the common values are Brotherhood, friendship, empathy, compassion.
1.1 Why are Values important?
● Values relate to a person's internal qualities.
● Values are beliefs about what is right or wrong held by an individual (or community) (or desirable or undesirable).
● People have a tendency to adopt the ideals that they are exposed to as children.
● Due to the fact that those values are those of their particular culture, people also frequently believe that they are "correc t."
1.2 How Values are Developed?
● Values emerge as a result of young infants internalizing cultural norms, such as cultural views of what is correct and
what is not.
● Various socialization processes internalize these cultural norms (identification, internalization, role playing, rewards and
punishments, trial and error).
● Parents encourage the development of values in children during socialization by rewarding socially acceptable behavior
and punishing socially unacceptable behavior.
● Additionally, they try to introduce the youngster to suitable role models so that he can relate with them and internalize
their principles.
● Education in schools and colleges help to develop social values. These values are related to how to interact with other
members, how to respond to their questions, how to behave in social situations, and how to live peacefully with others.
● Media also helps in creating human values. Media disseminates values that are oriented to the larger society. For
instance, values of empathy, compassion, tolerance, etc.

2. Process of Developing Values

2.1 Socialization
● The process of socialization is how a person acquires the values necessary to function as a contributing and productive
member of society.
● The process of forming a person's social dispositions so that he becomes and stays a valuable and productive member of
his community is a lifetime one (from leaving the womb to going to the tomb).
● A young biological infant goes through this process to become a contributing and active member of his society.
● Culture is passed down from one generation to the next through this procedure.
2.2 Social Control
● Social control has a reward and punishment model to ensure appropriate behavior.
● Social control ensures that people do not commit crimes or pursue immoral and unethical activities.
● Good values are promoted through appreciation while the negative values are controlled through ostracization.

Techniques to develop values

● Conscientization: It involves making the individual aware that she is committing some wrong. We need to uncover the
wrongs in society by making the people aware of it.
● Intense identification: Here mentorship is given to the person. A mentor guides the person to follow the right path by
inculcating good values.
● Profitable association method: Here symbiotic relationship and collective endeavor is given importance. Mutual respect,
harmony, Tolerance and equality are promoted.
● Role playing: Here the role is performed by making the person follow the right values in her action. Here the person gets
trained to follow the path which has the right values.
● Allegorical method: Here moral story telling is given importance. Biography of great leaders and reformers can be used
to inculcate values among the people.
 39

3. How Socialization Occurs?

● Observational learning: Observational learning is the process of learning by observing others. Social role models like
parents, teachers, friends, siblings, etc. serve as conduits for it.
● Conditioning is a conscious effort to socialize people by using rewards and punishments to promote and prevent certain
behaviors.
● Role playing is the act of picturing and visualizing oneself as another person and acting in that person's place. The
person can learn about others while acting out these roles and can then adjust his response accordingly.
● Trial and Error: It is based on our own experiences and self -learning.

3.1 Family's Role in Children's Socialization

● Family is an important socializing agency.
● Family is a system of interconnected relationships characterized by emotionality, continuity, and collaboration
unmatched by any other system.
● During their childhood, children develop physically, emotionally, socially, and intellectually. Therefore, the significance
of the family in a child's growth cannot be overstated.

Any education given by a Family tends to socialize its members, but the quality and the value of the socialization depends up on
the habits and aims of the family - John Dewey
It is easier to build strong children than to repair broken adults. - F. Douglas

3.2 Effects of Parenting Styles in Inculcating Values

● The way parents discipline their children and instill values in them is equally crucial.
● They include:
○ Authoritative: believe in limiting their children's autonomy and forcing their moral code upon them. It may
result in a less sympathetic, prejudiced, and self -centered youngster.
○ Democratic: parents interact with their kids in a reasoned and problem-focused way. Additionally, it allows for
positive reinforcement of children's shown conduct. Such youngsters exhibit impartiality, tolerance, objectivity,
and other virtues.
○ Permissive: Parental negligence, apathy, and lack of involvement are characteristics of the permissive
parenting style. Children may adopt harmful values and emulate harmful role models.

3.3 Role of Parents in Inculcating values

● Observational learning: Observational learning is the process of learning by observing others. Social role models like
parents, teachers, friends, siblings, etc. serve as conduits for it.
● Conditioning: Conditioning is a conscious effort to socialize people by using rewards and punishments to promote and
prevent certain behaviors.
 40

● Role playing: Role playing is the act of picturing and visualizing oneself as another person and acting in that person's
place. The person can learn about others while acting out these roles and can then adjust his response accordingly.
● Role of Customs and Traditions: The family's customs and traditions assist the kids learn organization and discipline.
However, children will also acquire the same patriarchal worldview if the female family members lack freedom or are
forbidden from working outside.
● Easy integration into society: The family instills values that are in line with societal norms, which ensures that there is a
consensus on values to help the child integrate into society.
● Emotional Experience: Children who grow up with confident adults begin to trust those around them and adopt a more
optimistic outlook on life.
● Democratic decision-making: Families should encourage their children to express their opinions and participate in
making decisions. Children need parental encouragement to read well -written books so they can learn from them. Telling
tales from the lives of great people might also be helpful in this sense.

3.3.1 Challenges/Limitations of Parent’s Role

● Regressive values: A source of regressive values is the family because it is an informal institution. For instance, parents
in India instruct their children to associate with people who share their identity (Religion, caste etc.)
● Values in conflict: Different moral lessons from different family members may cause conflicts in the development of
one's value system.
● Orthodox beliefs: Orthodox members of a family, for instance, might adopt conservative views, whereas democratic
members might advocate liberal ones.
● Difficult parents: For a variety of reasons, parents fail to apply the lessons they taught their children to themselves.
Children are quick to spot this inconsistency and lose faith in the parental instruction.As an illustration, parents may
preach the importance of love and care, yet they may also engage in petty arguments with their family members.
● Decline in joint families - The process of instilling values through family is being weakened by changes in family
structure. The amount of time parents spend with their children is drastically decreasing, and the use of technology has
also had a big impact.
● Absence of emotional and spiritual values: In the modern world, parents teach their children the importance of
meritocracy in the strictest sense while ignoring the emotional and spiritual components of human growth. This has led to
an imbalanced progression of humanity.
● Lack of Democratic Parenting - The process of instilling values is impacted by the lack of autonomy given to children as
a result of the prevalence of authoritative parenting. This results in the values being accepted just on the outside rather
than internally, which weakens the framework of values.

4. Role of Society in Inculcating Values

● Religion and culture: Religion and culture are somewhat intertwined, and their norms are the most important influence in
instilling moral principles through societal channels. For instance, Hindu writings are a major source of inspiration for
Indian values like tolerance and mutual acceptance.
● Tradition and customs: Tradition and customs are the fundamental building blocks of any society. The essential
principles of tradition and custom include belonging (Holi), loyalty (Raksha-bandhan), and other concepts.
● Political Nature of Society: Depending on the political state, which can be either democratic or dictatorial, the citizens
are taught the proper values. Though occasionally our values regarding the current system can be influenced by other
state politics. For instance, despite being an independent province of China, there have recently been rallies in Hong
Kong for democratic rights.
● Economy:The economic structure of a society also affects its members' values. For instance, the market economy instills
principles of inventiveness and rivalry whereas the socialist economy promotes the virtue of equity.
● Mass Media: The importance of mass media has increased in the digital age. Social media corporations have recently
been embroiled in controversy over data breaches that allowed commercial companies to analyze voter behavior for
political gain Eg: Cambridge Analytica case. This is a two-edged sword where one may either promote hate and negative
communal attitudes or understand the value of community, belonging, etc. Eg: #Metoo movement, Recent Islamophobic
twitter trends.
● Civil society: Civil society organizes people around a common cause, publicizes that cause through media, protests, etc.,
and so shapes people's values. For instance, the MKSS movement, which resulted in the RTI Act, 2005 in India,
promoted openness and transparency in government.
● Leadership: Leaders influence others' attitudes through demonstration or persuasion.For instance, celebrities have an
impact on how people dress, eat, behave, etc.
 41

Societal Makeup Effects Produced

Patriarchal Society Promoting women as sacrificing individuals. Eg: Practice of Sati.

Joint family and caste system Promoting the people to evade responsibility from taking any duty.

Hierarchical preference Promoting status - quo attitude.

Importance to ascribed values Leads to orthodoxy and does not promote innovation in society.

Authority of parents Subservience is promoted and independent thinking is discouraged.

Constructive role of society Destructive role of society

Promoting values of peace in Society. Eg: Bhutan Promoting violence in society. Eg: Taliban in Afghanistan

Promoting tolerance among the various social groups in Promoting autocratic rule in the society. Eg: North Korea
society. Eg: melting pot culture of America

Promoting innovation in society. Eg: South Korea and /Japan Prevalence of Gun culture. Eg: Texas in USA

Post World War 2, Germany embarked upon a policy of During the rule of Hitler, Germany promoted the ideology of
egalitarian society. Nazism which led to persecution of Jews.

4.1 Challenges/Limitations of Society in Inculcating Values

● Value diversity: There are several civilizations in India that have values that are very different from one another. For
instance, although other religions do not strictly exclude consuming animal products, Jainism supports strict
vegetarianism.
● Orthodox values: Societal morality is mostly influenced by norms and traditions. Many of its principles run counter to
liberal beliefs and morality established by the constitution. For instance, the Khap Panchayat institution in North Indian
states penalizes adults who enter into inter-caste or love marriages.
● Immoral Acts: Due to their participation in unethical actions, socio religious institutions and leaders are losing their
legitimacy. Either people don't trust them, or a few gullible followers will do everything to uphold immorality. For instance,
a number of religious authorities have been charged with harassing young girls sexually.
● Vested Interests: Social institutions are frequently influenced by a variety of socio -economic-political interests. Since
even a small deviation from the status quo could cause radical changes in society and threaten the existence of these
institutions, they support ideals that are status quoist in character. For instance, several right-wing organizations
promote the idea that women should refrain from working and instead focus solely on caring for others.
● Social boycott: When someone violates social norms, social institutions use a wildly irrational enforcement mechanism to
punish them. The majority of the time, it proves to be useless. For instance, the rise of the Naxalite movement may be
seen as a response by the lower caste to the atrocities carried out on them by the upper caste. Therefore, social boycott is
not beneficial to the socialization process.

5. Role of Educational Institutions in Inculcating Values

The National Education Policy envisages that the curriculum and pedagogy of our institutions must develop among the
students a deep sense of respect towards the Fundamental Duties and Constitutional values, bonding with one’s country, and a
conscious awareness of one’s roles and responsibilities in a changing world.
● The official socializing agency is school.
● It enters a child's life when they are between 4 and 5 years old.
● It aids kids in their cognitive skill development.
○ Through Academic Activities
○ Through extracurricular activities, develop social skills
 42

○ Through Extracurricular Activities, develop your interpersonal skills

○ Through curricular activities, develop your psychomotor skills.
● The school prepares the child for adult life by serving as a link between the family and society. The child's interaction
with people who are neither their friends nor their family is facilitated by the school.

The National Education Policy 2020 promotes principles such liberty, responsibility, pluralism, equality, empathy, respect for
others, cleanliness, civility, democratic spirit, spirit of service, respect for public property, scientific temper, and just ice.

The National Education Policy 2020 encourages innovation and rational thinking.
The relationship between the principles can be better understood by paying particular attention to them. Independent thinking
and innovation will be sparked through nurturing the special talents of students, instructors, and parents.

5.1 Role of Teachers

● Teachers become excellent role models, and their behavior has a big impact on kids when they're young and
impressionable.
● They primarily employ operant conditioning (reward and punishment) and observational learning. They contribute to
impartiality by treating the class with fairness.
● They instill values of hard work, fulfilling promises, and being on time by their devotion, diligence, and timeliness.

5.2 Role of Curriculum

● The curriculum should include culturally relevant materials that aid in the child's integration into his or her socio-cultural
environment.
● Anecdotes and storytelling in the curriculum should be used to teach kids morals. For instance, Panchatantra tales or
tales about the patriotism of independence fighters.
● For instance:
○ World History: French revolution taught the need for liberty, equality, fraternity.
○ Modern History: Mahatma Gandhi’s train journey to Pretoria - He stood against injustice.
○ Constitutional literacy:; democracy, secularism and human values (truth, love, compassion) are key ingredients
in the Indian constitution.
○ Literature:Various literary sources help children understand the human nature and prevalent social values of a
given era.
○ Scientific knowledge: helps to create curiosity and objectivity in decision making among the children. Rational
beliefs are developed in the young minds.

To educate a man in mind and not in morals is to educate a menace to society' - Theodore Roosevelt.

Education is not limited to imparting information or training in skill. It has to give the educated a proper sense of values - Idowu
Koyenikan

5.3 Role of Additional Academic Activities

These are crucial to fostering the ideals of:
● Teambuilding
● cooperative attitude
● Taking responsibility
● Commitment
● Tolerance
● Patience
Challenges of Schools in Inculcating Values
● The gap between textual and social reality is really wide.
● The material is out of context with the surrounding sociocultural context. Both at home and at school, what is taught is put
to the test.
 43

● Therefore, curriculum makers should consider the child's socio-cultural environment when designing the curriculum. In
addition, parents' reorientation ought to follow children's.
● The evaluation process is flawed because it places too much emphasis on rote learning and fact memorization rather
than on practical knowledge.
● The content lacks a scientific tenor since it has been ideologically coloured.

5.4 How can Value education be promoted?

● Students are encouraged to adopt the values and conventions of their referent group or community primarily through
modeling, rewards, and punishments.
● Using discussions of moral problems as the main tool, instructors can help students go through the phases of moral
reasoning based on higher sets of values.
● assisting students in using case studies to decide moral and ethical questions in a logical, scientific manner.
● guiding students through talks, self-analysis, role-playing, games, and other simulations to identify their own and other
people's values.
● Giving pupils the chance to put their values into practice through social action using tactics such as values clarification.

6. Role Of Peer Pressure And Social Influence

● A change in behavior brought on by both actual and imagined pressure from others is known as social influence (in
society).
● Peer pressure occurs when coequals connect (in the situations mentioned above, the interaction wasn't between equals).
● Peer group influence is greatest during adolescence.
● It is the time when a person experiences changes in their emotions, bodies, and minds.
● The most successful forms of social influence work to alter a person's mindset and actions.
● But for social influence to happen, just changing someone's behavior is needed—not their perspective.
● But the truth is that, even while social influence doesn't mandate that a person alter his values and attitude, he does so
gradually because, if he is acting in opposition to his principles, doing so would lead him to experience mental turmoil and
struggle each time. He gradually modifies his values and outlook in order to avoid this.

7. Role of Workplace in Inculcating values

● Identity: Because it gives a person an identity, work is significant to a person. The majority of researchers have come to
the conclusion that a person's vocational identity is their most important identity.
● Job Satisfaction: Job happiness at work has an effect on social and interpersonal connections. Job satisfaction will be
higher if the workplace culture and the individual's socialization are complementary.
● Work Culture: People receive their work culture—their ethos and values—at their place of employment.
● Role of the Superiors: A boss or group leader, for instance, must show his team a paternalistic touch because Indians
are conditioned to live in such a society.

7.1 Values A Person Acquires At Workplace

● Commitment:Your degree of commitment to your work will determine how successful you are at it. Unfortunately, the
majority of individuals stop after the "want" stage and rarely go through with committing to their dreams. Most likely, that
is what prevents them from succeeding in anything.
● Diligence: Diligence is the capacity to work diligently, methodically, with attention and persistence, overcoming
distractions, and with full commitment and passion. Since individuals who develop the habit of working diligently are
able to work successfully and effectively, it is a virtue that can bring you tremendous success and open the floodgates of
opportunities and possibilities for you.
● Excellence: Employees that work in an exceptional culture learn how to be adaptable and resilient in the face of change,
difficulty, and uncertainty. Even in the face of seemingly insurmountable barriers and difficulties, the drive to realize the
organization's mission outweighs the temptation to turn away from the discomfort.
● Teamwork: One of the most crucial strategies for increasing organizational effectiveness is teamwork. While collaboration
is crucial, as we can all agree, not everyone is aware of its significance in the workplace.In the workplace, teamwork
occurs when a group of people effectively collaborates to achieve a common goal. Your business can succeed when
several people collaborate to achieve a common objective.
● Respect for diversity: A varied workplace is one where there is a culture of openness, honesty, and respect for one
another and where employees can operate in a setting that is free from all sorts of prejudice. Diversity in the workplace
goes far beyond issues of color or gender.
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 45

Attitude - Content, Structure, Function; its Influence and Relation

with Thought and Behaviour, Moral and Political Attitudes; Social
Influence and Persuasion.

1. Attitude ........................................................................................................................................................................................................... 46
1.1 Characteristics of Attitude .................................................................................................................................................................. 46
1.2 How does an attitude form? ............................................................................................................................................................... 46
1.3 Components of Attitude....................................................................................................................................................................... 47
1.4 Categories of attitude ........................................................................................................................................................................... 48
1.5 Attitude Vs Values ................................................................................................................................................................................. 48
1.6 Factors affecting atti tude formation ................................................................................................................................................ 49
1.7 Structure of attitude ............................................................................................................................................................................. 49
1.8 Functions of atti tude ............................................................................................................................................................................ 50
1.9 Change in attitude ................................................................................................................................................................................. 51
1.10 Attitude and behaviour ..................................................................................................................................................................... 53
1.11 Types of attitude ................................................................................................................................................................................. 54

2. Behaviour ....................................................................................................................................................................................................... 56
2.1 Factors affecting behaviour ................................................................................................................................................................ 56
2.2 Social Behaviour .................................................................................................................................................................................... 56

3. Social influence.............................................................................................................................................................................................. 57
3.1 Principles of Social Influence ............................................................................................................................................................. 57

4. Persuasion ...................................................................................................................................................................................................... 59
4.1 Components of Persuasion ................................................................................................................................................................ 59
4.2 Persuasion techniques ......................................................................................................................................................................... 59
4.3 Effects of Pers uasion ............................................................................................................................................................................ 60
4.4 How to make persuasion effective.................................................................................................................................................... 60

5. Attitude in daily life and Administration ................................................................................................................................................. 60

 46

1. Attitude
● "Attitude is the state of mind or a collection of ideas or a firmly held perspective on anything with an evaluative aspect
(Positive, Negative, or Neutral)".
● Attitudes are conceptual creations that are outside of our direct field of vision. We can only watch them through their
behaviour.
● To explain, attitude is the result of a person's collective thoughts and feelings when they are exposed to or think about
a specific object.
● In our daily lives, our attitudes determine how we respond toward other people, things that happen, etc., which in turn
shapes how people interact with one another more broadly in societies.

For Example:
● A person has his/her own likings and dislikings towards certain things. Either towards food, a book, sports or anything.
● Having attitude on health that Eating junk food unhealthily
● Smoking causes cancer.
● Optimistic Vs Pessimistic attitude
● Opinion/belief over a pre-existing debate.

1.1 Characteristics of Attitude

Characteristics of Attitude are:
● Attitudes are the complex combination of things we call personality, beliefs, values, behaviors, and motivations.
● It can fall anywhere along a continuum from very favorable to very unfavorable.
● All people, irrespective of their status or intelligence, hold attitudes.
● An attitude exists in every person’s mind. It helps to define our identity, guide our actions, and influence how we judge
people.
● Although the feeling and belief components of attitude are internal to a person, we can view a person’s attitude from their
resulting behavior.
● Attitude helps us define how we see situations and define how we behave toward the situation or object.
● It provides us with internal cognitions or beliefs and thoughts about people and objects.
● It can also be explicit and implicit. Explicit attitude is those that we are consciously aware of that an implicit attitude i s
unconscious, but still, affect our behaviors.
● Attitudes cause us to behave in a particular way toward an object or person.
● An attitude is a summary of a person’s experience; thus, an attitude grounded in direct experience predicts future behavior
more accurately.
● It includes certain aspects of personality as interests, appreciation, and social conduct.
● It indicates the total of a man’s inclinations and feelings.
● An attitude is a point of view, substantiated or otherwise, true or false, which one holds towards an idea, object, or person .
● It has aspects such as direction, intensity, generality, or specificity.
● It refers to one’s readiness for doing Work.
● It may be positive or negative and may be affected by age, position, and education.

1.2 How does an attitude form?

● In general, attitudes are learned by one's own experiences and through interaction with others, becoming a part of our
cognitive system. The majority of our attitudes are formed when we learn how to evaluate things at three stages in a person's
life.
● Early childhood and adolescence are delicate periods for attitude formation since at birth, a person has no preconceived
attitudes about the majority of items.
● A small body of research suggests that some characteristics of attitude are innate, but that these genetic factors affect our
attitudes indirectly through learning rather than directly. Therefore, a few certain circumstances are needed in order to
develop certain unique mindsets.
1. Learning by Association: At the level of parents and families, the first level of association took place. Our attitudes
regarding things are shaped by what we learn from our parents. At the school level, associations with teachers and
friends took place at the next level. Where we work, there is a third degree of association. Being around excellent people
helps us cultivate positive attitudes. We can even learn certain attitudes by su rrounding ourselves with books.
 47

Example:
● Increasing interest in a subject by collaborating with the teacher
● Reading literature or hanging out with people who share the same ideologies to sway one's viewpoint.

2. Learning through reward or punishment (Instrumental Conditioning): Rewarding or punishing someone can shape
their attitudes based on past experiences. Depending on how they affect the person, such attitudes may be positive
or harmful.

Example:
● If an adolescent consistently does yoga poses and wins the title of "Miss Good Health," she has a favourable
outlook on yoga.
● If a boy consumes unhealthy food and becomes ill, he changes his attitude toward unhealthy food and adopts a
positive attitude toward health.
● Arriving on time for school and receiving consequences for tardiness fosters a disciplined mindset.
● Parents will reward their children if they finish first in their class.
● Severe punishment causes students to develop a negative attitude toward teachers.

3. Learning by imitation (by watching others): We sometimes pick up attitudes by watching role models such as
celebrities, teachers, parents, or other influential people rather than by association, rewards, or penalties.

Example:
● Children pick up respect for elders from their parents.
● Role models like Gandhi, Abdul Kalam, Swami Vivekananda, Che Guevara, etc.
● By simply maintaining a portrait of Dronacharya, Eka Lavya learned the technique of archery.
4. Learning attitudes through cultural norms: Quite frequently, we pick up attitudes through cultural norms. Norms are
unwritten guidelines for the conduct that people are expected to display in particular situations . These standards
might eventually find their way into our social cognition in the form of attitudes.

Example: Offering flowers, fruits, and coconuts to the god is a practise recognised by society as part of several religions.

5. Learning attitudes through social comparison: When an individual's attitude aligns with that of a close friend or relative,
they are regarded as providing an accurate response to the attitude object.
6. Learning through Information Exposure: The internet fosters opinion development, which ultimately results in attitude by
exposing users to information such as autobiographies, novels, and information from various sources, such as newspapers.

Example: If a govt launches any new policy, we develop specific opinion against such policy by influencing through
newspapers editorials, TV debates.

7. Classical/ Pavlovian Conditioning: In this technique, the person is repeatedly exposed to positive and neutral stimuli,
and after a while, the response to neutral stimuli becomes the same as the response to positive stimuli.

Example: Food poisoning can lead to a phobia of a specific food. The first time someone eats a certain food and gets
sick from it, they may associate the food with feeling awful. The food’s appearance, smell, or taste can evoke an intense
dislike or even fear in the person.
8. Genetic Factor: Our attitudes are influenced indirectly by genetics. Biological characteristics may predispose us to
certain behaviors and attitudes. A biologically based trait influences how one thinks, feels, and acts.

Example: Suppose Jennifer is the daughter of wealthy parents who can afford the best, healthiest foods. Her parents
prepare nutritious meals like vegetable risotto and lentil soup and limit her daughter's intake of sugar, salt, and fat. Jennifer
grows to appreciate fruits and vegetables and no longer craves overly salty or sweet foods. Her parents have plenty of
time to play with her and teach her how to live an active lifestyle. By eating nutritious foods and staying physically active,
the genes that increase her risk of obesity are not expressed, and she never becomes obese.

1.3 Components of Attitude

● There are three models of component of Attitude:
○ Cognitive
○ Affective
○ Behavioral
● The above mentioned components are popularly called as ‘CAB’ Model
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1.3.1 Cognitive component

● It refers to thoughts, beliefs and attributes associated with a particular product, object or a thing.
● When an attitude is formed on the basis of the available information and develops a favourable or unfavorable opinion
towards the same, it is regarded as a cognitive part of the attitude.

1.3.2 Affective component

● It is the component of attitude which is decided by the emotions and feelings of an individual.
● For example, fear, love, sympathy, hate, like etc.
● It plays a very important role in attitude formation as how we feel about an outcome may override the cognitive rationals in
deciding attitude.

1.3.3 Behavioral component

● The tendency to behave a certain manner toward an item is the behaviour component of an attitude. It refers to the aspect
of attitude that expresses a person's intention, whether short- or long-term.
● Things you believe or have a feeling may have some effect on your predisposed behaviour.
● For example, if you believe that your boss is corrupt and misusing company’s funds and don’t feel like working under him,
then your attitude will be directed towards the company and the boss will decide your attitude to quit the job.

1.4 Categories of attitude

● Attitudes are categorized in two:
○ Explicit – Conscious recognition
○ Implicit – Unconscious recognition

1.4.1 Explicit Attitude

● As a result of conscious cognition, or when a person is aware of their attitude, they are classified as being the attitudes.
● The majority of recent or more accessible events have an impact on explicit attitudes. These attitudes show the cognitive
and motivational elements that go into determining an attitude; more deliberate thought is involved.
● It is sometimes referred to as a "self reported attitude" because the self is more consciously involved in it.

1.4.2 Implicit attitude

● Unconscious cognition-based memories from the past serve as the source of implicit sentiments.
● Sometimes we mistakenly mistake an implicit attitude that is dictated by our prior recollections for an actual object
(sometimes forgotten memories).
● We don't give it any intentional thought. Without any conscious effort, it just comes from within. Since these attitudes
lack a cognitive component, they are heavily influenced by affective experiences.
● As a result of these experiences, priming has a greater impact on implicit than explicit attitudes, making implicit attitudes
easier to access under the influence of contextual circumstances.
● Cultural biases significantly affect implicit attitudes because implicit attitudes are more strongly tied to affective experi ences
and because the term "culture" refers to a collection of specific sentiments and emotions.

1.5 Attitude Vs Values

● A set of beliefs make up value (about what is important).
● There is a chance that value could exist by itself.
● The values and ideas that support an attitude have an impact on that attitude.

1.5.1 Values
● Values are based on principles about how a situation or relationship between things ought to be.
● Values are often dependent on each other, for example, valuing contemporary democratic principles also requires valuing
(to varying degrees) agency, freedom, liberation, and human rights.
● Values, thus, are the codified principles towards which behaviors are aligned and actions are directed.

1.5.2 Attitude
● Attitudes are the perspectives on a situation based upon the values held by a person or organization.
● In other words, people and organizations perceive situations in the world through their values, resulting in attitudes held
about a given situation in the world as being positive, negative, corrosive, evil, good, right, wrong, sacred, profane, etc.
Attitude Values

● Your likes/dislikes? ● What is important for you?

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● Related to a particular thing. ● General in nature.

● Super-set of Values ● Sub-set of Values
● Attitude may change with the situation ● Relatively stable and enduring.
● Attitude is rather weak and unstable ● More strong, intense and durable than attitude.

1.6 Factors affecting attitude formation

● The factors that lead to the learning of attitudes are provided by the following variables.
○ Family and School Environment:
■ Parents and other family members have a big influence on how people develop their attitudes, especially
in the early years of life.
■ Later, the educational setting has a significant role in forming attitudes. In the family and at school,
attitudes are typically learned through modelling, association, and rewards and punishments.
○ Reference Organizations:
■ A person is given the norms of acceptable behaviour and thought patterns through reference
groups.
■ They so demonstrate how attitudes are learned through societal or cultural standards.
■ Reference groups are frequently used to shape attitudes regarding a variety of topics, including political,
religious, and social organisations, occupations, and other issues.
■ Their influence is most obvious during the start of adolescence, when it is crucial for the person to feel
like a member of a group.
■ As a result, learning through reward and punishment may also apply to the role of reference groups in
attitude formation.
○ Direct personal experiences that cause a significant shift in our views toward other people and our own lives.
Many attitudes are established outside of the home context or through reference groups.

An illustration would be the personal encounter that changed the life of an army driver. He narrowly avoided
death on one mission even though all of his allies perished. He left his position in the army, went back to his own
village in Maharashtra, and actively participated in community leadership after questioning the meaning of his
own life. This person developed a strong, positive attitude toward community uplift through a purely personal
experience. His actions significantly altered how his village looked.

○ Influences related to media:

■ Due to recent technological advancements, audio-visual media and the Internet are now incredibly
potent sources of information that can influence and shape attitudes.
■ Additionally, textbooks used in schools have an impact on students' attitudes. These sources bolster
attitudes' cognitive and emotive components first, which may then have an impact on the behavioural
component.
■ The media can have a positive or negative impact on attitudes. On the one hand, compared to other
forms of communication, the media and the Internet improve people's knowledge.

1.7 Structure of attitude

● The cognitive, affective, and behavioural (CAB) components of attitude are organised both within and among themselves
according to the structure of attitude.
● The structure frequently determines how much a particular attitude can influence a person's behaviour. Integrity makes one
less ambivalent.
● How positive and negative judgements are arranged inside and among cognitive, emotional, and behavioural components
is addressed by attitude structure.

1.7.1 One Dimensional Perspective

● In a one-dimensional perspective, it is presumptively true that the presence of positive thoughts, emotions, and actions
inhibits the development of negative beliefs, emotions, and actions. Or to put it another way, they are total opposites
on a scale.
● So, according to this viewpoint, there won't be any attitudinal ambiguity and a person's attitude toward the attitude object
will be consistent.
 50

1.7.2 Two Dimensional Perspective

● Positive and negative aspects are supposedly stored along two different dimensions, according to a two-dimensional
perspective. In one dimension, there are many positive elements of belief, emotion, and behaviour, whereas in the other,
there are numerous negative elements. Anywhere on this two-dimensional plane is where the attitude may be.
● According to this theory, humans can have any ratio of either positive or negative attitudes.
○ Little positivity and high negativity,
○ Little negativity and high positivity,
○ Neither positive nor negativity may be present in an attitude (i.e., a neutral position).

1.8 Functions of attitude

Because they can influence thought, behaviour, and emotions, attitudes are significant. It may help you if you have certain m indsets.
The relationship between a person's internal demands (such as self-expression) and the outside world is mediated by their
attitudes. As a result, attitude aids in achieving basic objectives.
● Knowledge:
○ The enormous amount of information in the world is made easier to understand by attitude.
○ They are quick cuts that assist us in making our understanding of the world more manageable, controllable, and
secure.
○ However, if we don't have any information about someone, we could judge them based on stereotypes.
○ For instance, those who are unfamiliar with nuclear energy may form the opinion that it is risky and shouldn't be
employed as a source of energy.
● Utilitarian:
○ The utilitarian function is present in attitudes that maximize benefits and minimize drawbacks from the
attitude object.
○ People will reward someone with approbation and social acceptance if they have or display a socially acceptable
attitude.
○ For instance, politicians embrace reservations as a way to win over voters.
● Object Appraisal:
○ It is frequently seen as attitudes' most fundamental role.
○ It contends that by offering instructions on how to engage with (i.e., approach or avoid) an attitude object, all
attitudes contribute to simplify reasoning and behaviour.
○ All attitudes that are powerful and repetitive in character and so simple to recall from memory serve this purpose.
● Ego Defence:
○ The term "ego defence" refers to having a mindset that defends our self-worth or that justifies behaviour that
makes us feel bad.
○ In addition to protecting us from others and ourselves, attitude also enables us to justify actions that might be seen
negatively.
● Social Adjustive:
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○ It makes people prefer popular attitude objects (like cars or dining establishments) over unpopular attitude objects
(like unpopular eateries).
● Emotions Experience:
○ The fundamental role of attitudes is to facilitate the emotional experiences of others.
○ People seek out emotional experiences because they themselves satisfy basic psychological requirements, even
when those experiences are unpleasant (horror movies).
○ Possessing and expressing strongly positive or negative attitudes is one method to experience these feelings.
○ People may, for instance, have a favourable attitude toward their pets since doing so allows them to satisfy their
emotional need for loyalty, love, and affection.
● Value Expression:
○ Our values are expressed in our attitudes.
○ By projecting a reasonably consistent picture that contributes to establishing our identity for ourselves and for
others, attitude aids in our ability to relate to ourselves and to others.
○ Our attitude helps us express who we are and may make us feel good about ourselves because we have made an
identity claim.

1.9 Change in attitude

● Attitudes can be altered and affected by a variety of circumstances both before and after the process of attitude
formation.
● Compared to attitudes that have become firmly entrenched and have become a part of the individual's values, attitudes that
are still in the formative stage and are more like views are far more likely to alter.
● From a practical standpoint, community leaders, lawmakers, manufacturers of consumer products, advertisers, and others
are interested in changing people's opinions.
● It would be impossible to take action to change attitudes unless we understand how attitudes change and what
circumstances lead to such change.
Factors that influence change in attitude:
● Information:
○ Informational impact is described as the shift in beliefs or actions that takes place when we follow the advice of
those we consider to be reliable sources of information.
○ Our beliefs are based on data provided by professionals like scientists as well as our own family and friends.
○ Real, long-lasting changes in beliefs are the result of informational conformity. The outcome of informational impact
is typically private acceptance, which alludes to a genuine shift in peoples' attitudes.
○ For instance, reports on plastic pollution have caused people and their governments to modify their attitudes toward
the use of plastic, increasing their propensity to look for alternatives.
● Normative:
○ It happens when we voice our thoughts or act in a way that aids in our acceptance or prevents us from
being shunned or rejected by others.
○ We conform to societal norms or generally held opinions about what we should or shouldn't do in specific social
circumstances when we engage in normative influence.
○ Public conformity, which is a surface-level change in conduct that is not accompanied by an actual change in one's
private view or attitude, is the result of normative influence rather than private acceptance. Our public behaviour
may reflect the effects of social influence, even while our inner beliefs may be quite different.
○ For instance, a person might regard women as equal coworkers at work due to workplace conventions, but at
home, where such patriarchal and backward attitudes are manifested in his behaviour, he might treat his wife or
sister differently.

1.9.1 Theories of attitude change

1.9.1.1 Cognitive Consistency Theories
● Research has generally concluded that people seek consistency among their attitudes and between their attitudes
and their behaviour. This means that people seek to reconcile divergent attitudes and align their attitudes and behaviour
so that they appear rational and consistent.
● When there is an inconsistency, forces are initiated to return the individual to an equilibrium state where attitudes and
behaviour are again consistent. This can be done by either altering the attitude or the behaviour or by developing a
rationalization for the discrepancy.
● The cognitive consistency theories are concerned with inconsistencies that arise between related beliefs,
knowledge and evaluation about an object or an issue. Though various consistency theories differ in several respects,
all of them have a common object that is reducing the inconsistency and returning the individual to the equilibrium state.
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Example: A person consistently argued that the quality of Indian cars is not up to that of the imported cars and that he
would never own anything other than an imported car. His father gives him a latest model Maruti car. In this situation
there are three elements: the person, his father and the car. To bring balance in this situation he will either change his
negative relation with the Maruti car, he can ask his father to change his attitude and give him an imported car. Thus if
that person starts saying that the Maruti car is not so bad, it means he has changed his relation and brought the balance
in the situation

1.9.1.2 Functional Theory

● The functional theory considers how attitudes and efforts are related to the motivational structure of the individual.
This theory focuses on two things:
○ The meaning of the influence situation in terms of both the kinds of motives that it arouses
○ The individual’s method of coping and achieving his goals.
● An understanding of the functions served by attitudes is important for attitude change procedures since a particular method
may produce change in individuals whose attitudes serve one particular function, but may produce no change in individuals
for whom the attitudes serve a different function.
● The most prominent person who visualized functional theory is Katz and he suggested four functions of attitudes.
However, Katz functional theory has not stimulated much research except for the work on changing ego defensive attitudes.
● Kelman has given another approach about the functional approach of attitudes. He has distinguished three processes
of attitude formation and change:
○ Compliance: Compliance occurs when an attitude is formed or changed in order to gain a favourable impression
from another person or group.
○ Identification: Identification occurs when a person forms or changes his attitude because this adoption helps him
establish or maintain a positive self defining relationship with the influencing agent.
○ Internalization: Internalization involves adopting an attitude because it is congruent with one’s overall value
systems.
● This theory is directed towards the types of social relationships that occur in social influence situations.

1.9.1.3 Social Judgment Theory

● The social judgment theory was originally formulated by Sherif and Hoveland. This theory attempts to explain how
existing attitudes produce distortions of attitude related objects and how these judgments mediate attitude change.
● Thus, a person’s initial attitude towards an issue serves as an anchor for the judgment of attitude related stimuli.
The person’s initial attitude on an issue provides a point of reference against which he evaluates other opinions.
● These views can be considered in terms of attitudinal continuum and can be considered as comprising atitudes.
● The latitude of acceptance, which is the range of opinions the individual finds acceptable, encompasses the opinion that
best characterises his own stand.
● The attitude of rejection, which is the range of opinions the individual finds objectionable, encompasses the opinion he finds
most objectionable.
● The attitude of non-commitment is the range of opinions that the person finds neither acceptable nor unacceptable.
1.9.2 Factors that affect change in attitude
● Current attitude: In contrast to a negative attitude, a positive attitude is more amenable to change.
○ Example: If a person reads about women's emancipation after witnessing successful women, his favourable
attitude toward women may grow more positive or his good attitude may become negative out of a fear that women
may dominate men in the future and disregard family obligations.
● Source Characteristics: Credibility of the source has an impact in changing attitudes. If a communication originates
from an extremely reliable source, attitudes are more likely to alter.
○ Example: If a computer expert describes the characteristics to an engineering student considering purchasing a
laptop, they are more likely to be persuaded than if a student explains the same qualities.
● Message characteristics: When there is sufficient information in the message—information that is neither excessively high
nor low—attitude will shift. It also counts if the knowledge appeals to the mind or the heart.
○ Example:
■ A pressure cooker commercial can claim that doing so saves money and energy by using less fuel, such
as cooking gas (LPG) (rational appeal). Instead, the commercial can claim that pressure cooking
maintains nutrition and that if one takes care of the famil y, nutrition would be a top priority (emotional
appeal). Change in attitude is also determined by the motives that the message activates.
■ It has been said that drinking milk can improve a person's health, appearance, or level of energy and
professional performance.
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● Mechanism: The means of communication dissemination matter a lot. The message is typically communicated more
effectively face-to-face than indirectly, such as through letters and pamphlets or even the media.
○ As an illustration, community social workers and doctors can more successfully change people's perceptions about
Oral Rehydration Salts (ORS) for small children by talking to them directly rather than just broadcasting the
medication's advantages.
● Target characteristics: The likelihood and magnitude of attitude change are influenced by characteristics of the
target, such as persuadability, strong prejudices, self-esteem, and intelligence.
○ Change comes more effortlessly to those with open, adaptable personalities. People who maintain strong
preconceptions are less likely to change their attitudes than people who do not.
○ People who lack confidence in themselves and have poor self-esteem are more likely to change their attitudes than
people with high self-esteem.

1.10 Attitude and behaviour

● Attitude is a set of features that are evaluated, whereas behaviour is a tendency to act in a specific direction. The end res ult
of attitude is behaviour, but this cannot always be true. We sometimes fail to respond to a specific issue.
● Cases where attitudes and behaviour will go hand and hand:
○ If we have negative attitudes, we will never have positive behaviour.
○ A rigid attitude is caused by a strong attitude.
○ When we are not under external pressure to change our attitudes or behaviours,
○ When no one is watching your behaviour, your attitudes will be the same as your behaviour.
● Cases where our behaviour different from our attitudes:
○ If there is something rewarding in nature that is also beneficial to us,
○ Poor attitudes will eventually result in different behaviour.
○ Lobbying

Example:
● Political parties preach about women's empowerment during campaigns, but in reality, no party
is willing to support a women's reservation bill in parliament.

1.10.1 Factors that influence relation between attitude and behaviour

● Qualities of a person:
○ People who are conscious of their emotions regularly behave more positively than those who base their
behaviour on the circumstances.
○ High integrity individuals exhibit strong correlations between attitude and behaviour.
○ Individuals in a society are more correlated than those in a collective society.
○ People who base their moral judgements on their own feelings and convictions behave far more consistently with
these views than those who depend on outside norms.
● Qualities of attitude:
○ The link between attitude and behaviour differs between individuals with strong and weak attitudes.
● Attitude Accessibility:
○ It is easier to recall attitudes that are regularly put into practise. Such attitudes and behaviour are more closely
correlated.
● Situation:
○ Norms or beliefs about what is appropriate or expected behaviour in a particular circumstance can have a
significant impact on behaviour.
○ Time constraints cause behaviour and attitude to change
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○ Attitudes are dominated by survival impulses.

1.10.2 Steps to increase relation between behaviour and attitude

● emotional intelligence growth.
● Introspection
● Learn what attitudes are through attitude literacy. Define your positive and negative attitudes.
● Connecting with your conscience entails attempting to comprehend the motivations underlying your actions.
● fostering the virtues of honesty and integrity.
● learning how to motivate oneself.
● Embrace change as a chance to improve.

1.11 Types of attitude

Though we have many types of attitudes, mainly we deal with four types of attitudes. They are:
1. Moral Attitudes
2. Political Attitudes
3. Bureaucratic Attitudes
4. Democratic Attitudes

1.11.1 Moral Attitude

● Righteousness is referred to as morality. Moral attitudes are those that prioritize acting in a morally upright manner.
Moral attitudes are therefore not a neutral idea.
● It is a tendency toward virtue or goodness.
● Morals are about (what society deems to be) right or wrong, whereas attitude is about what you like. Therefore, your attitude
toward moral matters is your moral attitude (where society debates what is right or wrong).
○ For instance,What is your opinion of euthanasia (mercy killing)? Do you consider it to be right?
● Reproductive cloning, surrogate motherhood, abortion, sex selection, pornography, prostitution, dance clubs, euthanasia,
capital punishment, homosexuality, live-in relationships, incest, divorce, honour killing, consumerism, owning personal
weapons, gambling, prohibition, etc. are just a few of the many moral issues that exist today.
● Moral attitudes are those that prioritize acting in a morally upright manner. Moral attitudes are therefore not a neutral ide a.
It is a tendency toward virtue or goodness.
● Some of the qualities of moral attitude are:
○ Goodness
○ Respect
○ Love & Compassion
○ Selflessness
○ Empathy

1.11.2 Political Attitude

● Political attitudes are a collection of beliefs that influence how someone approaches political issues and how they will
be handled.
● Additionally, it is a set of laws, norms, practices, and beliefs that have an impact on the political system of that nation.
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● An individual's overall political stances give insight into how they view the political dimension of social interaction. They
outline the interactions between citizens, the government, and political system operations.

1.11.2.1 Indian political attitude

● Following its independence, India adopted a hereditary system of administration in favour of a nominal one based on western
liberal democracy.
● Elections based on the universal adult franchise, free and fair elections, the rule of law, an independent judiciary, a federal
mindset, and other traits are all characteristics of the representative system of government.
● However, even after seven decades of independence, these democratic institutions did not perform as intended, in contrast
to the success of western democracies. The success of other institutions, such as economic development, budgetary
restraint, administration, and elections, is determined by how well these institutions perform and are influenced by the
political structure of the nation.
● Although our political system is organised along the lines of western liberal democracy, it is actually feudal in essence, which
is why it has failed. This is valid for the operation of the political party system.
● It is based on the FPTP voting method, the universal adult franchise, and other factors. However, election results and the
operation of political parties are not influenced by cognition. Rather than promoting growth, they appeal to the emotions of
the audience.
● The primary distinction between Indian democracy and Western democracies is found in citizens' political sentiments.
● Voting Emotions, ideologies, and the government's progress and growth report card determine public behaviour.

1.11.3 Bureaucratic Attitude

● Bureaucratic attitude refers to the attitude of bureaucrats who roll out policies and schemes with the targeted section
in mind, and once the law or rule is implemented, there is no flexibility in terms of norm relaxation for anyone.
● Because of red tape, inspector raj, and corruption, bureaucratic attitudes can sometimes mar the spirit of democracy.
● The willingness of public servants to strictly adhere to the decision -making process as outlined in the rules and guidelines.
● Some basic characteristics of this attitude include objectivity, neutrality, secrecy, an elite approach, and so on.

1.11.3.1 Advantages
● Strict adherence to standard operating procedures
● Because no public consultation is required, a decision can be made quickly.
● Because of the hierarchical decision-making process, it is easier to assign responsibility for decisions.

1.11.3.2 Disadvantages
● Red tape, because there is no urgency in meeting targets.
● They are opposed to systemic change, which leads to stagnation.
● It is rigid, and thus public service delivery may be ineffective.
● Disinterest in ordinary people because rule is supreme over citizens.

1.11.4 Democratic Attitude

● Democratic Attitude refers to the attitudes of civil servants who encourage people to participate in decision making.
● They advocate for the devolution of power or authority. Instead of rule and regulation, there is a greater emphasis on
compassion, tolerance, and inclusion.

1.11.4.1 Advantages
● It encourages people to participate actively. As a result, it will strengthen and promote democratic institutions at the
grassroots level.
● People's active participation will make the governance system more accountable.
● There will be greater transparency and efficiency in the delivery of public services.

1.11.4.2 Disadvantages
● People are becoming more involved in decision making. As a result, decision making will become slow and time
consuming.
● It is difficult to satisfy all segments of society. Such an attitude can sometimes be detrimental to the development process.

● It is possible to strike a balance between the two. It can be accomplished using the following methods:
1. Creating distinct zones: There is a need to distinguish between democratic and bureaucratic attitudes in certain
areas of governance.
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Example: Areas relating to public service delivery, such as banks and PDS shops, necessitate a democratic
mindset. Those agencies working on the ground should adopt a democratic mindset in order to boost public trust
in the governance process. Where there is a need for faster decision making and there is a question of national
security and sovereignty of the country, a bureaucratic attitude is required. As an example, consider the day -to-
day operations of higher-level administration and the improvement of the country's ease of doing business
environment.

2. Establishing Guidelines with Provisions for Flexibility Higher levels of governance necessitate a bureaucratic
mindset in order to make decisions more quickly and efficiently.
At the micro level, there should be more flexibility and a greater emphasis on inclusive public service delivery. On
the ground, it will also strengthen the democratic process, and in this way, both can be balanced to create a better
administration for the country's faster, equitable, and inclusive development.

2. Behaviour
Behaviors are the actions or reactions we take or exhibit. Behaviors can be basic or complicated, and some are fleeting and
persistent. Some actions are obvious. There aren't many internal or covert behaviours.
All behaviours, whether covert or overt, are connected to or set off by some sort of external stimulus or internal alteration s. Behavior
is hence a relationship between stimuli and response.

2.1 Factors affecting behaviour

● The way people have evolved has led to certain behaviors: Early humans relied on hunting for food; subsequently, they
practised settled agriculture. However, some tribes continue to hunt in this manner.
● Behavior that has been historically constructed: Caste structure began to change after the entrance of the Aryans. The
caste system is still in existence today in its mature form.
● Behavior is culturally constructed: Matriarchy is a cultural practise in which women are viewed as family heads, while
other societies view women as inferior to males (Patriarchy).
● Genes and heredity play a role in the biological molding of behaviour. The Maldhari clan in Gujarat and the Bishnoi
group in Rajasthan have been safeguarding lions and blackbuck for many centuries.
● Socio-Cultural shaping of Behavior: Different behaviour exhibition in dietary habits.Eating vegetarian and non -vegetarian
food is a part of the socio-cultural moulding of behaviour in India.

2.2 Social Behaviour

● Social behaviour is how the social environment influences our thoughts, emotions and behaviour. A pro social behaviour
builds a harmonious society but an anti-social behaviour drags country to bottom of the table in the development indices

Factors led to Anti-social behaviour:

● Illiteracy
● Poor level understanding on social issues
● Poverty
● Disturbed peace of mind
● Unemployment
● Family and health issues

Mechanisms to reduce anti-social elements:

● By engaging kids in pro-social activities early on, early intervention services are the most effective strategy to decrease anti-
social behaviour.
● Early intervention programmes can be used to monitor antisocial behaviour, as well as to teach kids and teenagers how to
develop good habits that they can carry into adulthood and have a beneficial social impact on their community.
● Additionally, by treating potential difficulties early on, charities have an opportunity to stop them from developing into
significant problems that might put a strain on society. The only method to combat anti -social behaviour is to engage in pro-
social behaviour.

2.2.1 Pro-Social Behaviour

● Being kind and helpful to others is praised as a virtue all throughout the world. We learn to aid those in need from
all major religions.
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● Altruism, which is defined as acting in someone else's best interests or considering their welfare without regard to one's
own, is very similar to pro-social behaviour (in Latin, "alter" means "other," the antithesis of "ego," which means "self").

Pro-Social Behaviour Vs Altruism

● Although prosocial activity is frequently considered a kind of altruism, other scholars contend that they are distinct
ideas.
● Altruism is considered as a type of helping driven solely out of concern for the person in need, whereas prosocial
conduct is seen as a style of helping that ultimately provides some benefits to the self.
● Others, however, contend that many instances of altruism are actually motivated by reciprocity or that people
act in such seemingly altruistic ways because they are motivated by their own interests.
● For instance, a person may practice altruism in order to win the admiration of others or feel admirable.

3. Social influence
● Social influence is the process by which individuals affect other people's attitudes, values, beliefs, feelings, and behaviours.
We are constantly subjected to endless attempts by others to sway us.
● Think about how exposed we are to advertisements on radio and television, in newspapers, on the street, and in other ways
every day.
● Social influence has been widely categorised by theorists into three types:
○ Conformity / internalisation.
○ Compliance and
○ Obedience / Identification .
● The main distinction between them is as follows:
1. Conformity:- Changing one's behaviour in reaction to perceived or actual societal pressure.
2. Compliance:- Compliance is a change in behaviour brought on by a clear instruction to carry out a certain action.
3. Obedience:- Behavior modification as a result of intense pressure to carry out an action.
● The type of social influence depends on the level of pressure. In contrast to peer pressure, explicit requests to do a behaviour
constitute compliance, while obedience is a response to a direct order to carry out a certain activity.
● In other words, imitation is changing behaviour without the influence of others. The urge to alter one's behaviour grows as
a result of conformity and obedience. Compliance falls between obedience, the most direct type of social influence, and
conformity, the most indirect form of social influence.

Case Study:
Immediately after the COVID-19 Lockdown, when people started migrating towards their home through whatever means
available. People from various sections/communities came forward to help these people with food, shelter, water and
transportation as well.
This is not the case when there are poor and hungry people around us on some other day.

The question then is: Under what conditions, and with what motives do people help others? Still need to study on such
behaviour

● A foul mood, being preoccupied with one's own problems, or believing that the person needing assistance is to blame for
her or his predicament (i.e., when an internal attribution is made for the need condition of the other person) are just a few
examples of variables that can impair pro-social behaviour.
● When there are more spectators present, pro-social behaviour may also decline. For instance, if there are a lot of people
present at the scene of an accident on the road, the victim may not always receive assistance.
● Each person believes that providing assistance is not only their obligation and that it may fall to someone else. The term
"Diffusion of Responsibility" refers to this phenomenon. A single bystander, on the other hand, is more inclined to assume
responsibility and genuinely assist the victim.
● To implement any programme or policy and to comprehend how individuals interact socially, it is crucial to research social
behaviour.

3.1 Principles of Social Influence

● Influence is power. Maybe even a super power. Imagine being able to harness influence as a skill. To be able to use it when
the situation calls.
● The truth is, this is more possible than you may have thought, thanks to research done over the years.
● Cialdini introduces the 6 principles of influence that will help you persuade others.
● These 6 principles are reciprocity, consistency, social proof, liking, authority, and scarcity.
1. Reciprocity
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● One of the most basic principles of influence is to simply give that which you want to receive. In other words, doing
right by others is a good way to get others to do the same for you. This idea of reciprocity is a powerful one.
● There are a couple of ways to have this reciprocity work for you. Giving others small gifts, treating others with
respect, and doing favors for those in need, are all things that can win you points with other individuals.
● So a good approach is to always help others and be kind when you have the opportunity, because you never know
how it may help you down the line. Moreover, it is these small acts of kindness that will be remembered and come
in handy when you’re in need of a favor yourself.
2. Consistency
● The principle of consistency is based on the power of active, public, and voluntary commitments, which results in
people actually sticking to their word. Let’s walk through these requirements in a little more detail. The first part is
an active commitment.
● By active, Cialdini means something that is written or spoken to other’s. Having people say they will do
something is a start, but when they actively commit to it they’re much more likely to follow through.
● The next piece is making it public. When other’s witness this commitment, it adds a level of accountability to the
statement. And no one wants to go back on their word.
● Finally, it has to be voluntary. If you force someone to make an active, public commitment that they didn’t decide
on themselves, you’ve accomplished nothing.
3. Social Proof
● People rely on social cues from others on how to think, feel, and act in many situations. And not just any
people, but peers. People they believe are similar to them. This is a key point and what is called social
proof.
● So if you want to influence your interns or a particular team in your department or the new hires, you need to get
one of them to buy in first. When they see an employee like themselves seemingly taking action on their own or
following a new directive, they are more probable to follow suit.
● Having that first person take action makes all the difference and unlocks the power of social proof.
4. Liking
● People like those who like them or who they perceive as friends. It’s a simple, yet powerful idea. The principle of
liking can be used in a few different ways.
● One method is finding common ground with the people you meet. If you can connect with them on their hobbies or
interests, you’ll have a solid ground to build from. Being observant of people is a great way to pick up on any clues
that may lead you to such common ground.
● The other approach is genuine praise. Paying compliments and being charming can go a long way to building
a positive rapport with others. A word of warning though, don’t go overboard. The key here is genuine praise,
don’t manufacture it to the point that you’re clearly trying to butter them up.
5. Authority
● When you are perceived as an expert in an area, others will be more likely to defer to you. Why? Often because
experts are able to offer a shortcut to good decisions that would otherwise take a long time to devise
themselves. The idea then is to establish that credibility of authority and expertise.
● Many often miss this opportunity because they assume others will identify their expertise automatically. You can’t
leave it up to interpretation because it will often be overlooked.
● There are a number of ways to establish such authority. A quick and easy one is to make visible all diplomas,
credentials, and awards in the office or workplace to establish your background. Of course this may not always be
an option. Another approach is to convey expertise through short anecdotes or background information shared in
casual conversations.
6. Scarcity
● People value what is scarce. It’s just basic supply and demand. As things become more scarce, they
becoming more valuable to others. There are a few ways that you can use the principle of scarcity to persuade
others. One is simply to make offers limited-time, limited-supply, or one-time, which immediately creates a sense
of scarcity.
● At the same time, how you present such opportunities matters too. If you focus more on loss language, or language
that demonstrates what you will lose out on rather than gain, your message becomes more powerful.
● Finally is the exclusivity approach. Providing access to information, services, or other items to a limited set of
people creates a sense of exclusiveness. This often gets translated into being a favor to those people or that you
value them more than others.
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4. Persuasion
● Since social influence and persuasion are mutually inclusive, any notions that apply to one are equally applicable to the
other.
● Everyday tasks for civil officials include persuasion.
● He or she must persuade a variety of people, including his or her subordinate office staff, the general public with whom they
frequently engaged, their superior officers, the government, and others.

4.1 Components of Persuasion

● The source, message, context of the
message channel, receiver, and audience
are the elements in the communication
process.
● The Source: The perceived sender of the
communication is one of the "Source"
elements. While "Channel" refers to the
media (such as the press, radio, or television)
through which the message is transmitted,
"message" refers to what a person says and
includes style, content, and organisation. A
persuasive message comes from the
communicator delivering it.
○ If a source is regarded as credible
(believable) and attractive, this
increases their persuasiveness.
○ A source can appear trustworthy or
claim to be an expert, depending on
which criteria you use.
● The Message: Emotional appeals or reasoned opinions are both examples of persuasive messages. Short emotional
appeals may be more persuasive than rational explanations when there is a shortage of time. There is evidence that two-
sided messages are more effective at persuading sophisticated audiences, likely because they are more aware of
the fact that there are two sides to every story.
● The Context: Promoters frequently struggle to distinguish between internal reasoning and their persuasive statements.
People are typically free to focus less on or discreetly refute a compelling message when they read or listen to it. According
to research, respondents are more likely to accept a persuasive message when they are distracted than when they
are given the freedom to focus on their counterarguments.
● The Audience: To determine when some people are more persuadable than others, numerous studies focused on the
audience, the people who hear persuasive communications. Numerous audience traits, such as participation or intelligence,
interact with message variables. Complex messages are more persuasive to intellectual recipients than simple emotional
messages are to non-intelligent recipients.

Perloff, a renowned theorist, defined persuasion as a symbolic process in which communicators attempt to convince others
to change their views or behaviours towards a subject by communicating a message in a setting of free will.
● His main points for explaining persuasion are as follows:
○ Persuasion is symbolic, using words, images, and sounds.
○ It entails a conscious effort to sway people.
○ The key is to persuade oneself. People can make their own decisions without being forced to do so.
○ Persuasive messages can be communicated vocally and nonverbally via television, radio, the internet, or face -to-
face interactions, among other media.

4.2 Persuasion techniques

● The two main types of persuasion are:
1. Methodological Persuasion: Systematic persuasion is the process of persuading someone by using logic and reasoning.
Heuristic persuasion relies on feelings, but systematic persuasion is grounded in reason, logic, and data.
2. Heuristic Influence: Heuristic persuasion is the process of persuading someone by making emotional appeals. An example
of heuristic persuasion in action is a horror movie advertising. A persuasive message using methodical persuasion would
provide a reasoned defence of why people should support your political party.
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4.3 Effects of Persuasion

● According to Miller (1980), communication can shape, reinforce, or change reactions, all of which are examples of three
different persuasive effects.
○ Shaping: Creating pleasant associations between a thing, a person, or a concept "shapes" attitudes.
○ Reinforcing: Contrary to popular belief, many persuasive messages are intended to support rather than change
the opinions of the audience.
○ Changing: When we think about persuasion, this is perhaps the most significant persuasive impact and the one
that comes to mind first. Attitudes can and do change as a result of communication.

4.4 How to make persuasion effective

● Persuasion is a powerful method for affecting someone's beliefs, attitudes, intentions, motives, or behaviours.
● A person's attitude or behaviour toward an event, an idea, a thing, or another person can be changed through the
act of persuasion.
● The process of changing attitudes or beliefs via the use of logic and reason is known as systematic persuasion. In order to
persuade clients, a variety of persuasion strategies are utilised in commercial environments, including low balling, foot in
the door, door in the face, and others.
● The use of heuristic persuasion is common in theoretical models. It is the procedure through which attitudes or beliefs
are altered by the application of compulsions or emotive appeals.
● To influence a reader's attitude, beliefs, or behaviour in the persuader's favour requires the persuasive process.
● It is a symbolic process in which communicators use the dissemination of a message to influence others' views or behaviour
toward a topic in a setting of free will.

5. Attitude in daily life and Administration

● The development of attitudes is crucial when it comes to any specific social, political, environmental, or economic issue.
● Its range of applications extends from daily living to promoting good governance across the nation. A few examples of
applications are:
1. Making Good Citizens:
A good citizen is developed through a two-way process:
● Rule of Law: It is the government's duty to respect each and every community and to treat every person equally.
● Social responsibility – It is taking initiative and finding solutions to one's own problems rather than relying
exclusively on the government to get things done. Social peace in society is produced through a sense of social
duty. In order to become a decent citizen, one must first be socially and ethically accountable.
A good citizen makes society a better environment to live in so that we can address the issues that the society is
experiencing.
2. Creating sense of Patriotism:
● The word "patriotism" is defined in a standard dictionary as "love of one's nation."
○ But it is defined in a broader sense as:
○ A particular fondness for one's own nation
○ A feeling of national identification on a personal level
○ Particular care for the nation's welfare
○ A willingness to make sacrifices for the benefit of the nation
● Therefore, love of one's nation, affiliation with it, and special care for its welfare can be characterised as
patriotism.
● This is merely an explanation. A broader definition of patriotism is being used. Such a narrative might reveal
anything regarding the patriot's:
○ A sense of pride in his nation.
○ To have ties to the past and the future that go beyond one's immediate circumstances and everyday
worries.
○ Social and political factors that determine the political and cultural effect of patriotism as well as its ups
and downs.
3. Solve social Problems:
● The development of a specific attitude toward a particular social issue aids in the resolution of social issues.
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● India is a developing nation with numerous societal problems. Open defecation, racial discrimination, poverty,
gender inequality, the welfare of society's most vulnerable groups, the sex ratio, and corruption as a social issue
rather than an administrative one, among other things.
● A social issue may also be viewed from the standpoint of problematic behaviour. Both objective and subjective
elements are present.
● The subjective component involves the perception that the condition or behaviour is indeed a problem that needs
to be addressed, belief that particular social condition is harmful to the society, while the objective component
involves empirical evidence of the adverse effects of a social condition or behaviour.
4. Eliminating prejudices and discrimination:
● An attitude toward a particular group is exemplified by prejudice. They frequently reflect negative prejudices
(the cognitive component) about the particular group and are typically unfavourable.
● A stereotype is a collection of beliefs about the traits of a particular group. Stereotypes frequently include
unfavourable traits about the target group, and can result in unfavourable attitudes or prejudices toward members
of particular groups.
● Hatred or dislike, the emotive component of prejudice, typically go hand in hand with the cognitive component.
● The behavioural aspect, when people act less favourably toward one target group compared to another group they
support when prejudice is turned into discrimination.
● Prejudices may exist even when they do not manifest as discrimination. Similar to prejudice, discrimination
can be demonstrated. However, the two frequently go together.
● Conflicts between groups living in the same society are very likely to occur anywhere prejudice and discrimination
exist. Injustices against people based on their gender, religion, community, caste, physical handicap, or diseases
like AIDS are all too comm on in our own culture. Additionally, discriminating behaviour is frequently subject to legal
restraint. The cognitive and emotional roots of bias, however, are more challenging to address.
5. Ethical & Good Governance:
● As per the World Bank "The method in which authority is exercised in the administration of a country's economic
and social resources for development" is the definition of good governance.
● A good governance is characterised by morally upright attitudes and social behaviour toward public institutions and
social institutions.
● Only ethical governance, which is a government that adheres to predetermined criteria, can attain the goals
of good governance. Initiatives like the citizen charter and RTI failed in India because the governance and public
administration lack an ethical governance component. Colonial -minded bureaucracy has failed to comprehend the
significance of these revolutionary reforms in public administration.
6. Conflict Management:
● Whether it is ethnic conflict, community violence, caste violence, or son of soil theory, attitudes and behavioral
standards play a critical part in conflict resolution. "We Vs. Others Feeling" is created by a sense of affection for
one's own community or territory.
● Without self-confidence and a positive outlook, nothing can be accomplished. One must refrain from
finding fault with others. People frequently react emotionally out of control and damage the feelings of
others by overreacting.

Previous Year Questions:

● Young people with ethical conduct are not willing to come forward to join active politics. Suggest steps to
motivate them to come forward. 2017
● What factors affect the formation of a person’s attitude towards social problems? In our society, contrasting
attitudes are prevalent about many social problems. What contrasting attitudes do you notice about the caste
system in our society? How do you explain the existence of these contrasting attitudes? 2014
● In the context of defense services, ‘patriotism’ demands readiness to even lay down one’s life in protecting the
nation. According to you, what does patriotism imply in everyday civil life? Explain with illustrations and justify
your answer. 2014
● It is often said that ‘politics’ and ‘ethics’ do not go together. What is your opinion in this regard? Justify your
answer with illustrations. 2013
● Two different kinds of attitudes exhibited by public servants towards their work have been identified as the
bureaucratic attitude and the democratic attitude.
A) Distinguish between these two terms and write their merits and demerits.
B) Is it possible to balance the two to create a better administration for the faster development of our
country? 2015
● How could social influence and persuasion contribute to the success of Swatchh Bharat Abhiyan? 2016
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Aptitude and Foundational Values for Civil Service

1. Introduction................................................................................................................................................................................................... 64
1.1 Aptitude ................................................................................................................................................................................................... 64
1.2 Foundational values for Civil Service............................................................................................................................................... 66
1.3 Major Foundational Values for Civil Services ................................................................................................................................ 67
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1. Introduction
● Values are essential components of organisational culture and instrumental and data mining, guiding and informing
behaviour.
● For civil services, addressing high-level public service values can generate substantial public trust, and confidence,
conversely, weak application of values or promotion of inappropriate values can lead to reductions in these essential
elements of democratic governance, as well as to ethical and decision-making dilemmas.

1.1 Aptitude
1.1.1 Definition and Explanation
● Our experiences develop our thinking in unique ways, and our subconscious thinking moulds our preferences, eventually
affecting (but not defining) how we will respond to an event in the future.
○ Numerous factors impact a person's conduct. The idea of aptitude is applied to persons who are seen to be
beneficial for a specific activity.
○ In a nutshell, aptitude is the innate ability or inclination to perform something.
● 'Natural' here refers to a person's total of experiences rather than merely referring to birth.
○ A person with a natural talent for boxing may improve their skills significantly provided they receive the proper
instruction. On the other hand, if a guy lacks aptitude for boxing, no amount of training will result in a visible
improvement in his ability.
● Thus, Aptitude is the combination of abilities and other characteristics, whether native or acquired, known to be
indicative of an individual’s ability to develop proficiency in a certain particular area.

How is aptitude different from skill?

● Aptitude is a set of attributes that are thought to be indicative of a person's capacity to learn a skill. As a result, it ha s a
futuristic reference. Skill, on the other hand, is developed through practice.
○ Aptitude is not synonymous with skill. Training and learning are used to acquire and continually improve skills.
Aptitude is what exists, but it may be developed.
● To become an officer in defence or police services, you need to have both physical and mental aptitude; for being a
good sportsman one needs aptitude of psycho-motor coordination.
○ Problem arises when one is in a profession not suited by his/her aptitude. A person becoming a cricketer because
his father was a great may not be able to deliver best results unless he himself has the aptitude required for the
sport.
● Aptitude looks at the future potential. It, however, is the present condition – a pattern of traits which are there presently
and are deemed to be indicative of potentialities.
● Aptitude is generally categorised as physical or mental.
○ Physical aptitude means the physical characteristics for performing some task successfully. For example, armed
forces require a specific set of physical features, like height, strength etc.
○ Mental aptitude means a certain specific set of mental qualities needed to perform some tasks successfully.
■ This is further characterised as general mental ability and value orientation. The former implies an
ability to think rationally, while the latter also includes certain value -based behaviour, like the one guided
by empathy, compassion, integrity, accountability, responsibility etc.
■ This difference can be understood with some examples. For example, a banker should have the ability to
deal in numbers, while an effective leader is one who is empathetic and honest. A thief, on the other hand,
probably needs to be a good liar.

1.1.2 Aptitude and related concepts

1.1.2.1 Aptitude and Intelligence
● Intelligence is represented as a unitary trait in terms of IQ, while aptitude has a multi view of human ability.
○ Aptitude represents the multi/several characteristics that are part of intelligence, and these characteristics are
relatively independent from each other.
● In other words, aptitude is a subset of intelligence referring to specific competencies like drawing, playing chess, flair in
music, running etc.
○ Intelligence is a broader term encompassing various aptitudes including both competency as well as
mental/intellectual capability.
○ Intelligence in terms of the traditional tests of mental ability is more related to success in school whereas aptitude
can be said to be more related to success in the vocational and career arena.
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● Example: In public service, aptitude may help a civil servant achieve career positions. For instance, someone working
very hard on sanitation best practices, who has the natural aptitude to understand issues of sanitation may get a posting
with the central government, purely on the basis of their aptitude and acquired experience.
○ Aptitude in times of say disaster management exercises being undertaken in a district, may determine the
leadership abilities of an individual facilitating stress management and overall composure of people in times
of distress.

1.1.2.2 Aptitude and Interest

● People have interests in many things, but this does not imply they have the aptitude for that.
○ One may like cricket very much – but playing it on the field is much different than watching it on television. One
may have the aptitude for good commentary or writing skills and then one may choose a profession where
his/her interests and aptitude match- such as becoming a commentator or a sports journalist.
● Even if one has aptitude for a particular thing, if one does not have interest in it, s/he will not put in that much time and effort
required for it.
○ For instance, you may have a wonderful aptitude for drama and theatre, but without sufficient interest in it, you
will not devote the time and effort required to develop the skill.
● Similarly, in the absence of sufficient aptitude, even if the individual has the strongest interest, s/he will be able to acquire
the skill only to a limited extent. Hence both aptitude and interest are required to perform well in a particular area.

1.1.2.3 Aptitude and Ability

● Aptitude is often considered to represent specific subsets of mental ability which provides useful information on an
individual’s potential, particularly with regards to education and employment.
○ Ability is much closer to intelligence. It is concerned with the present. It is the combination of skills, habits
and powers that an individual now has which enable him to do something.
● Aptitude indicates what an individual will be able to learn/do and ability presents evidence of what the individual is able
to do now (or in future without additional training).
○ From a practical standpoint, it is impossible to measure aptitude without the degree of training which an individual
has already had. It is assumed that individuals have been exposed to certain experiences which enhance their
aptitude when it is measured.
● For example, the CSAT (Civil Services Aptitude Test) exam which is meant to test the aptitude of a candidate for Civil
Services will invariably show better scores for candidates who have practised rather than those who have not.
○ It tests aptitude by subjecting the candidates to pressure situations (solving many questions in limited time), which
they are likely to experience once they become Civil Servants.
● Thus, according to some psychologists, ability includes aptitude and achievement. Ability refers to what a person can do
today. It is the power, at a given time, to perform.

1.1.2.4 Aptitude and Values

● The degree of importance of anything or activity is denoted by its value, with the goal of deciding what activities or ways of
living are best.
○ Though values can be "positive" or "negative," for example, empathy for weaker parts is positive, while considering
one's own caste to be the highest is bad. However, they are often regarded to represent good and desirable values.
○ Values have a strong influence on attitudes and behaviour.
● Relationship between Aptitude and values:
○ From the point of view of ethics, aptitude concretely exist in the form of desired values in a person i.e. what is
important in person's behaviour with respect to specific requirement e.g. aptitude for civil service can be measured
in terms of ability to perform, deliver, empathise and exhibit integrity, emotional intelligence in performance of public
services.

1.1.2.5 Aptitude and Achievement

● Aptitude refers to an individual’s potentiality, that is, what she/he can do (but has not yet done).
○ Thus, it is the potential capability of the person or what the person can do without any previous knowledge/
learning.
● Achievement, on the other hand, refers to what a person has already done. It assesses knowledge which you have
already learned.
○ Thus, achievement can refer to your performance at any given point of time in a particular subject (e.g.,
mathematics), which you have already acquired through training.
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1.1.2.6 Differences between attitude and aptitude

Attitude Aptitude

Attitude is related to existing abilities and skills with certain Aptitude is the potential ability to acquire skills, abilities and
perceptions. It is how a person perceives something. knowledge. It is more about management of a problem or
situation.

Attitude is a positive or negative or indifferent feeling towards Aptitude is a competency (ability) to do a certain kind of work.
a person, object, event or idea.

Attitude is associated with character or virtues. It means Aptitude is associated with skill enhancement, learning and
attitude depends upon underlying values. training.

Attitude is a more mental and psychological process. It means Aptitude is both mental and physical. To develop an aptitude
a person’s attitude is intrinsic and is shaped through his both physical means say visual means and mental processes
thoughts. are important.

1.1.3 Aptitude for Civil Services

● While aptitude shows the concrete values that can be realised, there are some ideal ideals that underpin civil service. Civil
servants must show moral aptitude for them.
● Moral aptitude for ethical behaviour is required for a public servant to understand the job's normative requirements.
○ It facilitates understanding of the function, its associated obligations, and the institutional context; for example, an
individual who is honest, rational, and believes in the fairness of conduct is more likely to comprehend the
normative aims of integrity and accountability in the service.
● There are several key aptitudes that are desirable for a civil servant to possess:
1. Analytical and problem-solving skills: Civil servants must be able to analyze complex information and data, and
develop effective solutions to problems.
2. Communication and interpersonal skills: Civil servants must be able to communicate effectively with different
stakeholders, including government officials, community members, and other organizations
3. Leadership and management skills: Civil servants must be able to lead and manage teams, projects, and
programs effectively.
4. Political acumen: Civil servants must have a good understanding of the political environment in which they work,
and be able to navigate it effectively.
5. Ethical and professional conduct: Civil servants must be committed to high ethical standards, and must act in
the best interests of the public they serve.
6. Adaptability: Civil servants must be able to adapt to changing circumstances and new challenges, and be open
to learning and professional development.
7. Technical knowledge and skills: Civil servants must possess the technical knowledge and skills required to
perform their duties effectively.
8. Strategic thinking: Civil servants should have the ability to think strategically and long -term, and be able to
anticipate future challenges and opportunities.

1.2 Foundational values for Civil Service

● Values, in general, are conceptions of the ideal that influence selective behaviour.
● Values can be defined as the criteria and moral judgement or specific subjective standards by which individuals or
organisations distinguish between good and bad, truth and false, ought to be or ought not to be, and so on. It moulds
individual personalities, societal morality, and guides people to become a member of or function within a specifi c socio-
cultural system.
● Values are the generally accepted basic assumptions about what is right and important.
○ They define the purposes of life and the means of achieving them.

1.2.1 Why values are important for a civil servant?

● To Uphold the Public Interest:
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○ Civil servants occupy public positions with great authority. They have unique responsibilities since they are in
charge of managing resources given to them by the country.
■ They supply and provide services to the public and make critical choices that impact all elements of a
country's life. As a result, the public has a right to expect the civil service to operate fairly, impartially, and
efficiently.
■ The people must be able to trust and have faith in the integrity of the civil service decision-making
process.
● To stand up to the expectations reposed in the office:
○ It ensures that the decisions and actions of civil servants reflect the policies of the government of the day and
the governance standards.
○ The expectation that the civil servants should maintain the standards of professionalism, responsiveness and
impartiality while serving successive political governments is a key element of the way our democratic polity
functions.
● To uphold the constitution, its laws and underlying values:
○ To fulfil this, Civil Servants must uphold the constitution, its laws and underlying values. To fulfil this, civil servants
must inculcate such values to guide their conduct.
○ Particularly in the situations where discretionary decisions have to be taken, it is expected that civil servants
should be guided by those values.
■ In absence of such values, there are chances of corruption as well as possibilities of abuse of power.

1.3 Major Foundational Values for Civil Services

● In India, the current sets of ethical norms are –
○ The Civil Service Conduct Rules, contained in the Central Services (Conduct) Rules, 1964 and
○ Analogous rules applicable to members of the All India Services or employees of various State Governments.
● The code of behaviour as enunciated in the Conduct Rules, while containing some general norms like ‘maintaining
integrity and absolute devotion to duty’ and not indulging in ‘conduct unbecoming of a government servant’ is
generally directed towards cataloguing specific activities deemed undesirable for government servants.
● These conduct rules do not constitute a code of ethics. The Draft Public Services Bill, 2007, proposed a necessary first step
in evolving a code of ethics.
○ It states Values of Public Service as a set of values which will guide the Public Servants in the discharge of their
functions.
○ These are:
■ Patriotism and upholding national interest
■ Allegiance to the Constitution and the law of the nation
■ Objectivity, impartiality, honesty, diligence, courtesy and transparency
■ Maintain absolute integrity
● Despite not having a specific code of ethics in public service, there are various sources which contain - explicitly or implicitly,
the values expected in a civil servant. The foremost source is the Constitution of India.

1.3.1 Integrity
● The word ‘Integrity’ originates from the word integer (Latin). It means being whole or complete. In ethics, being a person
with integrity means having the quality of being honest and having strong moral principles that one refuses to change. It
means having strong moral standards and the determination not to lower them.
● Integrity means the ability of an individual to remain consistent and committed to his/her personal and professional
values.
○ It means that one adheres to ethical and moral values, code of conduct and code of ethics. It is the quality of
being honest and having strong moral principles.
○ Adherence to integrity as a trait can be seen consistently in the lives of great leaders.
● Integrity is the practice of being honest, being respectful, adhering to one’s values, and consistently making positive
decisions - even when no one else is looking.
○ Integrity motivates social action. It is fundamental for social harmony and sustaining healthy communities, free
of corruption and hypocrisy.
● Integrity is regarded as
○ a concept of consistency of actions, values, methods, measures, principles, expectations, and outcomes.
○ the honesty and truthfulness or accuracy of one’s actions.
○ the integration of ideals, conviction, standards, belief and behaviour.
● Integrity in essence means adherence to principles. It is a three-step process:
○ choosing the right course of conduct;
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○ acting consistently with the choice—even when it is inconvenient or unprofitable to do so;

○ openly declaring where one stands.
● Integrity is the foundation of public trust that is essential for a person holding a public office. Civil Servants should not act
or take decisions in order to gain financial or other material benefits for themselves, their family, or their friends. They must
declare and resolve any interests and relationships.
● A fundamental rule for maintaining civil servants' integrity is to avoid situations which may give rise to conflict of interest.
● The following guidelines are relevant:
○ Never use your position and the civil service to benefit yourself or your family, relatives, or friends, or any other
group of people with whom you have personal or social ties.
○ Avoid being placed in a position of obligation to anyone by accepting excessive entertainment, or favour such as
free service, or indulging in games of chance with subordinates or other people with whom you have official
dealings.
○ Avoid putting yourself in a position that may arouse any suspicion of honesty, or of using your official position to
benefit yourself, your family relations or friends.
■ For example, do not provide advice to any executive search firm if its official duties involve appointment
and promotion.
■ In procuring services or goods for your office do not negotiate with the company in which you or your
relatives hold shares.
○ Encourage others to consistently follow public service values.
○ Treat people impartially, without any bias.
○ Enforce law, public service, values, and rules of conduct, even in difficult situations.
○ Take accountability for your actions and create a culture for others to also
○ take accountability for their own actions.

Here are a few examples of integrity in different contexts:

● In a professional setting: A company executive who refuses to compromise on the quality of their products, even if it
means losing a large contract, is demonstrating integrity.
● In a personal relationship: A friend who keeps confidence, even when it would be advantageous to share it, is
demonstrating integrity.
● In the public sector: A public official who reports corruption within their department, even though it may put their own job
at risk, is demonstrating integrity.
● In academics: A student who self-reports a mistake they made on an exam, even though they know it will lower their grade,
is demonstrating integrity.
● In the workplace: An employee who admits to making a mistake and takes responsibility for it, instead of trying to shift the
blame to someone else, is demonstrating integrity.
● In the business: A business owner who pays fair wages and benefits to their employees, even if it means lower profits for
themselves, is demonstrating integrity.
● In the community: A community leader who works to promote equality and fair treatment for all members of the community,
even if it means they may lose support from some members of the community, is demonstrating integrity.
These examples show that integrity can be demonstrated in a variety of different ways, and that it is often demonstrated by s tanding
up for what is right, even when it is difficult or not in one's personal interest.
1.3.2 Honesty
● The quality of being free of deceit; truthful and sincere refers to Honesty. Honesty also implies being truthful, non
pretentious, and devoid of tendency to fraud/at others.
○ Example: A person who stops at the traffic signal by watching a red signal, when the police are watching, is an
honest person but a person with integrity will not jump the signal even at midnight, when no one is watching him.
● Honesty makes a person more loyal, truthful and open in life. For an administrator the values like honesty & integrity are
very much essential to withstand the cancerous storms of society like bribery, corruption etc.
○ Example: Once Lal Bahadur Shastri was imprisoned. He was granted 15 days of parole to visit his ailing Daughter
but she died in a 3 days period only. Shastri Ji returned back to jail immediately after performing her last rites.

1.3.3 Impartiality
● It is widely accepted that impartiality is a fundamental principle of justice. However, impartiality is a broad legal definition.
It means that you should not favour one individual or organisation over another. It simply implies having no allegiance.
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○ The idea of impartiality, which is synonymous with fairness, believes that judgements should be made on the
basis of facts rather than on the basis of prejudice, bias, or giving one individual the upper hand over another for
inappropriate reasons.
● However, maintaining objectivity is quite challenging. Most people have preconceived notions about certain issues. Being
impartial becomes crucial for civil servants, legislators, and the courts since they frequently make choices that might
benefit one person or a group of people.
○ For example, a judge cannot presume a person to be guilty only because he/she belongs to a certain community.
That would compromise the whole due process of law.
○ Similarly, a civil servant cannot prioritise one person over another just because of his personal preference. There
has to be a reasonable, intelligent criterion.
■ Consider acquisition of land for ‘public purpose’. Who are the people whose land will be acquired?
They can be farmers cultivating land on the outskirts of the city, or a hamlet consisting of scheduled caste
population, or land lying with a religious body, etc.
■ The District Magistrate may have his/her own concerns or preference towards any of the group, but the
decision will have to be taken based on objective criteria and most importantly, project requirements –
he/she cannot be partial in evaluation of facts or application of rules based on the owner only.
■ The views of the people affected will be ascertained and their objections disposed-off as per the procedure
established under the Land Acquisition Act.

For civil servants, impartiality works at two different levels:

1. Political Impartiality
○ Since impartiality entails acting only on the merits of the case, it requires serving equally well governments of
all political backgrounds, regardless of the public servant's personal views.
○ A civil servant must conduct in such a way that ministers' trust is earned and maintained.
○ It also implies that civil servants will abide by any constraints imposed on him in terms of political participation.
○ At the same time, civil servants are not required to defend the ministers' "views," but they must carry out the
"decisions" with objectivity, impartiality, and to the best of their ability.
2. Public Impartiality
○ Impartiality toward the public indicates that a civil servant performs his duties in a fair, just, objective, and
equitable manner.
○ He shall not behave in a way that unfairly favours or discriminates against certain persons or interests.
○ The notion of public impartiality can be understood as deriving from the Indian Constitution's principles of merit,
equality, and justice.
○ In other words, impartiality means that civil servants should make judgements based only on merit when carrying
out their official duties, such as procurement, recruiting, and service delivery.

Examples of impartiality by a civil servant could include:

1. A government employee processing applications for government benefits without showing bias towards certain individuals
or groups.
2. A public official enforcing regulations without showing favoritism to certain businesses or individuals.
3. A civil servant providing information or assistance to the public without discrimination based on race, gender, religion, or
any other protected characteristic.
4. A public servant in charge of contract procurement, who ensures that all bidders are treated fairly and that contracts are
awarded based on objective criteria rather than personal relationships or biases.
5. A public servant in charge of organizing fair elections, who ensures that all parties have equal access to information and
resources and that the voter registration process is fair and impartial.

1.3.4 Non-Partisanship
● Nonpartisanship is also known as political neutrality. Non-partisanship implies that the officer is to carry out his duties
without fear of or favour to any political party, even if he believes strongly in any political idea. The administrator's values
will be determined by the constitution, not by the ideology of any political party. It would ensure that public personnel would
provide equal service to political executives regardless of political changes.

Importance
1. It brings credibility and trust in the public with respect to the functioning of the public service.
2. It makes civil servants brave, rather than just capable, so that they may raise critical questions about policy, legislation,
and so on.
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○ The difference between the two is that capacity guarantees that a public servant performs things correctly,
whereas bravery ensures that he does the right things.
3. It fosters equality and fairness among all segments of society.
4. It assures civil service morale, efficacy, and efficiency because transfers, postings, and so on are anticipated to be decided
only on merit rather than any other variables.

How are they ensured?

● The Central Civil Services Conduct Rules, 1964 and The All India Services Conduct Rules 1968:
○ To maintain integrity in public service the conduct rules were notified in 1964, which stipulate certain guidelines
for the Civil servant to perform the duty with full devotion; and shall not adopt dilatory tactics in their dealings with
the public & the likes that are uncalled for like accepting bribes etc. from a civil servant.
● Code of Ethics, 1997:
○ It was the first initiative to introduce the code of ethics for public servants in India, which was considered a step
towards better governance. The salient features of the code were as follows:
■ Uphold the rule of law & respect human rights
■ Maintain objectivity & transparency in their conduct with the public & in discharge of their duties
■ Maintain utmost impartiality in respect of service matters

1.3.5 Neutrality
● Neutrality specifically refers to the interaction between the government/politicians and the civil servants.
○ Regardless of which political party is in power, being neutral means not being biassed while providing
information, feedback, opinions, etc. to the political executive or working tirelessly to complete responsibilities that
have been given to you.
○ It indicates that a civil servant would exercise their public office in a politically neutral and apolitical manner. He
must operate under a form of political sterilisation, i.e. bureaucrats must not be impacted by political developments.
On the other hand, he must execute the prescribed policy in its current form without regard for any personal factors.
● Policy making is the prerogative of the political executive, and civil servants are meant to implement that policy without
questioning.
○ In administrative jargon, it is called politics- administration dichotomy. At the same time, the bureaucrat must
not hesitate to correct the politician or provide an honest opinion. His/her job is not be a ‘Yes -man’ or a ‘committed
bureaucrat’
Types of neutrality
1. Passive neutrality:
○ Here the public official will do anything that the political executive orders him to do. But then he may end up violating
some legal/constitutional provisions. It was the neutrality that was actualized by Nazi bureaucracy. Hence passive
neutrality is undesirable.
2. Active neutrality:
○ The Officer will do what the constitution, rules, laws and office manual says, without following any particular
party. Sometimes, it leads to civil services activism.

Areas of conflict between political executive and civil servants:

● The concept of civil servants being neutral to political dispensation has been debated in the context of India.
○ Demands of a committed bureaucracy have been implicit on change of governments, if not explicit.
● The reasons for a potential conflict between civil servants and political executive can arise because of the following
reasons:
1. Societal consensus about the goals to be pursued varies among people. In the West, there is a certain consensus
on goals of development.
○ There is also a certain degree of homogeneity in societal formation. Lack of consensus on the goals
and path of development creates ambiguity in the policy preferences.
○ This in turn leads to adhocism, which cannot provide clear direction to the permanent executive. On the
contrary, political processes start occupying the space (i.e. more interference) meant for civil servants.
This can strain the relationship.
2. Political executives may pressurise the permanent executive to violate the very rules that they themselves
formulated.
○ Civil Services, being rooted in a rule-based system, resist this pressure. This may again lead to conflicts
between the two.
3. Presence of shared belief system:
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○ It means there is a common belief system with respect to vital social issues. Belief system is a product of
various factors, important amongst them the culture, society, surroundings that one has grown up in, the
education system one was exposed to, etc.
● In India, the civil services have mostly come from an urban middle class whereas the political executive is more diverse.
Although the character of bureaucracy is changing, it has been changing rather slowly.
○ While a bulk of the members of the political executive, particularly at the state level, have been drawn from the
rural and agricultural background, the top and middle level administrators are from the urban middle and upper
middle classes- most that qualify for civil services are from urban towns, whereas political representation is spread
equally, and since roughly only 32 percent of population is urban, the distribution of seats would also be similar.
○ These differences are manifest in their style of living, mode of communication, ways of looking at things and
their mannerisms. The relationship between the two is partly shaped by this factor of the value system.
● Further, it is argued that, in developing societies, there are weaker sections that must be supported by the administration if
the devised policies are ill-suited to their needs.
○ In this context, one of our former Prime Ministers said, “In developing countries, civil servants, to be genuinely
neutral, have to take the side of the poor.”
● However, it must be remembered that neutrality is an ideal, like any other ideal such as democracy, which can’t exist in its
perfect form, simply because it is an ‘ideal’.
○ But it doesn’t mean that we should discard them for this reason only. Just as the absence of democracy would lead
to destruction of individual rights, similarly absence of neutrality would cause chaos in the functioning of public
administration. Therefore, this ideal is worth pursuing forever in the appropriate cultural context.

Examples of neutrality by a civil servant could include:

1. A government employee providing information or assistance to the public without expressing personal opinions or biases.
2. A public official enforcing regulations without personal bias or interest in the outcome.
3. A civil servant providing services to the public without taking into account their political or ideological beliefs.
4. A public servant in charge of contract procurement, who does not have any financial or political interest in any of the bidders
or their projects and does not involve any external pressure in the procurement process.
5. A public servant in charge of implementing policies, who ensures that they are executed without bias or preference and that
they are in compliance with the laws and regulations.
6. A public servant in charge of providing security, who ensures that all citizens are protected without discrimination and that
the law is applied impartially to all.

1.3.6 Anonymity
● The principle of anonymity emphasises that a permanent executive works from behind the screen. In other words,
they should avoid public gaze.
● The anonymity of the civil service is linked to two concepts: permanence and neutrality.
○ Civil servants, many of whom remain in their jobs whilst serving numerous governments, are thus likely to have to
give advice to governments of different political parties, who may have different attitudes to policy.
○ The advice they give needs to be given to ministers both freely and also without fear of adverse public or political
reactions and without fear of future career damage. This is tied into the concept of ministerial responsibility,
whereby the convention is for the minister to accept responsibility for their actions and decisions and those of their
departments.
● Anonymity and Neutrality:
○ Both values must be maintained simultaneously. The management and technical abilities are not political. The
methods used to carry out activities more effectively and efficiently are known as the "tools of administration," and
they are politically neutral.
○ Only the careful application of their methodology involves human bias. To eliminate this prejudice, anonymity and
thus responsibility are required. The government of any political ideology can utilise the technological know-how
and talents that are presumed to be non-political.
○ Lenin, for instance, assimilated several aspects of industrial capitalism's efficiency into the economy of the USSR.
Or, China adopting the principles of capitalism while retaining communist in its political system.

1.3.7 Objectivity
● Sticking to the facts - the evidence - is what objectivity is all about. It involves being led by evidence and believing that
an occurrence will be closer to the truth the more evidence it has. It is the ability of a person or his/her judgement to ana lyse
and express facts without being swayed by personal sentiments or ideas.
● It entails assessing a situation objectively, based on facts, and without regard for bias, personal beliefs, sentiments, or
other influences. As a result, it is logical and, most of the time, empirical in character.
○ It is diametrically opposed to subjectivity, which includes feelings, values, emotions, and so forth.
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○ In practice, civil employees should make merit-based decisions when doing their tasks, such as making public
appointments, granting contracts, or recommending persons for rewards and incentives.

Why is it needed?
● Civil servants discharge their duties based on clearly defined rules. These rules lay out their responsibilities as well as g ive
them required authority to carry them out.
● A public office enjoys legitimacy and public trust because the responsibility and authority it carries are not arbitrary.
○ Hence, it is necessary for the individual who occupies a public position to be rational in his/her decisions rather
than being arbitrary.
○ Rationality comes from facts rather than biases. Amind open to assessment of facts uninfluenced by any
preconceived notions. Biases blind our view and act as hindrance in taking a decision and its execution.

How is it ensured?
● To ensure objectivity, the civil servants are expected to function based on some written rules, regulations, and laws, so
as to eliminate or at least reduce the discretion.
○ Even in situations where discretionary decisions have to be taken, they must be based on facts and not on personal
beliefs or any other considerations.

How to develop it?

● Transparency:
○ If the decisions and reasons behind them are made public, then civil servants would be more careful in taking
decisions according to the facts rather than whims and fancies. For example, we have seen this trend with the
enactment of the RTI Act.
● Information Management System (IMS):
○ If the organisation doesn’t record and document the incidents, information and statistics, then it won’t be able to
make decisions based on proper information.

Examples of objectivity by a civil servant could include:

1. A government employee making policy decisions based on data and research, rather than personal beliefs or biases.
2. A public official enforcing regulations based on objective criteria, rather than personal relationships or biases.
3. A civil servant providing information or assistance to the public based on accurate and verified facts, rather than personal
opinions or biases.
4. A public servant in charge of contract procurement, who ensures that contracts are awarded based on objective criteria
such as price, quality, and compliance, rather than personal relationships or biases.
5. A public servant in charge of organizing fair elections, who ensures that the voting process is fair and transparent and that
the results are based on objective criteria rather than personal biases.
6. A public servant in charge of providing security, who ensures that the law is applied objectively and that the security
measures are based on facts and evidence rather than personal biases.
7. A public servant in charge of providing services, who ensures that the services are provided in an objective and fair manner,
without showing preference or discrimination to any person or group.

1.3.8 Dedication to Public Service

● Dedication is the quality of being able to give or apply one’s time, attention, or self, entirely to a particular activity,
person or cause.
○ It is commitment with passion and personal urge to do something, without any external formal instrument to
enforce that urge. Strictly speaking, dedication is different from commitment, in that, commitment is formally
obligated/bound, whereas dedication is guided by a sense of duty, inspired by some ideals, like that of state
or society.
○ Thus, dedication ensures that one is devoted to the task even in the absence of a formal commitment or external
reward.
● In civil services, dedication integrates the person with the idea of public good/interest.
● This dedication would ensure that a civil servant’s sense of duty is integrated with his official responsibility. As a result , he
will keep doing his job even if it is boring, unwanting, tedious, or in a hostile environment etc. It is because his duty its elf
becomes his end, and he realises Kant’s maxim of “Duty for the sake of duty.”
○ Spirit of sacrifice and service to the public & to the nation are the essential ingredients of public service and civil
servants should feel motivated & inspired by the fact that they are working & devoting their life to a noble cause if
they chose to be a part of it.
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Why is it needed?
● Without it civil servants would find it difficult to perform their duties in difficult situations.
● To make civil servants emphatic to their job and empathetic to the people.
● To realise the ideals mentioned in the Constitution, like justice, equality etc.
1.3.9 Empathy, Tolerance and Compassion towards the weaker section
1. Empathy
○ It is about understanding another person’s condition from their perspective. Simply put, empathy means
putting yourself in their shoes & feeling what they must be feeling in the circumstances they are faced with.

How empathy is different from sympathy?

○ Sympathy is instinctive and largely involves cognitive aspects. For example, seeing a poor man on a rainy winter
night you would think to do something for him, but may not necessarily do anything. You can sympathise with his
situation by expressing pity or remorse.
○ But empathy is deeper than this as it includes emotions as well, apart from that cognitive aspect.
■ Empathising with the person means that you are able to view the situation from his perspective and have
knowledge of his circumstances and hardships. You cannot empathise with an abstract or detached
feeling- you need to have knowledge about who he is, what he is trying to do and why.
■ Therefore, it would make you feel to understand his problems, causes and consequences thereof. Thus,
it is a step ahead of sympathy. Empathy is a stronger attitude than sympathy, hence it's a better indicator
of behaviour.
○ For example, consider climate change. Developed countries may well sympathise with developing countries which
face immediate threats because of rising sea levels and temperatures.
■ However, their lack of ability to put themselves in the shoes of developing countries struggling to meet
multiple conflicting objectives (poverty alleviation v/s environmental protection) has led to slow
progress in implementing measures needed to counter climate change and providing adequate climate
finance. Thus, they are sympathetic but lack an empathetic attitude.

Why is it needed?
○ To break prejudices and enhance the effectiveness of bureaucracy:
■ The bureaucratic system has become so complex that adhering to rules has become an end in itself rather
than. pursuit of the end which was to be achieved by those rules. More time is spent in transactional
business rather than working for the welfare of people.
○ To improve Emotional intelligence and Decision making:
■ Empathy helps us understand others’ emotions, therefore empathy is required to increase one’s emotional
intelligence.
○ To improve social cohesion and inclusivity:
■ Lack of empathy may lead to social unrest and intolerance towards women/minorities/ children/disabled
as we can’t understand their actual problems and specific needs. An empathetic civil service is the need
of the hour to usher in inclusive growth.
2. Compassion
○ Compassion literally means “to suffer together or co-suffering.” It is defined as the feeling that arises when you
are confronted with another’s suffering and feel motivated to relieve that suffering. Buddhism teaches the practice
of compassion, called karuna.
○ Compassion and empathy are fundamentally different but are closely related i.e.: Empathy is the feeling of
awareness towards other people's emotions and an attempt to understand how they feel while compassion is when
those feelings and thoughts include the desire to help. So, empathy precedes compassion.
○ Empathy is putting oneself in someone else’ shoes to understand what they are going through, but compassion
spurs one to action.
■ For example: empathetic people may cry with the person experiencing a loss or if something unfortunate
happens but a compassionate person would rather do something to alleviate/reduce the other person’s
suffering.
○ While empathy is a very internal feeling, compassion moves outwards as it compels us to dive into another person’s
environment and offer help, without concern for ourselves or the cost involved.

Importance of having compassion towards weaker section in administration:

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○ Civil servants are the agents of change. Compassion is ranked as one of the great virtues for civil servants which
has bearing upon the functioning of the administration and society. Compassion drives the civil servant to help
people and ensure the welfare of people.
○ Compassionate people often have other positive traits like generosity, kindness, and understanding.
Compassion makes a civil servant lead with not only head but also heart. It gives rise to an active desire to alleviate
the sufferings of others.
○ Compassion ensures a people-centric, humane, accommodative administration. It makes administration
sensitive and responsive to the needs of every citizen, thus contributing to efficient service delivery.
○ Compassion helps in getting a better understanding of ground realities and grass root problems and hence helps
in better planning. It also establishes mutual trust and coordination between society and administration.
○ A civil servant with virtues of compassion will make him help the needy and weaker sections of society even if he
may have to deal with external pressure. It helps civil servants to earn the trust of the public, which enhances his
confidence, gives them a sense of satisfaction, and gives them energy to work harder.
3. Tolerance
○ Tolerance comprises allowing people to exercise their rights, religious or constitutional.
■ It is the midpoint on a spectrum ranging between prohibition/unacceptance at one end to acceptance at
the other.
■ For example, a vegetarian might be convinced it is wrong to eat animals. Such a person may never accept
the practice as part of their own life. However, they may not want to stop others eating meat.
○ It teaches us to exercise restraint in sensitive matters. Tolerance is defined as a fair and objective outlook
towards those whose lifestyle differs from a person.
■ It refers to the skills a person needs to live together peaceably.
■ In Jainism tolerance is captured in the ideal of Syaadavaada, which means that every view is correct from
its own perspective, but no particular view is absolutely correct.
○ It means showing respect for the race, gender, opinions, religion and ideologies of other people or groups,
and to admire the good qualities and good work of others. And to express one’s point of view in a decent and
respectful way while respecting the sentiments of others.

Why is it needed?
● Without tolerance and harmony, the lasting peace of societies cannot be maintained.
● Tolerance encourages freedom of expression, which is necessary for perusal of truth and progress. Without it differing
views can’t be expressed freely and thereby the society would become status-quoist and decadent, where new inventions
can’t take place.
● It is necessary to uphold the moral worth of every individual, as according to J.S. Mill, all individuals have equal moral wo rth,
and therefore should be allowed to express their views without any constraint.
● Human development is possible only when we allow everyone to express their views and pursue their interest.
● In a diverse society, like ours, civil servants are required to serve all the sections equally well, which is not possible if they
are not tolerant.
● In fact, values of justice, impartiality and objectivity are not possible without tolerance.

1.3.10 Perseverance
● Perseverance is often defined as the ability to keep going despite facing failure or adversity. It involves determination,
resilience, and the ability to overcome obstacles. Without perseverance, it is easy to become discouraged and give up
on our goals and aspirations. However, with perseverance, we can achieve great things despite the difficulties we may face.
● One of the key aspects of perseverance is the ability to set and work towards long-term goals. Often, the road to success
is not easy, and there will be times when we face setbacks or failures. However, by having a clear sense of what we want
to achieve, we can stay motivated and focused even when things get tough.
● Another important aspect of perseverance is the ability to adapt and be flexible.
● Perseverance is also closely related to persistence, which is the ability to keep going despite facing obstacles or setbacks.
● Perseverance is also closely related to resilience, which is the ability to bounce back from adversity. Resilience is the
ability to cope with and recover from difficult situations, and it is an essential trait for perseverance. When we are resili ent,
we are better able to handle difficult situations and keep working towards our goals.
● Perseverance in civil servants refers to their ability to persist and remain committed to their work despite obstacles,
challenges, or setbacks. Examples of perseverance in civil servants could include:
1. A government employee working on a complex policy issue, who continues to research and analyze the issue
despite facing resistance or opposition from stakeholders.
2. A public official overseeing a large infrastructure project, who remains committed to completing the project on time
and on budget despite encountering unexpected challenges or delays.
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3. A civil servant providing services to the public, who continues to work with a difficult client despite facing repeated
complaints or dissatisfaction.
4. A public servant in charge of contract procurement, who persists in finding the best solution for the government
despite facing pressure to make a quick decision or to award a contract to a specific bidder.
5. A public servant in charge of implementing policies, who persists in finding ways to improve the policies and
services despite facing budget constraints or political pressure.
6. A public servant in charge of providing security, who persists in finding ways to improve the security of the citizens
despite facing limited resources or complex security threats.
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Emotional intelligence

1. Emotional Intelligence................................................................................................................................................................................. 77
1.1 Emotions .................................................................................................................................................................................................. 77
1.2 Intelligence: Concepts, Utility, and Types ....................................................................................................................................... 78
1.3 The Social Aspect of Intelligence ...................................................................................................................................................... 79
1.4 Relation Between Emotions and Intelligence ................................................................................................................................ 80
1.5 Emotional Intelligence: Integration of Emotions and Intelligence .......................................................................................... 80
1.6 Intelligence Quotient (IQ) versus Emotional Quotient (EQ) ..................................................................................................... 83
1.7 Importance of Emotional Intelligence ............................................................................................................................................. 84
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1. Emotional Intelligence
● Emotional Intelligence is defined as the ability to
understand our own emotions and other’s
emotions and use them constructively to guide
one’s thinking and actions.
● Emotional intelligence has been defined differently
by various scholars.
● According to Peter Salovey and John Mayer
(1990s) it is defined as “the ability to monitor one’s
own and other people’s emotions, to discriminate
between different emotions and label them
appropriately, and to use emotional information to
guide thinking and behavior”.

1.1 Emotions
● The Essential Constitute of Human Psyche
Oxford dictionary defines an emotion as ‘a strong
feeling deriving from one's circumstances, mood, or
relationships with others’ also, ‘an instinctive or
intuitive feeling as distinguished from reasoning or
knowledge’.
● Emotions are complex reactions that involve both intense subjective feelings such as joy, anger, sorrow etc., and
also emotional expressions and the ability (or abilities) to understand emotional information i.e. the ability to “read” the
emotional reactions of others.
● In other words, emotions are generally understood as intense feelings, favorable or unfavourable, that are directed at
someone or something.
● Emotions have also been described by some theorists as discrete and consistent responses to internal or external
events which have a particular significance for the organism.
● They are the essential constituents of the human mind. It is a well -established fact that it is almost impossible for humans
to live without emotions.
1.1.1 Structure of Emotions
● Though there is no unanimity, it is generally believed that emotions, as complex reactions, consist of three major
components.
● These are:
○ Physiological changes within our bodies- like shifts in heartbeat, blood pressure etc.
○ Subjective cognitive states- the personal experiences we label as emotions; and
○ Expressive behavior- outward signs of these internal reactions.

1.1.2 Types of Emotions

● Certain emotions like joy, interest, contentment, love, and similar that are pleasant and rewarding, are called positive
emotions.
○ They open up new possibilities and build up our personal resources.
● All emotions can be positive or negative, but the emotions people usually call "negative" are the ones that can be
unpleasant to experience and can cause disruption to daily life.
○ Negative emotions include envy, anger, sadness, and fear.
○ Negative emotions can also be valuable and constructive.
■ For example, persistent distress may motivate a person to seek help, mend a relationship, or find a new
direction in life. There is a natural tendency that people enjoy positive emotions while treating negative
emotions as misery.
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1.2 Intelligence: Concepts, Utility, and Types

1.2.1 Concept of Intelligence

“The true sign of intelligence is not knowledge but imagination” –

Albert Einstein.
“I know that I am intelligent, because I know that I know nothing” –
Socrates.

● Intelligence is defined as the capacity of an individual to think rationally, act purposefully and deal effectively with
his environment.
● In other words, it is the mental quality that consists of the abilities to learn from experience, adapt to new situations,
understand and handle abstract concepts, and use knowledge to manipulate one’s environment.
● It can be more generally described as the ability to perceive or infer information, and to retain it as knowledge to be
applied towards adaptive behaviors within an environment or context.
● Although different investigators have emphasized different aspects of intelligence in their definitions, they all emphasised
upon some sort of cognitive energy as the ultimate ground of intelligence. It is this cognitive ground which enables a
person to effectively use his abilities.
● However, their emphasis on the rational component as the most important constituent of intelligence, was discarded by
some later thinkers.

1.2.2 Utility of Intelligence

● The most important use of intelligence is adaptation to one’s environment.
● For the most part, adaptation involves making a change in oneself in order to cope more effectively with the environment,
but it can also mean changing the environment or finding an entirely new one.
● Such adaptation may occur in a variety of settings.

For example: A student in school learns the material he needs to know in order to do well in a course; a physician treating a
patient with unfamiliar symptoms learns about the underlying disease; or an artist reworks a painting to convey a more cohere nt
impression.

● Effective adaptation involves a number of cognitive processes, such as perception, learning, memory, reasoning, and
problem solving.
● The main emphasis in a definition of intelligence, is hence, on the fact that it is not a cognitive or mental process per se
but rather on a selective combination of these processes that is purposively directed toward effective adaptation.
○ Thus, the physician who learns about a new disease adapts by perceiving material on the disease in medical
literature, learning what the material contains, remembering the crucial aspects that are needed to treat the
patient, and then utilizing reason to solve the problem of applying the information to the needs of the patient.

1.2.3 Types of Intelligence

● For a long time it was believed that intelligence was something we could detect through testing.
● It was believed that a person could be compared to another through the results of their IQ test.
● It was acknowledged that there are different types of intelligence; they are all correlated—if people tend to do well on
some sections of an IQ test, they tend to do well on all of them, and vice versa, and hence, a general intelligence factor
could be developed for people.
● However, over time, many began to question the results of the IQ test. More recently, researchers have been trying to
understand the different areas of intelligence.
● Through new ways of exploring the workings of the brain, they began to consider ‘additional intelligence factors’ such
as: Discipline, Persistence, Interpersonal Relationships etc.
● This brought to the forth, different types of intelligence. They recognized that each of us is biased toward one type/group
but through practice, we can develop the remaining types of intelligence.

Theories of Intelligence
● Psychologist Howard Gardner discussed the theory of Multiple Intelligences.
○ The theory discusses the existence of different types of intelligence, not necessarily correlated. Everyone has a
small part of all within them.
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○ However, over the years each person develops one area more thoroughly and that area then supersedes the
others. A person may thus possess, say, emotional intelligence without being gifted analytically.
○ Originally he proposed seven different types but later added naturalistic and existential intelligence to his
list.
○ These are:
■ Linguistic Intelligence: People who develop linguistic intelligence tend to demonstrate a greater ability
to express themselves well both verbally and in writing.
■ Logic Intelligence: People with sound logical intelligence have the ability to manage Math and logic
with ease.
■ Kinesthetic Intelligence: Kinaesthetic Intelligence relates to the ease of bodily expression. This kind of
person has a great sense of space, distance, depth and size. With greater control of the body, this
person can perform complex movements with precision and ease.
■ Spatial Intelligence: Those who have heightened spatial intelligence have the ability to create, imagine
and draw 2D and 3D images. Professionals in gaming, architecture, multimedia and aerospace normally
display a high level of spatial intelligence.
■ Musical Intelligence: Musical Intelligence is a rare kind of intelligence. People with this profile have the
ability to listen to sound and music and identify different patterns and notes with ease.
■ Interpersonal Intelligence: People who display Interpersonal intelligence are practical and exhibit a
great sense of responsibility towards others. They are calm in their ways, they know how to listen and
speak but above all, they know how to use their own knowledge and power to infl uence people. People
who are acknowledged as born leaders are usually the ones known to possess Interpersonal
Intelligence. Someone with Interpersonal Intelligence can easily identify the qualities in others and know
how to bring that quality out.
■ Intrapersonal Intelligence: Intrapersonal Intelligence is a characteristic of those who are deeply
connected with themselves. This type of person is usually more reserved but at the same time
commands great admiration from their peers. Among each of the seven types of intelligence,
intrapersonal intelligence is considered the rarest.

1.3 The Social Aspect of Intelligence

● Definition: Social Intelligence (SI) is the ability to get along well with others, and to get them to cooperate with you.
● These are sometimes simplistically also referred to as "people skills."
● The original definition was given by Edward Thorndike in 1920 as "the ability to understand and manage men and
women and girls, to act wisely in human relations". Social intelligence is a person’s competence to understand his or her
environment optimally and react appropriately for socially successful conduct.
● Thus, SI includes an awareness of situations; the social dynamics that govern these situations, and a knowledge of
interaction styles and strategies that can help a person achieve his or her objectives in dealing with others.
● It also involves a certain amount of self-insight and a consciousness of one's own perceptions and reaction patterns.
● Thus, SI is the ability to connect with people and influence them effectively.
● It is equivalent to interpersonal intelligence, one of the types of intelligence identified in Howard Gardner's theory of
multiple intelligences.
● Some authors have restricted the definition of social intelligence primarily to deal only with the knowledge of social
situations, perhaps more properly called social cognition or social marketing intelligence, as it pertains to trending socio -
psychological advertising and marketing strategies and tactics.
1.3.1 Developing Social Intelligence
● Since SI is a combination of skills expressed through learned behaviour, it can be developed by assessing the impact
of one's behavior on others.
● This can be measured as the degree to which one is successful in dealing with others. One can experiment with new
behaviors and new interaction strategies.
● In the simplest terms, this is the ability to "get along with people," which - it is assumed - people learn as they grow up,
mature, and gain experience in dealing with others.
● Some examples of the people high on SI include Mahatma Gandhi, Dalai Lama, and Nelson Mandela etc.
● Unfortunately, many people do not continue to learn and grow as they age, and many people never acquire the
awareness and skills they need to succeed in social, business or professional situations.
● It is quite clear that adults who lack insight and competence in dealing with others can make significant improvements in
their SI status as a result of understanding the basic concepts and assessing themselves against a comprehensive model
of interpersonal effectiveness.
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1.3.2 From Social Intelligence towards Emotional Intelligence

● While some practitioners have included "people skills," or Social Intelligence in EI theory, in practical terms it makes more
sense to think of EI and SI as two distinct dimensions of competence.
● Social intelligence (Gardner's "interpersonal intelligence") is separate from, but complementary to emotional
intelligence (Gardner's "intrapersonal intelligence").
● But we need both models in order to understand ourselves and the way we interact with others.
● Some deficits in SI arise from inadequate development of EI; conversely, some deficits in SI may lead to unsuccessful
social experiences which may undermine a person's sense of self -worth which is part of EI.

1.4 Relation Between Emotions and Intelligence

● The traditional notion of intelligence as logical or mathematical ability invariably reduces it to cognitive ability.
○ Cognition refers to processes such as memory, attention, language, problem solving, and planning.
● Many cognitive processes often involve so-called controlled processes, such as when the pursuit of a goal (e.g.,
maintaining information in mind like retaining some facts) needs to be protected from interference (e.g., a distracting
stimulus like a nagging noise).
● Traditionally, it was believed that emotion, being non-cognitive, can’t facilitate cognitive processes.
● In fact, it was believed that emotions were counter to cognitive tasks, because they are intense feelings. Thus, the
earlier notion was either of no relation between emotion and intelligence or negative relation.
● For example, when we are experiencing negative emotions, like anger or depression, then it becomes very difficult to
perform a constructive task, like solving a puzzle, or making good decisions.
● However, Mayer and Salovey, in their concept of Emotional Intelligence (EI), discarded this necessarily negative relation
between Emotions & Intelligence. It was realized that emotions aren’t necessarily bottlenecks in our thinking or decision
making. This leads us to the topic of Emotional Intelligence.

1.5 Emotional Intelligence: Integration of Emotions and Intelligence

● The term EI was introduced in 1990 by Mayer and Salovey.
● It is described as a set of skills that involve the ability to monitor one's own and other’s feelings/emotions, to
discriminate among them, so as to use that information to guide one’s thinking and action.
● Thus, it integrates emotions and intelligence. Simplistically speaking, it is the ability to channelize emotions for
constructive purposes. It must be known that emotional intelligence is not the opposite of intelligence. It is not the triump h
of heart over head, rather, the unique intersection of both.
● Mayer and Salovey introduced this concept as a challenge to the traditional notion of intelligence as monolithic ability i.e.
only focused on cognitive ability, and to the thinkers who held emotions as obstructive to cognitive activity.
● EI includes the intra- and interpersonal intelligence, i.e. the ability to know oneself and others, in terms of abilities,
current emotional state.
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1.5.1 Emotional Intelligence as Proposed by Mayer and Salovey

● Mayer and Salovey described EI more specifically in 1997 by outlining the competencies it encompasses.
● They organized those competencies along the four branches: Four Branch Model
○ Perceiving emotions: It refers to the ability to perceive i.e. recognize emotions and also the ability to specifically
categorize the current emotional state, in oneself and in others.
■ For example, it enables the person to understand the kind of feeling he/she or another person is going
through.
○ Understanding emotions: It is the ability of a person to comprehend the emotions in the given messages better.
It also enables one to understand the relationship between emotions, thought, and behavior.
■ For example, with this ability one can accurately understand how a particular emotion can affect the
thinking or action of oneself and that of others.
○ Using emotions to facilitate thought: This model is a logical corollary of the aforementioned models, i.e. from
the above two it can be deduced that emotions can act as facilitators of thinking by channelizing emotions for
constructive purpose, like making appropriate decisions or solving som e problem.
○ Managing emotion: It refers to the ability to take responsibility for one’s emotions, and converting the negative
emotions into positive ones.
■ Its utility lies in generating the desirable emotions in oneself or in others, which are conducive to the task
at hand.
■ It is because emotions are energy for motions, therefore if desired emotions are created then efforts in
the direction of task can be made easily.
■ For example, motivating oneself and others to perform some task, like focusing on studies when
otherwise it is difficult to focus; or managing the stressful situation without losing temper etc.
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1.5.2 Model of Emotional Intelligence by Daniel Goleman

Goleman further refined the concept of emotional intelligence in 1999. He propagated the Five Component Model
● Self-awareness: It is the ability to recognize and understand personal moods and emotions and drives, as well as their
effect on others.
○ Hallmarks of self-awareness include self confidence, realistic self-assessment, and a self-deprecating
sense of humor.
○ Self-awareness depends upon one's ability to monitor one's own emotion state and to correctly identify and name
one's emotions.
● Self-regulation: It is the ability to control or redirect disruptive impulses and moods, and the tendency to suspend
judgment and to think before acting.
○ Some of its hallmarks include trustworthiness and integrity; comfort with ambiguity; and openness to change.
● Internal motivation: This refers to a passion to work for internal reasons that go beyond external rewards like money
and status.
○ This can be driven by an inner vision of what is important in life, a joy in doing something, curiosity in learning, a
flow that comes with being immersed in an activity.
○ Its hallmarks include a strong drive to achieve, optimism even in the face of failure, and organizational
commitment.
● Empathy: It is the ability to understand the emotional makeup of other people. It involves imaginatively stepping in
someone’s shoes and emoting as per the context.
○ It is a skill that helps one treat people according to their emotional reactions. Its hallmarks include expertise
in building and retaining talent, cross-cultural sensitivity.
○ It is important to note that empathy does not necessarily imply compassion.
○ Empathy can be 'used' for compassionate or cruel behavior. Serial killers who marry and kill many partners in a
row tend to have great emphatic skills!
● Social skills: It includes proficiency in managing relationships and building networks, and the ability to find
common ground and to build rapport.
○ Hallmarks of social skills include effectiveness in leading change, persuasiveness, and expertise building and
leading teams.

Thus, Goleman’s model is more comprehensive and is most suited for effective functioning in a social system, especially in
governance and administration.
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Example of Emotional Intelligence

● Some of the greatest moments in human history were fueled by emotional intelligence. When Martin Luther King, Jr.
presented his dream, he chose language that would stir the hearts of his audience. He promised that a land
“sweltering with the heat of oppression” could be “transformed into an oasis of freedom and justice.”
○ Delivering this electrifying message required emotional intelligence —the ability to recognize, understand, and
manage emotions. Martin Luther King demonstrated remarkable skill in managing his own emotions and in
sparking emotions that moved his audience to action.
○ King delivered “a perfectly balanced outcry of reason and emotion, of anger and hope. His tone of
pained indignation matched that note for note.”
● Similar was Gandhi’s contribution to the Indian national movement. His slogan of “do or die” on the eve of Quit India
Movement electrified the Indian masses, and resulted in a massive movement in human history. This skill of managing
one’s own and others’ emotions is what comes with EI.

1.6 Intelligence Quotient (IQ) versus Emotional Quotient (EQ)

Emotional Quotient Intelligence Quotient

Measure of a person's emotional intelligence. Score derived from one of several standardised tests designed
to assess an individual’s intelligence.

Refers to a person’s ability to perceive, control, evaluate and Refers to an individual’s abilities such as visual and spatial
express emotions. processing, knowledge of the world, working memory etc.

A high EQ means someone is self-confident, self aware and A person with high IQ may be able to learn certain subjects
able to handle difficult emotional experiences. very quickly and make connections between ideas that others
miss.

Example: It will help in developing consensus around any Example: It will help to understand the policy and
government policy. requirements.

● Thus, IQ can be imagined as an engine that can power a vehicle but EQ will act as the steering of that vehicle
which will give direction to IQ.
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● Therefore, IQ alone is not enough for success. It can only get a person into a job but to be successful in the job, that
person needs to cooperate and collaborate with others where EQ plays an important role.

1.7 Importance of Emotional Intelligence

● The chances of succeeding are skewed towards people who are better able to manage themselves and others
emotionally, one’s who are likeable and trustworthy.
● Research shows that more than 80% percent of success is due to skills in “human engineering,” personality and ability to
communicate, negotiate, and lead.
● Only 15 percent is due to technical knowledge. Additionally, Nobel Prize winning psychologist, Daniel Kahneman, found
that people would rather do business with a person they like and trust rather than someone they don’t, even if the
likeable person is offering a lower quality product or service at a higher price.
● Hence, instead of exclusively focusing on conventional intelligence quotient, one should make an investment in
strengthening his/her EQ (Emotional Intelligence).
● The concepts of EQ may be difficult to measure, but their significance is far greater than IQ. Simply put, emotional
intelligence is that “something” within us that helps us to sense how we feel and enables us to truly connect with others
and form a bond.
● It gives us the ability to be present and listen to someone when they most need it.
● It is that sense of internal balance within us that enables us to keep our composure, make good decisions,
communicate successfully, and maintain effective leadership even when under stress.
● To be specific, EI is important for the following reasons:
○ Know Your Emotions: Emotions are powerful reactions. If one is not aware of his emotions he can’t make a
sound moral judgment. Further, knowing one’s emotions is the prerequisite to express inherent feeling/affection.
○ Managing Emotions: Managing emotions is very important for our mental health and for keeping our interaction
with others efficient. Moreover, managing emotions is the key to motivate oneself and others.
○ Greater Self-Awareness: It is necessary for understanding one’s emotions, setting realistic goals. These are
very essential for success and remaining happy.
○ Self-Regulation: EI enables one to exercise a high degree of self -control. Therefore, EI leads to the creation of a
climate of trust and fairness in which infighting is reduced and chances of success are increased.
○ Empathy: EI enables one to thoughtfully consider the feelings of others and behave in an appropriate manner.
Empathetic people are able to think of things from others’ perspective. Therefore, they are able to pick up subtle
social signals indicating what others need. People with high EQ thus have greater service orientation.
○ Social skills: It refers to adeptness in inducing the desired behaviour in others.

1.7.1 Importance of EI in Civil Services

● For Targeting Policies better: Bureaucrats need to know emotions, moods and drives of persons at whom public policy
is targeted for better acquaintance with the nature of problems in society and their possible solutions.
● For motivating subordinates: EI helps a person in comprehending emotions of others, thus an emotionally intelligent
civil servant can motivate his/her subordinates towards a particular goal.
● Stress Management: EI enables one to manage emotions in anxiety-provoking situations and thus helps one in
maintaining one’s physical and mental well being.
● For change: An Emotionally Intelligent person is more likely to try new things, take risks and face new challenges without
fear. This will help in finding innovative solutions to different problems.
● For Decision making: EI helps in recognizing such emotions that are unrelated to any specific problem and not allowing
them to be influential to the final result.
● For Better Communication: An Emotionally Intelligent civil servant will be able to communicate policies better. Also, the
person will be able to foster a healthy relationship with subordinates.
● For maintaining balance in life: EI helps a civil servant in managing his/her personal life as well as professional life.
● On a personal front, EI makes one more flexible, empathetic and clear in expression.
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Contributions of moral thinkers and philosophers from India and

World
1. Indian Philosophy ......................................................................................................................................................................................... 86
1.1 Schools of Indian philosophy ............................................................................................................................................................. 86
1.2 Teachings from Ramayana.................................................................................................................................................................. 87
1.3 Teachings from Mahabharata ............................................................................................................................................................ 87
1.4 Teachings from Bhagavad Gita .......................................................................................................................................................... 88

2. Contributions Of Indian Thinkers .............................................................................................................................................................. 88

Kautilya ........................................................................................................................................................................................................... 89
Lord Buddha .................................................................................................................................................................................................. 90
Lord Mahavira............................................................................................................................................................................................... 91
Adi Shankaracharya..................................................................................................................................................................................... 91
Thiruvalluvar................................................................................................................................................................................................. 92
Swami Vivekanada....................................................................................................................................................................................... 93
Mahatma Gandhi .......................................................................................................................................................................................... 94
Rabindranath Tagore .................................................................................................................................................................................. 97
Jawaharlal Nehru.......................................................................................................................................................................................... 98
Mother Teresa ............................................................................................................................................................................................... 99
Amartya Sen .................................................................................................................................................................................................. 99
3. Contributions of Western Thinkers ......................................................................................................................................................... 100
Socrates......................................................................................................................................................................................................... 100
Plato ............................................................................................................................................................................................................... 101
Aristotl e ........................................................................................................................................................................................................ 102
Karl Marx ...................................................................................................................................................................................................... 102
John Stuart Mill (Ethical Altruism) ........................................................................................................................................................ 103
Jeremy Benthem (Ethical Egoism)......................................................................................................................................................... 103
Immanuel Kant (Deontological Ethics) ................................................................................................................................................ 104
John Rawls.................................................................................................................................................................................................... 105
Thomas Hobbes .......................................................................................................................................................................................... 105
JJ Rousseau................................................................................................................................................................................................... 106
John Locke.................................................................................................................................................................................................... 106
Machiavelli ................................................................................................................................................................................................... 106
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1. Indian Philosophy
The Indian system of philosophy comprises six schools of thought named as "Shad Darshan".
They are ancient Indian philosophical books.

Philosophy Author Main theme

Samkhya Philosophy Kapila Eliminate physical and mental pains and receive liberations.

Yoga Philosophy Patanjali Practice of meditation and samadhi for renunciation

Nyaya Philosophy Gautama Logical quest for god and phases of creation

Vaisheshika Philosophy Kanada Rishi Science of logic and futility of maya

Mimamsa Philosophy Jaimini Vedas are eternal and divine

Uttara Mimamsa Philosophy Badrayana Explains the divine nature of soul, maya and creation.
(Vedanta Philosophy)

1.1 Schools of Indian philosophy

1.1.1 Samkhya School
● Samkhya maintains a coherent dualism between matter (prakriti) and the everlasting spirit (purusha).
● Purusha Mistakenly identifies with features of prakriti during evolution, although the two are initially different.
● Purushato's ability to distinguish itself from prakriti constitutes correct understanding.
● The Samkhya school of thought holds that there are two bodies: a temporal body and a body of "subtle" substance that
survives biological death.
● When the temporal body dies, the substance migrates to a different temporal body.

1.1.2 Yoga School

● Yoga's physical features are more essential than its intellectual substance, which is mostly based on Samkhya
philosophy, with the difference that Yoga posits the existence of God, who serves as a model for the aspirant seeking
spiritual freedom.
● Yoga, like Samkhya, believes that spiritual liberation (moksha) happens when the spirit (purusha) is freed from the
bondage of matter (prakriti) caused by ignorance and illusion.
● An aspirant who has learnt to control and inhibit the mind's obscuring activities and has succeeded in letting go of
attachment to material objects will be able to reach samadhi, which is a state of deep concentration that leads to blissful
ecstatic union with the ultimate reality.

1.1.3 Nyaya School

● It is significant for its logic and epistemology analysis.
● The Nyaya system's greatest contribution is its meticulous examination of the method of knowledge known as inference.
● Nyaya, like the other systems, is philosophical as well as religious.
● Its ultimate goal is to put an end to human suffering caused by ignorance of reality.
● Liberation is attained by correct knowledge.
1.1.4 Vaisheshika School
● It is notable for its naturalism, which is not seen in most Indian thinking.
● The Vaisheshika school of thought aims to identify, inventory, and categorize the entities and their relationships that
appear to human perceptions.

1.1.5 Mimamsa School

● Mimamsa aims to provide guidelines for the interpretation of Vedas as well as a philosophical basis for the performance of
Vedic ritual.
● Mimamsa is also referred to as Purva-Mimamsa ("Prior Study") or Karma-Mimamsa ("Study of Actions") since it focuses
on the earlier sections of the Vedas.
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1.1.6 Vedanta School

● Vedanta is the 'Rationale of all Religions,' because without it, all religions devolve into superstition.
● All of Indian history is a battle for the realization of the Vedic ideal through good or terrible fate.
● Vedanta refers to the Upanishads, which were elaborations of the Vedas, as well as the school that evolved from the
study of the Upanishads (Mimamsa).
● As a result, Vedanta is also known as Vedanta Mimamsa ("Reflection on Vedanta"), Uttara Mimamsa ("Reflection on the
Later Parts of the Vedas"), and Brahma Mimamsa ("Reflection on Brahman").

1.2 Teachings from Ramayana

● In South and Southeast Asia, the Ramayana is a well-known epic. It tells the story of King Rama, who must rescue his
abducted wife, Sita. It offers Hindu life lessons along the way.

Character Role Teaching

Lord Ram ● Governance ● Governance prioritizes the public over the

● Friendship family.
● Marriage ● Commitment to the wellbeing of his
● Respect to elders people.
● Courage of conviction ● The ideal governance model.
● Law Vs Morality ● Friendship - Hanuman was treated as a
friend rather than a servant.
● Marriage - Remain faithful to his wife

Goddess SIta ● Self- Respect and Marriage ● When Lord Ram suspects her purity, she
remains loyal to her husband and
maintains her self-respect.

Dasharatha & Kaikeyi ● Bad social influence ● When you are happy, never make
promises.
● Bad influence leads to bad actions, which
only lead to bad outcomes.

Ravana ● Greed ● Though he was incredibly intelligent, his

desire for power and other women
resulted in his intelligence being eclipsed
by his craziness and stupidity, which led
to his demise.

1.3 Teachings from Mahabharata

● The first known version of the Mahabharata was composed in Sanskrit, the most important literary form of ancient India,
and is credited to a poet by the name of Vyasa some 2,000 years ago, give or take a few hundred years.
● The epic aimed to document and so critique a new breed of cruel politics made possible by India's shift from a clan -based
to a state-based culture.

Character Role Teaching

Bhishma ● Dharma ● Though he has the ability to claim the

throne, he has avoided the throne and
authority because he has spoken to his
father.
● Don't become overly connected.
● Educate Yourself on Forgiveness
● Dharma always comes first.
● Be considerate.

Sri Krishna & Arjuna ● Teacher - Student Ties ● Krishna led Arjuna into battle with the
Kauravas.
● Dharma always triumphs over Evil.
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Dharmaraj ● Values ● He has remained true to his moral

convictions throughout his life.

1.4 Teachings from Bhagavad Gita

● Bhagavadgita is an occurrence described in the Hindus' famous Sanskrit poetry, the Mahabharata.
● It is written in the form of a dialogue between Prince Arjuna and Krishna and spans chapters 23 to 40 of Book VI of the
Mahabharata.

Values Importance

Pleasure at Work ● Don't make the fruit of your acts the goal of your actions, and you won't be attached to not
completing your duty." This is highly pertinent to the life of bureaucrats.
● They work for promotions, awards, and salary increases after joining the military.

Emotions ● Life is all about controlling your emotions.

● Panic and emotional attack might be lethal.
● If we can't handle them, they'll lead us down a path of misery and dissatisfaction.

Goals and Ambitions ● Distracted by social media, love, fleeting joys, and so on, we will diverge from our
purpose.
● We abandon our hopes and goals because we are paralyzed by our confusion.
● To attain any goal, we must first focus on our inner pleasure and tranquility.

Equality ● He alone sees honestly who sees God in every creature and does not injure himself or
others".
● Everyone should be treated fairly.

Selflessness ● "A gift is pure when it is given from the heart to the right person at the right time and at
the right location, and when we expect nothing in return".

Doing the Duty ● You might enjoy another duty but despise your own.
● Fulfill your own duty, not someone else's, even if you can do someone else's
responsibility very well.

Triumph ● To liberate the righteous, destroy the evildoers, and restore the fundamentals of truth.
● The truth is never hidden because a greater power constantly monitors everything.
● When it is revealed, the people who lied will be punished by a greater force.

1.4.1 Nishkama Karma

● Nishkama Karma is an act done as a duty without expecting anything in return.
● In the instance of Nishkam Karma, the emphasis is on the Karma rather than the desired outcome.
● This psychological reduction in concern about outcome leads to energy conservation.
● One can view success and failure as two sides of the same coin and thus deal with both.
● Nishkam Karma followers are inwardly autonomous and self-motivated.
● Nishkam Karma enriches the intellect, which adds beauty to all jobs.

2. Contributions Of Indian Thinkers

The history of India has produced some amazing reformers who not only laid the groundwork for contemporary India but also had a
profound influence on the world through their ideologies and outstanding contributions to society.
 89

Kautilya
● The Arthasastra was written around 300 BCE by Kautilya, who placed a greater emphasis on political economy.
● About 300 BCE, Chandra Gupta Maurya, who governed a state in North India, appointed Kautilya as his chief minister.
Arthasastra, which literally translates as "Science of riches,". In other words, it was
the first literary work on political economy to explain the idea of excellent
leadership.
● Concept of rajrishi: An ideal king, in Kautilya's opinion, should possess the
highest levels of leadership, intelligence, vigor, and personal traits . Kautilya
believed that the king should be the servant of the state even when there was a
monarchy. There should be no compromise on excellent administration, whether
it results in peace or instability, because Kautilya pursued it even during a period of
unrest.
● He discussed corruption in government by comparing it to fish, saying that just as we
cannot stop a fish from drinking ocean water, we also cannot stop a public employee
from being corrupt while handling public funds.
● But he went into great detail on how to combat corruption. Since selfishness comes
naturally to all humans, corruption is inevitable and cannot be stopped.
● The following four measures will help us avoid corruption.

Beliefs of Kautilya

Saam-Niti Educating the general public and elected officials on ethical principles, a code of behavior, an ethics
code, etc.

Daam-Niti Providing incentives for diligent employees, recognising honorable people, and improving pay
structures, working conditions, and customer service standards.
For both the general public and public authorities, a grievance redressal process is necessary.

Dandh-Niti Those who engage in corrupt behavior ought to be punished.

Punishments serve as deterrents and instill fear in government personnel, making corruption a high -
risk activity. In India, however, corruption is a low-risk, high-gain activity.

Bedh-Niti surveillance, intelligence, and espionage systems to catch people breaking the law, accepting bribes,
having unaccounted money, etc. and report them.

● Application of Kautilya’s views in present day:

○ In the modern democratic system, stability and good governance are even more important. These ideals are still
relevant today because India's parliamentary democracy prioritizes government accountability and duty to
the people.
○ The fundamental focus of Kautilya's economic theories is social welfare. The State had a responsibility to assist
the weak and take an active role in promoting the welfare of its people.
○ The focus on the marginalized is crucial in India because income disparities there have been growing since the
country's economic reforms in the 1990s.
○ His emphasis on high ethical standards for government employees and the king is still relevant today, as
seen by the 2nd ARC's proposed code of ethics for political executives and civil personnel.
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○ Since corruption in public life continues to be a major concern, Kautilya's theories on the subject are still
pertinent in contemporary India. According to Transparency International's global corruption ranking, India is
placed 85th out of 180 nations. In India, there is a lot of discussion on topics like cronyism, funding for elections,
and public service corruption.

Lord Buddha
● The ascetic, spiritual leader, and teacher known as Gautama Buddha lived in
ancient India from the sixth to the fifth century BCE.
● His teachings served as the cornerstone for both Buddhism as a religion and
Buddhist philosophy and customs. One of the greatest Asian intellectuals and
spiritual gurus of all time, he made significant contributions to epistemology,
metaphysics, and ethics, among other branches of philosophy.
● The notion of non-self, however, is compatible with a conventional self that is
unsubstantial and transient and does not imply the complete nonexistence of any
form of self.
● The primary moral and spiritual tenet of the Buddha's philosophy is that a state of
ultimate happiness cannot be produced by temporary, conditioned, and conditional
elements like wealth, social position, power, sensual pleasures, or even states of
meditation.
● One must follow a thorough path of ethical and mental training conducive to the
state of absolute happiness known as nirvana in order to overcome the existential
discontent caused by all transient and contingent things.
● Eight Fold Path of Buddha: The path entails a number of interwoven practises for knowledge, behavior, and meditation.
Having the right view, right intention, speech, action, livelihood, awareness, effort, and concentration
● Four Noble truths of Buddha:
○ The world is a miserable place (Sabbam Dukkam)
○ The root of grief is desire (Pratityasamutpada)
○ You can overcome your desire (Dukkha Nirodha)
○ By adhering to Astangika Marga, desire can be subdued.
● Five Restraints of Buddha:
○ Respect for life; no murdering.
○ Refraining from stealing.
○ Avoiding inappropriate sexual behavior.
○ Avoiding telling lies.
○ Avoiding alcohol consumption

Quotes of Buddha
● "A disciplined mind brings happiness."
● "Conquer anger with non-anger. Conquer badness with goodness. Conquer meanness with generosity. Conquer
dishonesty with truth."
● "If with a pure mind a person speaks or acts, happiness follows them like a never-departing shadow."
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Lord Mahavira
● Mahavira taught his pupils ahimsa (nonviolence), Satya (truth), asteya (non-
stealing), brahmacharya (chastity), and aparigraha (non-attachment), and
his teachings were known as Jain Agamas.
● To achieve Moksha (salvation), Jainism offers a three-part path known as
Triratna (three jewels):
○ Right faith (Samyag Darsana),
○ Right knowledge (Samyag Jnana),
○ Right action (Samyak Charitra).
● They function similarly to a drug to treat a sick mind: belief in its efficacy,
knowledge gained from using and really taking the medicine, and moral
behavior.
● Non Violence: Ahimsa, also known as nonviolence or the abstaining from all
damage to life, whether they be trasa (movable) or sthavara (immobile).
Jainism has a strong focus on the equality of all life, hence murdering a living
being is considered aggression. Violence also includes intentionally insulting
someone, torturing them emotionally, and inflicting verbal harm.
● Truthfulness: Abstinence from lying; speaking only the truth, the good, and the pleasurable. Even when one's life is at
risk, one should not be afraid to reveal the truth. But on the other hand, if the truth causes harm to others, it should be k ept
a secret out of consideration for them.
● Abstinence: Abstinence from sensual and casual pleasures is known as brahmacharya. It is forbidden to have an evil
purpose when looking at women. Respect those of the opposing gender.
● Avoid Excess greed: Aparigraha is the lack of attachments of any type or the greedy accumulation of money. To live a
respectable life, each householder requires money, but mindless wealth growth results in anguish and unhappiness. One
must therefore learn to be satisfied and have few needs.

Adi Shankaracharya
● The most significant contribution made by Shankaracharya was his efforts to
unite the six sub-sects, also known as Shanmata, or "six faiths," which worship
six ultimate deities.
● According to Shankaracharya, there is only one Supreme Being (Brahman),
and the six Supreme Deities are all a part of the same Divine Power. He also
started the organization "Dashanami Sampradaya," which promotes living a
monastic lifestyle.
● Despite being a fervent supporter of traditional Hinduism, Shankaracharya
denounced the "Mimamsa school of Hinduism," which was solely dependent on
ritualistic activities.
● While traveling, Shankaracharya exchanged ideas with a variety of other
philosophers and occasionally adjusted his teachings.
● His outlook was straightforward. He supported the idea that both the soul and
the Supreme Soul exist, but that only the Supreme Soul is truly real and
constant, whereas the soul is a living, evolving thing that lacks absolute reality.
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Thiruvalluvar
● Thirukurral is a traditional Tamil language composition composed of 1,330 kurals,
or short couplets of seven words each. It is regarded as one of the best writings on
ethics and morality because of its universality and secular nature. It is typically
attributed to Valluvar, commonly known as Thiruvalluvar in full. The text has been
dated from 300 BCE to the 5th century CE.
● Numerous ideas about kings and kingdoms that Thiruvalluvar provided in Thirukkural
are comparable to modern political science ideas like state, governance, and so forth.
● Kingly traits include: bravery, generosity, knowledge, wisdom, and the ability to make
decisive decisions.

Teachings of Thiruvalluvar

Be truthful "Even a falsehood could be seen as a truth, if that lie is innocuous and delivers undeniable
advantages"

God and religion "Even if fate and god don't want it, your genuine efforts will pay off."

Forgiveness Retaliation will only offer joy for a day, according to forgiveness.
Life will be happier with patience and forgiveness.

Good Character "A mother's joy is tremendous when a kid is born to her, but her joy is greater when she learns of
the scholarliness and pure character of the child from others."

Be Rightful Nothing will shield you from harm as much as righteousness, The absence of righteousness will
destroy you more than anything else.

Nature of a Nation A Nation should have 5 vital aspects - Good health, Good economy, Harvest, Happiness, and
Strong defense," says the nation or state.

Wealth Wealth is like a lamp placed in a dark room, as the saying goes.
It can end the hopelessness caused by darkness and poverty.

Winning Spirit Win or lose, it's better to lose to an elephant than to be pleased after succeeding in catching a
rabbit.
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Swami Vivekanada
● Ramakrishna Paramahamsa's student Swami Vivekananda was a leader in the rationalist
movement in India.
● Vedanta philosophy adherent.: Based on Adi Shankar's Advaita Philosophy, he created
"Practical Vedanta," his interpretation of Vedanta.
● He looked for a scientific explanation of Vedanta in practice. With regard to western
materialism and scientific advancements, Vivekananda was extremely impressed.
● For a happier existence for a man, he wished for both western materialism and Indian
spiritualism.

Teachings of Swami Vivekananda

Brotherhood ● Brotherhood was fostered among Indians and people around the world
through speeches at the World Parliament of Religions and subsequent
activities.

Rational Belief ● He criticized irrational superstitious beliefs and looked for rationality and
scientific explanations for every aspect of religion.
● He asserts that if superstition penetrates the brain, man would become
uneducated and follow a path that will degrade life

Materialism and ● He perceived the West as a region of material civilization.

Spiritualism ● To him, the spirit of that civilization was crucial for the advancement of the
Indians.

Religion ● He makes a distinction between institutional and personal religion.

● He asserts that true religion is practiced by those who are true to their own
unique religious convictions.
● The highest manner of expressing love and devotion is through religion.

Development of Youth ● His birth anniversary is recognised as National Youth Day.

● He thought that youth energy had the power to alter the course of the nation.
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Mahatma Gandhi

● Gandhiji wasn't an ethical political thinker, for all of his remarks flowed from his
intense emotions and genuine knowledge of the truth. Without getting into
arguments, it can be said that he had no allegiance to one particular school of
thought.
● His words and writing typically resulted from reactions to specific circumstances.
● Gandhi therefore occasionally changed his viewpoints while maintaining the
same intellectual framework. He hadn't deviated from his fundamentals.
● Gandhi's political philosophy is influenced by both Eastern and Western
traditions. Despite having inherited many customs, he did not adhere to any of
them. Many conventional ideas had been ingrained in him by his immediate
forebears as well as by ancient writings.
● Understanding Gandhi's concern for the division between the state and civil
society is also crucial in order to comprehend his politics.
● Gandhi's political theory combines the moral, ethical, and spiritual into a political outlook that is most appropriate for In dia's
transformation from colony to independent state. He supported the idea of Swaraj, or Indian countrymen's self-rule.
● Relevance of gandhian Ethics in contemporary society:
○ Democracies have adopted voluntary cooperation and a dignified and peaceful coexistence as their guiding
principles.
○ His emphasis on religious and political tolerance is still relevant in modern Indian politics.
○ The Gandhians believe that the principles of truth and nonviolence, which form the foundation of the entire
philosophy, are applicable to all humans.
○ Gandhi's principles still hold true today more than ever as people search for ways to combat unbridled greed,
pervasive violence, and an excessively hedonistic way of life.
○ The Gandhian principle of non-violence is more important now than it has ever been in a society that is going
through war-like stages and plagued by violence and the threat of terrorism.

Quotes of Gandhiji:
● “Be the change that you wish to see in the world.”
● “A man is but a product of his thoughts. What he thinks he becomes.”
● “Happiness is when what you think, what you say, and what you do are in harmony.”
● “An eye for an eye only ends up making the whole world blind.”

Seven Sins As Per Mahatma Gandhi

Politics without principles ● Political parties will never receive votes if they never satisfy the public's unethical
expectations.
● If they uphold moral principles, they hardly ever receive votes from the minority.
● But politics and ethics must coexist; otherwise, politics without values is just a power
battle.
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● Elections and politics ought to be contested on the basis of voters' perceptions of the
political parties' and the government's development.
● The people should be held responsible for the election process, only then do politics
and ethics coincide.

Wealth without work ● This principle is highly applicable to the current corporate debt culture, where the
banking industry is struggling with a serious NPA issue.
● Corporate entities or organizations that are having financial difficulties started to violate
natural rules and began repeatedly borrowing from the public, which eventually resulted
in bankruptcy.
● Such a wealth assumption is viewed as sinful. This form of sin is avoided by adhering to
moral principles and ethical ideals and by upholding laws and regulations.

Pleasure without ● Society's industrialization led to a break from natural rules.

conscience ● This world has a materialistic civilization thanks to the industrial revolution.
● People developed into self-centered, selfish individuals who sought out material
conveniences for fleeting pleasures.
● Such enjoyment without remorse leads to consequences like sexual exploitation,
environmental destruction, and drink-driving fatalities. Integrity therapy is necessary at
every level in order to overcome this sin.

Knowledge without ● Today's educational system is primarily results-oriented rather than value-based.
character ● Success was first defined in education in terms of a solid compensation structure, but
students' morals were not instilled.
● As a result, the majority of kids have struggled to develop good character traits.
● As a result, our educational system places equal emphasis on both knowledge
development and the development of values such as respect for authority figures,
environmental protection, honesty, and integrity.
● Wisdom is the capacity to translate knowledge into the correct applications for that
knowledge.

Commerce without ● This is referred to as business ethics and management ethics. Without moral principles,
morality business breeds crony capitalism, economic exploitation, environmental degradation,
and corporate violations of natural laws for personal gain. There is also no such th ing
as corporate social responsibility (CSR).
● Every economic transaction should be moral, according to Adam Smith. Fairness and
generosity are the guiding principles of business, which are the cornerstones of
capitalism.
● Trade or business conducted morally adheres to ethical capitalism, which advances the
nation.

Science without humanity ● Although technological improvements in the mobile industry, health, internet, and
entertainment are rendering humans only spectators, people cannot become slaves to
technology.
● Without a mobile device, today's youngsters would struggle to exist.
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● Rival nations are competing with one another to create and acquire cutting -edge
weapons.
● Some of the most serious ethical transgressions are taking place globally under the
guise of technical developments.
● As a result, science and technology can only be utilized in situations when they are
necessary to lessen the load on humans. They cannot, however, completely replace
them.

Worship without sacrifice ● Here, sacrifice is giving up our own biases, preconceptions, and misconceptions about
other people and other groups.
● Without sacrifice, we can join a religion but not actively spread its message. In other
words, we aim for the piety of religious rituals and the social façade of religion.

Gandhian concept of Trusteeship:

● Even if they had enormous wealth, Mahatma Gandhi advised individuals who aspired to find God via social service to
not think of any of it as their own.
● Instead, they ought to retain their possessions in trust for those who are less fortunate than themselves.
● Both tangible and intangible assets, such as laborers' physical strength and talents, are covered under the trusteeship
principle.
● By trusteeship, he meant that the wealthy should not unilaterally claim ownership of their belongings because they
were not able to amass their fortune without the labor and assistance of employees and members of the lower
socioeconomic classes.
● It does not acknowledge any private property rights, with the possible exception of those that may be granted by
society for its own welfare.
● He held that the only way to create an equal and nonviolent society was to follow this concept on both a personal and a
societal level.

Gandhian principle of Sarvodaya:

● The word "Sarvodaya" means "Universal Uplift" or "Progress of All."
● The phrase was first used by Mohandas Gandhi as the title of his 1908 translation of "Unto This Last," a work by John
Ruskin on political economy.
● The construction of a vast network of such self-sufficient village communities is the goal of the Sarvodaya Movement.
● Family ties, which are currently restricted to blood groups, will be extended to include the entire village, erasing any
disparities based on race, creed, caste, language, and other factors. The planning of agriculture will ensure that there
is enough food for everyone.
● It does not acknowledge any private property rights, with the possible exception of those that may be granted by
society for its own welfare.
● He held that the only way to create an equal and nonviolent society was to follow this concept on both a personal and a
societal level.

Gandhian thought of “An eye for an eye only ends up making the whole world blind”:
● Gandhi's support for nonviolence and his conviction in the absolute predominance of truth are the two main driving forces
behind the concept.
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● His philosophy of not hating the criminal but the crime, which freed India from the powerful colonial force, has the power to
defeat a number of the problems that humanity is currently up against.
● The quote can serve as a guide for numerous approaches to be taken in order to address the huge, dark clouds of climate
change, terrorism, poverty, and many other related issues.
● For instance, in order to combat climate change, we must battle its root causes, alter our lifestyles, strike a balance
between consumerism and spirituality, and, most importantly, coexist peacefully with nature.

Gandhian Concept of Satyagraha

● Gandhiji created the tactic of satyagraha to combat the British empire's exploitative policies. Its foundations were Truth
and Nonviolence.
● It was founded on the idea that the most effective way to combat evil was by nonviolent resistance. It is a method of
resisting enemies without resorting to violence.
● A satyagrahi was expected to always be honest, nonviolent, and fearless while refusing to give in to what he believed to
be wrong. A satyagrahi operates under the tenets of boycott and withdrawal of cooperation.
● Non-payment of taxes and refusing awards and positions of responsibility are examples of satyagraha tactics.
● A satyagrahi must be willing to endure pain in order to successfully combat the wrongdoer.
● His devotion for the truth was to include some level of suffering.
● A true satyagrahi would harbor no animosity against the wrongdoer even as he waged his battle against him; anger
would be incompatible with his character.

Rabindranath Tagore
● Bengali polymath Rabindranath Tagore was a poet, playwright, novelist,
composer, philosopher, social reformer, and painter. In the late 19th and early
20th centuries, he used contextual modernism to transform Indian art, Bengali
literature, and music.
● He embraced the Vedanta school of thought and had faith in Brahman, the
manifestation of the cosmos.
● He developed an implicit belief in the Fatherhood of God, the Brotherhood of
Man, and the necessity of world religion as a result of such a philosophy.
● As an individualist, Tagore supported granting each person the appropriate level of
freedom. Every person is different and has a different potential. According to
Tagore, each person has the right to determine the course of his or her own life. He
felt that nature and man are fundamentally interconnected.
● Tagore’s views on Education:
○ He believed that the main goal of education was to make it possible to
maintain the ideal harmony between one's life and the outer world.
○ Tagore's educational philosophy is based on the four pillars of naturalism, humanism, internationalism, and
idealism.
○ These very same ideas are the foundation of both Visva Bharathi and Shantiniketan.
○ He argued that instruction should take place in a natural setting.
○ He supported allowing kids to express themselves freely.
○ By eradicating ignorance and bringing about the light of knowledge, education aims to complete man.
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● Tagore’s views on Nation:

○ He sceptically examined how the country was built along strict local lines.
○ According to Tagore, the word nationalism is a derivative of the word nation-state.
○ And all that it was was the physical manifestation of capitalism and mechanization as they were in the West.
○ He thought that these ideas were fundamentally at odds with the self-determination, plurality, and religious
tolerance of Indian culture.
○ His core conviction was that nationalism could not triumph over humanity.
● The Ultimate Truth, which frees us from the cycle of life and death and unites us with the Creator, is what Tagore thought
that man should live for.
○ He opined that: "Let us find our God, let us live for the Ultimate Truth that frees us from the bonds of the dust and
offers us wealth, not of goods but inner light, not of power but of love,".
● According to Tagore, everyone should strive towards spiritual perfection.
● The core of Tagore's profound philosophy was "experience of the spiritual world, religion as
the right-center of life's activities, and the unification of thought and truth."

Jawaharlal Nehru
● Nehru primarily adapted his worldview from Leftist ideologies like Socialism and Marxism
as well as Western liberal principles like democracy, a scientific outlook, and rationalism.
● Political Philosophy: He supported the democratic institutions' right to be autonomous.
○ In politics, he upheld strong moral and ethical principles. Never abused his power in
any way. He never stopped to bring out his own government's errors when there
was criticism of the situation; instead, he applauded the opposition.
● Economic Philosophy:
○ He deliberately avoided endorsing Indian capitalism or defending its contribution
to the country's economic growth.
○ He didn't appear to agree that capitalism was essential for India's economic growth.
○ He agreed with the conventional view that obtaining national independence came first and that the most
effective ways to do it would be established later.
○ He always had his belief in socialism in the back of his mind because of this.
○ He waged a campaign within the national movement against feudal land ownership arrangements.
○ He was adamant to the last that there could never truly be an equitable society in a country with a large
agricultural population like India unless all traces of feudalism were eradicated.
● On Secularism: Religion and government are unrelated. He thought the government should not meddle in matters of
faith. He emphasized rationalism and scientific temper over pseudoscience.
● Ethics in International Relations: He gave the concept of Panchsheel
○ Respect for one another's sovereignty and geographical integrity.
○ A spirit of cooperation.
○ Non-interference between parties.
○ Mutual benefit and equality.
○ Harmonious coexistence.
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Mother Teresa
● While Mother Teresa was a teacher at St. Mary's High School in Calcutta from 1931
to 1948, she witnessed poverty and suffering that had a lasting impression on her.
● She was given permission by her superiors to quit the convent school in 1948 so
that she may focus on helping the most vulnerable people in Calcutta's slums.
● She established an open-air school for children living in slums despite having no
money and relying on divine providence. Volunteers soon joined her, and she also
received financial assistance. She was able to broaden the scope of her work as a
result of this.
● She founded "The Missionaries of Charity," whose main goal was to love and
care for those that no one else was willing to take care of. She is renowned for her
unselfish service, tenacity, and empathy for those dealing with various problems.
● Her empathy for AIDS/HIV sufferers and leprosy patients is admirable. She received
the Nobel Peace Prize in recognition of her service. The Vatican's Holy Catholic
Church declared her a saint.

Amartya Sen
● He was born in West Bengal's Santiniketan. Before moving to Trinity College in
Cambridge, he completed his studies at Visva-Bharati University and Presidency
College in Kolkata, India.
● His morality is based on liberalism and welfarism. His brand of liberalism embraces
freedom, tolerance, and democracy.
● He shows his admiration for the intellectual diversity of Indian heritage and claims
that Indians are born with the ability to question and criticize.
● Gandhian ideals of morally-based economic and social welfare served as his
inspiration.
● He won the Nobel Prize in 1998 "for lending economics an ethical dimension."
● His writings and stance on capitalism and communism show a sensitivity to the
marginalized.
● Capability Approach: He described the capability approach as one that emphasizes positive freedom, or a person's
actual ability to be or do anything, rather than on negative freedom approaches, which are typical in economics.
● He contends that the effectiveness of governments should be judged by the actual capacities of their constituents.
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3. Contributions of Western Thinkers

Socrates
● Socrates was a Greek philosopher from Athens. He was born and raised in
Pericles' Athens at its heyday, served his country well as a soldier, but is best
remembered for his penchant for asking questions about everything and
everyone.
● His teaching approach, often known as the Socratic method, consisted of asking
his students clarifying questions repeatedly until they had reached their own
understanding rather than simply imparting knowledge.
● He didn't write anything, thus what we know about him comes from the works of a
few of his contemporaries and followers, most notably his pupil Plato.
● Socrates received a death sentence after being charged of corrupting Athens'
youth.
● Socrates asserts that happiness derives from living a life that is in line with one's
soul, or highest good, rather than from material or external circumstances, such as
physical pleasures or wealth and power.
● "The unexamined life is not worth living," he contends. Priorities should be placed on knowledge and wisdom over self -
interest. In this way, knowledge is pursued as a tool for moral behavior. The rules set out by one's conscience or soul are
what one actually knows.
● Virtue Ethics:
○ Virtue ethics are largely concerned with assisting one person in improving themselves. To practice virtue ethics,
we must comprehend how to improve as individuals.
○ That implies that we must comprehend what is moral, how to be morally motivated, and how to actually act
morally. Happiness inevitably follows virtue.
○ Doing the right thing, however, may be more gratifying than committing crimes since helping others can make
us happy.
○ All virtues are a type of wisdom, according to Socrates, however it is unclear if one type of wisdom would
necessitate all other types of wisdom. Socrates postulated the "unity of the virtues."
● Ethical Intellectualism:
○ Reason is essential for a good life - The promotion of one's true happiness comes from doing what is right.
You will be happy when your genuine usefulness (care for your soul) is served. Happiness is only palpable in
terms of a sustained impact on the soul. Human behavior strives for goodness in conformity with nature's
intended outcome.
○ No one chooses evil and non one chooses to act in ignorance - We seek the good, but because we don't
know how to get it, we don't succeed in doing so. No one would purposefully hurt oneself, in his opinion. Although
we believed we were seeking the good, when damage befalls us, the good is not attained because we lack ed
understanding regarding the most effective ways to accomplish the good.

Quotes of Socrates:
● The unexamined life is not worth living.
● The only true wisdom is in knowing you know nothing
● The secret of happiness, you see, is not found in seeking more, but in developing the capacity to enjoy less.
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Plato
● Aristocratic parents gave birth to Plato in the Greek City State of Athens in 427 or 428
BCE. He was a student of Socrates, one of Greece's greatest thinkers.
● Athens' political scene was in utter disarray during his reign. As a result, Socrates
was executed by the Attic authorities because of his ideas. This had a significant
impact on Plato's political beliefs.
● Plato established his "Academy" around 387 BCE. Here, Plato taught Political
Philosophy, a subject that included sociology, math, ethics, and politics.

Four Cardinal Virtues

● A happy person and a good society require the four cardinal virtues that Plato lists.
He also believed that an ideal state should have people with these virtues.
○ Prudence: It is the application of sound judgment. It is essential for directing
and controlling the other virtues.
○ Temperance: It is a quality that guards against excess and entails self -
control and deference to rules. It implies that opposing elements can coexist
in peace.
○ Courage: It is the strength to carry out justice. It gets rid of roadblocks that stand in the way of justice.
○ Justice: The concept of justice varies across thinkers.
● Ideal State: According to him, an Ideal State should be made up of three classes : Ruling Class, Military Class and
Economic Class.
● Ideal Justice: He felt that justice lay both in one solitary human being as well as the State. Every person, he claimed,
possesses these three attributes, Reason, which resides in the mind, Spirit, which resides in the heart, and Appetite,
which resides in the stomach. He claimed that these three components make up the human soul.
● Education: From childhood to adulthood, Plato creates a system of education based on numerous stages that are
appropriate for the students' ages. He also develops ways of elimination.
● Democracy: The Republic, a work by Plato, essentially opposed democracy. He had evolved the belief that only
philosophers who had had specialized training for the job should hold the position of power and that everyone else
was unfit for it.

Quotes of Plato:
● The price good men pay for indifference to public affairs is to be ruled by evil men.
● We can easily forgive a child who is afraid of the dark; the real tragedy of life is when men are afraid of the light.
● Good people do not need laws to tell them to act responsibly, while bad people will find a way around the laws.
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Aristotle
● Aristotle attended Plato's Academy in Athens where he studied as a student
of Plato. He saw it as a political philosophy encyclopedia. Aristotle began his
own teaching methodology following the demise of Plato.
● One of his students was Alexander. In contrast to Plato, who suggested the
"Ideal State," Aristotle suggested the "Best Practicable State."
● Aristotle’s thoughts:
○ Happiness: Since reason is what distinguishes humans from other
creatures, exercising reason helps a person attain the highest virtue.
Happiness, in his opinion, is what matters most in life.
■ He advocated for seeking happiness rather than wasting time
on pleasure-seeking activities.
■ He believed that real happiness resides not in possessions but
rather in realizing one's actual nature and potential. In other
words, we are responsible for our own happiness, not external factors.
○ Virtue Ethics: Aristotle also thought that a person's character, or virtue, which is ingrained through habitual
activity, is the basis for identifying the Golden Mean. An honest individual won't lie, for instance, because telling
the truth is both a personal value and a habit. The foundation of virtue ethics is the idea that moral behavior must
be personal.
○ State and Citizen: Aristotle believed that the state's primary duty was to advance the good life and establish the
conditions necessary for its citizens' moral, intellectual, and physical growth.
■ The State should operate in a way that encourages decent, joyful, and honorable living by translating
individuals' excellent habits into good deeds. If a man desires a decent life, he can get it by actively
participating in state decision-making as a good citizen of that state.
○ Family: According to Aristotle, the family is a natural institution that existed before the State even existed. It is
inevitable since people join groups the moment they are born. It serves as the foundation of morality and the
center of government.
● His knowledge of the majority of the sciences and many arts was extensive. His
writings served as the foundation for generations of philosophical thought.
Aristotelian ideas are still prevalent in world philosophy even after the intellectual
revolutions of the Renaissance, Reformation, and Enlightenment.

Karl Marx
● Marx believed that any theory should work to transform the world as well as aid in
understanding it.
● His writings, including the Communist Manifesto, Materialistic Conception of
History, and Das Kapital, represent the synthesis of numerous economic theories
directed at the lone objective of working class emancipation. He discussed
communism, socialism, and capitalism.

Literary Works of Karl Marx

Das Kapital ● It covers the entire process of capitalist production, including the processes of capital
production and circulation.
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Dialectical Materialism ● Materialism focused primarily on the social sphere.

● The physical universe has always been in a state of flux, contradiction, and transformation.
● According to Marx, the friction that perpetual motion in society creates causes contradictions
within the society, which ultimately result in change.
● The concept of dialectical materialism has to do with how society is changing.

The Communist ● To win the fight for democracy and elevate the proletariat to the position of the ruling class.
Manifesto Communists should strive to bring all properties under public control rather than private
ownership.

Theory of Surplus ● As compensation for the additional work that the laborer has performed, the capitalist
Value receives surplus value.
● The capitalist typically only pays his employees enough to cover their basic needs, which is
less than the worth of their labor.

John Stuart Mill (Ethical Altruism)

● He held the view that human actions ought to make both the individual and the
society happier. It will gain more than it will lose.
● Most happiness is achieved by human action for the largest number of people.
Another name for this is social utilitarianism.
● So, what is healthy for one person is also good for society. A good deed would
raise the general ratio of joy to misery in society as a whole. Thus, it might be
considered a type of ethical altruism.
● According to Mill's principle on liberty: "The only goal for which men are
warranted, individually or collectively, in interfering with the liberty of action of any
of their number, is self-protection,".
● Thus, utilitarianism is largely the practical philosophy behind Mill's argument.
● In his essay "On Liberty," Mill outlines several arguments in favor of the freedom
of speech, thought, and action.
○ Mill contends that everyone should have the ability to shape their own personalities, on the one hand, while still
maintaining that this is best for society as a whole.
● Naturalism: He firmly believes that the natural sciences offer us the most effective means of explaining the universe.
Treating human minds and wills as a component of the causal order studied by the sciences rather than as unique
entities that exist outside of it has allowed us to learn everything we know about them. His Naturalism served as the
philosophical underpinning for environmental ethics. Every species has a right to live on this planet, which belongs to
everyone. Human greed cannot hurt other species simply because it is human.

Jeremy Benthem (Ethical Egoism)

● Utility is defined as the quality or state of being utilized, the ability to satiate human needs, or a service offered by one
of these.
● The philosophy of Jeremy Bentham known as utilitarianism holds that an action's moral and political correctness is
determined by its utility, which is defined as its contribution to the greatest good for the greatest number of people.
● Political responsibility in a utilitarian state is based on those goals.
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● People must abide by the laws passed by the State in order for it to advance
their overall welfare.
● The greatest good of the greatest number: Every government is required to
enact laws that will benefit the greatest number of people.
● A government that just serves a select few people is in no way a good government.
It is an unjustified government and tyranny.
● Bentham claimed that pleasure and pain determine not just how people behave,
but also how they ought to behave.
● Such deeds adhere to the utilitarian maxim: "Greatest happiness (pleasure) for
the greatest number of humans (the community)."
● According to Bentham, motivations can only be deemed good or bad based on
whether they lead to happiness or misery.

Immanuel Kant (Deontological Ethics)

● One of the main philosophers of the Enlightenment period was Immanuel Kant.
● Kant is known for his thorough and methodical studies in epistemology,
metaphysics, ethics, and aesthetics.
● He adheres to the Deontological school of ethics, which emphasizes the value of
both means and ends.
● Categorical Imperative of Kant:
○ It's a method of analyzing the driving forces behind human behavior.
○ He defined it as an objective, rationally required, and unwavering rule that
we must adhere to regardless of any natural preferences or inclinations we
may have. This idea can be used to defend any human conduct.
● Goodwill of Kant:
○ Good will, according to Kant, is a will that acts out of duty as a "good -in-
itself."
○ According to Kant, the class of actions performed in conformity with
responsibility must be differentiated from the class of actions performed in violation of obligation,
○ Only deeds carried out of duty, in Kant's view, have moral value. All moral deeds, in Kant's view, are deeds that
follow practical reason.
● Ethical Duty of Kant:
○ Duty-based ethics are more focused on what people do than on the results of those acts.
■ Do what is right.
■ Do it because it is morally appropriate to do so.
■ Don’t do wrong things.
■ Avoid them because they are wrong.
○ According to Kantian duty-based ethics, some actions should never be taken, regardless of the positive results
they may have. This appears to be a reflection of how certain people think. People have a responsibility to act
morally, even if it has negative consequences.
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John Rawls
● Since ancient times, justice has been construed in a variety of ways. Dharma was a form of justice in earlier civilizations.
Punishing wrongdoers was how the king saw justice done to his subjects.
● Giving each person their due, continues to be a crucial component of how we
interpret justice in the modern world.
● According to Kant, everyone has the right to justice because they are all
endowed with human dignity. All people have the chance to grow in their
abilities and achieve their desired goals if they are treated with dignity. Justice
demands that we treat each person fairly and equally.
● Social Justice Theory:
○ A theory of justice was created by John Rawls. His argument
contends that those in a hypothetical initial position should
decide about the fundamentals of justice.
○ Two guiding principles support the distributive justice (Social and
Economic justice) that Rawls proposed:
■ The primary guiding concept is the belief that distribution
should protect individual liberty.
■ The second guiding premise is that any inequality should only be tolerated if it benefits those who are
socially marginalized.
● Veil of Ignorance:
○ In a circumstance where we were completely ignorant of our potential roles and standing in society, each
person would make decisions based on their own interests.
○ The benefit of the veil of ignorance is that it assumes that individuals would just act rationally. But lifting the
curtain of ignorance is the first step in creating an order of just laws and regulations. A reasonable being
prioritizes society over self-interest.
○ Since no one can predict their place in society in the future, everyone looks for laws that will protect them in the
worst-case scenario.
○ Rawls contends that it is rationality, not morality, that may help us create a society that is fair and just and
choose how to allocate the advantages and obligations.

Thomas Hobbes
● English philosopher Thomas Hobbes is credited with helping to establish
modern political philosophy.
● In terms of importance, his masterpiece Leviathan is on par with the works on
politics by Plato, Aristotle, Locke, Rousseau, Kant, and Rawls.
● Hobbes is renowned for his early and thorough elaboration of "social
contract theory," which justifies political rules or agreements by referencing
the agreement that would be reached between intelligent, free, and equal
people under the appropriate circumstances.
● He came to the conclusion that we should submit to the rule of an absolute,
undivided, and unrestricted sovereign power via the social contract technique.
● According to Hobbes, Law can be:
○ Moral: Fundamental rights, DPSP
○ Immoral: Capital punishment
○ Amoral: Neither moral nor immoral – AFSPA
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JJ Rousseau
● The political philosophy of Rousseau had an impact on the European Enlightenment, the
French Revolution, and the growth of contemporary political, economic, and
educational ideas.
● His writings on inequality and the social contract have a significant influence on
contemporary political and social theory.
● In 1761, he published the sentimental book ‘Julie’, or the New Heloise, which had a
significant influence on the rise of pre-romanticism and romanticism in literature.
● The incomplete Reveries of the Solitary Walker, which had a greater emphasis on
subjectivity and introspection than later modern writing, was a prime example of the late
18th century.

Quotes of JJ Rousseau:
● People who know little are usually great talkers, while men who know much say little.
● The world of reality has its limits; the world of imagination is boundless.
● What wisdom can you find greater than kindness?

John Locke
● Reason is a deciding factor in the formation of a rational human being.
Locke portrayed people's utilitarian nature. Humans strive to achieve a
balance between pleasure and pain. This notion of pleasure serves as the
foundation of his principle. He pays close attention to how well humans
reflect utilitarianism.
● The goal for humans is to balance pleasure and pain. The foundation of his
covenant is this idea of enjoyment or utility.
● Political power, according to Locke, is the natural power of each man
cooperatively given up into the hands of a specified body. Locke recognised
the importance of thoroughly examining public institutions and determining
which functions were legitimate and which parts of life were improper for
such institutions to participate in or exert influence over.
● Locke lists three fundamental flaws that jeopardized the natural world's
equilibrium.
○ Absence of a governing body.
○ A "recognised and impartial judge" is lacking.
○ The necessity of an executive body for decision enforcement.

Machiavelli
● He asserts that the prince should not conduct his state affairs in accordance with
religious and ethical values.
● Politics is regulated by separate, autonomous rules; as a result, it cannot be
constrained by accepted moral principles.
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● He believed that a king should be upright, moral, and trustworthy, but in reality, no one can possess all of these traits,
and they will not allow a ruler to reign over violent people.
● Therefore, the Prince should put his attention on safeguarding the State without being constrained by moral commitments.
● Although Machiavelli does not argue that "ends justify the means," he does argue that a ruler's success will be
determined by popular opinion and that if he succeeds in the end, his use of questionable tactics will be justified.
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Ethical Concerns and Dilemmas in Government and Private

Institutions; Laws, Rules, Regulations and Conscience as Sources
of Ethical Guidance

1. Ethical Concerns and dilemmas in Government and Private Institutions...................................................................................... 109

1.1 Types of ethical dilemmas................................................................................................................................................................. 109
1.2 Nature of Ethical Dilemmas .............................................................................................................................................................. 109
1.3 Ethical Concerns in Private Sector.................................................................................................................................................. 109
1.4 Ethical Dilemmas in Private Institutions ...................................................................................................................................... 109
1.5 Techniques adopted by Private Institutions to resolve ethical dilemmas ........................................................................... 110
1.6 Ethical Dilemmas in Public Services............................................................................................................................................... 110
1.7 Process of resolving ethical Dilemmas in Administration ........................................................................................................ 112
1.8 Approach to solve ethical dilemmas .............................................................................................................................................. 113

2. Sources of Ethical Guidance ..................................................................................................................................................................... 114

2.1 Laws ........................................................................................................................................................................................................ 114
2.2 Rules ....................................................................................................................................................................................................... 115
2.3 Regulations ........................................................................................................................................................................................... 116
2.4 How Laws, Rules and Regulation are a source of ethical guidance ........................................................................................ 116
2.5 Limitations of Laws, Rules and Regulations ................................................................................................................................. 117
2.6 Conscience............................................................................................................................................................................................. 117
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1. Ethical Concerns and dilemmas in Government and Private Institutions

● An ethical dilemma is a complex situation that often involves an apparent conflict between moral imperatives, in which to
obey one would result in transgressing the other.
● Ethical Dilemma arises because Ethical Standards are not codified, and disagreements and dilemmas about proper
behaviour often occur.
● An Ethical Dilemma arises in a situation when each alternative ‘choice’ or behaviour, is undesirable, because of
potentially harmful consequences.

1.1 Types of ethical dilemmas

● These Dilemmas could broadly fall into three categories:-
○ Personal Cost Ethical Dilemmas, arising from situations in which compliance with ethical conduct results in a
significant personal cost(e.g jeopardising held position, injuring valued relationship) to the Public Servant, or the
decision maker.
○ Right –versus Right Ethical Dilemmas, arising from situations of two or more conflicting sets of bona fide
ethical values( public servants responsibility of being open and accountable to Citizens versus that of adhering to
oath of secrecy/confidentiality etc); and
○ Conjoint Ethical Dilemmas, arising from situations in which a conscientious public servant –decision-maker is
exposed to a combination of the already mentioned ethical dilemmas for the “right –thing –to-do”.

1.2 Nature of Ethical Dilemmas

● Secrecy Vs Transparency
● Conflict of interest
● Duty Vs Personal relationships
● Superior orders/Rules/Law Vs Conscience
● Conservation Vs Tribal rights
● Non-Discrimination Vs Preferential treatment
● Business Vs Social responsibility

1.3 Ethical Concerns in Private Sector

● Favouritism, Nepotism and partisanship- Conflict of interest in appointments to positions such as board of directors,
particularly in family businesses.
○ Example: ICICI Bank, Chanda Kochar case.
● Integrity of the audit process- Companies have been discovered to falsify their balance sheets. It is the responsibility of
auditors to perform proper audits and highlight any irregularities, which they have frequently failed to do. At times, even
third-party auditors failed to detect inconsistencies in the balance sheet.
○ Example: Yes Bank scandal which highlighted the directors’ inability to unravel deviations.
● Insider trading and manipulation of share prices- Excessive market rivalry frequently drives people to engage in
unethical behaviour. It is also when personal interests take precedence over the interests of the corporation and the
shareholders.
○ Its recent examples include Panama and Pandora papers which revealed how politicians and public figures
created offshore shell companies to hide money in tax havens.
● Cartelisation and manipulation of markets- Large corporations frequently create cartels with a monopoly on the market
in order to drive out new competitors. Such cartels are common in the cement, telecom, and drug industries. Due to their
significant stake, these cartels control the market.
○ Example: Manipulation of prices by Arhartiyas in APMCs.
● Conflict of interest: It is a situation involving conflict between private interest and public interest when an individual is at a
position of power and trust.
○ Example: Arun Jaitley did not handle vodafone case because he had conflict of interest as he was advisor to
vodafone earlier.
● Lobbying with the government for favourable policies- There is no law in India that defines lobbying. Defence
contracts are frequently contentious issues due to the lobbying interests involved.
● Monopoly- The pricing competition has eliminated numerous participants from the market.

1.4 Ethical Dilemmas in Private Institutions

● Certain ethical dilemmas may be specific to a firm or industry; nevertheless, other sorts of ethical concerns impact all
types of enterprises.
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● Making wise ethical judgements is especially critical for small firms. Because if these issues are not addressed
appropriately, the repercussions might be severe.
○ For example: Manufacturing facilities and other locations where employees utilise dangerous equipment or
conduct physically demanding labour should have strict safety standards that not only exceed legislative
requirements, but also prioritise accident avoidance.
● Even ordinary workplace settings provide health dangers to employees who must sit or stand for extended periods of
time. Unfortunately, several private institutions decrease budgets for safety measures, equipment, and training in order to
save money. This is immoral and, in the event of a big accident, may be detrimental i n the long term.
● Technological innovation and the rise of the Internet in the early twenty-first century have caused a host of ethical
quandaries for private corporations.
● Corporate leaders must find a balance between the privacy and freedom of their employees while adhering to
industry norms that necessitate the usage of company technology for legitimate business activities. Some companies
monitor all internet activity and email communication from staff PCs and work accounts.
● Despite the fact that a company's wages and perks may be evident, the establishment of a non-discriminatory working
environment, which may incur costs in terms of diversity management and training is crucial.
● Another key ethical problem is transparency. Many business and accounting scandals have happened throughout the
world, compelling organisations to be more open and transparent. This involves providing honest, accurate, and thorough
financial accounting reports for public businesses. Transparency impl ies communicating messages, particularly marketing
messages, that are not readily misunderstood and clearly represent the aims of the firm and its messaging.
● Private enterprises are often required to offer favourable working conditions for their employees in the business
environment. Being accountable for employee treatment, on the other hand, usually involves increased labour
expenses and resource use.
● When it comes to wages and benefits, a fair workplace is more clear. Another critical component is the establishment of a
non-discriminatory working environment, which may include investment in diversity management and training.

1.5 Techniques adopted by Private Institutions to resolve ethical dilemmas

● Ethical Relativism: It refers to multinational firms that conduct business in a country while rigorously adhering to the
country's culture or ethos.
○ For example, if bribery is a part of the culture or ethics of conducting business in a particular host country,
multinational firms must follow the local culture or ethics in order to thrive.
○ Ethical relativism may help multinational corporations survive in a barrier-free host country market, but it also has
consequences. For example, if child labour is acceptable with the culture of the host country, the firm may use
children, but such hiring may impair the country's worldwide image.
● Ethical Universalism: It refers to a set of ethical norms that apply to all nations in which a global organisation operates.
○ Ethical universalism offers an advantage since multinational firms are perceived to have a stronger moral duty
because they are thought to be more ethical and stringent in their adherence to human rights.
○ In terms of downsides, it may lead to a type of cultural imperialism in some circumstances, in which multinational
firms consider that a particular country's culture is unethical and inferior.

1.6 Ethical Dilemmas in Public Services

● Ethical Dilemmas do arise when a Public Servant has to choose between competing considerations of Ethical –values and
Rules, in order to determine the right thing to do.
● Frequently encountered Ethical Dilemmas tend to arise from three critical relationships -
○ Civil Servants and Political Office holders;
○ Civil Servants and Citizens; and
○ Intra – Civil Service (Ministries, Departments and Agencies, that make up the Country’s or State’s Civil Service.

1.6.1 Administrative Discretion

● Public officials are not merely executors of public policy. They make decisions pertaining to the lives of people, for
example, about taxes, survival and the dismissal of people. In doing so they exercise discretion. The question is then how
decisions are to be made to avoid ethical dilemmas.
● In other words, the promotion of general welfare depends to a large extent on the use or abuse of administrative
discretion.
● It is true that within the rules and regulations laid down by legislation and within the prescribed procedures, there is
ample opportunity for the public official to use his discretion.
● When faced with alternatives the choice of the public official poses an ethical problem: the choice may be acceptable
to only a small section of society.
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● The problem is that the selection of one path of action from among several alternatives is often made on the basis
of personal preference, political or other affiliations, or even personal aggrandisement, thereby disregarding known facts
and thus the possibility of rational decision making.
● It could well be that all the prescribed rules, regulations and procedures are adhered to but that the discretionary
choice may be viewed as unethical or even corrupt.

1.6.2 Corruption
● The majority of officials uphold the high standards required by public office and are devoted to promoting the general
welfare. The ethical standards of public officials are, however, directly related to society as a whole.
● If the public accepts that in order to secure an expeditious response from a public official some pecuniary or other
incentive is necessary, and the official accepts the incentive, then the standards of ethical conduct of officials and the
public are in fact in harmony from the point of view of the public.
● The corruption of public officials by private interests is usually very subtle , for example, favours by the public to the
official under obligation and he gradually substitutes his public loyalties to those doing him favours.
● The ethical dilemma that faces the public servant with regard to corrupt practices as a result of private interests
primarily concerns his reaction to the situation.
● If a corrupt practice or an attempt to corruption is discovered, it is quite possible that the official’s personal loyalties or
party political affiliations may be in conflict with his official duties

1.6.3 Administrative Secrecy

● An area which lends itself to the creation of situations and actions which could prove to become major ethical
dilemmas is the secret conduct of public business.
● This is especially so because secrecy can provide an opportunity to cover up unethical conduct.
● Secrecy is an ally of corruption and corruption is always practised in secrecy.
● It is generally accepted that in a democracy the people have a right to know what the government intends to do and it
would be in the interest of the public for the administration of public affairs to be conducted openly.
● Maintaining administrative secrecy is ethically correct if:
○ If that information deal with national security and revealing such information may treat to Integrity and sovereignty
of India
○ Defence related information should be maintained in secrecy but they should be unclassified after a certain
number of years.
○ Budget preparation information to be kept as secret until it is officially presenting in the parliament
○ Tender or bidding or auction related information
○ It is unethical to maintain secrecy anything which related allocation of resources in the governance process

1.6.4 Information Leaks

● Official information is often of such a sensitive nature (for example, pending tax increases, rezoning land, retrenchment
of staff) that disclosure of the information can lead to chaos, corrupt practices or, for some individuals, improper
monetary gains.
● Leaking official information at a date prior to the public announcement thereof is a violation of procedural prescriptions
and can be an ethical dilemma.

1.6.5 Nepotism
● The practice of nepotism (the appointment of relations and/ or friends to public positions, thereby ignoring the merit
principle), may lead to the downgrading of the quality of the public service.
● This negatively affects the trust and results in corrupt administration, owing to the ability of a select few to impair control
measures on account of their personal relationship with the policy-maker, and by reason of their not being easily
dismissed or replaced by others.
● In other words, those who are appointed with the view that they will conform to the standards and views of their
appointing authority could prove to be problematic.
● The preferential treatment of one individual over another, without taking into account the relative merit of the
respective individuals, represents nothing but victimisation of an individual or individuals.

1.6.6 Public Accountability

● Since public officials are the implementers of public policies, they ought to be accountable for their official actions to
their superiors, the courts and the public.
● It is nevertheless possible for them to hide behind prescribed procedures, the cloak of professionalism and even
political office-bearers.
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1.6.7 Policy Dilemmas

● Policy makers are often confronted by conflicting responsibilities. They have specific loyalties to their superiors, but
also to society.
● They have freedom to act on behalf and in the interest of others, but they must also answer to others - their superiors
and society – for their actions.
● The official’s obligation to respect the political process may conflict with his view on how the objects of policy making
are treated.
● In other words, the dilemma of the public official is the clash between his view of the public interest and the
requirements of law

1.6.8 Other dilemmas

● Apart from the areas of possible conflict referred to above, other problem areas from which ethical dilemmas may arise
can be identified, inter alia:
○ The political activity of public servants resulting in divided loyalty on the part of those officials who sympathise
with the views of a specific political party;
○ Other more subtle ethical problems, such as the abuse of sick leave privileges, extended tea breaks and the
violation of office rules in general.
● Various aspects of code of conduct, such as motivation versus not accepting rewards for performance of duty.
○ Example: A Public servant might be of the opinion that small gifts act as a motivation to perform his/her duty but
that is against code of conduct.

1.7 Process of resolving ethical Dilemmas in Administration

1.7.1 Imperative of Accountability

● The loyalty of the Public Service to its Political Masters is grounded on the obligation of the Ministers in
Parliamentary Democracies, to be answerable and responsible to the Legislature.
● It is only by that means that the Ministers, being Representatives of the people of the nation, may hold the Public
Service accountable , to the will of the people and general interest.
● Democratic virtue ‘does form part and parcel of the Core-values and ‘normative-determinants ‘ of Administrative
behaviour in the public domain-namely , that the Administration should be held ‘Accountable’ to the Government, and
through it to the people via Parliament.
● It also needs to be stressed, that this does not amount to, and cannot be taken to mean the politicisation of Public
Services and more specifically, does not give a ‘licence’ to the Political Masters to pass orders, contrary to
law/rules/public interest, and expecting the Public Servant to carry them out blindly, because that would undermine the
Instrumental value of the Executive branch of the Government and Administration.
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● If a Minister still insists on carrying out his Orders, which the Public Service does not find palatable, in the light of
Law on the Subject or any hidden -agenda behind the order, than the best option open to the Public Servant is to get
the Orders in writing, and in case of disagreement on the part of the Public Servant, record his views in writing, and
resubmit the file to the Minister.
● ‘Speaking Truth to the Power’ can be considered as an important ingredient of Professional Ethics and moral
integrity of Civil Servants and the administrative machinery of the State, in general. The issue of accountability would be
clear.

1.7.2 Legality
● The Rule of Law, besides being one of the fundamental evolutionary –universals, in both modern Politics and Society,
pertains in a very specific and significant way to ‘Administrative -conduct’.
● Respect and adherence to the Principle of Legality manifests a ‘spirit’ of Constitutionalism and forms an essential pre -
requisite for the ‘legitimacy’ of the State action, and the exercise of authority.
● Respect for and application of the Principle of Legality entails a particular type of control on Administrative action and
aims to see that Public Administration operates within the context of the Law, established by the Legislature (Parliament).
● Since the source of all power is ultimately, the People, in a Democracy, hence it follows that, all power must be
exercised in the name and general interest of the people. And for that to take place, in an effective rather than an
arbitrary manner, the running of the business of the State has to be guided and determined by an ‘articulate’ system of
Rules and Laws. Their application, while performing official functions, forms the essence of Legality and Rule of Law.
● The control of Legality of Administrative action, initially exercised by the Administration itself, purports to ensure that
proper procedures have been followed and observed, as well as that equity , reasonableness and impartiality have been
respected.
● It is in these circumstances, that the artful application of the Principle of Legality in Administrative performance would
go a long way to serve and promote Rule of Law, and avoidance of ‘abuse of power’.
● Only decisions/ actions, taken, following above, will help the Public Servant withstand, in a positive manner, any
‘scrutiny’ by a Court of Law , at any ‘stage’.

1.7.3 Integrity
● The imperative of Integrity constitutes a source of ‘internal self-control’ in administrative conduct, based on ethical
standards and criteria shared and respected by the corps of professional Administrators.
● Avoiding, for instance, corruption and exhibiting Integrity would then be for them a matter of personal and professional
honour and prestige, in a culture of Ethics, and not simply an externally imposed obligation.
● In order to facilitate and uphold the Integrity in Administration, several countries have developed and laid down ‘Code of
Ethics for Public Servants’, thus imposing on Public Servants certain rather austere standards, and requiring that they
uphold and respect them in their conduct.
● “Integrity in life and pure from crime”, as Horace put in one of its Odes, would then seem to offer an appropriate
definition of the Ethical imperative for the Public Servants.

1.7.4 Responsiveness
● It is clear that the notions of ‘responsiveness’ and ’responsibility’ bear a ‘family resemblance’ bordering on each
other, as well as with the notion of ‘accountability’.
● However multi-layered their meaning may be ,the bottom line is, and what cannot be missed, is an obligation on the part
of the Civil Service to sincerely explain and justify its action in the Public – Interest.

1.8 Approach to solve ethical dilemmas

1.8.1 Virtue approach
● According to the Virtue school of ethics, the morality of the service is determined by the character of the actor. Thus,
the government official acts according to his qualities in order to achieve the goals he has set for himself.
● According to Plato, these characteristics include courage, intelligence, temperance, and justice.
● In an ethical dilemma, a moral actor using the virtue method asks oneself whether the decision reflects the sort of
person he is or wants to be.

1.8.2 Kantian Approach

● According to the categorical imperative, a person must always choose duty over other values.
● Thus, the ethical quandary may be resolved by doing the right thing so that persons are considered as ends in their own
right.

1.8.3 Situational Ethics

● The context and setting in which a judgement must be taken is also highly essential in current ethical dilemmas.
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● As a result, understanding and assessing the context of an action is essential for resolving any ethical quandary.

1.8.4 Utilitarian Approach

● In ethical dilemmas, the value may be determined by determining which choice will provide the most benefit for the
greatest number of people.
● This method considers the economic and social well-being of a broader number of individuals.

1.8.5 Gandhi’s Talisman

● The Talisman of Mahatma Gandhi is a new way to resolve ethical dilemmas.
● Consciously reminding oneself of it when necessary aids in making moral decisions in the greater public interest are
needed.

1.8.6 Justice Approach

● In an ethical dilemma, the justice method focuses on treating persons fairly.
● Furthermore, if there is a variation, the difference should be substantiated.

1.8.7 Common Good Approach

● The term "Common Good" refers to universal circumstances that benefit everyone. It refers to certain benefits that
are shared and benefit all or most members of society.
● To be able to live together in community, it is necessary to pay attention not only to individual good but also to shared
circumstances that are crucial for the welfare of everyone.

1.8.8 Rights Approach

● Rights are legitimate claims made against others. The justification of a claim is based on a norm that is recognised
and accepted not only by the claimants but also by society as a whole.
● Humans have dignity because they have a conscience or the ability to choose between good and wrong. Rights are
granted in order to defend this dignity.
● As liberty and equality go hand in hand, rights come with responsibilities.
● This approach is founded on the concept that human beings have dignity based on their freedom to freely choose what
they do with their lives.

6R’s steps to resolve ethical dilemma

● Register – where details of the conflict of interest are declared and registered. (In low risk situations this single strategy
may be sufficient.)
● Restrict – where restrictions are placed on the officer’s involvement in the matter.
● Recruit – where a disinterested third party is used to oversee part or all of the process that deals with the matter.
● Remove – where the officer chooses, or is requested, to be removed completely from the matter.
● Relinquish – where the officer relinquishes the private interest that is creating the conflict.
● Resign – where the officer resigns from their position with the agency. (This strategy should be considered only if the
conflict of interest cannot be resolved in any other workable way.)

2. Sources of Ethical Guidance

2.1 Laws
● Laws are similar to the legal form of rules.
● The term law is defined as a rule (for want of a better word) that has been legally made to apply to everyone in a
civilisation.
● In a democratic system, a law is a phrase that has been passed by a legislature. It can be said that a law is much
more formal than a rule.
● Laws are prescribed by a higher governmental office, usually the police and the prosecutor’s office.
● Laws are written in specific code so that they can be interpreted as required.
● Laws must go through certain processes to become laws, including a voting process.
● Based on society’s beliefs, laws are created and enforced by governments to mediate in our relationships with each
other.
● Laws are made by governments in order to protect its inhabitants.
● The judiciary, legislature, and public officials are the three main bodies in a government that are assigned to the task
of the creation of laws.
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● Laws have to be approved and written by these three branches of government before they are implemented and
enforced by the police and the military, with the help of the legal system consisting of lawyers and other government
servants.
● Nevertheless, the enactment of a law varies based on the government.
○ In a dictatorship system, the leader has the power to pass any law he wishes.
○ In egalitarianism, the bill to pass a law must be voted on by the different parts of the government.
● Laws must be followed by all, including private citizens, groups and companies as well as public figures, organizations
and institutions.
● Laws set out standards, procedures and principles that must be followed. A law is enforceable by the judicial system,
i.e. those responsible for breaking them can be prosecuted in court.
● There are various types of laws framed like criminal laws, civil laws, and international laws .
○ Breaking a law is a punishable crime and has drastic consequences such as hefty fines, jail time and
community service time.
● Law is inherently imperfect, and it is often developed in reaction to a specific situation or incident.
● Laws are context-specific, and they govern an individual's actions and behaviour in that situation.

2.1.1 When is a law doubtful?

There are four principles that apply and the actor is at liberty to follow the principle that appeals most.
● Probabilism- When there is more likely evidence in favour of liberty than against it, a law is questionable and
unenforceable.
○ For example: A person who questions the day, looks through four calendars. Three signify that it is one day, and
the fourth indicates it is a different day. If it provides for greater freedom, the person may adhere to the date
suggested by or inferred from the three calendars.
● According to a second interpretation of Probabilism, even when the evidence is more likely to be against liberty, a
person may choose to act in that direction if the evidence is strongly probable. In the same scenario, even if the other
three numbers seem to provide more compelling evidence, the person may choose to act according to the time given by
the fourth calendar.
● Equiprobabilism- It says that if the evidence is equally balanced on both sides, a person may hold an opinion in favour of
liberty. In the aforementioned scenario, the person may choose any course of action if two calendars show that it is one
day and the other two show that it is a different day.
● Compensationalism- It states that the person should take into account the evidence both in favour of and against liberty,
as well as the seriousness of the law, the motivation behind breaking the law, the inconvenience involved in adhering to a
strict interpretation of the law, and the legitimacy of the reason for choosing the option that offers the most liberty.

2.2 Rules
● Rules are a set of instructions developed by humans to indicate how things should be done.
● Governments and commercial entities can both make rules.
● Government rules have the power of law and are applicable to everybody, for example, traffic rules; whereas private
organisation rules are confined to that company and its personnel.
● Rules can be presented in a variety of situations, such as rules for the home set by parents, organisational rules set by
management, and even rules for games and sports.
● Rules are also enforced by the person that is making the rule. For example, rules created in a household are enforced by
the parent that created the rules.
○ Similarly, rules established in a classroom are enforced by the teacher or the school administration.
○ Rules enacted inside the household differ from the rules enacted inside the classroom.
○ This is because rules are more detailed guidelines and must be changed depending on the situation.
● These measures help shape the individual and societal morality and consequently ethics towards such a scenario.
○ For example, Japan and most of the east asian nations have laws and regulations towards respecting traditional
aspects in society which makes the persons and society having such an ethical outlook.

2.2.1 Difference between Laws and Rules

Laws Rules

Laws are written in a standardised code that is easily Rules are more flexible and have minimal consequences.
comprehended. When you breach the law, you will suffer legal You may create rules for games, your house, or even fighting.
ramifications. Rules are regularly altered as situations and circumstances
change.
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Laws must be passed via the correct channels in order to The rules are easily established and updated as needed.
take effect. Before becoming law, a bill must go through a
process of checks, balances, and votes.

Laws are in existence to be enforced, not to establish bounds. Rules help us learn how to prepare for a social life. As
youngsters, we learn that there are rules for speaking, stealing,
lying, and squandering money.

Law seeks to increase public good and serve Rules usually focus on individual good
public interests

Laws are enacted only by those in exercise of Rules can be set by individuals, or by organisations.
sovereignty or government.

Laws are inflexible and carry stiff penalties Rules are more flexible and have lighter consequences when
including imprisonment and, in some cases, broken.
Death.

2.3 Regulations
● Regulations, like laws, are stringent, and violations are punishable by the state.
● A regulation is a legal standard that has the intention to shape conduct that is a by-product of imperfection.
● Regulations can be thought of as secondary legislation.
● They are created by the administration in order to fill in the gaps in the legislation.
● A regulation may be used to recommend or ban conduct, to standardise incentives or to change preferences.
● Regulations comprises two factors that include a process of monitoring and enforcing legislations and a written
instrument containing rules that have law on them.
● The art of regulating is to fix, establish or to adjust by rule, method or established mode, subject to governing Laws or
ideologies.
● Regulations are made by the executive branch usually through the various departments such as departments of state,
agriculture, treasury, etc.
○ Thus, Regulations must also be accepted/approved by the legislature in order to be enforced.
● Regulations are similar to rules in that they provide more specificity to a particular law passed by a legislative body.
○ As such, they have the same weight as the law. However, rules must comply with the greater boundaries
established by the parent or enabling legislation.
● Regulation creates, limits, constraints a right, creates or limits a duty, or allocates a responsibility.
● Regulations are of various types such as legal restrictions promulgated by a government authority, contractual
obligations that bind many parties.
● Regulations are generally set by the executive for smooth functioning of the laws. Laws usually provide a framework
for addressing a subject.
● Regulations are intended for providing a detailed and intricate framework for making the laws work.

2.4 How Laws, Rules and Regulation are a source of ethical guidance
● Laws control how resources are allocated to meet personal requirements.
● Laws dictate both what should be done and what should not be done.
○ For example, certain laws prohibit murder, while others mandate the registration of automobiles.
● Assist in defining the principles to be used and the protocol to be followed.
● Rules and regulations, such as communitarian laws, are the physical manifestation of societal ideals that should be
preserved.
● Modern laws are based on libertarian ideas, which promote liberty, equity, equality, and social justice.
● Regulating discretionary powers: Public servants have discretionary powers for governance, and that can be used for
personal benefit. Laws, rules and regulations regulate this power by laying specific ‘dos and don’ts’ for use of that power.
○ Example: Central Civil Services Conduct Rules, 1964 provides dos and don’ts for civil servants to prevent
misuse of discretionary powers.
● Commanding action and inaction: Laws, rules and regulations act as positive and negative enablers and encourage or
prohibit action.
○ Example: Prevention of Corruption Act prevents corruption and Mahatma Gandhi National Rural Employment
Guarantee Act enables social audit.
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● Fostering social justice: Laws, rules and regulations foster social justice by providing modern human rights, such as
equality, liberty etc.
○ Example: Prevention of Civil Rights Act 1955 prohibits untouchability.
● Human rights protection: Laws, rules and regulations encourage empathy towards the needy and thus promotes human
rights protection.
○ Example: Motor Vehicle Amendment Act, 2019 provides for good Samaritans and protects them against civil or
criminal actions.

2.5 Limitations of Laws, Rules and Regulations

● According to teleology, the human mind alone is capable of understanding and evaluating what is good and wrong,
hence we do not need rules to guide human behaviour.
● Human conduct is governed by a vast array of laws, rules, and regulations, making it nearly difficult for any one
person to be familiar with them all.
○ The standards for judging morality include information, deliberation, judgement, choice, and action.
○ This strategy makes sense and is a legitimate response to the reality that it is nearly impossible to be fully
aware of all laws and regulations.
● Although it is presumed that rule makers have not disregarded either natural law or civil law , this does not always
hold true.
○ While a superior can punish a subordinate for violating the rules, if the rule is contrary to civil or natural law, the
violator may have acted ethically. As with laws, a person has no obligation to obey an immoral rule.
● Even deontologists admit that laws and regulations are insufficient, even if they are happy to rely on them as the
primary moral direction for public administration.
● Laws, rules and regulations might not be able to envisage every possible scenario and therefore people might find
loopholes in them.
○ Example: Tax evasion by finding loopholes in the Income Tax Act.
● Negative perception: Some laws, rules and regulations might have negative perception among those who are obliged to
perform under them.
○ Example: Corporate Social Responsibility is perceived as additional tax by some corporations.
● Lack of social maturity: Laws, rules and regulations might have good intentions but society might not be mature enough
to accept them.
○ Example: Opposition to Triple Talaq law by some sections of Muslim society, opposition to the Supreme Court
verdict on Sabarimala case by some sections of Hindu society.
● Cultural evils: Laws, rules and regulations cannot always provide protection against social evils.
○ Example: In spite of legal provisions for protection of women but still rapes/dowry cases are witnessed in literate
society like Kerala.

2.6 Conscience
● The term "conscience" is derived from the Latin word conscientia, which means "knowing privilege" or "knowledge
with."
● In English, the term "conscience" signifies "moral consciousness." The "voice inside" and the "inner light" are two
common metaphors for conscience. It refers to a person's moral sense of right and wrong, as well as his or her
understanding of one's own conduct.
● Conscience, in its most basic form, is an aptitude, intuition, or judgement that assists in identifying what is right and
wrong. Conscience is typically defined as causing emotions of guilt when a human acts against his moral beliefs, and
feelings of joy and well-being when our actions, thoughts, and words are in agreement with o ur value systems.
● From a deontological stance, conscience is a judgement. It is an intellectual judgement as opposed to a sensation
or emotion. It is also a decision taken in advance of a certain activity.
● Conscience has the ability to make a practical choice regarding the morality of a past or future action. "Guilt" and
"gut sensation" are usually used in connection with the word "conscience."
● In this view, the conscience is something that, rather than being the outcome of a rational deduction, can be
influenced by one's upbringing, social status, religion, or culture.
● Because it applies the law or norm to individual behaviours, conscience is wider than law. When it comes to the law,
some have equated conscience to a paintbrush.

Antecedent conscience and Consequent conscience:

● Antecedent conscience is that which acts as a guide to future actions, prompting to do them or avoid them.
○ E.g. A person stops at a red signal because of prospective remorse. In ethics, an antecedent conscience,
which is a guide to our future actions is more important.
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● Consequent conscience is that which is acting as a judge of our past actions and acts as a source of our self -approval
or remorse of the past actions.
○ E.g. A person jumps the red signal and then feels guilty.

Quotes related to conscience

● In matters of conscience, the law of the majority has no place. – Mahatma Gandhi.
● There is a higher court than courts of justice and that is the court of conscience. It supersedes all other courts. –
Mahatma Gandhi.
● Never do anything against conscience even if the state demands it. – Albert Einstein.

2.6.1 Difference between Conscience and Law

● The morality of human activities is determined by conscience, not legislation, which concentrates on moral standards
that exist independently of human people.
● The law gives out a broad guideline for activities; conscience establishes a practical norm for a particular conduct.
● Conscience is broader than law since it applies the law or norm to particular behaviours. Conscience, according to some,
is to law what a brush is to painting.

2.6.2 Conscience as guide to ethical decision

● It is debated if the conscience is the most trustworthy source of information for decision making. When it comes to
making decisions, however, there are several points of view on conscience.
● Although the notion of the conscience began in early Christian beliefs, it has subsequently grown via psychological
conceptions of it as being tied to or a part of the mind.
● Sigmund Freud further refined the idea of the conscience, stating that scientific knowledge, rather than religious beliefs
and opinions, was the best approach to understand the conscience.
● Secular viewpoints on the conscience support the idea that the conscience is not a dependable guide to ethical
decision making, demonstrating that our moral beliefs are susceptible to subjectivity owing to individual experiences and
upbringing.
● When it comes to moral decision-making, ethical decision-making helps us make the best decisions. Secular approaches,
on the other hand, do not give a reliable technique of selecting which route to choose.
● According to St Paul, the conscience is a moral guide that dwells inside us and does not require any laws or
theories to be obeyed. You don't have to be a Christian to relate to and utilise your conscience as a moral guide,
because St Paul's definition of the conscience is universal. Everyone, according to St Paul, has a conscience that
functions as a moral compass.
● According to Saint Augustine, the conscience is God's voice speaking to us from inside - it is God's law in our hearts that
we use to discern good and wrong behaviours. He believes that conscience will always steer us toward the good and
away from the wrong.
● As a result, from a religious perspective, conscience is a dependable guide to ethical decision-making since it is
founded on our innate ability to distinguish between what is good and wrong.
● Resolving ethical dilemma: Conscience helps in taking correct decisions based on our ethical and moral principles and
thus helps in resolving ethical dilemma.
● Avoiding conflict of interest: Conscience reminds of one’s inherent moral values and helps us avoid conflict of interest.
○ Example: A person known for professionalism would prefer professional values when faced with a conflict of
interest vis-à-vis his/her relatives.
● Guilt consciousness: An individual who might have done something wrong feels pain or guilt emanating from his/her
conscience.
○ Example: A biker breaking traffic rules might feel guilty after sometime because of his/her conscience and might
not break traffic rules next time.
● Repulsive behaviour against unethical acts: A person might show lower motivation and involvement in a situation in
which is against his/her conscience and thus he/she will be inclined to take an ethically correct path.
Types of Conscience:
● True conscience: It means that judgement is in accordance with fact. The judgement is a correct or accurate
application of law to the action
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● Erroneous Conscience: when the judgement is false—the practical judgement incorrectly applies law to the action.
The erroneous judgement can be vincibly or invincibly false. (Vincibly false means that it can be corrected i.e. it is not
invincible)
● Certain Conscious: A conscience is certain when the judgement on the morality of an action is without prudent fear of
error. Prudent fear of error does not involve metaphysical certainty, but generally any normal person has no doubts
about the judgement. That certainty can apply to both a correct and an erroneous conscience.
● Doubtful Conscience: Conscience is doubtful when the judgement does not exclude all prudent fear of error. The
person is aware of some doubts about the practical judgement to be made.
● Both Doubtful and Erroneous: A conscience can be both doubtful and erroneous at the same time. A conscience is
probable when the judgement "almost" excludes all prudent fear of error. A normal person is almost certain the
judgement is correct, even though it may be erroneous.

2.6.3 Conscience can act as source of ethical guidance for bureaucrats, politicians and citizens in a
democratic system:
● Conscience is the intrinsic intuitive capacity to discriminate between right and wrong.
● “Inner Voice” is important especially in democracy as it has various participants such as citizens, NGOs, corporates to be
administered by the politicians who are elected by them only.
● But at an individual level, every person has a conscience which assists them to make important decisions. Thus it can
act as a strong tool to evade individual self -centred thinking.
● Political Level: Conscience can help to lessen corruption, nepotism and profit seeking behaviour.
○ Thus, provoke them to act in benevolence of society at large and uphold the constitution principles.
○ At each and every decision they should keep in mind that they were elected to serve the citizens and not to serve
their own needs and greed.
● Bureaucratic Level: The crisis of conscience is important whether to just merely follow the orders from superior’s v/s to
follow the right path of judgement.
○ The intrinsic voice of serving the nation maintaining highest standards of honesty and probity is important as they
are a link between citizens and political figures.
● Citizen Level: Collective and individual conscience of inhabitants is very important because it describes the existing
society conditions such as keeping surroundings clean, actively contributing in elections, dissent to undemocratic
principles.
○ Therefore, adhering to it will also control mass prejudice such as riots and lynching of offenders.
● Furthermore, it is important to dynamically excel and improve at individual and institution level. Thus, if everyone
acts and adheres to their principles values, the moral degradation can be controlled and faith in governing institutions can
be reinstituted.

2.6.4 Crisis of Conscience

● A crisis of conscience occurs when a person's conscience fails to give moral direction in a particular circumstance
as a result of a particular experience. People begin to lose their capacity to judge right from wrong.
● It frequently occurs in circumstances that are unclear in terms of the values at pla y and the effects they may have.
As a result, a person is unable to answer an ethical dilemma utilising morality.
○ For example, an IPS officer is given the duty to regulate the peaceful protest by farmers against some corporate
bodies. Things are under control as the situation is clearly understood. Now suddenly an officer is asked to resort
to strict measures irrespective of the nature of protest. Officer now faces the ethical dilemma as the situation is
now ambiguous both in terms of the motive and the consequence of actions. This can create a crisis of
conscience for an IPS officer as he/she could not solely rely on his sense of right/wrong.
● It is a condition where someone feels uneasy or apprehensive about doing something they believe to be morally
repugnant or improper.
● Wrong training of conscience: Conscience develops with good habits but following wrong habits provides wrong training
to conscience and it does not provide us moral guidance.
○ Example: A person who has always lied will not be guided by his/her conscience to tell the truth.
● Impact of morals/cultures: Conscience also depends on the morals/cultures of the place and time.
○ Example: A person’s conscience towards his behaviour towards females would not provide ethical guidance if he
has been brought up in a patriarchal environment.
● Impact of societal pressure: Conscience can be overtaken by societal or professional pressure.
○ Example: People do not agree for inter-caste/inter-religion marriage for their children under societal pressure,
even if they want to agree.
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Accountability and Ethical Governance; Strengthening of Ethical

and Moral Values in Governance

1. Accountability.............................................................................................................................................................................................. 121
1.1 What is Accountability? ..................................................................................................................................................................... 121
1.2 Need for Accountability ..................................................................................................................................................................... 121
1.3 Methods to ensure accountability................................................................................................................................................... 121
1.4 Mechanisms that promote accountability .................................................................................................................................... 122
1.5 Types of Accountability ..................................................................................................................................................................... 123
1.6 Significance of Accountability .......................................................................................................................................................... 124
1.7 Steps to make Accountability more effective in India .............................................................................................................. 124
1.8 Responsibility....................................................................................................................................................................................... 124

2. Governance................................................................................................................................................................................................... 124

3. Ethical Governance..................................................................................................................................................................................... 125

3.1 Philosophical Basis of Ethical Governance ................................................................................................................................... 125
3.2 Characteristics of ethical government ........................................................................................................................................... 125
3.3 Ethical concerns in administration................................................................................................................................................. 126
3.4 measures to improve ethics in gov ernance .................................................................................................................................. 126
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1. Accountability
● Accountability means the state of being responsible or answerable for a system, its behavior, and its potential impacts.
Accountability is an acknowledgement of responsibility for actions, decisions, and products.
● Responsibility can be legal or moral (ethical). Legally, an actor is responsible for an event when a legal system is liable
to penalize that actor for that event.
● Morally, an actor is responsible for an act, if they can be blamed for the action.
● Moral and legal responsibility are different things. They do not always coincide; an agent can be legally responsible even if
they were not morally responsible, and vice versa.

1.1 What is Accountability?

● Accountability emphasizes openness, and can be seen as a sort of acknowledgment.
● It can be simply stated as having to explain one's actions or judgments.
● Accountability exists on a variety of levels in society, beginning with the individual and progressing to the institutional level,
and is commonly considered one of the ethics of employees within corporations.

World Bank's View on accountability:

● The World Bank views accountability as a crucial component in achieving its mission of
ending extreme poverty and promoting shared prosperity. The Bank recognizes that
accountability promotes good governance and helps ensure that development programs and projects
are carried out in a transparent, efficient, and effective manner.
● The World Bank’s operational policies and procedures aim to ensure that accountability is
built into all stages of its work, from project design and implementation to monitoring and
evaluation. The Bank also supports its borrowing countries in strengthening their own accountability
mechanisms, such as anti-corruption systems and public financial management processes.
● The World Bank’s Inspection Panel is an independent accountability mechanism that provides a
means for people affected by Bank-supported projects to voice their concerns and seek remedies for
harm caused by Bank-financed activities. The Panel plays an important role in promoting
accountability within the Bank and its borrowing countries.
● The World Bank recognizes that accountability is essential for promoting transparency,
reducing corruption, and improving development outcomes. Through its operational policies,
procedures, and independent mechanisms, the Bank seeks to promote accountability in all its
activities and supports its borrowing countries in strengthening their own accountability systems.

1.2 Need for Accountability

● Accountability is necessary for ensuring that organizations and individuals are held responsible for their actions
and decisions.
● It helps to maintain public trust, promote transparency, and prevent corruption.
● In development, accountability is essential to ensure that resources are being used effectively and efficiently to
achieve intended outcomes.
● It helps to ensure that development programs and projects are carried out in a transparent and fair manner, and that
those who are impacted by these projects are able to voice their concerns and seek remedies for harm caused.
● Accountability also helps to promote good governance and encourages organizations and individuals to take
responsibility for their actions.
● When people and organizations are held accountable for their actions, they are more likely to make decisions that are in
the public interest.
● This can lead to improved service delivery, better use of resources, and a more equitable distribution of benefits.
● Overall, the need for accountability arises from the desire to ensure that resources are used in a responsible and effective
manner, and to promote transparency and fairness in decision -making.
● It is a critical component of good governance and helps to build public trust and support for development initiatives.

1.3 Methods to ensure accountability

There are several methods to ensure accountability in organizations and institutions:
1. Transparency: This involves making information and processes openly available to the public. This helps to
promote accountability by ensuring that information is accessible and that everyone can understand how decisions are
being made. Transparency also helps to prevent corruption by reducing opportunities for hidden activities.
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2. Public reporting: This involves making information available about the use of resources and the results of
programs and projects. This helps to ensure that organizations and individuals are held accountable for their actions and
decisions. Public reporting can include regular financial and performance audits, as well as public reporting of program
results.
3. Independent oversight: This involves having an independent body that is responsible for monitoring and evaluating the
activities of organizations and institutions. This helps to ensure that organizations are held accountable for their
actions and decisions, and that information is made available to the public. Independent oversight can include
internal audit functions, as well as external bodies such as regulatory agencies and independent auditors.
4. Participation and engagement: This involves stakeholders participation in decision-making processes and ensuring
that they have a voice in shaping programs and projects. This helps to ensure that everyone has a stake in the
success of programs and projects, and that everyone is held accountable for their actions. Participation and engagement
can include public consultations, focus groups, and community meetings.
5. Performance management: This involves setting clear performance targets and regularly monitoring and evaluating
progress against those targets. This helps to ensure that organizations and individuals are held accountable for
their actions and decisions, and that resources are being used effectively and efficiently. Performance
management can include regular monitoring and reporting of program results, as well as regular performance audits.
6. Legal and regulatory framework: This involves establishing a legal and regulatory framework that sets standards for
behavior and holds organizations and individuals accountable for their actions. This helps to ensure that everyone is
playing by the same rules and that there are consequences for non-compliance. The legal and regulatory framework
can include laws and regulations that govern procurement, financial management, and anti -corruption efforts.
7. Cultural and institutional norms: This involves establishing cultural and institutional norms that promote accountability
and integrity. This helps to create a culture of transparency and fairness, and to encourage individuals and
organizations to act in the public interest. Cultural and institutional norms can include codes of ethics, values-based
leadership, and transparency in decision-making processes.

1.4 Mechanisms that promote accountability

There are several mechanisms that can promote accountability in organizations and institutions:
1. Internal Audit: This involves having an internal team responsible for independently reviewing and assessing the
operations, financial reports, and systems of control within an organization. Internal audits help to identify and
correct any discrepancies, and promote transparency and accountability by ensuring that information is accurate and
reliable.
2. External Audit: This involves having an external, independent auditor assess an organization's financial reports and
operations. External audits help to provide an objective and unbiased assessment of an organization's financial
health and performance, and promote accountability by ensuring that information is accurate and reliable.
3. Whistleblower Policies: This involves having policies in place that allow employees to report unethical or illegal behavior
without fear of retaliation. Whistleblower policies help to promote accountability by creating an environment where
employees can safely report any concerns they may have, and encourage individuals to act in the public interest.
4. Inspections and Audits: This involves having a team of experts assess the operations, systems, and financial
performance of an organization. Inspections and audits help to promote accountability by ensuring that information is
accurate and reliable, and that organizations are operating in a transparent and efficient manner.
5. Public Reporting: This involves making information about an organization's activities, finances, and operations publicly
available. Public reporting helps to promote accountability by ensuring that information is accessible, and that everyone
can understand how decisions are being made and resources are being used.
6. Ombudsman: This involves having an independent body responsible for receiving and investigating complaints from
individuals and organizations. The ombudsman helps to promote accountability by ensuring that complaints are handled in
a fair and transparent manner, and that individuals and organizations are held accountable for their actions.
7. Independent Regulators: This involves having an independent body responsible for regulating an industry or sector.
Independent regulators help to promote accountability by ensuring that organizations and individuals are held accountable
for their actions, and that the sector operates in a transparent and efficient manner.
8. Freedom of Information Laws: This involves having laws in place that require public organizations to disclose
information to the public. Freedom of information laws help to promote accountability by ensuring that information is
accessible, and that everyone can understand how decisio ns are being made and resources are being used.
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1.5 Types of Accountability

1.5.1 Horizontal vs. Vertical Accountability
● The dominant interpretation holds that institutions of accountability, such as parliament and the judiciary, provide horizontal
accountability, or the ability of a network of relatively autonomous powers to call into question, and eventually punish,
improper ways of carrying out a given official's responsibilities.
● Horizontal accountability can also be defined as the ability of state institutions to check abuses by other public
agencies and branches of government, or the requirement for agencies to report sideways.
● Vertical accountability, on the other hand, is the method by which residents, the media, and civil society seek to impose
performance standards on officials.
● While parliament is commonly regarded as a key institution in horizontal accountability frameworks, it is also important in
vertical accountability frameworks.
● Citizens and civil society organisations can seek the support of elected representatives to redress grievances and
intervene when the government takes inappropriate or inadequate action.
● Furthermore, parliament can provide a vehicle for public voice and a means for citizens and civic groups to question
government and seek parliamentary sanctioning where appropriate through the use of public hearings, committee
investigations, and public petitioning.

1.5.2 Political vs. Legal Accountability

● Parliament and the judiciary serve as horizontal constitutional checks on the executive's power.
● The roles of these two institutions can be further defined as follows: parliament holds the executive accountable
politically, while the judiciary holds the executive accountable legally.
● Parliament is a political institution, whereas the judiciary can only make legal decisions. They work together to ensure that
the government is held accountable throughout its term in office.
● Other institutions, such as supreme audit institutions, anti -corruption commissions, regulatory offices, and human rights
institutes, may also assist them.
● These secondary 'autonomous institutions of accountability' are typically intended to be independent of the executive;
supreme audit institutions, anti-corruption commissions, and regulatory offices frequently report to parliament, whereas
supreme audit institutions and human rights institutes may be part of the judiciary.

1.5.3 Social Accountability

● Social accountability is a method of building accountability that relies on public participation, namely a situation in which
ordinary citizens and/or civil society organizations participate directly or indirectly in exacting accountability.
● This type of accountability is known as society-driven horizontal accountability. The term "social accountability"
is a misnomer because it refers to a specific approach (or set of mechanisms) for exacting accountability rather
than a specific type of accountability.
● Mechanisms of social accountability can be initiated and supported by the state, citizens, or both, but they are frequently
demand driven and work from the bottom up. Social accountability mechanisms are widely recognised as an example of
vertical accountability.
● Nonetheless, some critics argue that, in terms of social accountability, a hierarchical relationship between actor and forum
is generally absent, as are any formal obligations to render account. Accountability to various stakeholders occurs largely
on a voluntary basis, with no intervention from the principal.
● As a result, social accountability is a type of horizontal accountability. Participatory budgeting, administrative
procedures acts, social audits, and citizen report cards are all examples of social accountability initiatives that involve c itizens
in the oversight and control of government. In contrast, government initiatives or entities, such as citizen advisory boards,
perform public functions.

1.5.4 Diagonal accountability

● The concept of diagonal accountability is far from settled, with two groups of commentators adopting opposing
definitions.
● Vertical accountability actors are involved in diagonal accountability. In general, diagonal accountability seeks to directly
involve citizens in the operations of horizontal accountability institutions.
● This is an attempt to supplement the limited effectiveness of civil society's watchdog function by removing the state's
monopoly on official executive oversight.
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1.6 Significance of Accountability

● Accountability is crucial for maintaining trust and confidence in organizations, governments, and institutions. It
ensures that resources are utilized efficiently and effectively, and that decision -makers are held responsible for their
actions.
● When individuals and organizations are held accountable, it promotes transparency, fairness, and ethical behavior, while
also preventing waste, fraud, and abuse.
● Additionally, accountability helps to ensure that resources are allocated in a manner that serves the public
interest, and that those in positions of power are subject to checks and balances.
● It also helps to build trust between individuals and organizations, and fosters a sense of responsibility and ownership
among stakeholders. In short, accountability is essential for good governance, responsible decision -making, and the
creation of a just and equitable society.

1.7 Steps to make Accountability more effective in India

Lokpal
● Lokpal and Lokayuktas are established under the Lokpal and Lokayukta Act of 2013. These are statutory organisations
with no constitutional status.
● They serve as a "ombudsman," probing corruption allegations against individual public officials as well as other pertinent
problems.
● A report prepared by the Administrative Reforms Commissions under Morarji Desai suggested the establishment of the
Lokayukta and Lokpal special authorities to address public complaints

1.8 Responsibility
● Responsibility refers to the state of being accountable for one's actions, decisions, and obligations. It involves a sense of
duty to act in a certain way, and to fulfill specific obligations and commitments. Responsibility is a key aspect of
accountability, as it is the foundation upon which accountability is built.
● Individuals and organizations that are responsible are expected to act in a manner that is ethical, honest, and transparent.
● Responsibility also involves taking steps to ensure that resources are used effectively and efficiently, and that programs
and projects are implemented in a manner that is consistent with the goals and objectives of the organization. It requires a
commitment to continuous improvement, and to learning from mistakes and failures.

1.8.1 Accountability Vs Responsibility

● Accountability and responsibility are often used interchangeably, but these words have distinct meanings that separate them
and their roles in the workplace.
○ Responsibility comes from within whereas accountability has been imposed from outside.
○ Responsibility focuses on defined roles, job descriptions, and processes that must be in place to achieve a
goal. On the other hand, accountability is committed to the successful completion of tasks assigned to you
and being willing to take responsibility for everything that happens as a result of the actions that were taken.
○ Responsibility can be shared. You can work with a team of people to divide responsibilities. On the other hand,
accountability is something that can be specific to an individual depending on their skill set, role, or
strengths.
○ Responsibility is task-oriented. Every person on a team may be responsible for a given task that is required to
complete a massive project. Accountability is what happens after a situation has occurred. It is how you
respond and take ownership over the results.

2. Governance
● Governance refers to the processes and systems that organizations and societies use to manage their affairs and
make decisions.
● It involves leadership, regulation, management, stewardship, and oversight, and ensures that resources are used
effectively, decisions are made in the public interest, and that accountability and transparency are upheld.
● Good governance helps to promote stability, build trust, and create a fair and just society.
The United Nations (UN) has identified 8 principles of good governance, which are:
1. Participation: Encourages the active participation of all stakeholders in decision -making processes.
2. Rule of Law: Ensures the rule of law and an independent judiciary, and protects human rights.
3. Transparency: Promotes transparency and openness in decision-making processes and the use of resources.
4. Responsiveness: Responds to the needs and expectations of the citizens and stakeholders.
5. Consensus Oriented: Builds consensus through inclusive decision-making processes.
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6. Equity and Inclusiveness: Ensures that all citizens have equal opportunities to participate and benefit from
development.
7. Effectiveness and Efficiency: Ensures that decisions are implemented effectively and efficiently.
8. Accountability: Holds decision-makers accountable for their actions and decisions.
● These principles aim to promote responsible and effective governance, and to ensure that decision -making processes are
transparent, accountable, and inclusive.

3. Ethical Governance
● Ethics is an essential component of corporate governance, and administration must hold themselves accountable for their
actions on a global community scale.
● Ethical governance in business is more than just regulatory compliance'. It is value -based rather than rule-based.
● Human values are embedded in virtues that are difficult to quantify, quantify, and monitor. Corporate guidelines that are
"principle-centered" are encouraged to replace "rule-based" ones.
● Values are learned, not taught, during childhood through various contacts, stories, and situations. Morals are frequently
conveyed implicitly rather than explicitly. Every action taken in business should be guided by ethics.
● A Research Report (2006) by CFO Asia prepared in collaboration with ACCA titled "Corporate Governance, Business Ethics
& the CEO states as follows:
○ It is harder to establish a connection between codified ethics and practical actions than to track compliance
on governance or accounting systems. However, ethics can be viewed as an intangible, yet powerful,
catalyst and supporter of compliance. To put it another way, ethical behavior cannot be legislated.
● For true 'ethical governance,' the person in the business world involved in any action must absorb a commitment, i.e. a
strong conviction that social good' is more important than 'individual good'.
● It must come from within. Whether it is awareness or knowledge, it must result in true transformation 'within' in order for
'ethical' behaviour to occur on every occasion as a natural instinct.
● Performance results reflecting true 'ethical governance' come from neither those who do it with a 'I am sacrificing' attitude
nor those who do it with a 'I do sacrifice for the world to know' attitude.
● This is a significant distinction between 'ethical governance' and other forms of 'governance,' such as CSR and charitable
activities.
● The regulatory mechanism can only create a conducive environment for this to occur. A punitive environment will not result
in 'transformation' for ethical governance; it will only ensure a 'compliance' approach.

3.1 Philosophical Basis of Ethical Governance

● Morality and government are essential components of a healthy nation. Relationships between people who form a
nation are moral in nature.
● This foundation is an essential component of their union, and its content determines the character of the nation and the
government under which the people choose to live.
● True morality, like our inherent and inalienable rights, derives from the nature of man and his life on this planet. It
is impossible to consider a political philosophy intelligently and adequately unless the moral implications are also consider ed.
● Indian scriptures and other treatises such as the Ramayana, Mahabharata, Bhagvad Gita, Buddha Charita, Arthashastra,
Panchatantra, Manusmriti, Kural, Shukra Niti, Kadambari, Raja Tarangani, and Hitopadesh have all emphasized governance
ethics.
● Chinese philosophers such as Lao Tse, Confucius, and Mencius also contributed to ethical governance theory.

3.2 Characteristics of ethical government

● Integrity - An administrator would take an administrative action based on honesty rather than using his power, position, and
discretion to serve his personal interests as well as the illegitimate interests of other individuals or groups.
● Legality and Rationality - An administrator will abide by the law and the rules that have been established to govern and
guide various types of policies and decisions.
● Excellence - An administrator would maintain the highest quality standards in administrative decisions and actions and
would not compromise standards for the sake of convenience or complacency.
● Impartiality entails acting solely on the merits of the case and serving governments of various political parties as well as
the general public equally well. Impartiality frequently requires public servants to refrain from expressing opinions, taking
positions, or acting in ways that show bias for or against a particular political programme.
● Political neutrality is essential in a democratic setup for administration integrity and efficiency. It means that the civil service
should provide free and candid advice to the government. It also entails civil servants faithfully carrying out government
decisions, whether or not such decisions were in accordance with their advice.
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● Dedication to public service - The spirit of service and sacrifice is an essential component of public service, and public
officials should be inspired to work for a greater good. A commitment to the goals of organisations should be an essential
characteristic of public officials.
● Devotion to duty - An administrator would be committed to his duties and would carry out his responsibilities with
involvement, intelligence, and dedication. This would imply respect for time, punctuality, and keeping promises. "Every duty
is holy, and devotion to duty is the highest form of worship," Swami Vivekananda observed. Work is viewed as an opportunity
to serve and constructively contribute to society rather than a burden.
● Transparency - An administrator will make and implement decisions in a transparent manner so that those who are affected
by the decisions and want to evaluate their rationale can understand the reasons for such decisions.
● Accountability and responsibility - An administrator would accept responsibility for his decisions and actions without
hesitation. He would hold himself morally accountable for his actions and the use of his discretion in decision -making.
Furthermore, he would be willing to be held accountab le to higher levels of government as well as the people who will
ultimately benefit from his decisions and actions.
● Responsiveness and Resilience - An administrator would respond effectively to external as well as internal demands and
challenges. He would adapt to environmental change while upholding ethical standards of conduct.
● Compassion - An administrator would show compassion to vulnerable members of society while exercising discretion in
making decisions, without violating the prescribed laws and rules.
● Justice - Those in charge of policy formulation and implementation would ensure that the principles of equality, equity,
fairness, impartiality, and objectivity are respected, and that no special favours are bestowed based on status, power,
gender, class, caste, or wealth.
● Maxim of Utilitarianism - An administrator will make and implement policies and decisions that result in the greatest good
(happiness, benefits) for the greatest number.
● National Interest - While performing duties, civil servants would consider the impact of their actions on the strength and
prestige of their country. While performing their official duties, public officials from any country have a concern and respe ct
for their country in the back of their minds.

3.3 Ethical concerns in administration

● The ethical concerns of governance have been widely emphasized in Indian scriptures and other treatises such as the
Ramayana, Mahabharata, and Bhagavad Gita, among others.
● At the same time, Chinese philosophers such as Lao Tse, Confucius, and Mencius provided ethical governance maxims
that cannot be ignored.
● There are three major schools of ethics in Western philosophy: Aristotle's Virtue Ethics, Immanuel Kant's
Deontology, and Bentham and J.S. Mill's Utilitarian ethics.
● Whether in a monarchy or a democracy, Western thought is full of ethical guidelines for rulers. These concerns can be found
in Plato's, Aristotle's, Thomas Jefferson's, and Alexander Hamilton's writings, among others.
● The gist of administrative ethics wisdom is that public administrators are the "guardians" of the Administrative
State. As a result, they are expected to uphold and not violate public trust.
● Administrators must be wary of their proclivity to misinterpret public interest, promote self -interest, engage in corruption, and
undermine national interests. External institutions such as the judiciary, legislature, political executive, media, and civil
society organisations must protect them.
● In modern times, the World Bank's Good Governance movement, launched in 1992, emphasises administrators' ethical and
moral behaviour.
○ "No responsibility of government is more fundamental than the responsibility of maintaining higher
standards of ethical behaviour," John F. Kennedy once said.
● Max Weber's ideal-type construction of bureaucracy highlighted an ethical imperative of bureaucratic behaviour.
"It is a matter of principle in the rational type that members of the administrative staff should be completely separated from
ownership of the means of production and administration," Weber observed.
○ Weber's analysis emphasises the importance of preventing the abuse of an official position for personal gain. From
a normative standpoint, the message is clear: do not use official property for personal gain.
● Most critics of real-world bureaucracies, including Laski, Carl Friedrich etc. have criticised bureaucrats for violating
the prescribed norms of moral conduct. The deviations from the norms and mores have been too glaring to be ignored.
Immoral behaviour thus has become an integral component of `Bureaupathology’.

3.4 measures to improve ethics in governance

3.4.1 Human resource management
● Selection of competent and suitable candidates based on skills, knowledge, and experience. Ignoring favouritism and
nepotism in favour of focusing on a person's ability and moral values.
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● Training - In addition to professional training, value education and training should be a part of civil/public service. Value
education should be prioritised in schools and colleges.
● Code of ethics/conduct - It should have statutory backing to ensure strict adherence by civil servants. In addition, focus
should be shifted from "code of conduct" to "code of ethics" in administrative set-up.
● Rewards and punishments - A system of rewards and punishments should be strictly adhered to in order to get the
administrative system back on track and restore citizens' trust in the government.

3.4.2 Governance management

● Accountability and Responsibility - To ensure accountability of public services, fixed responsibility should be followed.
This will prevent confusion and duplication of effort.
● Maxim of coordination - All levels of governmental organisations should work in accordance with the principle of
coordination.
● Preventive vigilance - Higher authorities should conduct surprise checks on civil servants to ensure that they do not abuse
their power or positions for selfish purposes. Furthermore, mandatory vigilance awareness programmes must be
implemented.
● Rule of law - All citizens of our country, including political executives, administrators, people, and other higher officials,
should follow the rules and regulations equally. They should not be given excessive VIP treatment or benefits, but should
be treated as commoners in order to understand their problems.

3.4.3 Citizens' Charter

● Proper implementation of the Citizens' Charter document should be mandatory to ensure accountability, transparency, and
responsiveness in administration.
3.4.4 Public service delivery
● The government should establish minimum standards for public service delivery to ensure quality and ease of use.
Performance and achievement of organisational goals should be evaluated on a regular basis.

3.4.5 Grievance Resolution

● An effective redressal system should be implemented in organisations. A sincere effort should be made to improve
the quality of public service delivery while taking feedback from service users into account.
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Ethical Issues in International Relations and Funding; & Corporate

Governance

1. Ethical Issues in International Relations ............................................................................................................................................... 129

1.1 Importance of International Ethics ................................................................................................................................................ 129
1.2 Three Perspectives of Ethics in International Relations ........................................................................................................... 129
1.3 Principles which should guide International Relations ............................................................................................................ 130
1.4 Some Ethical Issues at International Level ................................................................................................................................... 130

2. Ethics and International Funding ........................................................................................................................................................... 132

2.1 Why Funding of Countri es is done.................................................................................................................................................. 132
2.2 Issues with International funding................................................................................................................................................... 132
2.3 Way ahead ............................................................................................................................................................................................. 133

3. Corporate Governance ............................................................................................................................................................................... 133

3.1 Principles of Corporate Gov ernance .............................................................................................................................................. 134
3.2 Stakeholders and agency dilemma in Corporate Gov ernance ................................................................................................. 135
3.3 Objectives of Corporate Gov ernance.............................................................................................................................................. 135
3.3 Corporate Governance in India........................................................................................................................................................ 136
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1. Ethical Issues in International Relations

● International ethics is a set of universal values that governs the actions and behaviors of nation-states. These include:
○ protection of human rights,
○ prohibition of genocide,
○ prohibition of attack on
○ civilians during the war etc.
● In International Relations, the state is called an Actor. Hence, all decisions should protect and further the national intere sts
of the State (Machiavellian Ethics) but It should also be seen as ethical.
○ Eg: Sri Lanka objected to the Nuclear Plant at Kudankulam as it is situated very close to the coast. India took their
concerns into notice.
○ India and China were initially against any quota on them in Climate Change negotiations. But, later they accepted
the quota for the sake of humanity and people living in Small Island nations.
● However, world powers try to mold International Governance in a way that their interests are protected. For instance, the
US at the World Bank, World Trade Organisation etc.

1.1 Importance of International Ethics

● Legitimacy: Ethics grants and withdraws legitimacy. Practices have sprung up or gotten abolished based on the core values
of the society.
● Rights and Responsibilities: There have been many attempts at forging general agreement on the composition of human
rights—the best known being the Universal Declaration of Human Rights as well as the United Nations Charter, the
Geneva Conventions, and additional international agreements such as the Refugee Convention.
● Peace and Harmony: Ethics aims at “Peaceful World”, “Respect for All” & “Equality” while forming international
organizations, declarations & forums.
○ Eg. The demand for equality in the IMF & UN shows the demand for adhering to ethics in a way.
● Solidarity: Natural disasters and refugee crisis situations require a more compassionate view of the global community.
These are not isolated events and rather, the duty of every global citizen to help in times of crisis.
○ Eg. Aid during natural disasters (Nepal earthquake)
● Fairness: Fairness addresses normative standards for appropriate contribution, equal regard, and just desert.
○ Eg. Amartya Sen’s “capabilities approach”.

1.2 Three Perspectives of Ethics in International Relations

1.2.1 Realistic Perspective

● Realism is an old doctrine that clearly states that a ruler should make a realistic assessment of the dangers from
external enemies and take defensive measures. He should not merely place faith in the good intentions of other rulers.
● At the same time, a ruler should abide by the rules of good behaviour. He should not attack and annex weaker kingdoms.
● According to modern realist thinkers, in the absence of common rule -making and enforcing authority, the international arena
is essentially a self-help system. Each state has to ensure its survival, define its interests and pursue power.
● For realists, the world of (nation) states is anarchic, and security is the overriding goal of any state.
● To this end, states try to increase their power and engage in power-balancing for the purpose of deterring potential
aggressors.
● Ethics is promotion of National interest.
● Peace is created by deterrence.
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○ For instance, Proponents of the Realistic Perspective are of the view that the third world war hasn’t happened
because of Nuclear Weapons.

1.2.2 Liberal Perspective

● There is no world government.
● The state is an important actor but cooperation between states is possible .
○ For instance, Mutual Cooperation in the form of WTO, UN, IMF, World Bank, UNSC etc.
● It believes that Peace & Stability is established via Cooperation.

1.2.3 Ideal/Cosmopolitan Perspective

● They see the world as a single entity.
● Idealism may be defined as the spirit which leads an individual or group to adopt loftier moral standards than those
which prevail around them. Idealism in international relations can be traced back to the practices which governed
relations between rulers in olden times.
● One area in which the practices operated was war. Over time, norms arose that regulated the conduct of war, treatment of
prisoners and of the vanquished who surrendered.
● Idealism in the sense of adherence to moral principles also became relevant to treaties that ended wars or laid down
agreements between rulers.
● Treaties involved principles of good faith, reciprocity and honouring agreements in letter and spirit.
● Honouring international agreements and observing conventions of warfare became matters of moral principles. No nation
should violate these to secure any undue advantage.
● They are proponents of Universal Brotherhood.

1.3 Principles which should guide International Relations

● In the international forums, countries negotiate based on their perception of what is good – economically or strategically.
● This approach ignores the larger ethical framework to make decisions that may be good in the long term for all and short
term good for a few.
● A broad ethical framework that can ensure this includes:-
○ Equity, Justice and Human Dignity should form the bedrock of international negotiations.
○ Equally important is transparency, making decisions more acceptable.
○ The international community is responsible for assisting the state to fulfil its primary responsibility of protecting its
citizens (as envisaged in the Responsibility to Protect (R2P) in UN resolution).

1.3.1 Ethical Guidance Principles in India’s Foreign Policy

● Non-Violence i.e. solving International Issues peacefully.
● Mutual Respect for each other’s sovereignty.
● Non-interference in each other’s internal affairs.
● Universal Brotherhood
● Protecting Human Rights (For Example: Helping Bangla, Baluch and Tibet Cause).
● Equality at all International forums & break the hegemony of few.

1.4 Some Ethical Issues at International Level

1.4.1 Human Rights Violations
● Political interventions frequently lead to Human Rights Violations.
● A human rights violation is the disallowance of the freedom of thought and movement to which all humans legally have a
right.
● While individuals can violate these rights, the leadership or government of civilization most often belittles marginalized
persons.
● This, in turn, places these people in the cycle of poverty and oppression. Individuals who approach life with the attitude th at
not all human lives are of equal value then perpetuate this cycle.
● Refugee Issue: European nations are closing their borders to refugees fleeing war -torn areas.

1.4.2 Climate Change

● International Equity Concerns: Countries that are least responsible for climate change and have the least economic
capacity to fight the effects of climate change are the most affected ones. For example Marshall Islands.
● Issue of Common but Differentiated Responsibilities: There are issues in defining and differentiating the responsibilities
between present and future generations as well as developed and developing countries.
● Climate Skeptics don’t consider climate change to be real.
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1.4.3 Disarmament
● Cause of disarmament at the international stage is being promoted by those states, which have massive reserves of nuclear
armaments, missiles etc.
● Countries like the USA impose economic and other sanctions on countries like Iran to prevent them from developing nuclear
weapons.
○ How it is ethical for a country to impose sanctions on others without discarding their own weapons.

1.4.4 IPRs
● The developed countries are depriving the poor countries of accessing the new technologies (even life -saving drugs) by the
restrictive clauses of IPRs.
● It is essential to determine whether it is justifiable for a country to defend its IPRs on commercial grounds, or whether it
should share technology for the greater interest of humanity.

1.4.5 Global Commons

● Global commons are defined as those parts of the planet that fall outside national jurisdictions and to which all nations have
access.
● International law identifies four global commons, namely the High Seas, the Atmosphere, Antarctica and the Outer Space.
● Some of the issues wrt global commons are as follows:-
○ Zoonotic diseases like Covid-19
○ Greenhouse gas emission
○ Governance and conservation of Arctic
○ Overfishing
○ Accumulation of plastic waste
○ Accumulation of Space debris

1.4.6 Global Poverty

● Rise in insensitivity: Global poverty as Kaushik Basu argues largely remains out of sight for those who are not living it.
This enhances insensitivity amongst the well off nations.
● Whom to prioritise?: The states being a stakeholder in the global fight against poverty, face an inherent dilemma, that
whether they should prioritise citizens or non-citizens for the allocation of the resources.

1.4.7 Power Asymmetry at United Nations

● The UN is not democratic with Veto power given to 5 Permanent members.
● The organisation which is formed to protect democracy and led by the US and UK which calls themselves the defenders of
Democracy in the world are heading institutions in an undemocratic way.

1.4.8 Genocide
● Genocide is a crime against humanity and the world has signed the ‘UN Convention on Genocide’ to end this.
● Even after that, Genocide does happen in the present world.
● Some of the notorious genocides include the Jewish Holocaust in Nazi Germany (1933 to 1945), Armenian Genocide by the
Ottoman Empire (1915 to 1923) Rape of Nanking by the Japanese Empire (1937), Rwandan Genocide (1994), Tamil
Genocide in Sri Lanka, Rohingya Genocide in Myanmar, Genocide in Ukraine(2022) etc.
● Ethical aspects related to this include:-
○ Right to Protect is vague. As a result, either the international community acts very late or doesn’t at all against the
genocides carried out by the states.
○ The international community also faces a dilemma whether it should intervene on its own or arm the group so that
the persecuted section can protect itself.
○ The narrow definition of Genocide: The definition excludes targeted political and social groups. It also excludes
indirect acts against an environment that sustains people and their cultural distinctiveness.

1.4.9 Terrorism
● Most of the countries of the world are affected by terrorism. But there are some ethical issues in this, such as

1.4.9.1 Good Terrorist vs Bad terrorist

● States differentiate between Good Terrorists and Bad Terrorists based on their interests.
● This reveals a selective and self-serving nature.
● For example, Pakistan differentiates between ‘Good Taliban’ and ‘Bad Taliban’.
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1.4.9.2 Conduct of states during the anti-terrorist operations

● States such as the USA and Australia, which present themselves as the ‘saviours of human rights are often alleged to violate
human rights and mass killings.
● For example, (in 2021) Australian soldiers were found guilty of killing innocent Afghans during their operations to eliminate
the Taliban in Afghanistan.
● Apart from that, during the Vietnam War, US soldiers were alleged to have committed war crimes epitomized by the My Lai
Massacre (1968).

2. Ethics and International Funding

● It is widely argued that international funding helps in building the capacity and empowering local development actors (like
NGOs) in developing countries. This is an inclusive and democratic approach to development.
● When there are places in the world with no opportunities, economic insecurity, war, instability, hunger, and overwhelming
hopelessness, it’s a natural breeding ground for terrorism. So one of the best ways to tackle global terrorism is to lift peo ple
out of poverty. International funding is a way to achieve this.
● It is anticipated that the complexities of responding to climate change require partnerships between international and local
NGOs and CSOs.
● Despite several such needs, many countries including India are wary of international funding due to the following reasons.

2.1 Why Funding of Countries is done

● Philosophical Explanation
○ Humanitarian Concern: We might have drawn artificial boundaries to create a nation -state but we belong to the
Human race.
○ Historical Burden: Past Colonial nations like the UK, France etc. developed by exploitation of other nations in
Asia, Africa, South America etc. To compensate for that, they give grants and soft loans to their earlier colonies
○ Principle of Sacrifice: It is the duty of the well off to sacrifice some of their wealth to protect those who can’t
protect themselves.
● Economical Explanation
○ Export of Capital: Western Countries have an excess of capital that need investment in lucrative developing
countries.

2.2 Issues with International funding

2.2.1 Suppress Sovereignty of Nation
● Conditional Funding:
○ The donors shape the policy framework and strategies through impositions, seriously undermining the rights,
choices, and decisions of the people to determine their demands and actions needed for their development.
○ Local societal diversities and local ownership are ignored by conditionality.
○ Eg:The IMF loans to India after the 1991 economic crisis came with severe conditions on macroeconomic policy.
● Debt-Trap Funding: Foreign funding to governments in the form of loans to infringe on national sovereignty has also come
to light due to China’s debt-trap diplomacy.
○ China provides loans to Pakistan for ‘One Belt One Road’, as Pakistan is not able to pay back, it is entangled in
China’s debt trap.

2.2.2 Funding to NGOs

● There has been an increasing fear that by funding local NGOs, giving their ideas unwarranted prominence, and underwriting
their activities, foreign government donors seek to shift the target government’s policies and serve their interests.
● It has been alleged that Foreign agents use NGOs to carry forward their objectives like creating social disturbances, slowing
down development works, etc.
● Greenpeace serves western interests by slowing coal power projects.
● Many argue that foreign funding is undemocratic because it contradicts the principle of government “of the people, by the
people, for the people.”
● From this perspective, civil society, progressive or otherwise, is legitimate when it can raise funds at home, but NGOs relying
on foreign funding, however, pervert the will of the people.

2.2.3 Hamper National Security

● Funding terrorist organizations. Eg. Pakistan’s ISI has been actively supporting radical organizations to create social
disharmony, radicalize local youths, and hire them for terror activities.
● In the age of Information technology, foreign funding to technology (software and hardware) companies creates a cyber -
security risk.
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● Example: Last year, India banned several Chinese apps and made FDI through government routes mandatory for
investments from neighboring countries.
● Decrease legitimacy of Elections
○ Electoral Bonds are allowed to receive foreign funds. This opens a new and more direct way of foreign influence
on local politics.
○ There have been allegations by some western countries against covert Russian meddling in their elections. Such
incidents can happen in India as well.

2.2.4 Funding for Clinical trials

● Many western countries have been accused of funding voluntary clinical trials in poor countries of Africa and Asia.
● This is a clear violation of human rights.

2.2.5 State vs Non-State Actors

● Through which actors Funding should be done? – State Actor or Non-State Actor.
● If funds are given to the Government of Donee Country, most of the time they are inefficient in spending them.
● NGO and UN organisations can utilise the funds more effectively than Govt Organisations.
● But if rich countries give funds directly to Non-State actors, there is an issue that it erodes the sovereignty of the nation.

2.2.6 Conditions on Funds

● Most of the funds that developing nations receive have a large number of conditions attached to them. These include
○ Receiving nations can’t use it for their most pressing needs but only on projects which donor countries or agencies
allow.
○ Highly-paid observers have to be hired which make the overall cost very expensive.
● World Bank and IMF Grants come with large conditions like Opening markets for the world. This can therefore be viewed
as a continuation of colonialism by other means.

2.2.7 Other aspects

● The proliferation of Monoculturalism: These programmes are often aimed at inculcating certain forms of culture and have
low regards for indigenous culture in the targeted nations.
○ Modern technologies are preserved for-profit motives and ‘Obsolete Technologies’ are transferred instead of
advance, to the developing nations.
● Corruption: Only one per cent of humanitarian funds reach the affected population. For Example, It was seen in West Africa
during the Ebola Crisis.
● Dependency on foreign aid: The state starts to lose its independence and relies on foreign aid for socio-economic policies.
● Indirect benefits to rebel groups: The rebel groups might derive considerable financial benefits from humanitarian
operations by imposing charges on transports, levying taxes on imports and employees’ salaries, and collecting rent for
warehouses, offices and residences.

2.3 Way ahead

● Though international funding entails with itself various ethical issues, it is still a need for the development of any nation .
● This funding if used correctly can take the Nation on a positive trajectory of growth and prosperity.
● It is the need of the hour to ensure an international framework is devised by International organizations and Governments
to ensure an ethical approach is taken to give and receive funds
internationally.
● India can use its position, as a member of UNSC, to nudge the
International community towards such a goal.

3. Corporate Governance
● Corporate Governance is a continuous process of applying the
best management practices, ensuring the law is followed the way
intended, and adhering to ethical standards by a firm for effective
management, meeting stakeholder responsibilities, and
complying with corporate social responsibilities.
● It contains policies and rules to maintain a strong relationship
between the owners of the company (shareholders), the Board of
Directors, management, and various stakeholders like
employees, customers, Government, suppliers, and the general
public. It applies to all kinds of organizations-profit or not-for-profit.
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● According to the Cadbury Committee, corporate governance is the “system by which companies are directed and
controlled.”
○ It has a set of systems, processes and principles which ensure that a company is governed in the best interest of
all stakeholders. It is about promoting corporate fairness, transparency and accountability

3.1 Principles of Corporate Governance

3.1.1 Accountability

● Accountability means to be answerable and be obligated to take responsibility for one’s actions. By doing so, two things
can be ensured-
○ That the management is accountable to the Board of Directors.
○ That the Board of Directors is accountable to the shareholders of the company.
● This principle gives confidence to shareholders in the business of the company that in case of any unfavourable situation,
the persons responsible will be held in charge.

3.1.2 Fairness
● Fairness gives shareholders an opportunity to voice their grievances and address any issues relating to the violation of
shareholder’s rights.
● This principle deals with the protection of shareholders’ rights, treating all shareholders equally without any personal
favouritism, and granting redressal for any violations of rights.

3.1.3 Transparency
● Providing clear information about a company’s policies and practices and the decisions that affect the rights of the
shareholders represents transparency.
● This helps to build trust and a sense of togetherness between the top management and the stakeholders.
● It ensures accurate and full disclosure timely on material matters like financial condition, performance, ownership.

3.1.4 Independence
● Independence means the ability to make decisions freely without being unduly influenced.
● Decisions should be made freely without having any personal interest in the company. It ensures the reduction in conflict of
interest.
● Corporate governance suggests the appointment of independent directors and advisors so that decisions are taken
responsibly without influence.

3.1.5 Social Responsibility

● Apart from the 4 main principles, there is an additional principle of corporate governance.
● Company social responsibility obligates the company to be aware of social issues and take action to address them. In this
way, the company creates a positive image in the industry.
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● The first step towards Corporate Social Responsibility is to practice good Corporate Governance.

3.2 Stakeholders and agency dilemma in Corporate Governance

● Shareholders, debt holders, trade creditors and suppliers, customers, and communities affected by the corporation's
activities are the main external stakeholders in corporations. The board of directors, executives, and other employees are
all internal stakeholders.
● All parties involved in corporate governance have a direct or indirect interest in the company's financial performance.
● Directors, employees, and management receive salaries, benefits, and a good reputation, while investors expect a profit.
● Specified interest payments are the source of returns for lenders, while dividend distributions or capital gains on stock are
the source of returns for equity investors.
● Customers are concerned about receiving high-quality goods and services, while suppliers are concerned about receiving
fair compensation for their goods or services.
● Much of today's interest in corporate governance is focused on resolving stakeholder conflicts of interest. In large firms with
a separation of ownership and management and no controlling shareholder, the principal –agent problem arises between
upper management (the "agent") and shareholders (the "principals"), who may have very different interests and, by
definition, have significantly more information (information asymmetry). The shareholder relinquishes decision -making
authority (control) and trusts the m anager to act in the best (joint) interests of the shareholders.
● The risk is that the board of directors, rather than overseeing management on behalf of shareholders, will become insulated
from them and beholden to management. This aspect is particularly prominent in current public debates and regulatory
policy developm ents.
● Corporate governance mechanisms include a system of controls intended to help align managers' incentives with those of
shareholders, partly as a result of this separation between shareholders and managers.
● Processes, customs, policies, laws, and institutions that have an impact on how a company is controlled can all be used to
mitigate or prevent these conflicts of interest. The nature and scope of corporate accountability is an important theme in
governance.
● A party's confidence in a corporation's ability to deliver the expected outcomes is a key factor in their decision to partici pate
in or engage with it.
● When groups of people (stakeholders) lack confidence that a corporation is being managed and directed in a way that
achieves their goals, they are less likely to engage with it.
● When this becomes an endemic system feature, many other stakeholders may suffer from a loss of confidence and
participation in markets.
● When one person or entity (the "agent") has the ability to make decisions that affect, or on behalf of, another person or ent ity
(the "principal"), the principal–agent problem or agency dilemma arises. Because the agent is sometimes motivated to act
in his own best interests rather than the principal's, the dilemma exists.
● Corporate management (agent) and shareholders (principal) are common examples of this relationship, as are politicians
(agent) and voters (principal).

3.3 Objectives of Corporate Governance

● The goal of "Good Corporate Governance" is to ensure that the board of directors is committed to managing the company
in a transparent manner in order to maximise long-term value for its shareholders and other stakeholders.
● It brings together all of the people involved in a process that is both economic and social.
● The primary goal of corporate governance is to improve corporate performance and accountability in order to increase
shareholder value and protect the interests of other stakeholders.
● As a result, it harmonises the need for a company to strike a constant balance between the need to increase shareholder
wealth while not jeopardising the interests of other stakeholders in the company.
● Its goal is also to create a climate of trust and confidence among those with competing and conflicting interests. It is esse ntial
to a company's survival and strengthens investor confidence by assuring the company's commitment to increased growth
and profits.
● In general, Corporate Governance aims to achieve the following goals:
○ Transparency in board processes and independence in board operations. The Board of Directors should
provide effective leadership and management to the company in order to achieve long -term wealth for all
stakeholders. It should be able to make independent decisions in order to achieve the company's goals.
○ Accountability to stakeholders, with the goal of serving them and reporting on actions taken at regular intervals
through strong and sustained communication processes.
○ Independence from all stakeholders.
○ Concerns about social, regulatory, and environmental issues.
○ Effective corporate governance requires clear and unambiguous legislation and regulations.
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○ A healthy management environment in which clear objectives and an appropriate ethical framework are
established, due processes are established, responsibility and accountability are clearly defined, sound business
planning is done, clear boundaries for acceptable behavior are established, and performance evaluation measures
are established.
○ Explicitly prescribed ethical practices and a code of conduct are communicated to all stakeholders, and each
member of the organization should understand and follow them.
○ The company's goals must be spelled out in a long-term corporate strategy that includes an annual business
plan as well as attainable and measurable performance goals and milestones.
○ A well-formed Audit Committee to serve as a liaison with management, internal and statutory auditors, reviewing
the adequacy of internal control and compliance with key policies and procedures, and reporting to the Board on
the most important issues.
○ Risk is an important aspect of corporate function and governance that should be identified and analyzed so
that appropriate remedial measures can be taken. The Board should create a mechanism for reviewing internal
and external risks on a regular basis for this purpose.
○ A clear Whistle Blower Policy that allows employees to report unethical behavior, actual or suspected frauds, or
violations of the company's code of conduct to management without fear of retaliation. There should be some
mechanism in place to protect employees who act as whistle -blowers from being victimized. The board's overall
goal should be to move the company forward in order to maximize long -term value and shareholder wealth.

3.3 Corporate Governance in India

● The Ministry of Corporate Affairs (MCA) and Securities and Exchange Board of India (SEBI) is responsible for
corporate governance initiatives in India. The corporate sector of India faced major changes in the 1990s after
liberalization.
● In the 1900s, SEBI regulated corporate governance in India through various laws like the Security Contracts (Regulation)
Act, 1956; Securities and Exchange Board of India Act, 1992; and the Depositories Act of 1996.
● In February 2000, SEBI established the first formal regulatory framework for corporate governance in India owing to
the recommendations of the Kumar Mangalam Birla Committee.
○ It was undertaken to improve the standards of corporate governance in India. This came to be known as clause
49 of the Listing Agreement.
● A major corporate governance initiative was undertaken in 2002 when the Naresh Chandra Committee on Corporate Audit
and Governance furthered their recommendations addressing multiple governance issues.
● MCA and the Government of India have set up multiple organisations and charters like the Confederation of Indian
Industry (CII), National Foundation for Corporate Governance (NFCG), Institute of Chartered Accountants of India (ICAI).

3.3.1 Ethical issues with Corporate Governance in India

● Conflict of Interest: The challenge of managers potentially enriching themselves at the cost of shareholders e.g. recent
case of former ICICI bank head Chanda Kochar approved a loan to Videocon for a quid pro quo deal for her husband.
● Weak Board: Lack of diversity of experience and background represents a major area of weakness for these boards. There
have been questions about the board performing in the larger interests of the shareholders. In the case of IL&FS, not a
single red flag was raised by any board member.
● Separation of ownership and management: In case of family-run companies, the separation of ownership and
management remains a key challenge in the majority of companies including some of India’s top ones.
● Independent directors: Independent directors are partisan and are not able to check promoters unethical practices.
● Executive Compensation: Executive compensation is a contentious issue especially when subject to shareholder’s
accountability. Executive compensation needs to stand the test of stakeholders' scrutiny.

3.3.2 Suggestions to improve Corporate Governance in India

● Implement the recommendations of Uday Kotak Panel, such as:
○ Minimum 6 directors to be on board of listed entities; every listed entity to have at least 1 independent woman
director
○ More transparency on appointment of independent directors and should play a more active role on the boards.
○ Audit Committee must review use of loans/adv/ investment by holding co in arm over Rs 100 crore.
● Diverse boards are better boards: In this context, ‘diverse’ is all-encompassing, including gender, ethnicity, skills and
experience.
● Robust risk management policies: Adoption of effective and robust risk management policies for better decision making
as it develops a deeper insight into the risk-reward trade-offs that all Corporations face.
● Effective governance infrastructure: Policies and procedures which guide ethical behaviour should form the base of any
organizational behaviour. Ensure separation of the line of responsibility between board and management.
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● Evaluation of the Board’s performance: The Board should consider addressing weaknesses uncovered in board
evaluations, enhancing their governance processes.
● Communication: Facilitating shareholder communication with the board is key. There is a need to provide a contact person
with whom shareholders may discuss any issue.

UNGC:United Nations Global Compact (UNGC)

Recognizing that solutions to the most fundamental challenges facing society require extraordinary collaboration, the UN ente red
the corporate sustainability realm in 2000 with the Secretary-General’s launch of the United Nations Global Compact (UNGC). The
UNGC is a United Nation’s initiative to encourage businesses worldwide to adopt sustainable and socially responsible policies,
and to report on their implementation. The UN Global Compact is a principle -based framework for businesses, covering ten
principles in the areas of human rights, labour, the environment and anti -corruption. Under the Global Compact, companies are
encouraged to work along with UN agencies, labour groups and civil society. The UNGC is the world’s largest corporate citizen ship
initiative with 10000 corporate participants and other stakeholders over 130 countries with two objectives: “Mainstream the ten
principles in business activities around the world” and “Catalyse actions in support of broader UN goals, such as the Millennium
Development Goals (MDGs).” The precursor to the launch of UNGC was in an announcement of the UN Secretary -General Kofi
Annan in an address to the World Economic Forum on January 31, 1999, and UNGC was officially launched at UN Headquarters
in New York on July 26, 2000. The Global Compact Office is supported by seven UN agencies: the United Nations Framework
Convention on Climate Change; the United Nations High Commissioner for Human Rights; the United Nations Environment
Programme; the International Labour Organization; the United Nations Development Programme; the United Nations Industrial
Development Organization; and the United Nations Office on Drugs and Crime. The UN Global Compact is a call to companies
everywhere to: 1. Voluntarily align their operations and strategies with ten universally accepted principles in the areas of human
rights, labour, environment and anti-corruption and 2. Take actions in support of UN goals, including the Millennium Development
Goals. By doing so, business can help ensure that m arkets advance in ways that benefit economies and societies everywhere.
The UN Global Compact is a leadership platform endorsed by chief executives of global companies for the development,
implementation, and disclosure of responsible corporate policies an d practices. The initiative brings companies together with key
stakeholder groups including: Government, civil society, labour, investors, educators and the United Nations.The Global Compact
asks companies to embrace, support and enact, within their sphere of influence, a set of core values in the areas of human rights,
labour standards, the environment and anti-corruption. The Ten Principles enjoy universal consensus and are derived from the
Universal Declaration of Human Rights, the International Labour Organization’s Declaration on Fundamental Principles and Rights
at Work, the Rio Declaration on Environment and Development, and the United Nations Convention against Corruption.
● Human rights
○ Businesses should Principle 1: support and respect the protection of internationally proclaimed human rights;
and Principle 2: make sure that they are not complicit in human rights abuses.
● Labour
○ Businesses should Principle 3: uphold the freedom of association and the effective recognition of the right to
collective bargaining; Principle 4: eliminate all forms of forced and compulsory labour; Principle 5: ensure
effective abolition of child labour; and Principle 6: eliminate discrimination in respect of employment and
occupation.
● Environment
○ Businesses should Principle 7: support a precautionary approach to environmental challenges; Principle 8:
undertake initiatives to promote greater environmental responsibility; and Principle 9: encourage the
development and diffusion of environmentally friendly technologies.
● Anti- Corruption
○ Businesses should Principle 10: work against corruption in all its forms, including extortion and bribery.
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Concept of Public Service; Philosophical Basis of Governance and

Probity; Information Sharing and Transparency in Government,
Right to Information, Codes of Ethics, Codes of Conduct

1. Concept of Public Service .......................................................................................................................................................................... 139

1.1 Philosophical Basis of Public Service: ............................................................................................................................................ 139
1.2 Principles gui ding Public Service .................................................................................................................................................... 139
1.3 Features of Public Service ................................................................................................................................................................. 139
1.4 Significance of Public Service ........................................................................................................................................................... 139
1.5 Cri ticism of Public Service ................................................................................................................................................................ 140
1.6 Steps needed to Reform Public Services ....................................................................................................................................... 140

2. Philosophical Basis of Governance and Probity ................................................................................................................................... 140

3. Probity In Governance ............................................................................................................................................................................... 141

3.1 Need for Probity in Governance ...................................................................................................................................................... 141
3.2 Principles of Probity ........................................................................................................................................................................... 142
3.3 How Probi ty can be used to reduce Corruption? ........................................................................................................................ 142
3.4 Challenges Associated wi th Probi ty ............................................................................................................................................... 142
3.5 How to Promote Probity in Gov ernance? ..................................................................................................................................... 142

4. Information Sharing and Transparency in Government .................................................................................................................... 143

4.1 Overview of Transparency in Governance ................................................................................................................................... 143
4.2 Why Transparency in Governance is Requi red? ......................................................................................................................... 143
4.3 Efforts for Transparency ................................................................................................................................................................... 143
4.4 Issues with Transparency ................................................................................................................................................................. 144
4.5 Measures to Maintain Transparency.............................................................................................................................................. 144

5. Right to Information .................................................................................................................................................................................. 145

5.1 Evolution of RTI Act 2005 ................................................................................................................................................................. 145
5.2 Objectives of RTI Act 2005................................................................................................................................................................ 145
5.3 Important Section of RTI Act 2005 ................................................................................................................................................. 145
5.4 Why is the RTI Act 2005 necessary? .............................................................................................................................................. 146
5.5 Challenges of the RTI Act 2005........................................................................................................................................................ 146
5.6 Recent Amendment to RTI Act......................................................................................................................................................... 146
5.7 Way Forward ........................................................................................................................................................................................ 147

6. Codes of Ethics............................................................................................................................................................................................. 149

6.2 Purpos e of Code of Ethics: ................................................................................................................................................................ 149
6.3 Features of Code of Ethics ................................................................................................................................................................. 149
6.4 Challenges with Code of Ethics ........................................................................................................................................................ 149
6.5 Way Forward ........................................................................................................................................................................................ 149
7. Code of Conduct........................................................................................................................................................................................... 150
7.1 What is needed in a Code of Conduct? ........................................................................................................................................... 150
7.2 Differences Between Code of Ethics and Code of Conduct ....................................................................................................... 150
7.3 Similariti es Between Code of Ethics and Code of Conduct ....................................................................................................... 150
7.4 How to Ensure Ethical Conduct? ..................................................................................................................................................... 150
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1. Concept of Public Service

● Public services have a significantly broader meaning in administrative jargon because they include not only civil
servants but also other government workers like military officers, PSU employees, etc.
● In addition to civil workers, other members of a community can also provide public service, including members of the
media, the private sector, civil society, and the general public.
● But anytime we talk about public service, civil servants are frequently taken into account since they are tools of
governance that turn government plans and programmes into actionable initiatives.

1.1 Philosophical Basis of Public Service:

● Social Contract: Philosophers such as Thomas Hobbes and John Locke proposed that public service is a contractual
obligation of the government since the people have given up part of their rights and resources in exchange for some
essential services. As a result, public off icials are obligated to serve the people.
● Spirituality: Thinkers such as Mahatma Gandhi saw public service as a means of redemption. He believed that public
service raises one's consciousness and provides the greatest sense of fulfillment. "The best way to find yourself is to lose
yourself in the service of others," he stated.
● Giving Back: It is also considered that public service is the responsibility of individuals who have enriched themselves by
the use of public resources, in order to establish a stable and happy society. It is the responsibility of those who are
capable to aid those in need. This is the viewpoint of wealthy donors such as Bill Gates and Narayan Murthy, among
others.
● Spirit of Service: Public service is also seen as an expression of individual morality that encourages public servants to
work for others. Individual conscience and societal goodwill underpin such public duty. "Service to man is service to God,"
declared Swami Vivekananda.

1.2 Principles guiding Public Service

● Patriotism and the preservation of national pride. Allegiance to the Constitution and national law.
● Objectivity, honesty, care and diligence, civility, and transparency are all required.
● Perform official tasks competently and accountability, without discrimination, and in conformity with the law.
● Maintain good management, professional development, and leadership development.
● Avoid misusing official positions or knowledge, and spend public funds with caution and economy.
● Function with the goal of serving the public. Public servants are to be instruments of good governance, providing
services for the benefit of the general public.
● Encourage socioeconomic growth by taking into account the nation's variety but without discrimination on the basis of
caste, community, religion, gender, or class, and while defending the interests of the poor, underprivileged, and weaker
sectors.

1.3 Features of Public Service

● Local or national monopolies typically provide public services, particularly in natural monopoly sectors (e.g., law and
order, judiciary). Certain public services are critical to the community's survival. For example, water, transportation, and
food.
● These services produce results that are difficult to connect to a specific person's effort.
● When something goes wrong, people blame the government rather than the individual.
● They are given by large-scale administration, which has an impact on society's overall social-economic framework.
● Public accountability is at the heart of democratic public services.
● They are dedicated to social betterment rather than profit.
● Administration provides public service under political direction and oversight.
● It is necessary to maintain justice and equity.

1.4 Significance of Public Service

● Public services are a crucial tool for modernizing politics in developing economies.
● Election-based democracy cannot exist without a cohesive and well-run public bureaucracy. It ensures the governing
system's stability and continuity.
● Government employees, especially those in the All India Service, help to promote a sense of unity inside India as a
single country. Government employees must make a commitment to creating an inclusive society where the weak and
vulnerable also benefit from economic prosperity.
● It can help end decades of oppressive colonial control. It encourages a strategy focused on welfare. It serves as an
objective growth agent in a diverse, pluralistic, heterogeneous society. The democratic socialism it promotes.
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1.5 Criticism of Public Service

● Government spending on public services makes up a sizable share of total spending, yet higher investment is not
necessarily accompanied by better results.
● It has been noted numerous times that corruption can impair public services by causing officials or private contractors to
siphon off funds intended for infrastructure, textbooks, teachers, clinics, and medical supplies.
● The most vulnerable elements of society still find it challenging to receive these services due to the lack of
advancements in provider agencies and the constrained number of "exit" choices available to people.
● The Indian Civil Service or bureaucracy as a whole eventually turned into a corrupt organization after independence,
characterized by nepotism and corruption.
● The system frequently experiences problems with excessive centralization, and policies and action plans are wholly
unresponsive to citizen requirements. The outcome is a discrepancy between what is needed and what is offered.
● It is logical to conclude that nepotism and corruption in Indian bureaucracy have effects on both the political and
administrative spheres. It is now an essential component of the system's framework.
● The development of India's socio economic system is severely hampered by red tape. These impediments cause
development-related projects to be delayed, which has an impact on the development process.
● In the modern era, a change in administration results in the mass transfer of bureaucrats, which imposes certain
tendencies on bureaucrats to seek the patronage and favor of politicians.

1.6 Steps needed to Reform Public Services

● Future administrators must learn about science and technology, social and behavioral sciences, contemporary
management tools, human relations in management, and administrative research and development due to the growing
complexity of governmental activities.
● The public sector must build and acquire suitable and sufficient capacities in order to manage these enormous duties.
● The skill development programmes that public employees must participate in must be specifically catered to their unique
needs, environment, local culture, and ethos.
● They must become more flexible and adaptable as public services are increasingly incorporated into public sector
businesses and other quasi-government initiatives.
● Reforming hiring procedures, being transparent in decision-making, having officials modify their conduct, and having
stringent anti-corruption laws are the best solutions.

2. Philosophical Basis of Governance and Probity

● Many Indian scriptures and other treatises, including the Ramayana, Mahabharata, Bhagavad Gita, Buddha Charita,
Arthashastra, Panchatantra, Manusmriti, and Hitopadesh, emphasize the ethical issues of governance.
● The Chinese thinkers Lao Tse, Confucius, and Mencius have also given maxims on moral leadership.
● There are several ethical rules for leaders in the West, whether they are in monarchies or democracies.
● Writings by Plato, Aristotle, Thomas Jefferson, Alexander Hamilton, Thomas Penn, John Stuart Mill, Edmund
Burke, and others address these issues.
● Three prominent schools of ethics are identified by Western philosophy:
○ First, which was influenced by Aristotle, maintains that virtues (such as justice, charity, and generosity) are
dispositions to act in ways that are advantageous to both the person who possesses them and the society of
which he is a member.
○ Second, by Immanuel Kant, places the idea of duty at the center of morality, arguing that humans are obligated
to follow the categorical imperative to respect other rational beings with whom they come into contact out of
knowledge of their duty as rational beings. Kant believed that tackling the issues of moral philosophy would be
equally successful if the same reasoning techniques were applied rigorously.
○ Third, The greatest happiness (or profit) of the largest number should be the driving principle of behavior,
according to the utilitarian viewpoint. According to the utilitarian view of normative ethics, the righteous course
of behavior is the one that maximizes utility. A variant of consequentialism known as utilitarianism holds that the
"goal justifies the means."
● David Hume was a different philosopher who created an ethical philosophy of government.
○ Hume maintains that moral distinctions are generated from certain types of pleasure and pain, not from reason
as has been claimed by many Western philosophers since Socrates.
○ Hume contends that reason can never cause or prevent any action or affection on its own, starting from the
empiricist tenet that the mind is fundamentally inert.
○ However, morality cannot be based on reason because it deals with acts and attachments.
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● The "values" of equity, justice, humanism, human rights, gender equality, and compassion are given priority in the
field of public administration as it currently exists.
● The World Bank started the "Good Governance" movement in 1992, and it emphasizes the moral and ethical behavior
of administrators. The New Public Administration movement emphasizes administrative ethics in its broader form, whereas
the New Public Management movement is more focused on administrative effectiveness.
● A moral requirement for bureaucratic behavior was also stressed by Max Weber's ideal-type formulation of
bureaucracy. According to Weber (1947), it is a matter of principle in the rational type for administrative staff members to
be totally divorced from ownership of the means of production and administration.

3. Probity In Governance

● Probity in a democracy upholds the ideals of equality

before the law and respect for Strong ethical and
moral standards existing inside the governance
process are referred to as probity in governance.
● Excellent governance is characterized by honesty,
accountability, integrity, compassion, and other
beneficial qualities.
● The goals of Probity in Governance are as follows:
○ The public's confidence in government
operations is maintained by probity.
○ Probity promotes integrity in public services.
○ Government accountability is encouraged
by uncertainty.
○ Protocol observance is assured by probity.
○ It aims to prevent the possibility of
wrongdoing, fraud, and corruption.
○ citizens expect all decision-makers and
members of the state machinery to act with
probity because it is a social expectation.

3.1 Need for Probity in Governance

Probity is an essential part of governance because of the following reasons:
● System legitimacy: It primarily contributes to enhancing the legitimacy of the system, or the state. It increases faith in
government institutions and the conviction that the state will act in the best interests of its constituents.
● Trust is developed by moral behavior: This promotes moral behavior that builds trust over time. Public trust in government
is higher, which makes participatory governance easier. It results in avoiding less-than-ideal outcomes, corruption, and
negative perception.
● Objectivity: It offers a dispassionate, unbiased assessment of how fair the procedure is.
● Checks and balances: It aids in preventing the abuse and misuse of authority by various government agencies, including
the judiciary, police, and all other service providers, such as PWD, health, and education.
● Development that is fair and sustainable is a prerequisite for both socioeconomic progress and a successful and efficient
system of government.
● To advance the constitutional cause: The Constitution's motto requires probity in governance. giving everyone access
to social, political, and economic fairness. It increases trust in the government.
● Less politicization of bureaucracy: This helps combat political polarization, nepotism, and favoritism.

NCRWC Report On Probity In Governance:

● The National Commission to Review the Workings of the Constitution (NCRWC) issued a detailed report on 'Probity in
Governance'.
● According to the commission, the absence of corruption is a critical requirement for preserving governance integrity.
● The committee also referred to Gunnyar Myrdal, a Scandinavian economist-sociologist, as a "soft society" in this regard.
● Corruption is exacerbated by a lack of discipline in society, which manifests itself in administration and governance
institutions at all levels.
● Corruption and indiscipline feed off of one another.
● One method to instill discipline in society is to limit the likelihood of corruption and to deal with it brutally and cruelly
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wherever it is found.
● In order to accomplish this, deficiencies in the criminal justice system must be addressed. Corruption is anti -poor as
well.

3.2 Principles of Probity

● Epics, the philosophical foundation of good governance that is probity in governance, began with epics such as the
Ramayana, a paradigm of ideal good governance.
● In his Arthashastra, Kautilya mentioned king qualities and strategies to prevent corruption. He has also written about
disciplinary actions taken against corrupt authorities.
● According to Aristotle, effective governance and political stability are essential components of a state, and morality is
the fundamental foundation of political attitudes. Possession of values such as justice, charity, and generosity for the
good of society.
● In state and commonwealth, Thomas Hobbes linked conceptions of ethics with rationality and objectivity.
● Immanuel Kant centralizes the concept of responsibility in moral philosophy.
● The utilitarian principle states that the greatest good should be done for the largest number of individuals.
● Max Weber, The current bureaucratic structure is based on Weber's Legal-Rationality concept.

3.3 How Probity can be used to reduce Corruption?

● Code of Ethics and Code of Conduct
● Accountability and transparency - RTI, Lokpal, and Lokayuktas
● Citizen Charter, Service Delivery - Citizen Centric Administration
● The efficient use of public funds
● Combating corruption- Institutional mechanisms like as Lokpal and Lokayukta to combat corruption
● It established a mandatory, public disclosure of financial and job history of public officials and their immediate relatives
along the lines of the USA.
● It also prohibited public officials from lobbying for a specific length of time after leaving office.
● It also established an independent office charged with probing government officials.

3.4 Challenges Associated with Probity

● High levels of inequity between communities
● There is no incentive.
● There is no need to be concerned about accountability.
● Poor work culture due to a lack of leadership
● Hedonism
● In the absence of transparency, discretion is required.
● A flawed and unclear value system

3.5 How to Promote Probity in Governance?

● Giving someone the right moral ethics training will help them become highly ethical, and this will encourage them and
show in the governance. To ensure it, moral education can be helpful. For instance, bribe -avoidance training can be
provided.
● Accountability can be a beneficial thing because when someone is held accountable to higher authorities and expected
to provide answers, they refrain from acting improperly, which eventually leads to good governance. Social audits are one
method that ensures accountability and promotes probity.
● Any organization needs transparency because it forces the government and civil society to consider regulations,
establish specific goals, keep track of progress, and report on results.
● The right to information act's requirement that the citizen's charter be displayed in government buildings can aid in
ensuring probity. The Right to Information Act of 2005 filled in these gaps and established a legal foundation for the
operation of Right to Information, which had previously only been enacted by Rajasthan and Tamil Nadu.
● By creating and enforcing a code of conduct and adhering to the model code of conduct for the ministries, bureaucracy,
civil society organizations, etc., probity is ensured. For instance, the Indian army abided by the code of conduct when it
came to providing food and housing for Pakistani prisoners of war.
● Making rules and regulations alone won't solve the problem; we also need laws, rules, and regulations that effectively
govern each feature and ensure that it is put into practice. For instance, observing the covid distancing standards while the
area is under lockdown.
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● An effective and powerful anti-corruption apparatus is urgently needed to investigate high-ranking politicians and
government employees. In order to eradicate corruption, Ashish Tiwari, an IPS officer, and Smart Policing 2018
established smart governance. At every level of the process, it is expected that everyone who interacts with an
organization would be unbiased. For instance, the Union Public Service Commission's recruitment practi ces guarantee
objectivity at every level of the operation.
● The clearest example of transformational leadership is the salt satyagraha that Mahatma Gandhi led, during which he
inspired thousands of people to work toward a shared objective.
● Since it aids in understanding and managing emotions, emotional intelligence can be a helpful tool. High emotional
intelligence individuals are aware of their feelings and how they may influence others.
● Last but not least, participatory democracy may be the greatest course of action because it focuses on making sure that
people have the chance to actively engage in and be involved in decisions that have an impact on their lives.

4. Information Sharing and Transparency in Government

The Second Administrative Reforms Commission defined transparency as "the availability of information to the general public
and clarity on the functioning of governmental institutions."
● One could argue that openness and accountability are a necessary condition for stopping the abuse of power. Making
sure that power is used to accomplish efficiency, effectiveness, responsiveness, and transparency is an essential
condition.
● Without it, concealed unethical behavior will occur, making open, transparent, and accountable government a crucial
prerequisite for community-oriented public service delivery.
● Transparency serves as both a tool of achieving specific goals and a goal in and of itself.
● Transparency has intrinsic value because our collective awareness is so deeply entrenched with the idea that
government should be accessible for regular scrutiny.

4.1 Overview of Transparency in Governance

● The American Convention on Human Rights (1969) and the International Covenant on Civil and Political Rights
(1966) both in some way acknowledged the right to information.
● The Supreme Court stressed in the 1982 case of Mr. Kulwal v. Jaipur Municipal Corporation that citizens cannot fully
exercise their right to free speech and expression without access to information.
● Mazdoor Kisan Shakti Sangathan (MKSS), a grassroots group founded by activists Aruna Roy and Nikhil Dey, launched
the Right to Information movement with reference to development projects in rural Rajasthan.
● The National Campaign for People's Right to Information (NCPRI) was established in 1959 with the goal of passing
the Right to Information Act.

4.2 Why Transparency in Governance is Required?

In a developed democracy, the two main foundations of good governance are transparency and information sharing.
● Information exchange and transparency are important strategies for increasing accountability in government
institutions.
● These enable citizens, develop their involvement in public affairs, strengthen participatory democracy, and usher in
people-centric government.
● They are vital in the drive for good governance - be it timely project execution, the battle against corruption, or the arbitrary
exercise of power.
● In a transparent governance system, everyone has access to the standards, processes, and decision-making
frameworks. Transparency is a prerequisite for information sharing.

4.3 Efforts for Transparency

India has worked on the following three focus areas over time in an effort to instill transparency in its government:
● Proactive transparency – committing governments to publish as much information as possible in an accessible form
● Open data approach – enabling all stakeholders to reconfigure the government data into inter-operable and accessible
formats
● Right to information laws – establishing the constitutional/legal right for a citizen to access the information they desire

4.3.1 Participatory Governance

● By providing Panchayats and Urban Local bodies constitutional standing through the 73rd and 74th Constitutional
Amendment Acts, participatory governance is one way to ensure transparency in governance from the bottom up.
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● Decentralization of authority to local self-governing entities involves involving the general public in decision -making at
the local level.

4.3.2 Social Audits

● Citizens can use the powerful tool of social audit to track and assess how various governing organizations are performing.
● Social audits were first introduced by the Mazdoor Kisan Shakti Sangathan (MKSS) as a "jansunwai" (public hearing),
but they are now required by laws like the Mahatma Gandhi National Rural Employment Guarantee Act.
● Such audits have improved system checks and balances and promoted citizen participation. In Andhra Pradesh, for
instance, state-wide social audits discovered significant levels of fraud, leading to administrative or criminal charges
against over 7,000 officials. Additionally, it has ushered in environmental governance and democracy.

4.3.3 Resident Welfare Associations

● These organizations offer citizen-specific incentives to include public opinion or give individuals more say in basic civic
decisions.
● These projects have been praised for their execution and motivation to involve regular people in promoting
"janbhagidari" (public participation).

4.3.4 Delhi government's Bhagidari scheme

● The Delhi government's Bhagidari scheme directly engages citizens in monthly meetings through RWAs in order to
inspire them to take ownership of their specific zones and areas.
● When preparing for changes connected to development and other issues, these RWAs are also the initial point of
contact for state utilities.

4.3.5 Kerala People Plan Campaign

● Kerala's People's Plan Campaign (PPC) was a test of decentralized planning (1996).
● Local governments had to develop their own five-year plans with direct public input.
● Amounts sufficient for the procedure were also devolved from the State's budget for development. However, this plan was
abandoned afterwards.

4.4 Issues with Transparency

● Structural constraints include a lack of staff, offline records and files, a lack of file digitization, and large files to collect in
order to check for essential information.
● Privacy and secrecy - The Constitution guarantees the right to privacy, and the Official Secrets Act prohibits the
revealing of information.
● Grievances- The absence of a grievance process also impedes information sharing.
● Immunities- Immunities enjoyed by civil officials, as well as departmental authorization prior to declassifying any secret
documents
● Delays- There have been delays in the disposal of information sharing applications.
● Digital outreach - While the use of e-governance tools is increasing, the urban-rural digital divide is still vast, therefore
rural public offices are unable to use the expanding e-governance models due to lack of internet connectivity, lack of
computer literacy, and other factors.
● A culture that is reluctant to exchanging information
● Too much centralisation and misreading of rules requiring confidentiality.
● Misconduct and corruption.

4.5 Measures to Maintain Transparency

● Right to Information Act 2005: The Right to Information (RTI) Act is an Indian Parliament act that provides the laws and
processes for citizens' access to information.
● Citizen's Charter: A Citizens' Charter shows the Organization's commitment to service delivery standards, quality, and
timeliness, a grievance resolution process, transparency, and accountability.
● E-government is defined as the use of information and communication technology (ICT) at all levels of government to
provide citizens with services, interact with businesses, and communicate and exchange information among government
agencies.
● E-Procurement: The Central Public Procurement Portal is a strong and secure platform that provides complete openness
in public procurement.
● Public Interest Litigation: Justice P. N. Bhagwati introduced the PIL as a technique of safeguarding public interest and
proving the availability of justice.
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5. Right to Information
● The RTI Act of 2005 is a key piece of legislation that was included into the Indian statute, enabling anybody to request
and obtain information on any topic, regardless of geographical restrictions.
● The Indian parliament passed the Right to Information Act to give the public access to documents held by the federal and
state governments. In accordance with Article 19(1)(a) of the constitution, the RTI Act of 2005 offers a means to promote
and guarantee accountability and openness.

5.1 Evolution of RTI Act 2005

● According to the Universal Declaration of Human Rights, everyone has the right to free expression, including the right
to seek, receive, and impart information and ideas.
● As a result, by definition, transparency should be the standard in all aspects of governance.
● The right to information has been viewed as an important step toward ensuring transparency in order to improve
participatory democracy and usher in people-centered governance.
● Mazdoor Kisan Shakti Sangathan, led by Aruna Roy, is credited with launching the RTI campaign by pressuring
government officials to release information such as master rolls and bills connected to the procurement and transportation
of commodities.
● This information was then cross-checked with genuine worker testimonials at Jan Sunwais.
● Such an arrangement proved successful in attracting attention to system corruption and leaks.
● The National Advisory Council, led by Sonia Gandhi, eventually evaluated the paper given by Aruna Roy (also a
member of the NAC), and the RTI Bill 2004 was passed by Parliament in 2005.

5.2 Objectives of RTI Act 2005

● The RTI Act of 2005 gave the general public the ability to inquire of the government about its activities, plans, etc.,
allowing them to learn about what is going on in the nation.
● The act also aids farmers by offering remedies for issues with soil, pests, and other things.
● It aids in resolving court cases that are still open.
● It gives the information commission the authority to be the highest authority in the nation, able to require any office to
furnish information in accordance with the RTI Act 2005's provisions and to punish those who violate the RTI.
● Additionally, it supports vulnerable groups in society by educating them about their rights.

5.3 Important Section of RTI Act 2005

Section Features

Section 1(2) Act extends to the whole of India

Section 2(f) "Information" refers to any material in any form, as well as information relating to any private
body that a Public Authority can access under any other law now in force.
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Section 2(h) It is defined as "public authority" any authority, body, or institution of self -government established
or formed -
● by or under the terms of the Constitution;
● by any other law enacted by Parliament or the State Legislature.
● By notification or order issued by the competent government.

Section 2(j) "Right to Information" refers to the right to information available under this Act and kept or
controlled by any public authority, and includes the right to:
● Work, document, and record inspection;
● Taking notes, extracting information, or obtaining certified copies of documents or
records;
● Obtaining verified material samples

Section 8 Exemption from certain types of information -

● National defense or sovereignty
● Economic interests at the national level
● International relations
● Law enforcement and the legal system
● Cabinet documents and other decision-making materials
● Commercial secrecy and trade secrets

Section 8 (2) Provides for the revelation of material exempt from disclosure under the Official Secrets Act of
1923 if the greater public interest is served.

5.4 Why is the RTI Act 2005 necessary?

● In the modern world, the right to information is crucial because it encourages accountability and transparency in
governmental operations.
● By giving people the ability to learn more about the policies being conducted for them and from which they will benefit, the
RTI Act also empowers the weaker and more vulnerable segments of society.
● Major corruption, like that of the Common Health Game Organization and the 2G spectrum fraud, has already been
exposed by the RTI Act of 2005.
● Government employees no longer discriminate against citizens based on their color, caste, or sexual orientation since
they are aware that doing so would violate civil rights.
● He will take action, and the Right to Information Act makes this feasible.

5.5 Challenges of the RTI Act 2005

● Women's participation in the act is insufficient for a forward-thinking society where women are empowered.
● According to the data, almost 45% of public information officers were hired without any training.
● The federal and state governments have a history of using bad record-keeping techniques.
● The number of cases still pending is a blatant sign that the administration is treating RTI carelessly.
● The necessary workforce is severely understaffed, and there is a severe lack of the necessary infrastructure to
administer Information Commissions.
● It is alarming that the whistleblower protection laws are being watered down.
● It is important to be concerned about the safety and defense of RTI advocates while they are working.
● Under Section 8(1) Political parties and the judiciary are excluded, which raises questions and presents a barrier in
the effort to make the system more open and responsible.
● The most recent modifications will erode the RTI act's primary goal and encourage political favoritism in the nomination
of information commissioners.
● Incompatible laws, recent amendments diluting the independence of CICs, lack of public awareness are some other
challenges.

5.6 Recent Amendment to RTI Act

● Term of Office: Earlier, the RTI Act of 2005 was used to appoint the Chief Information Commissioner at the federal and
state levels for a 5-year term.
○ But now, in accordance with the RTI Amendment Act 2019, the union government will announce the Chief
Information Commissioner's tenure in the federal government and in each state.
● Salaries: Previously, in accordance with the RTI Act of 2005, the salaries of the Chief Information Commissioner and the
Information Commissioners were equal to those of the Chief Election Commissioner and the Election Commissioners.
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○ However, following the amendment, the salaries, allowances, and other terms and conditions of
employment for the Central and State Chief Information Commissioners and Information Commissioners shall
now be determined by the Central Government.

5.6.1 Arguments in favor of the amendment

● The Chief Election Commissioner and Election Commissioners are paid the same as a Supreme Court judge. This puts
the CIC and ICs on an equal footing with the SC judges.
● It is believed that the roles of the Election Commission of India and the Central and State Information Commissions
are distinct.
● The Election Commission of India is a constitutional organization, while the Central Information Commission and State
Information Commissions are statutory bodies created by the RTI Act of 2005.
● CIC has been elevated to the rank of Supreme Court judge. CIC judgements, on the other hand, can be challenged in
High Courts.
● These modifications are intended to rectify several inconsistencies in the RTI Act of 2005. It is also believed that these
changes will help to improve the overall RTI framework.

5.6.2 Arguments against the amendment

● Federalism is under threat: It gives the Centre the authority to unilaterally determine the tenure, salary, allowances, and
other terms of service of Information Commissioners at both the federal and state levels.
● Reduces the Information Commission's authority: It also lowers the status of the CIC, ICs, and State CICs in
comparison to that of the Supreme Court Judge, limiting their capacity to issue directions to senior government employees
and undercutting the primary idea of the RTI.
● Independence is being called into question: The modifications will give the Centre the authority to choose the tenure,
salary, and allowances of
Information Commissioners at
both the federal and state levels.
● There will be no public
consultation: The Amendment
Bill was introduced into
Parliament without prior public
engagement.

5.7 Way Forward

● RTI should be strengthened, not
weakened, in order to benefit the
government.
● According to the Supreme Court's
decision, it is an essential
component of the right to free
speech and expression
guaranteed by Article 19 of the
Indian Constitution.
● This Amended Act must be
revised to improve government
openness and accountability, as
this is the entire objective of the
Act in the first place.
● All public agencies must digitize
their documents so that they are available to the public and there is little need for citizens to formally request information
from the government.
● Awareness must be raised so that all individual citizens are aware of how the government operates and how it affects
their lives.

Judgements of Supreme Court Related to RTI Act:

● A five-judge Constitution Bench of the Supreme Court (SC) declared in the Central Public Information Officer, Supreme
Court of India versus Subhash Chandra Agarwal case that the Office of the Chief Justice of India (CJI) is a 'public
authority' under Section 2(h) of the RTI Act, 2005.
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Information Can Be Disclosed Information Cannot Be Disclosed

● Information about judges' and CJI's personal assets is ● Reasons given by the collegium for recommending
not a violation of their right to privacy. judges
● Judges' names as approved by the Collegium ● Section 8 of the RTI Act protects information.

Political Parties Under Rti Act, 2005

● The petition was filed before the Supreme Court, asking that political parties registered with the Election Commission
should be brought under section 29A of the Representation of the People Act, 1951, and recognised as a "public
authority" under the RTI Act, 2005.
● In 2013, a full bench of the Central Information Commission brought six national parties — the BJP, the Congress, the
BSP, the NCP, the CPI, and the CPI(M) – under the purview of the RTI Act. (In 2016, the Trinamool Congress was also
recognised as the eighth national party). However, political parties have refused to respond to RTI requests addressed to
them.
● Several activists have petitioned the Supreme Court on the basis of non-compliance with the CIC order, and the case
is still pending.

Argument In Favour Argument Against

Transparency in funding is required. Obstruct party functioning - Under the Act, political parties
are not permitted to divulge their internal operations or financial
information since doing so would jeopardize their ability to
function effectively.

In political discourse, crony capitalism is sprouting and RTI can be abused - RTI can become a weak point, and
developing. competitors with evil motives may take advantage of it.

Black money - According to ADR, 34% of gifts were received Political parties are not "public authorities" because they
with no address or other information about the giver. are neither founded or constituted by the Constitution or any
other law passed by Parliament.

Illicit foreign contributions - Despite the Foreign Information provisions for parties already exist under the
Contribution (Regulation) Act (FCRA) of 1976, national Income Tax Act, 1961, and Representation of the People
parties have accepted foreign funds. Act, 1951, which demand "required transparency about
financial issues of political parties.

Political parties are crucial organs of the state - According to Information in the public domain - The government believes
CIC, the critical function that these political parties play that required information on a political body is already available
reflects their public character. in the public domain on the ECI's website.

Political parties are public authority - According to the CIC, When the RTI Act was enacted, the Department of Personnel
political parties receive several benefits, either directly or and Training (DoPT) stated that it was never intended that
indirectly, such as land for political party offices at reduced political parties would be subject to the transparency law.
rates.

Greater Public Interest - The information's dissemination is in

the greater public interest.

The Law Commission of India's 170th report on electoral

law reform proposed introducing internal democracy, financial
transparency, and accountability in the workings of political
parties.
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6. Codes of Ethics

● A code of ethics is primarily meant to establish a common ethical

framework for all judgements and to give guidance for all decision -
making.
● Furthermore, it helps specialists comprehend the actions that
must be taken by them.
● It is a collection of guidelines created to encourage appropriate
behavior among those who belong to a particular organization,
association, or profession.
● Instead of only depending on the actions of prior organizational and
human experiences, the code is generated based on behaviors
that the organizations desire to prevent from occurring and
happening.

6.2 Purpose of Code of Ethics:

● It serves as a professional statement and has cognitive and emotional importance.
● It assists the expert in determining whether his activities are correct or incorrect.
● It promotes consistency and accountability in an employee's behaviour.
● It ensures that government acts are legal and reasonable.
● It increases accountability in government operations.
● It aids in the prevention of corruption and favouritism.
● It assists civil servants in defending their conduct against erroneous complaints.
● It enables civil servants to do the right thing in the right way.

6.3 Features of Code of Ethics

● Always treat others with respect, and do so to the extent that you would like to be treated with respect in return. For
instance, Atal Bihari Vajpayee earned the respect of all leaders, including those in the opposition, since he accepted other
people's viewpoints, including those of opposition leaders.
● In addition to encouraging justice, the code of ethics must make sure that no one else's rights are harmed when making
choices. Hiring managers from one region of the state over candidates from another may be unjust.
● It speaks to regularly choosing choices that are honest and uphold high moral standards. Rajni Sekhri Sibal, a Haryana-
born IAS officer, as an illustration She steadfastly refused when the political elite offered her a bribe to change the resul ts
of 3200 Junior Basic Training (JBT) instructors in 1999–2000.
● A liability waiver and decision-making framework are provided by the code of conduct. It lessens the stress and
cognitive dissonance that are related to particular decision -making processes.
● The decisions a group makes must be in the interests of the broadest possible range of people, not simply one specific
set of people. For instance, the Odd-Even scheme for Delhi Pollution inconvenienced car owners while enhancing the
quality of life for Delhi's citizens as a whole.

6.4 Challenges with Code of Ethics

● There is no legal mechanism in place to put it into action.
● There is no yardstick for measuring people's ethical principles.
● There is no penalty for breaking this code.
● There is no recourse for unethical behavior.
● Since there is no set of norms that can direct a person's conduct, it is only as creative as the individual. It needs to
originate with the people and the organizations themselves.
● A set of norms that are not derived from reading a specific code should regulate the public service profession. They might
occasionally make rational decision-making more difficult in certain circumstances.
● Maintaining moral standards in the midst of a riot or intercommunal strife might not be a good idea.
● Utilitarian ideas hold that the larger good may have an effect on a particular person. If there is ground to think a person
would later cause difficulty, detaining them might be done as a preventative step.

6.5 Way Forward

● Conflicts of interest should be thoroughly addressed in both the Code of Ethics and the Code of Conduct for officers.
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● Code of ethics receives statutory recognition

● A code of ethics should include a code of behavior.
● A code of ethics should also address moral dilemmas.
● To deal with concerns with such a code, there should be criminal provisions and a grievance redressal procedure.

7. Code of Conduct
● A code of conduct is a set of guidelines that specify the social norms, obligations, and proper conduct for a person,
group, or organization.
● "Code of Conduct" is defined as "principles, values, norms, or rules of behavior that inform an organization's
decisions, procedures, and systems."

7.1 What is needed in a Code of Conduct?

Regarding the conduct of individual directors, volunteers, and staff members of the credit union, a code of conduct must address
all significant ethical concerns and legal obligations.
It ought to address the following topics:
● General code of conduct for officers and directors
● Adherence to all relevant laws
● Confidentiality
● Competing interests
● Deals involving only certain parties
● Unethical behavior
● conduct rules for government employees

7.2 Differences Between Code of Ethics and Code of Conduct

Code of Ethics Code of Conduct

Its scope is general and broad. Its scope is limited and particular.

It controls how decisions are made. It directs behavior.

It is centered on morals and values. The emphasis is on following the regulations and
compliance.

It is accessible to anybody with an interest in the operations it is only meant for and addressed to employees.
of an institution.

They are general and non-specific, allowing employees to They often involve little judgment; one must observe the
make their own decisions on the best course of action. rules or face punishment, and the code outlines expectations
for what behaviors are expected, permitted, and unacceptable.

7.3 Similarities Between Code of Ethics and Code of Conduct

● Both are similar in that they are employed in an effort to promote particular types of employee behavior.
● The code of conduct derives from the code of ethics and transforms the general principles into detailed standards that
all members of the organization are required to abide by.
● Both can be used as a reference for dealing with issues including preventing conflicts of interest, safeguarding the
company's assets, combating bribery and corruption, and enhancing work culture ethics.

7.4 How to Ensure Ethical Conduct?

● Mandatory disclosure of assets, liabilities, and commercial interests by politicians before elections should be
followed by a proper audit of these disclosures by an empowered Election Commission.
● A dedicated entity to oversee violations of the Code of Ethics and the Code of Conduct by politicians should be
established at both the state and national levels.
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● Politicians' Codes of Ethics and Conduct should be made public, with infractions highlighted for public knowledge.
MPs must be taught the ethics of parliamentary conduct.
● Short-term training on ethical issues, similar to that provided to public workers, can be provided to first-time MPs and
MLAs.
● Suggestions of 2nd ARC:
○ The public perception today is that government employees are insensitive to residents' demands and concerns,
and the system fails to solve this issue since the procedures in place to assure responsibility, integrity, and
efficiency of public employees do not appear to be appro priate.
○ The general opinion is that disciplinary action against inept and erring government employees is more of an
exception than the rule.
○ Furthermore, the Commission believes that there is a need to find a comprehensive solution to the issue of
complacency, which derives from the lack of legal consequences for non -performance or insufficient
performance.
○ All government employees should be subjected to two comprehensive reviews: one at the end of 14 years of
service and another at the end of 20 years of service. The services of public workers who are judged to be
unfit following the second 20-year evaluation should be terminated.
○ Furthermore, for new appointments, it should be explicitly stated that the job tenure would be for 20 years.
○ Continued government service would be contingent on the success of the intensive performance
assessments.
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Citizen’s Charters, Work Culture, Quality of Service Delivery,

Utilization of Public Funds, Challenges of Corruption.
1. Citizen’s Charter.......................................................................................................................................................................................... 153
1.1 Definition and Explanation of Citizen Charter ............................................................................................................................. 153
1.2 Origin and Pri nciple............................................................................................................................................................................ 153
1.3 Citizen Charter in Indi a...................................................................................................................................................................... 153
1.4 Evaluation of Citizens’ Charter ........................................................................................................................................................ 153
1.5 Key recommendations ....................................................................................................................................................................... 154

2. Organisation/Work Culture ..................................................................................................................................................................... 154

2.1 Concept of Organisational Culture.................................................................................................................................................. 154
2.2 Characteristics of a Positive Organisational Culture .................................................................................................................. 155
2.3 New trends in work culture.............................................................................................................................................................. 156

3. Service Delivery ........................................................................................................................................................................................... 159

3.1 Quality of Service Delivery ................................................................................................................................................................ 159
3.2 Sevottam Model of Indian Gov ernment......................................................................................................................................... 160

4. Utilisation of Public Funds ........................................................................................................................................................................ 161

4.1 Misuse of Public Funds ...................................................................................................................................................................... 161
4.2 Under-utilisation of Public Funds ................................................................................................................................................... 161
4.3 Misappropriation of Public Funds .................................................................................................................................................. 162
4.4 Reasons for Inefficient Use of Public Funds ................................................................................................................................. 162
4.5 Methods for ensuring effective us e of funds ................................................................................................................................ 162

5. Corruption .................................................................................................................................................................................................... 163

5.1 Definition ............................................................................................................................................................................................... 164
5.2 Causes of Corruption .......................................................................................................................................................................... 164
5.3 Potential Areas of Corruption .......................................................................................................................................................... 165
5.4 Legal framework to Check Corruption in Indi a ........................................................................................................................... 165
5.5 Authorities inquiring about, investi gating, and prosecuting corruption cases in India ................................................... 166
5.6 Measures required to Prevent Corruption ................................................................................................................................... 168
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1. Citizen’s Charter
● The Citizen’s charter is essential for any organisation to improve its quality of services and to promote good governance. A
Citizens' Charter represents the commitment of the organisation towards standard, quality and time frame of service delivery,
grievance redress mechanism, transparency and accountability.

1.1 Definition and Explanation of Citizen Charter

● A Citizens' Charter represents the commitment of the Organisation towards standard, quality and time frame of service
delivery, grievance redress mechanism, transparency and accountability.
○ Department of Administrative Reforms and Public Grievances, in the Ministry of Personnel, Public Grievances
and Pensions, Government of India, in its efforts to provide more responsive and citizen -friendly governance
coordinates the efforts to formulate and operationalise Citizens' Charters.
● It helps a Government in maintaining transparency and accountability and hence, provides for more responsive and
citizen-friendly governance.
● It offers people choices, wherever it can be made available.
○ It is designed to promote a citizen-centric model of governance as people can direct its implementation to the
organisation and the government.

1.2 Origin and Principle

● The concept of Citizens' Charter enshrines the trust between the service provider and its users.
● The concept was first articulated and implemented in the United Kingdom by the Conservative Government of John Major
in 1991 as a national Programme with a simple aim: to continuously improve the quality of public services for the people
of the country so that these services respond to the needs and wishes of the users.
● The basic objective of the Citizens Charter is to empower the citizen in relation to public service delivery.
● Six principles of the Citizens Charter movement as originally framed, were:
● Quality: Improving the quality of services
● Choice: Wherever possible
● Standards: Specify what to expect and how to act if standards are not met
● Value: For the taxpayers money
● Accountability: Individuals and Organisations
● Transparency: Rules/ Procedures/ Schemes/Grievances

1.3 Citizen Charter in India

● Over the years, in India, significant progress has been made in the field of economic development.
○ This, along with a substantial increase in the literacy rate,has made Indian citizens increasingly aware of their
rights.
○ Citizens have become more articulate and expect the administration not merely to respond to their demands but
also to anticipate them.
● The Department of Administrative Reforms and Public Grievances in Government of India (DARPG) initiated the task
of coordinating, formulating and operationalising Citizens' Charters.
● Guidelines for formulating the Charters as well as a list of do's and don'ts were communicated to various government
departments/organisations to enable them to bring out focused and effective charters.
● The Charters are expected to incorporate the following elements:
1. Vision and Mission Statement
2. Details of business transacted by the organisation
3. Details of clients
4. Details of services provided to each client group
5. Details of grievance redress mechanism and how to access it
6. Expectations from the clients

1.4 Evaluation of Citizens’ Charter

● The Department of Administrative Reforms and Public Grievances (DARPG) appointed a professional agency to develop a
standardised framework for the Internal and External Evaluation of Citizens’ Charters more effectively.
● Key Findings of the agency were:
○ In the majority of cases Charters were not formulated through a consultative process.
○ By and large service providers are not familiar with the philosophy, goals and main features of the Charter.
○ Adequate publicity to the Charters had not been given in any of the Departments evaluated. In most
Departments, the Charters are only in the initial or middle stage of implementation.
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○ No funds have been specifically earmarked for awareness generation of Citizens' Charter or for orientation of staff
on various components of the Charter.

1.5 Key recommendations

1. Need for citizens and staff to be consulted at every stage of formulation of the Charter.
2. Orientation of staff about the salient features and goals/ objectives of the Charter; vision and mission statement of the
department; and skills such as team building, problem solving, handling of grievances and communication skills.
3. Need for creation of a database on consumer grievances and redress.
4. Need for wider publicity of the Charter through print media, posters, banners, leaflets, handbills, brochures, local
newspapers etc. and also through electronic media.
5. Earmarking of specific budgets for awareness generation and orientation of staff.
6. Replication of best practices in this field.

Way Forward
● Citizen’s Charter is a document of commitments made by a Government organisation to the citizens/client groups in respect
of the services/schemes being provided to them or to be provided to them. The objective of Charter exercise is to build
bridges between citizens and administration and to streamline administration in tune with the needs of citizens.
● This exercise, if appropriately conceived and carried out, can enthuse and enable organisations to tune their planning, policy
and performance to the needs and concerns of citizens/ stakeholders/ users/ clients.
● For this transformative process to materialise, effective strategies of realisation would have to be worked out at multiple
levels and authentication of these strategies needs to be attempted at every level in the political and administrative system .
● These strategies must incorporate three elements. One, clarity at every level about the objectives of Charter as an
instrument of policy rationalisation and administrative tuning to deliver policy goals expected by the citizens. Two, designing
and delivery of Charters as live instruments of citizen-administration interface and instituting citizens in the public domain.
Three, evolving mechanisms for Charter monitoring, Charter evaluation and Charter review. Instituting a system of
acknowledging effectiveness in Charter implementation can help the process.

2. Organisation/Work Culture
● It refers to a system of shared meaning held by its members.
○ It is expressed in terms of norms, values, attitudes and beliefs shared by organisational members.
● The work culture must be created and sustained in such a way that it develops the congenial environment in the
organisation.
● On the other hand, work climate consists of a set of characteristics and factors that are perceived by the employees about
their organisation.
○ Organisation must create a favourable organisational climate for improving the organisational effectiveness.

2.1 Concept of Organisational Culture

● Culture is the pivot of any group or society. It determines the way members interact with one another and with outsiders.
● Organisational culture is described as the set of important understandings, such as norms, values, attitudes, and beliefs,
shared by organisational members.
○ According to the recent understanding about organisational culture, ‘system of shared meaning among
members’, is the essential core of organisational culture.
○ An organisational culture is the customary or traditional ways of thinking and doing things, which are shared
to a greater or lesser extent by all members of the organisation, which new members must learn and at least
partially accept in order to be accepted into the service of the firm.
● Following are the primary characteristics of an organisation’s culture:
○ Innovation and Risk Taking: The degree to which employees are encouraged to take innovative steps and to
take calculated risk;
○ Attention to Detail: The degree to which employees are expected to pay attention to detail;
○ Outcome Orientation: The degree to which management focuses outcome rather than on process to achieve
outcome;
○ People Orientation: The degree to which management gives attention to effect of decisions on people working in
the organisation and on its shareholders;
○ Team Orientation: The degree to which works are organised around team rather than individuals;
○ Aggressiveness: The degree to which people are aggressive or competitive rather than easygoing;
○ Stability: The degree to which maintaining status quo is emphasized in contrast to growth;
○ Individual Autonomy: The degree of responsibility, independence, and opportunities for exercising initiative that
individuals in an organisation have;
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○ Structure: The degree of rules and regulations and the amount of direct supervision that is used to oversee and
control behaviour;
○ Support: The degree of assistance and warmth managers provide for their subordinates;
○ Identity: The degree to which members identify with the organisation as a whole rather than with their particular
work group or field of professional expertise;
○ Performance-Reward: The degree to which reward in the organisation are based on employee work performance;
○ Conflict Tolerance: The degree of conflict present in relationships between peers and work groups as well as the
willingness to be honest and open about differences;
○ Attitude Towards Change: The response given to new methods, ways, and values;
○ Focus: the vision of the goals and objectives of an organisation’s operations as communicated by those in control;
○ Standard and Values: The levels of performance and behaviour considered to be acceptable by formal and
informal criteria;
○ Rituals: Expressive events that support and reinforce organisational standards and values;
○ Openness, Communication, and Supervision: The amount and type of interchange permitted; the
communication flow can be downward, upward, across the organisation, and in other directions as spelled out by
the culture;
○ Market and Customer Orientation: The extent to which the organisation is responsive to its markets and
customers;
○ Excitement, Pride, and esprit de corps: A tangible good feeling about the organisation and its activities;
Commitment: The willingness of the individuals to work toward goals on a continuing basis.

2.2 Characteristics of a Positive Organisational Culture

1. Open Communication
2. Showing Gratitude for Hard Work
3. Great Workplace Culture
4. Unity and Teamwork
5. Professional Work Atmosphere
6. Providing Training and Career Growth Opportunity
7. Good Leadership
8. Assurance for Equality
9. Employees are Action-Oriented
10. Respect for Diversity

1. Open Communication
○ In an ideal work environment, employees communicate openly. It is an open work culture in which no one feels
excluded in whatever is going on within the workplace. People are not afraid to talk and are very supportive of
each other.
○ Also, the way everyone in the workplace communicates and interacts with one another is vital to the success of
work operations. Employees must receive timely and accurate information for them to carry out their duties
effectively.
○ When managers don’t communicate their expectations clearly, people end up doing the wrong things.
2. Showing Gratitude for Hard Work
○ One of the reasons many employees leave their jobs is the feeling of not being appreciated by their employers.
When an employee feels appreciated and valued for their contribution, they show more commitment and feel proud
of the work they do.
○ Showing appreciation to employees for doing an excellent job is an example of a work environment that considers
people. In an ideal work environment, it is not only the results that matter, also employees are important.
○ It is a rewarding working environment where managers make the effort to show gratitude to those who work hard.
3. Great Workplace Culture
○ A great workplace culture is one of the drivers of positive behaviour at work. If managers are dictatorial, too
demanding, and overly goal-oriented that can create an environment of fear. Employees struggle to work at their
full potential when they feel intimidated to try things or make honest mistakes.
○ But when managers engage employees, promote creativity, remove the atmosphere of fear, and are transparent,
employees perform at their best. So, in an ideal work environment, there is no culture of fear or workplace politics.
○ Employees have confidence in their managers. And they receive all the necessary support to overcome whatever
challenges they might encounter on their job.
4. Unity and Teamwork
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○ In an ideal work environment, there is a purpose for unity. In workplaces where there is unity, managers and their
staff share common objectives and goals. And each employee’s interests are vested in team cohesiveness and
teamwork.
○ Team cohesiveness is the extent to which individuals willingly bond with each other to make a unified team and
work together to deliver the expected results.
○ In an ideal cohesive work environment, employees focus on the job, not their personal interests. Team members
respect each other and fully commit to whatever the team decides to do. Every member is accountable for their
actions and morale is higher.
5. Professional Work Atmosphere
○ In a professional work atmosphere, everyone from top managers to employees holds themselves accountable to
their actions. It is a workplace environment where people are respectful, competent, and work together to meet
their expectations.
○ Every employee feels motivated to come and work every day. Employees thrive in a work environment that doesn’t
encourage swearing, bullying, lying, or acting. It is a work environment where everyone talks and behaves like a
professional.
6. Providing Training and Career Growth Opportunity
○ Good companies provide training and development opportunities for their staff. Also, employees value jobs that
facilitate their career progress and development.
○ In a positive work environment, every employee can gain a promotion and maximise their potential. People are
motivated to work at their best to keep growing their careers.
7. Good Leadership
○ The most essential thing to have in an ideal workplace is the right leadership. The leadership in the organisation
must be right for employees to succeed.
○ The right leaders lead and guide others accordingly because they know that each employee is different. Some
people thrive with additional guidance and inputs from their managers.
○ Also, the right leadership means that leaders are approachable. Employees tend to achieve better results when
working in an environment where they can get unimpeded support from their leaders.
○ Many talented employees feel micromanaged as soon as a manager starts suggesting solutions and validating
their work.
○ Above all, most employees want to be in a workplace where there is considerate and mature leadership. They
don’t want to encounter bureaucracy or to go through many levels of approvals.
8. Assurance for Equality
○ Treating all employees equal in a workplace is the best way to create a professional work environment. In a toxic
work environment, managers do not respect those they manage. In a great working environment, every employee
is valued and regarded as a great asset to the organization.
○ Equality in the workplace also means treating everyone equally without discriminating against them based on their
gender, race, and sexual orientation.
9. Employees are Action-oriented
○ In an ideal workplace, employees are action-oriented. People who crave action are often achievers and often seek
new experiences and opportunities that challenge them to do their best work.
○ Action-oriented people enjoy being busy. They don’t like waiting around for things to happen. So they take the
initiative and get things done on their own.
10. Respect for Diversity
○ An ideal workplace fosters diversity and promotes happiness. Happy employees are productive workers. Diversity
makes the workplace more interesting and prevents people from becoming bored with their surroundings.
○ A diverse work environment improves communication between people from different backgrounds and reduces the
potential for groupthink, in which everyone shares the same ideas.

2.3 New trends in work culture

2.3.1 Quiet Quitting
● Quiet quitting doesn’t refer to employees actually leaving their jobs, but instead, doing the bare minimum required of
them.
○ This could entail leaving work exactly at the end of one’s shift, demanding additional pay for extra work, not
signing up for ambitious projects, separating one’s identity from their jobs, and/or setting clear work-life
boundaries.
● While some acknowledge the need to strike a healthy work-life balance through quiet quitting, others consider it to be lazy,
disloyal and potentially indicative of an overall downward spiral.
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● Quiet quitters may have legitimate concerns driving their actions, but according to most workplace experts, although doing
less may be tempting in the short-run, in the long term, doing so could harm one’s career and adversely impact company
productivity.

Reasons for quiet quitting

● After nearly two years of remote or hybrid work, work culture has fundamentally changed — for better or for worse.
○ The pandemic introduced many challenges that both increased what is demanded of employees, and allowed
them to reimagine what alternative work systems could look like.
● Remote work has fueled the quiet quitting movement in several ways.
○ Firstly, it has increased the number of hours employees spend working, thus contributing to increased levels of
burnout.
■ According to a report, employees are further burdened by working from home because although some
activities become more convenient, work also becomes potentially all -consuming.
○ Secondly, while employees have shown varying levels of productivity for decades, remote work has allowed these
employees to slack off unnoticed.
■ Additionally, for some, remote work has introduced novel concepts such as Fridays off, digital meetings,
and flexible work hours.
■ After experiencing the benefits of such arrangements, workers may be reluctant to go back to the old way
of doing things.
○ Now that many companies are asking their employees to return to the workplace, those employees may react to
the lost freedoms by disengaging from their professional responsibilities.
● The challenges of the pandemic have also contributed to dissatisfaction among employees who believe their managers
have little concern for employee welfare.

2.3.2 Moonlighting
● Moonlighting is the act of working at an extra job beyond regular working hours, usually without the knowledge of the
employer.
○ Since the side job was mostly at nighttime or on weekends, it was referred to as moonlighting. The term gained
popularity when workers in the US started seeking a second job beyond their regular 9-to-5 work for additional
income
● Software services company Wipro and Infosys has taken a stance on moonlighting. Companies have warned their
employees that dual employment is not permitted, and that any violation of the contract clauses will trigger disciplinary
action “which could even lead to termination of employment”.
○ The debate on moonlighting came to the fore after food -tech company Swiggy allowed its employees to take up
side gigs as long as they didn’t affect their full-time work at the company.

Why do people moonlight?

● The main reason for going above and beyond an existing job is earning more money.
○ Additionally, working in a different role can allow a person to develop new skills, explore related domains and
connect with more people.
● However, employers are suspicious of this practice often because it can mean that a worker may not give their organisation
the time it needs, and not give any extra time to either organisation.
○ Holidays and time off are also meant to rest a worker and improve their efficiency, but taking on another job could
make this difficult.
● In India, private companies usually do not allow holding multiple jobs.
○ Shops and Establishment Acts of various states restrict double employment as well but vary in application
especially when it comes to highly-specialised industries.

Has moonlighting increased recently?

● In the last two years, coronavirus-induced lockdowns increased the tendency to moonlight among workers in certain
industries.
● This was because apart from financial insecurity at the time, working from home allowed a few categories of workers to
get more work done, freeing up time for a second job.
● The gig economy concept has gained greater legitimacy in recent years, too.
○ It was recently reported in a Kotak Institutional Equities survey of 400 people across the IT and ITeS space, that
65 percent of people knew of those pursuing part-time opportunities or moonlighting while working from home.
2.3.3 ‘18 hours work’ debate and hustle culture
● Hustle culture is defined as one that encourages employees to work more than normal working hours.
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○ Work is on their minds even when they have free time or on holidays. The major requirement of this culture is to
complete a job on target at a faster pace than usual.
● More than a year into the Covid-19 pandemic, as people work from home, dealing with burnouts and mental health
issues, young professionals have come to realise that the glorified notion of hustling isn’t all that it was made out to be.
○ With the changing work environment and economy due to the pandemic, younger generations are starting to reject
hustle culture and prioritise work-life balance.

WHO study on long working hours

● Inthe first global study of the loss of life associated with longer working hours, the paper in the journal Environment
International showed that 745,000 people died from stroke and heart disease associated with long working hours in 2016.
That was an increase of nearly 30 percent from 2000.
○ Working 55 hours or more per week is a serious health hazard.
● The joint study, produced by the WHO and the International Labour Organization, showed that most victims (72 per cent)
were men and were middle-aged or older.
○ Often, the deaths occurred much later in life, sometimes decades later, than the shifts worked.
○ It also revealed that persons in Southeast Asia and the Western Pacific area – a WHO-defined region that
encompasses China, Japan, and Australia — were the most hit.
● The study said that working 55 hours or more a week is associated with a 35 per cent higher risk of stroke and a 17 per
cent higher risk of dying from ischemic heart disease compared with a 35 -40 hour working week.

Why is it important to have a work-life balance?

1. Work-life balance is critical
○ Humans are different from machines because they value family bonds and social relationships.
○ Office relationships are important but they cannot compensate for the absence of personal relationships in lives.
■ If an employee is spending twelve hours at work, then he or she has little or no time for parents, spouse,
siblings, children, friends and other family members.
2. Put health before wealth
○ Numerous studies have proven that humans who sit for more than 8 hours a day, double their risk of cardiac-
related problems.
■ Thus, it is very important that human beings get to move and exercise as part of their work. A lot of
companies are installing standing decks in a lot of their offices to ensure that their employees stay healthy.
3. Do not be hypnotised by a success story
○ Most of the self-made successful people suffer from this bias. They think that they have won and have become
successful because they are smarter than the rest and have worked harder than the rest.
○ What they fail to see are the factors at play. Also all those who have failed are not undisciplined people.
■ It is important to stay humble and not to give unwanted advice.

Once endorsed by tech billionaires like Alibaba founder Jack Ma and Richard Liu, 996 responds to working 12 hours per day,
from 9 am to 9 pm, for six days a week: 72 hours per week.

4. Devise an incentive system if you want employees to work extra hours

○ Consultants, investment bankers, corporate lawyers and surgeons work long hours but they also get rich in the
process.
■ Thus, if any organisation is planning to adopt 996 as the official working hour system, then they should
carve out a win-win deal for the management as well as the employees. People do not mind working hard,
if the promise is guaranteed. Not all interns who work for free or minimal wages become executives .
5. Success has different meanings for different people
○ Economic success is not the only yardstick to measure the success of human life.
○ There are so many people who, after their 40 hour work week, prefer to do something for the society or for their
families. It would be inconsiderate to label them as people who have no ambition.
6. Entrepreneur and employee mindset is different
○ When a self-made billionaire entrepreneur begins to expect that his employees should work as hard as he did, then
the billionaire is being ignorant.
○ If an employee has to work 70+ hours for a basic salary, then it is not a great idea. The employee may as well
take the entrepreneurship path where there is an opportunity to create a company and to keep the profits.

Way Forward
● Among the problems highlighted by the Covid-19 pandemic was that of excessively demanding workplaces and burnout.
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● As the global economy picks itself up again, the urge to get back to “business as usual” is being met with subtle resistance
— like the Great Resignation in which many voluntarily left their existing jobs to pursue something more fulfilling or the
Quiet Quitting movement where workers do only as much as is expected of their jobs and nothing more.
● We live in a digital age and smart work matters more than hard work. We want happy, productive and energetic employees
rather than the employees who are compelled to work long hours at sub -optimal productivity levels. Work is a matter of
choice and employees deserve this dignity of choice in today’s world.

3. Service Delivery
● Delivery of various public goods and services is one basic responsibility of the State.
● Though with expansion of the market many services are available in the private sector but some of the core services will
continue to be delivered by the State only, because of the nature of such services.
○ Those include important regulatory services for maintaining order in the society by ensuring that adequate norms
of public behaviour are established through Acts and Rules, which everyone has to comply with (e.g. maintaining
law and order, administration of justice etc).
○ This is also important for protecting human rights as well as allowing everyone to enjoy certain freedoms and
carrying on various social and economic functions for their earning and wellbeing.
● The basket of private goods and services one receives depends on his or her exchange entitlement and, therefore, many
people having inadequate income are not in a position to satisfy all their needs.
○ The State has a very important role to play in making available some essential public goods and services
(henceforth to be called services only), which ensures a certain minimum level of well -being to everyone in need
of those.
● The society has various forms of discrimination and deprivations, which should be reduced and, therefore, the resources
should be allocated so that there is justice and equity in the outcome of all public services.
○ It is even more important to ensure that services are delivered effectively and efficiently for attaining desired
outcome.
● So it is necessary to understand various aspects of delivery of public services. However, usual understanding success
in delivering is through allocation as inputs and expenditure, with little assessment of output as to what extent that satisf ies
the service recipients and the outcome.
○ Thus the focus is what the delivery system perceives what has been delivered and not what the citizen receives in
meeting their needs.
○ Assessing that requires a change in mind set in developing a citizen-centric way of looking at things and to see
the success through them and in terms of outcome leading to better well -being of the citizen.

3.1 Quality of Service Delivery

● Service quality is a comparison of expectations with performance. A customer’s expectation of a particular service is
determined by factors such as personal needs and past experiences.
● The expected service and the perceived service sometimes may not be equal, thus leaving a gap.
● Five Gaps can be identified that may cause customers to experience poor service quality:
○ Gap 1: between consumer expectation and management perception
■ This gap arises when the management does not correctly perceive what the customers want.
■ For instance, hospital administrators may think patients want better food, but patients may be more
concerned with the responsiveness of the nurse.
○ Gap 2: between management perception and service quality specification
■ Although the management might correctly perceive what the customer wants, they may not set an
appropriate performance standard.
■ An example would be when hospital administrators instruct nurses to respond to a request ‘fast’, but may
not specify ‘how fast’.
○ Gap 3: between service quality specification and service delivery
■ This gap may arise through service personnel being poorly trained, incapable or unwilling to meet the set
service standard.
○ Gap 4: between service delivery and external communication
■ Consumer expectations are highly influenced by statements made by management and advertisements.
The gap arises when these assumed expectations are not fulfilled at the time of delivery of the service.
■ For example, the hospital printed on the brochure may have clean and furnished rooms, but in reality it
may be poorly maintained, in which case the patients’ expectations are not met.
○ Gap 5: between expected service and experienced service
■ This gap arises when the consumer misinterprets the service quality.
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■ For example, a physician may keep visiting the patient to show and ensure care, but the patient may
interpret this as an indication that something is really wrong.
● Determinants that may influence the appearance of a gap are:
● Reliability: the ability to perform the promised service dependably and accurately.
● Assurance: the knowledge and courtesy of employees and their ability to convey trust and confidence.
● Empathy: the provision of caring, individualised attention to customers.
● Responsiveness: the willingness to help customers and to provide prompt service.

3.2 Sevottam Model of Indian Government

3.2.1 Background
● The Prime Minister of India held a conference of Chief Ministers’ of all States in 1997 in New Delhi with a view to focus
attention on issues relating to citizen services and an Action Plan was adopted for Effective and Responsive Government.
● Since then the issues relating to citizen centric governance remained on the high agenda of the Union Government.
● In 2005 Department of Administrative Reforms and Public Grievance, Government of India, New Delhi developed a
generic framework called “SEVOTTAM”.

3.2.2 Meaning
● UTTAM + SEVA = SEVOTTAM.
● A system for quality management.
● It is a framework to achieve excellence in public service delivery through improvement in small steps taken on a continuous
basis.
● It is a model for Citizen Centric Governance and to achieve excellence in the public service delivery.

3.2.3 Quality Management System (QMS)

● QMS is a generic system conceived by the BIS, Government of India, in 2005 after study of the best international practices
such as Charter Mark of UK and the Malcom Model of United States of America.
● It is a framework for bringing continual improvements in service delivery by government organisations till excellence is
achieved.
○ Each department/organisation is required to have a Service Quality Management system to achieve excellence
in public service delivery.
● SEVOTTAM is a Framework for Departments to Assess & Improve the quality of service delivered to citizens.
○ A self-assessment tool that helps organisations to build internal capacity, to identify gaps in service delivery and
implement an action plan with an eventual outcome that citizens’ value.
● For measuring and certifying quality of service delivery by public organisations, a special standard has been created by the
Bureau of Indian Standard.
● The following features merit mention:
○ IS :15700:2005 is a Generic Standard developed by the BIS based on objectives of Sevottam certification.
○ Lays down Quality Management performance requirements for Public Service Organizations irrespective of size
or type of service.
○ It is a Certifiable Standard, the performance of department / organisation on service delivery to be evaluated by
independent Audit teams;
○ Licence granted by BIS for a period of 3 years.
○ It provides for systems to ensure continual improvement in services and processes.

3.2.4 Citizens Charter

● A document for informing the citizens about the vision, mission, functions, obligations, duties, commitments of a public
service organisation for providing goods or rendering of services effectively and efficiently, with time limits and information
on the name, designation of the person responsible for each service.
● The 3 Criteria of the Citizen Charter are
○ Implementation –That includes aligning the services with citizens expectations and creating the Charter with
Service Standards.
○ Monitoring- To ensure that services are being actually delivered as per commitment in the Charter by bridging the
gaps between requirement and actual
○ Review- Updating and aligning the Charter with changed conditions.

3.2.5 Grievance Redress Mechanism

● This is a system for lodging of complaints in cases where services are not delivered as per timelines and standards given
in the Citizens Charter.
● The 3 Criteria for Grievance Redress mechanism include
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○ Receipt – A clearly identified place, person and method to receive the grievances
○ Redress – Prescribing the time in which the grievance will be processed and redressed
○ Prevention- Periodic analysis of the grievances to identify grievance prone areas and taking remedial action.

3.2.6 Capability Building

● For service delivery as per commitment in the Citizens Charter, involves re-engineering of processes, upgrading of
infrastructure and training of personnel.
● The 3 Criteria for this include
○ Citizens- Measuring citizen satisfaction with services delivered
○ Employees- Training in courtesy punctuality and promptness in delivery
○ Infrastructure – re-engineering of processes for service delivery, upgrading of systems/facilities/resources.

3.2.7 Benefits of SEVOTTAM

● Demonstrates the commitment to Quality Improvement
● Enhances the Service image of Public Service
● Accountability & Reassurance to Citizen
● Drives towards improvement of Process & Service Delivery
● Ensures Management Commitment
● Enables Staff Motivation
● Involves Citizen in Process & get their Services requirement/Expectations

3.2.8 Sevottam Targets

● Timeliness: time norms for specific services are enumerated in Citizens’ Charter.
● The services and norms are set as per active discussions with different stakeholders.
● Effectiveness: a single window system for service deliverables is targeted for delivery to cut down on assessees shuttling
from one desk to another to get services.
● Responsiveness: a robust grievance redress system is needed to listen to assessed grievances as well as redress them
timely.
● Courteous behaviour: norm for behaviour, specially in assessees facing positions, is described in the Citizens’ Charter
and proactive feedback on service delivery is gathered to judge this.
● Information: facilitation centres and help centres are targeted to meet assessees needs of information.
● Empathy: public grievance officers are needed to listen to assessees in their time of need.

The ability of such an assessment model in influencing service delivery quality will be a function of how tightly improvement actions
are linked to assessment results.
Further, any assessment model needs to be updated periodically to keep it abreast with emerging developments. Change
Management as well as Research and Development have therefore been identified as important focus areas for running this model ,
in addition to administration of the assessment process and its culmination in certification or awards.

4. Utilisation of Public Funds

● Public funding describes money or resources given to political parties and/or candidates by the State or Government.
○ The money that the government earns is the revenue that comes from direct taxes, indirect taxes, non-tax
revenues and external financing. This public fund is spent only under the law.
● Public funds are optimally utilised if the spending is in accordance with the law, conforms to conventionally accepted
standards, is deemed well worth the money spent on something and confirms accountability and financial control valuing
the most effective use of resource and operational inputs.

4.1 Misuse of Public Funds

● The term “misuse of public funds” refers to spending that is not authorised, illegal, or goes against the rules, regulations,
policies, or processes that are in effect.
○ Misuse of public funds can also include making extravagantly pointless purchases that don’t meet the
organisation’s commercial or operational needs.
○ The term “misuse of public assets” refers to the improper or unlawful use of government property as well as
the failure to protect those assets.

4.2 Under-utilisation of Public Funds

● Under-Utilisation of Plan expenditures by the States can be attributed to the institutional and procedural blockages in
the process of implementation of Plan schemes and insufficiencies in the planning process being followed at the district
level.
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● The deficiencies in decentralised planning being carried out in the schemes, resulting due to insufficient staff for
undertaking planning activities, inadequate attention to their capacity building and minimal role for community participation
in the planning process.
● Blockages in budgetary processes in the schemes, such as delay in the flow of funds, in releasing sanction orders for
spending, decision-making in the States being centralised, insufficient delegation of financial powers to the district/sub -
district level authorities and uniform norms of Centrally Sponsored Schemes for all States.
● Further, lack of need based budgeting in the schemes, which is often carried out without proper analysis of unit costs on
the ground, implied allocations for some of the schemes being decided in a top -down and unrealistic manner.

4.3 Misappropriation of Public Funds

● Misappropriation of public funds includes MPs investing MPLAD funds in private trusts and societies created by them.
● Recommending projects that are prohibited, insisting on choosing the implementing agencies and handing over the
cheques to them, wanting to control payments to contractors and constantly resisting transparency and accountability, all
add up to misappropriation.

4.4 Reasons for Inefficient Use of Public Funds

● Various social, political, and administrative factors lead to the misutilization or underutilization of public funds.
● Freebies for political benefits:
○ For power and position in politics, voters were lured by various irrational freebie’s promises.
○ This ineffective misutilization of public funds put pressure on the government’s account. It also discourages the
party in power to spend wisely for the benefit of all.
● Limited Power of CAG:
○ The Comptroller and Auditor General of India are considered the guardians of the public purse that controls the
entire financial system of the country at both the levels–the Centre and the state but the CAG can audit the account
after the expenditure is done. So, CAG cannot make sure that the fund is used wisely or not.
● Nepotism in Politics:
○ The heirs of political parties get prominent places in governance without experience, leading to ineffectiveness
in government.
● Rivalry in Politics:
○ Differences between the ruling party and the opposition party erode the cooperation and collective efforts
required, making running the welfare programs even more difficult.
● Illiteracy and Lesser Public Participation:
○ People are not well aware of their rights because of illiteracy. Their ignorance about the policies and schemes of
the government holds them back from asking about the financial liabilities of the government.
● Fault in Bureaucracy:
○ Sometimes misuse of power vested upon them acts as a hindrance in carrying out developmental activities.
● Misuse of Power:
○ For their personal gain, the person in power usually misused their position like MPs investing granted MPLAD funds
in private trusts or using it for their own goods.
○ In 2012, the Comptroller and Auditor General (CAG) revealed that between 1993 to 2006, the then-governing
body had allocated 216 coal blocks illegally to public and private enterprises, which stated the misuse of a massive
amount of public funds.

4.5 Methods for ensuring effective use of funds

● Legality
○ Government bodies must follow the law and fulfil their legal obligations. After receiving approval from a competent
authority, the public fund must be used.
○ Unauthorised spending will inevitably lead to excess and overspending. Furthermore, funds must be used only for
the purpose for which they were approved.
● Accountability
○ Government bodies should be held accountable for the use of public funds and should be able to provide complete
and accurate accounts of their activities, as well as have appropriate governance and management arrangements
in place to address any issues.
○ Accountability is ensured in India through institutions and instruments such as:
■ Legislative Executive Judicial Civil Society
■ Budget
■ In house accountability mechanism
■ Judicial review
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■ Parliamentary committees
■ CAG
■ Suit against government and officials
■ Social Audit, Citizen charter
■ Debates, discussion, question hour etc.
■ Lokpal and Lokayukta, CVC, CBI etc.
■ Judicial activism etc.
■ Media etc.
● Transparency
○ Transparency ensures that authorities acted legally and in accordance with the law. Transparency also ensures
that the authority followed the overall principles of equity and fairness and provided the best value for money to the
end user.
○ Some government agencies operate in less-than-ideal circumstances, such as when there is no market for
providers or when those that are available lack the necessary capability or capacity.
○ These conditions give government entities disproportionate discretion and power. In such situations,
transparency is required to ensure that actions are taken in good faith.
● Value for money
○ Public funds must be used effectively and efficiently, with no waste, and in a way that maximises public benefit.
○ All public expenditure must pass one fundamental test, namely, Maximum Social Advantage.
■ That is, by balancing social benefits and social costs, the government should discover and maintain an
optimal level of public expenditure. Every rupee spent by a government must have the goal of maximising
the welfare of society as a whole.
■ It is essential to ensure that public funds are not used to benefit a specific group or segment of society.
The goal is for everyone to be happy.
● Sustainability of the funding relationship
○ When using public funds, a public entity should consider the long -term effects of its funding decisions as well as
future funding needs.
● Government bodies should ensure a fair and reasonable flow of funds for a cause while not jeopardising long-term service
delivery expectations. Consider the case of India's fertiliser subsidy.
○ A subsidy is given to each fertiliser manufacturer in order to ensure their financial viability. This means that the
most inefficient gets rewarded for it. Such funding arrangements are not long -term sustainable, but they are
strategic for the country. This creates a quandary in terms of public spending.
● Fairness
○ Because of the public's trust in government, it has a fundamental obligation to always act fairly and reasonably
when using public funds. The actions of a public entity should be transparent and unbiased.
○ To be fair and reasonable, it is also necessary to respect the nation's diversity while avoiding discrimination on the
basis of caste, community, religion, gender, or class, and to adequately protect the interests of the poor,
underprivileged, and weaker sections.
● Integrity
○ Anyone in charge of public resources should do so with the highest level of honesty. A government should have
policies and procedures in place to support the highest levels of integrity, such as a code of conduct, an ethics
code, and a public service code.
○ Public servants should declare any personal interests that may affect, or appear to affect, their impartiality in any
aspect of their work when using public funds ethically.

Though the government works for the people's welfare, there are various variables and loopholes that contribute to the ineffi cient
drain of funds. Decentralization of authority, closing legislative loopholes, strengthening public institutions like CVC and RTI, boosting
administrative accountability, and building a more democratic society are all required for successful use of public funds.

The shift toward good governance and digitalization has helped to reduce the threat of corruption and the use of loopholes, b ut there
is still a long way to go that can be better achieved with people's participation, increasing moral responsibilities in ag encies and
bureaucracy, focusing on implementing procedure and output of schemes, and bringing transparency in procedures.

5. Corruption
● Deviation from normal standards of lack of integrity takes various shapes in the form of corruption, patronage (based on
communalism, sectarianism, nepotism and favouritism) and undue influence.
● Bribery, nepotism, misuse of power or influence, black marketing profiteering and similar other practices are all that is
meant by corruption.
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● In general terms, corruption may be defined as the deliberate and intentional/exploitation of one's position, status or
,resources directly or indirectly, for personal aggrandisement whether it be in terms of material gain or enhancement of
power, prestige or influence beyond what is legitimate or sanctioned by commonly accepted norms to the detriment of the
interests of other persons or the community as a whole.

5.1 Definition
● The Central Vigilance Commission (CVC) speaks of acts which have a ‘vigilance angle.’ In other words, these are acts of
corruption.
● CVC’s list of such activities isas following:
1. Demanding or accepting gratification other than lawful remuneration in exchange for doing an official act or
utilising his influence with another official.
2. Obtaining something valuable without or with insufficient consideration from a person with whom he has or is
likely to have official business, or with whom his subordinates have official interactions, or over whom he has
influence.
3. Obtaining for himself or for any other person —any valuable thing or pecuniary advantage by corrupt or illegal
means or by abusing his position as a public servant.
4. Possessing assets disproportionate to his known sources of income.
5. Cases of misappropriation, forgery or cheating or other similar criminal offences.

5.1.1 Issues with current Definition

● The Second Administrative Reforms Commission (SARC) recommended that the definition of corruption should be
widened. SARC considers that the CVC’s definition is restrictive and excludes many official actions detrimental to public
interest.
● SARC lists four types of official conduct which while outside the definition of corruption, cause immense damage to public
interest.
○ The first type of such behaviour involves blatant abuse of the Constitution and democratic institutions, including
willful breach of the oath of office.
■ Constitutional functionaries act in this manner due to partisanship or animosity.
■ No money-making or other forms of gratification may be involved in such actions.
■ For such acts, the Supreme Court held individuals holding high office guilty of gross misconduct
amounting to abuse of the Constitution.
■ At present, no laws but only public opinion, political pressure and individual conscience can stop such
behaviour.
○ The second category of these offences consists of abuse of authority by unduly favouring or harming someone,
though without receiving any bribes or gratification.
■ Here, the reasons underlying the action are often partisanship, kinship ties and prejudice.
■ Though such acts are outside the purview of the present legal definition of corruption, they undermine the
moral basis of governance and rule of law.
○ The third such category of actions involves obstruction or perversion of justice by unduly influencing law
enforcement agencies and prosecution.
■ Here again, the actions are driven more by partisanship, kinship and prejudice than by monetary gain.
■ Failure of justice which such acts cause has negative consequences.
○ The fourth type of action involves squandering public money, including lavish official life -styles.
■ These cause no financial gains or losses to individuals.
■ However, they are a drain on public resources which have high opportunity value in other uses.
■ They set a bad tone in the prevailing situation of general poverty.
● These four types of conduct have to be checked to preserve democratic values and public trust in the political system. They
create a feeling among common people that government functionaries, instead of serving public interest, are busy in self
aggrandisement.
● SARC has recommended that the following should be made offences under the Prevention of Corruption Act:
I. Gross perversion of the Constitution and democratic institutions amounting to wilful violation of oath of office
II. Abuse of authority by unduly favouring or harming someone
III. Obstruction of justice
IV. Squandering public money

5.2 Causes of Corruption

● The common causes of corruption, as mentioned by the Santhanam Committee, are:
○ Excessive regulation & licensing.
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○ Complicated rules and regulations.

○ Monopoly over delivery of goods / services. Lack of transparency.
○ Lack of accountability.
○ Too much discretionary power.
○ Poor regulatory framework.
○ Poor grievance redressal mechanism.
○ Very low rate of detection of corruption.
○ Lack of condemnation of corrupt practices by the public.
○ Absence of a formal system of inculcating values, ethics & integrity.
○ Inadequacy of regular / periodic / surprise checks.
○ Rigid bureaucratic framework / processes.
○ Lack of awareness about rights, duties, procedure to complain, rules, laws, etc.

5.3 Potential Areas of Corruption

● Although potential areas of corruption are specific to organisations/sectors, there are some broad areas common to all
organisations, which need special attention while putting in place a system of preventive vigilance.
● These are:
○ Procurement: Procurement is a vast area ranging from procurement of store materials & services to execution of
infrastructure projects. It is one of the major corruption prone areas in all organisations.
○ Sale of goods and services: The disposal of goods (the reverse of procurement) and services is also a major
area of corruption in some organisations. Similarly, allocation of scarce and or precious natural resources is an
area of corruption.
○ Human resource management: Human resource management is common to all organisations and the processes
relating to recruitment, promotion, transfer and posting are prone to manipulation and corruption.
○ Delivery of services to public: Although not common to all Public Sector Organisations, major Government
Departments are involved in delivery of services which are a potential area of corruption.
○ Enforcement: The enforcement of Acts, Rules and Regulations is also an area vulnerable to corruption mainly
due to lack of awareness among citizens and ineffective grievance redressal mechanism.

5.4 Legal framework to Check Corruption in India

● Public servants in India can be penalised for corruption under the Indian Penal Code, 1860 and the Prevention of
Corruption Act, 1988.
○ The Benami Transactions (Prohibition) Act, 1988 prohibits benami transactions.
○ The Prevention of Money Laundering Act, 2002 penalises public servants for the offence of money laundering.
● India is also a signatory (not ratified) to the UN Convention against Corruption since 2005. The Convention covers a wide
range of acts of corruption and also proposes certain preventive policies.
5.4.1 Indian Penal Code, 1860
● The IPC defines “public servant” as a government employee, officers in the military, navy or air force; police, judges, officers
of Court of Justice, and any local authority established by a central or state Act.
● Section 169 pertains to a public servant unlawfully buying or bidding for property. The public servant shall be punished with
imprisonment of upto two years or with fine or both. If the property is purchased, it shall be confiscated.
● Section 409 pertains to criminal breach of trust by a public servant. The public servant shall be punished with life
imprisonment or with imprisonment of upto 10 years and a fine.
5.4.2 The Prevention of Corruption Act, 1988
● In addition to the categories included in the IPC, the definition of “public servant” includes office bearers of cooperative
societies receiving financial aid from the government, employees of universities, Public Service Commission and banks.
● If a public servant takes gratification other than his legal remuneration in respect of an official act or to influence public
servants is liable to minimum punishment of six months and maximum punishment of five years and fine.
● The Act also penalises a public servant for taking gratification to influence the public by illegal means and for exercising
his personal influence with a public servant.
● If a public servant accepts a valuable thing without paying for it or paying inadequately from a person with whom he is
involved in a business transaction in his official capacity, he shall be penalised with minimum punishment of six months and
maximum punishment of five years and fine.
● It is necessary to obtain prior sanction from the central or state government in order to prosecute a public servant.
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5.4.3 The Benami Transactions (Prohibition) Act, 1988

● The Act prohibits any benami transaction (purchase of property in false name of another person who does not pay for the
property) except when a person purchases property in his wife’s or unmarried daughter’s name.
● Any person who enters into a benami transaction shall be punishable with imprisonment of upto three years and/or a fine.
● All properties that are held to be benami can be acquired by a prescribed authority and no money shall be paid for such
acquisition.

5.4.4 The Prevention of Money Laundering Act, 2002

● The Act states that an offence of money laundering has been committed if a person is a party to any process connected
with the proceeds of crime and projects such proceeds as untainted property.
○ “Proceeds of crime” means any property obtained by a person as a result of criminal activity related to certain
offences listed in the schedule to the Act.
○ A person can be charged with the offence of money laundering only if he has been charged with committing a
scheduled offence.
● The penalty for committing the offence of money laundering is rigorous imprisonment for three to seven years and a fine
of upto Rs 5 lakh.
○ If a person is convicted of an offence under the Narcotics Drugs and Psychotropic Substances Act, 1985 the
term of imprisonment can extend upto 10 years.
● The Adjudicating Authority, appointed by the central government, shall decide whether any of the property attached or seized
is involved in money laundering.
○ An Appellate Tribunal shall hear appeals against the orders of the Adjudicating Authority and any other authority
under the Act.
● Every banking company, financial institution and intermediary shall maintain a record of all transactions of a specified nature
and value, verify and maintain records of all its customers, and furnish such information to the specified authorities.

5.5 Authorities inquiring about, investigating, and prosecuting corruption cases in India
5.5.1 Central Vigilance Commission (CVC)
● Following the recommendations of the Committee on Prevention of Corruption (popularly known as Santhanam
Committee), the Central Vigilance Commission was set up in 1964.
● It was created through a Government of India Resolution or as a result of an executive decision.
○ After the Supreme Court judgement in Vineet Narain vs. Union of India, the Commission was accorded statutory
status in 1998 through “The Central Vigilance Commission Ordinance, 1998”.
○ Subsequently in 2003, parliament passed the Central Vigilance Commission Act in 2003.

5.5.1.1 Composition of CVC

● The Central Vigilance Commission consists of a Central Vigilance Commissioner [Chairperson] and
○ not more than two Vigilance Commissioners [Members].
● The Central Vigilance Commissioner and the Vigilance Commissioners are appointed by the President for four years or
till they attain the age of sixty-five years, whichever is earlier.

5.5.1.2 Functions and Power

● According to the CVC Act, the functions and powers of the Commission are as under:
1. CVC supervises the functioning of Delhi Special Police Establishment [DSPE] in its investigations of cases
under the PC Act.
○ The commission supervises cases involving All India Services officers working with the Central
Government; Group ‘A’ officers of the Central Government; and officers of the Central Public Sector
enterprises and of autonomous organisations under it and similar others.
2. The commission, in its supervisory capacity, can give directions to the DSPE.
○ The Commission, however, cannot ask the DSPE to investigate or dispose of any case in a particular
manner.
○ This follows from a cardinal principle of criminal jurisprudence that the functions of investigating,
prosecuting and judging an offence shall be performed by separate agencies absolutely free of one
another.
3. The Commission can investigate any matter which the Central Government refers to concerning the involvement
of the officers
4. The commission can order investigation into complaints it receives about the involvement in offences under the PC
Act
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5. The commission reviews the progress of applications pending with the competent authorities for sanction of
prosecution under the PC Act.
○ As we shall see, the prosecuting agencies cannot start a prosecution without the prior approval of the
Central Government. The Commission tries to speed up such sanctions.
6. The Commission reviews the progress of investigations conducted by the DSPE into offences under the PC
Act.
7. The commission tenders advice on vigilance matters to the Central Government, Central Public Sector
Enterprises (CPSEs) and other Central agencies.
8. The commission supervises the vigilance administration of various Ministries of the Central Government, CPSEs
and other Central agencies.
● In addition to the above functions mentioned in the CVC Act, the Vigilance Commission performs certain administrative
functions.
○ All Central ministries, CPSEs and other central agencies have vigilance or anti -corruption set ups usually under
Chief Vigilance Officers (CVOs).
■ The Vigilance commission approves the appointment of the CVOs.
■ No one can be appointed as a CVO without the Commission’s approval.
○ If the CBI considers that a prosecution should be launched in any case and if the sanction for such prosecution is
required under any law to be issued in the name of the President, the Commission will tender advice, after
considering the comments received from the concerned Ministry/Department/ Enterprise, as to whether or not
prosecution should be sanctioned.
● Prosecution of officials changed after enactment of Lokpal and Lokayuktas Act.
○ Before this Act came into being, the powers for sanctioning prosecution of officials vested with the Central
government.
○ Now, if Lokpal takes cognizance of an offence under the PC Act committed by an official, Lokpal can also
authorise necessary prosecution on its own.

5.5.2 The Central Bureau of Investigation (CBI)

● The Central Bureau of Investigation (CBI) was set up in 1963.
● The Special Police Establishment is a part of the CBI, and has two divisions:
○ Anti Corruption division and
○ Special Crimes Division
● Anti Corruption Division investigates following types of cases:
○ Cases under the Prevention of Corruption Act, 1988.
○ Cases under the Indian Penal Code (IPC) or any other law which also involves bribery and corruption.
○ Cases pertaining to serious irregularities allegedly committed by public servants.
○ Cases against State government officials which State Governments entrust to the CBI.
● The CBI cannot begin prosecution proceedings against officers of the rank of Joint Secretary and above without the
approval of the Central Government. Similarly, CBI cannot prosecute officers of CSPEs and other central agencies without
the approval of the Central Government.

5.5.3 ‘The Lokpal And Lokayuktas Act, 2013’

5.5.3.1 Composition
● The Lokpal will have a Chairperson and upto eight members. Four of these will be judicial members.
● The chairman can be:
○ a serving or retired chief justice of India; or
○ serving or retired Supreme Court judge or
○ an eminent person.
● A Judicial Member should be
○ a serving or retired Judge of the Supreme Court or
○ a serving or retired Chief Justice of a High Court.
● A non-judicial member has to be a person of impeccable integrity and outstanding ability having special knowledge and
expertise of not less than twenty-five years in the matters relating to anti-corruption policy, public administration, vigilance,
finance including insurance and banking, law and management.
● The Lokpal and Lokayuktas Act provides that not less than fifty percent of the Members of the Lokpal shall be from
amongst the persons belonging to Scheduled Castes, Scheduled Tribes, Other Backward Classes, Minorities and women.
● The following categories of persons are ineligible for being chairman or members of the Lokpal
○ Member of Parliament or a member of the Legislature
○ Member of any Panchayat or Municipality
○ A person convicted of any offence involving moral turpitude
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○ A person of less than forty-five years of age

○ A person who has been removed or dismissed from the service of the Union or a State
○ A person holding any office of trust or profit (other than his office as the Chairperson or a Member) or affiliated with
any political party or carrying on any business or practising any profession. However, those holding any trust or
office, those in business and profession can join Lokpal after giving up such vocations.

5.5.3.2 Manner of Appointment : Selection Committee

● The President of India will appoint the Chairperson and Members of Lokpal based on the recommendations of a
Selection Committee.
● The Selection committee will consist of:
○ Prime Minister–chairperson;
○ Speaker of the House of the People–member;
○ Leader of Opposition in the House of the People–member;
○ Chief Justice of India or a Judge of the Supreme Court nominated by him –member;
○ One eminent jurist as recommended by committee members to be nominated by the President–member.

5.5.3.3 Lokpal’s Jurisdiction

● Lokpal represents a mechanism for dealing with complaints of corruption against public functionaries and public servants
at all levels of government from top to the bottom.
● The term ‘public functionaries’ is often used to refer to persons other than civil servants holding public offices like
ministers or other political persons.
● The complaint should contain allegations that a public servant has committed an offence punishable under the Prevention
of Corruption Act.
● Lokpal has a wide jurisdiction of looking into complaints against public functionaries and public servants who may be serving
or who may have retired.
● The Act mentions the following categories.
○ Prime minister
○ Ministers
○ Members of parliament
○ Group ‘A’ or Group ‘B’ officer or equivalent or above when serving or who has served in the Central government
○ Any Group ‘C’ or Group ‘D’ official or equivalent rank holder when serving or who has served in the Central
government
○ Any person who is or has been a chairperson or member or officer or employee in any body or Board or corporation
or authority or company or society or trust or autonomous body established by an Act of Parliament or wholly or
partly financed by the Central Government or controlled by it.
■ This covers the officials working in any Central government undertaking including banks and any
other entity which receives Central government funds.
○ Officials (such as directors, managers, secretaries or other officers) in bodies which are wholly or partly financed
by the Government and the annual income of which exceeds such amount as may be specified by the Central
Government.
○ Officials of every other society or association of persons or trust which receives more than a specified amount or
more than Rs 10 lakhs from any foreign donors.

5.6 Measures required to Prevent Corruption

5.6.1 Penal Measures
5.6.1.1 Liability of Corrupt Public Servants to Pay Damages
● For their corrupt acts, public servants are liable for punishment under the Prevention of Corruption Act (PC Act).
○ But the PC Act has no provision for civil liability of the wrongdoer; nor does it have a provision for
compensating the person/organisation which has been wronged or has suffered damage because of the public
servant’s misconduct.
● The Constitutional Review Committee recommended the enactment of a comprehensive law to provide for the creation
of liability in cases where public servants cause loss to the State by malafide actions or omissions.
● SARC recommended that in cases where public servants cause loss to the State or citizens by their corrupt acts, they should
be made liable to make good the loss and to pay damages.

5.6.1.2 Confiscation of properties Illegally acquired by Corrupt means

● Prosecutions and convictions of dishonest public servants are too few in relation to deep public dissatisfaction over
corruption.
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○ Many corrupt officials have escaped because of the high standard of proof needed to establish corruption charges
and the legal obstacles to speedy trials.
○ The guilty officials have often been enjoying their ill-gotten wealth.
● The Law Commission in its 166th Report (1999) observed as follows:
○ “The Prevention of Corruption Act has totally failed in checking corruption.
○ In spite of the fact that India is rated as one of the most corrupt countries in the world, the number of
prosecutions and more so the number of convictions are ridiculously low.
○ A corrupt Minister or a corrupt top civil servant is hardly ever prosecuted under the Act, and in the rare event of
his/her being prosecuted, the prosecution hardly reaches a conclusion. At every stage there will be revisions and
writs to stall the process.”
● The amendments to the PC Act made in 2018 contain specific provisions for attachment and confiscation of property.
○ These provisions make it difficult for corrupt officers to conceal or dispose of properties acquired through corrupt
means.
○ The amendment empowers the Special Judge conducting a trial under the PC Act to pass an order for
attachment/confiscation of money or property procured by means of an offence under the PC Act.
○ Earlier, powers to attach property derived from corruption were covered under the Prevention of Money
Laundering Act, 2002.
○ The PC Amendment Act specifically grants such powers to the Special Judge conducting trial under the PC
Act.

5.6.2 Policy Measures

5.6.2.1 Increasing Competition
● Government is the sole service provider in many sectors – a situation which breeds arbitrariness, complacency and
corruption.
● Introducing competition in providing public services can reduce corruption.
● Telecom sector deregulation is usually cited as a case in point.
○ The telecommunication sector was a complete government monopoly.
○ In the telecom sphere, the Department of Telecommunication acted as the policy maker, service provider and
the licensor.
● Telecom sector policy reforms introduced competition, allowing private players to provide international and national long
distance services on landlines and on cellular devices.
● Policymaking has been separated from provision of services. The reforms led to sharp increase in teledensity, drastic
reduction in the cost of services and major decline in corrupt practices.
● While undoubtedly reducing ‘retail’ corruption at the interface between consumers and lower telecom bureaucracy, the
policy reform also led to possibly the largest corruption scandal in post independent India.

5.6.2.2 Streamlining procedures

● The complexity of official work methods also arises from the hierarchical structure of government organisation and the
multiple levels involved in decision making.
● Any matter is examined at many levels, leading to delay and diffusion of responsibility and accountability.
● This leads to a typical form of corruption known as ‘speed money’.
○ It means that the concerned official is paid money not for favouring any particular party but to quickly push a file
on its onward journey to the next level in the hierarchy.
○ One way of reducing delays and corruption will be to reduce the number of levels at which a matter is processed.
● One way of simplifying procedures is to provide the common services which citizens require at one point and in a single
stage.
○ This is known as the system of single window clearance or one-stop service centre.
○ A successful example is Andhra Pradesh’s E-Seva model. E-Seva provides the services of 13 state and local
government organisations, 3 central government organisations and 9 private sector organisations under one roof.
○ The services that E-Seva offers include the payment of public service bills, provision of birth and death
certificates, payment of property tax, train and bus reservations, private mobile phone bill payments, receipt of
passport applications and transfer of shares.
● ‘Positive silence’ sanctions represent another means of simplifying procedures from the citizen’s point of view. These are
also known as deemed approvals.
○ Government regulations lay down many approvals which people have to take before starting any activity like
opening a shop.
○ In positive silence sanctions if the applicant does not receive a reply from the concerned departments by a
stipulated time, he is deemed to have received the approval and can start with the work.
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○ Bureaucracies sometimes circumvent deemed approval procedures also. They refuse the application on the last
date on flimsy grounds. Or they harass the individual who carries on with his work on the basis of the deemed
approval.
○ But deemed approvals certainly put pressure in most circumstances on government officials to decide a matter
within a definite time period.

5.6.2.3 Using Information Technology

● Information can now be provided speedily and without human interactions.
● Notable progress has already been made in providing access to information and data, in building management information
systems and in electronic service delivery.
○ Many transactions between government departments, between government and citizens and between
government and business have been computerised.
● ICT can reduce corruption by delivering information at great speed with almost no face to face contact.
● Example: Gyandoot project of Madhya Pradesh
○ It is based on a low cost intranet linking various market centres and villages.
○ Local youth run kiosks on commercial lines charging a user fee.
○ The kiosks render services such as – agricultural produce auction centre rates; copies of land records; online
registration of applications; online public grievance redress; village auction site information; and updated
information regarding beneficiaries of social security pension, rural development schemes and government grants
of various kinds.
○ The most sought after information (95%) was on agricultural produce rates, land records and grievance services.
○ The Gyandoot project empowered local communities and reduced corruption.

5.6.2.4 Promoting Transparency

● ‘Transparency’ signifies openness and accountability of administration.
● An organisation is transparent when its decision-making and mode of working is open to public and media scrutiny and
public discussion.
● A transparent system of administration encourages public participation in government’s decision -making processes. It is
especially useful in promoting grass root level democracy.
● RTI Act is the foremost measure that the government took for promoting transparency in administration.

5.6.2.5 Integrity Pacts

● ‘Integrity pacts’ are added to public contracts to reduce scope for corruption.
● Governments are huge purchasers of goods and services. They make purchases by floating tenders which seek prices from
sellers for supply of goods of given specifications.
○ Ideally the tenders have to follow an open competitive bidding process in which all qualified producers or sellers or
suppliers can participate.
○ The contract is awarded to the lowest responsive bidder.
○ This simply means that the contract is given to the supplier who offers the lowest price and accepts all the
conditions of the tender.
● Major contracts can be highly lucrative. The stakes are high, competition is cutthroat and the bidders are willing to pay
kickbacks to get the contract.
○ In India, huge purchases are made by Ministries like Defence and Railways.
○ In the recent ‘railgate’ scam, one officer wanted posting as a Member of Railway Board in a particular operational
area or jurisdiction. This position as Member involves processing tenders running into tens of thousands of crores.
● Integrity pact is an agreement between the public agency procuring goods and services and the bidder for a public
contract.
○ Through the pact the bidders give assurances that they have not paid and shall not pay any illegal gratification
to secure the contract in question.
○ From its side, the public agency calling for bids commits to ensuring a level playing field and fair play in the
procurement process.
● Such pacts often involve supervision and scrutiny by independent, outside observers. Such pacts increase
transparency and confidence in the processes through which Government and public sector units conclude major deals.
○ Many national legal systems now recognise such pacts; ONGC signed a MoU with Transparency International
India and the CVC in 2006.

5.6.2.6 Accountability of Civil Servants

● The administrative system needs at every level of its structure a clear assignment of duties and responsibilities.
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○ Duties have to be worded clearly and should also spell out the supervisory responsibilities of the controlling
officers. The assignment of responsibility has to go up to the top of the hierarchy.
● This will create an interlocking accountability chain which forces government servants at every level to function efficiently.

5.6.2.7 Reducing Discretion

● Discretionary powers of government, especially at lower levels, increase the scope for corruption.
● Opportunities for corruption can be reduced by; (i) reducing discretion; (ii) by maximising transparency; and (iii) by
introducing strict accountability for actions.
● Effective anti-corruption reforms have to reduce discretionary benefits which public officials control.
● One instance of improved transparency is the new policy for transferring teachers in Karnataka.
○ Every year nearly 15000 school teachers seek transfers to places of their choice. Applications are sent to multiple
authorities necessitating action at many levels. The process of decision -making was non-transparent and riddled
with corruption.
○ In the new system, applicants have to give reasons for seeking transfer. Their applications are arranged in a priority
list centrally. A computer-generated list containing the names of transfer seekers and their ranking (based on the
reasons for transfer) is published.
○ Objections are invited and considered. This scheme has considerably reduced corruption.
● Following measures will help in reducing corruption which arises from discretionary use of authority.
○ Discretion can be eliminated from many governmental activities. All such activities could be automated and
supported by IT.
○ Where it is impossible to eliminate discretion, the exercise of powers should be regulated by guidelines to minimise
discretion. Effective checks and balances should be built over exercise of discretion.
○ Decision-making on important matters should be assigned to a committee rather than to an individual.

5.6.2.8 Involving Civil Society

● SARC has proposed the following measures to promote public participation in anti -corruption drives.
1. Inviting civil society groups to oversee government programmes
2. Establishing and disseminating service standards
3. Establishing credible complaints’ redressal mechanisms
4. Assessing public confidence in anti-corruption institutions, judiciary and law enforcement for designing
programmes to improve trust levels
5. Enforcing access to information
6. Educating society on the events of corruption and instilling moral commitment to integrity
7. Using public hearings in which the audience learns about public work schemes of their local area and provide
their own perceptions
8. Initiating media campaigns for public education and awareness on fighting corruption
9. Holding integrity workshops and public hearings to discuss problems of corruption and considering solutions
10. Periodically surveying and assessing public service delivery
11. Surveying corruption perceptions in general about government as also about its specific sectors
12. Incorporating corruption as a subject in the education curriculum and setting up websites on corruption for
providing information, inviting suggestions and associating former public servants in lobbying against corruption.
● Another way of involving citizens in reducing corruption is to give them cash rewards for reporting corruption. It is likely to
bring to light many cases of corruption.
○ In taxation departments, reward schemes already exist for paying complainants a percentage of the income
unearthed based on the information.
○ Similar rewards should be offered to providers of information on corrupt practices. Change will come when the
incentives to throw out a corrupt system become stronger than the incentives to retain such a system. The need of
the hour is to have zero tolerance towards corruption.

5.6.2.9 Social Audit

● Comptroller and Auditor General (CAG) arranges for the audit of all government departments.
○ CAG’s audit looks at financial aspects of government transactions and dealings. Audit frequently brings to light
many financial irregularities.
● Social audit, as separate from financial audit, is a concept which has evolved recently.
○ While financial audit is conducted by qualified accountants and auditors, social audit is done through people’s
participation.
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○ It is particularly useful in ascertaining the true state of affairs about programmes which benefit large groups,
such as local public works, distribution of welfare payments, and procurement of products and services for
government and delivery of services to people.
○ In social audit of these schemes, clients or beneficiary groups or civil society groups provide information on
wrongdoing.
● Social audit helps in checking the attendance of teachers and students in schools and hostels, staff in the hospitals and
other similar programmes which provide services to people.
● Provisions for social audit should be made a part of the operational guidelines of all such schemes. It has already been
adopted in many schemes.

5.6.2.10 Building Societal Consensus

● Many problems, according to political thinkers, can be solved only through consensus. Or people in general have to agree
about the existence of the problem and the methods proposed for its solution.
● More importantly, political parties which are supposed to articulate pro people ideologies and which wield power have to
actively fight against corruption. Political parties only pay lip sympathy to the need for eliminating corruption.
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Case Study
Case Study 1: (Ethics in Public Life/Human Actions).............................................................................................................................. 174

Case Study 2: (Ethics in Private and public Relations) ........................................................................................................................... 174

Case Study 3: (Role of family,society and educational institutions in inculcating values) ............................................................. 175

Case Study 4: (Attitude - Content, Structure, Function; Social Influence and Persuasion)............................................................. 176

Case Study 5: (Aptitude and Foundational Values for Civil Service) ................................................................................................... 176

Case Study 6: (Emotional intelligence) ...................................................................................................................................................... 177

Case Study 7 ..................................................................................................................................................................................................... 178

Case Study 8 ..................................................................................................................................................................................................... 178

Case Study 9 ..................................................................................................................................................................................................... 179

Case study 10.................................................................................................................................................................................................... 180

Case Study 11 ................................................................................................................................................................................................... 181

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Case Study 1: (Ethics in Public Life/Human Actions)

Mr Anuj Saxena, secretary in the ministry of defence, is a respected and admired bureaucrat. Defence minister trusts Anuj and has
given him a free hand in the ministry.

Anuj, who is at the fag end of his career, recently lost his elder son and wife in an accident and ever since, he has kept a low profile
and has grown more fond of his other son who now just finished his graduation from an ordinary institution in the capit al.

In a deal involving a direct government to government contract with a major arms supplier, Anuj is tasked with speeding up th e
contract agreement and finalize the deal. The manufacturer, who will benefit immensely if the process is expedited, on many
occasions has personally contacted Anuj and expressed his frustration in the slow movement of files in the ministry.

Anuj’s younger son wants to study in a world’s most reputed university for which he needs a lot of money and good references. Son
has his father’s complete support and he himself is contemplating the idea of moving out with his son to a new place, but mon ey is
the constraint. The person from the company who is in touch with Anuj comes to know about this and in one of his meetings with
Anuj, he assures him to look after his son’s entire higher education costs — from admission to placement to a well paying job —
provided he speeds up the finalization of the deal.

Because of unexpected political circumstances, the defence minister now wants to scrap the deal. From his experience Anuj sen ses
that the present controversy is temporary and somehow the deal will be inked later. Anuj who has a few months of service lef t with
him is in a dilemma. He doesn’t want to disappoint his son and at the same time he wants to be on good terms with the ministe r. The
deal, if signed, doesn’t harm anyone’s interests. The products are of world class and are sure to add value to the coun try’s defence
arsenal.

Question: What should be Anuj’s course of action in this situation? (150 Words)

Solution:

Anuj Saxena, as a respected and admired bureaucrat in the Ministry of Defence, should prioritize his duty to serve the countr y and
its people with integrity and impartiality. He should avoid any actions that could potentially compromise the integrity of th e government
or the Ministry, including accepting bribes or favors from the arms supplier. Accepting such offers would not only be unethic al, but
could also harm the credibility and reputation of the Ministry and Anuj himself.

Given the present political circumstances and the defence minister's decision to scrap the deal, Anuj should gracefully compl y with
the decision and focus on finding alternative solutions to support his son's education.
He should consider options such as scholarships, education loans or seeking assistance from educational institutions directly . Anuj's
priority should be to ensure that his son's education is not impacted by any personal or professional challenges he may fa ce.

In conclusion, Anuj's actions should reflect his responsibility as a public servant and he should not let personal considerat ions
influence his decision-making in any way that could harm the interests of the country. He should maintain the highest standard s of
ethics and integrity, and prioritize the well-being of the country and its citizens.

Case Study 2: (Ethics in Private and public Relations)

Ramesh is a son-in-law of a local MLA and is now posted as block development officer in his father-in-law’s constituency. He comes
to know that MLA’s followers, who are mainly small contractors and many elected members of Gram Panchayat, are hand in glove
with local Panchayat officials in misusing MGNREGA funds. He finds that each Panchayat secretary along with elected members
have used machines to complete many works under the scheme and siphoned off funds using fake job cards. He also finds out tha t
all this was done at the behest of his father-in-law, the local MLA. Now, the state government has taken cognizance of the issue after
a media report and has ordered an inquiry into the scam.

Ramesh has to probe the matter and file a report to higher authorities. His father -in-law is pressuring him to file a false report as he
himself is under pressure from his followers, who if found guilty will be slapped with a criminal case. Some contractor s have contacted
and requested him not to mention their names in the report in return for a hefty bribe. Some Panchayat secretaries have reque sted
him to spare them as according to them Panchayat members had coerced them into becoming partners in crime. Ra mesh is recently
married and it is his first government job.

Question: What should be his course of action? (200 Words)

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Answer:
In this situation, Ramesh has the following options:
1. File a false report - Filing a false report would be unethical and could result in legal consequences. It would also damage
Ramesh's reputation and credibility as a public servant.
2. Accept bribes - Accepting bribes would also be unethical and illegal. It could also result in legal consequences and would
damage Ramesh's reputation.
3. Conduct an impartial investigation - Conducting an impartial investigation would require Ramesh to gather evidence,
interview witnesses, and present his findings objectively. This would allow him to fulfill his duty as a public servant and w ould
help maintain his integrity and credibility.
4. Resign - Resigning would allow Ramesh to avoid being caught in the middle of this situation, but it would also mean he is
not fulfilling his duty as a public servant.

In conclusion, the right decision for Ramesh would be to conduct an impartial investigation and present his findings objectiv ely. This
would allow him to fulfill his duty as a public servant, maintain his integrity and credibility, and avoid any legal cons equences. However,
he should also consider his personal safety and well-being in this situation and take any necessary precautions.

Case Study 3: (Role of family,society and educational institutions in inculcating

values)
Leo Varadkar, The son of an Indian immigrant has made Irish history by becoming the country’s youngest and first openly gay p rime
minister.

He has faced numerous challenges before and still facing challenges with regard to abortion law in Ireland. His election has raised
another debate worldwide about equal rights and acceptance to LGBTQ+ communities.
The constitution of India, recognises all individuals as equal human beings, however the society still does not recognize thi s whole
heartedly.

Question: In this context, discuss the ethical and legal aspects connected with the issue and also put forward your opinion
on the issue?

Answer:

● The issue of LGBTQ+ rights and acceptance is a complex one that has both ethical and legal dimensions. On the one hand,
it is widely recognized that all individuals have a right to equal treatment and protection under the law, regardless of their
sexual orientation or gender identity. This is a principle enshrined in the Universal Declaration of Human Rights, as well as
in many national constitutions, including that of India.

● However, despite this legal recognition, many societies continue to discriminate against and marginalized members of the
LGBTQ+ community. This can take many forms, from overt acts of violence and hate speech to more subtle forms of
discrimination such as employment bias and unequal access to healthcare.

● In my opinion, it is imperative that we work to create a more inclusive and accepting society for all individuals, regardless of
their sexual orientation or gender identity. This requires not only legal changes, but also a shift in attitudes and values a t the
societal level. We must challenge and overcome the deeply ingrained biases and prejudices that perpetuate discrimination
against members of the LGBTQ+ community.

● At the same time, we must also be mindful of the need to balance individual rights with the rights of religious communities
and other groups who may hold differing views on issues related to sexual orientation and gender identity. It is possible to
promote equal rights and acceptance while still respecting the rights of those who hold different beliefs.

In conclusion, while Leo Varadkar's election as Ireland's first openly gay Prime Minister is a positive step forward, there i s still much
work to be done in order to achieve true equality and acceptance for all members of the LGBTQ+ community. We must cont inue to
challenge and overcome prejudice, while also protecting the rights of all individuals and groups.
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Case Study 4: (Attitude - Content, Structure, Function; Social Influence and

Persuasion)
You are a government official. One day you find out that your subordinate is infected with HIV. Before you could stop the new s from
spreading, it had already become a topic of discussion among other members of the office. Now, they are pressuring you to su spend,
sack or transfer him as they fear that his presence in the office might lead to other members getting contaminated with the v irus. You
try to make them understand that HIV does not spread from touching, but they are so skeptical and scared that they refuse to even
listen to your reasoning. They all decide to not work till the HIV positive employee. Your office is already under a lot of w ork pressure
and in the next week you are to finish some work within a deadline.

Question: How will you tackle this problem? Elaborate the steps that you will take to handle it.

Solution:
● Instead of dealing with making a decision, this circumstance is more about a problem with the implementation of an already
made decision. We must remember that Article 21 of the Fundamental Rights lists the rights to life and personal liberty, and
this includes those who are HIV positive.
● They cannot be denied a life of dignity in light of this. Beyond a shadow of a doubt, HIV cannot be transferred by touch,
food, water, or the air. Therefore, the office members' request is totally unjustifiable.
● In addition to being ridiculous, their proposal is also unethical because HIV-positive people should be helped at this difficult
time rather than being shunned by society. Therefore, taking any action against an HIV -positive person is neither wise nor
legal.
● However, it is a team leader's responsibility to keep the team cohesive and do their best to allay any suspicions that may
exist. Therefore, the following actions are preferred:
○ One can begin by informing the staff that a sick person is someone with whom one should empathize, not despise.
To support one's claims, one can present certain scientific studies to convince the audience that they are not
susceptible to infection.
○ Despite the aforementioned, if the employees insist on their position, one can write to their superiors to inform them
of the issue and ask them to form a different team with similar skill sets so they can finish the task.
○ In the meanwhile, a directive can be issued requiring the complaining employees to cooperate with the current
arrangement. In addition, anyone who disobeys official directives will face stern disciplinary action.
○ One can make every attempt to meet the deadline in the interim. To increase awareness, one could try to plan
medical educational camps.
○ Making the affected person sit near to oneself can have a beneficial demonstration effect.

Case Study 5: (Aptitude and Foundational Values for Civil Service)

Every District Collector wants the local newspaper to run positive stories about his works in his district. Few, thankfully, hide behind
a fake name to write only positive articles.
Rajeev, DM of a famous district, felt the major local paper was not writing enough positive articles about him, so he decided to submit
his own stories, under a fake name.
The paper encourages “citizen journalists” to submit stories to get a more local angle. “I thought about all the people just reading
about crime in our city and nothing better,” said the DM.
Although he was not paid for his articles, he established a relationship with the paper, a television Website, and a weekly p aper – all
by using email and phone conversations. Using his alias, he wrote more than a dozen articles. In some he quoted himself. He did not
apologize for his actions.

However, his alias was a real person. The DM had used the real photo to convince the publishers. Now the real person is hurt and
enraged. He accuses the DM of lying to the public.

Question:
● Do you think the DM should resign?
● Should the government take any action, such as a censure?
● Is this action serious enough to prompt a recall?
● Can the public trust an official who has misrepresented himself?

Answer:
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(1) Yes, I think the DM should resign. Using a fake name to write positive articles about oneself is unethical and violates the
trust between the public and the government. By using someone else's identity, the DM also caused harm to the real person
and violated their privacy.
Furthermore, the DM's actions also undermine the credibility of the media, which should strive to maintain impartiality and
provide accurate information to the public. In a democratic society, it is essential that the media play a role in holding th ose
in power accountable and ensuring transparency.
The DM's behavior sets a dangerous precedent, and his resignation would send a clear message that such actions will not
be tolerated. The public deserves to know that their elected officials are acting in an honest and transparent manner, and
the DM's actions have seriously eroded that trust.

(2) The government should take action, such as a censure, in this situation. The DM's actions are unethical and violate the
public trust, and it is important for the government to show that such behavior will not be tolerated.
A censure is a formal reprimand or condemnation of the DM's actions and would serve as a warning to other officials that
such behavior is unacceptable. Additionally, a censure would demonstrate the government's commitment to transparency
and accountability, and would help to restore the public's trust in the government and media.
Moreover, if the DM used the real photo of a person without their consent, it may also be a violation of that person's privacy
and legal action should be considered.
It is important for the government to take swift and decisive action in this case to show that such actions will not be toler ated,
and to help restore the public's trust in the government and media.

(3) It depends on the specific laws and regulations governing recall procedures in the jurisdiction in question. In general, a re call
is a process in which voters petition to remove an elected official from office before their term has ended.
In this situation, the DM's actions of creating a fake identity and submitting articles under that identity, while not being
transparent with the public, could be seen as a serious breach of trust and could potentially warrant a recall.
However, whether or not a recall is actually triggered would depend on the specific laws and regulations, as well as the level
of public outrage and support for such a recall. It is also possible that other legal or ethical consequences, such as a cens ure
or investigation, could be pursued before a recall is considered.

(4) The act of a district collector using a fake name and photo to publish positive stories about himself in the local newspaper
raises serious ethical and trust concerns. Misrepresenting oneself and lying to the public erodes trust in government officials
and undermines the integrity of the government. The public has a right to accurate and transparent information from their
elected officials, and such behavior undermines the democratic process. The district collector's actions show a lack of
respect for the public and for the principles of transparency and accountability. Based on these facts, it can be argued that
the public cannot trust an official who has misrepresented himself in this manner.

Case Study 6: (Emotional intelligence)

Akash is the Chief executive officer of a company. The Company has been growing and has recruited quite a few specialists re cently.
The functional heads in the company have to meet their staff in an open meeting every two months. Akash detested these meetin gs.
It was open to everyone in the office. The staff came up with a long list of trivial and tiresome complaints and grievances. They
repeated the same things and spoke at length.
Even when the staff knew of the constraints, they went on with their complaints. They wanted more space for a lounge, for bat hrooms
and crèche. Akash pointed to a lack of space, and yet the staff continued to complain.
Akash cultivated a habit of sitting through the meeting with a cheerful face, but with his mind switched off from the proceed ings. The
meeting became a tiresome ritual he had to get through.
Due these issues many employees had left the company and its further hampering the Business of the company.

Question: In Akash’s situation what action would you have taken and why?

Answer:
In Akash's situation, I would have taken a proactive approach to address the concerns of the employees. Instead of just sitti ng through
the meetings with a "switched off" mind, I would actively listen to the complaints and grievances and make an effort to understand
their perspectives. I would also involve the functional heads in finding solutions to the problems, such as finding alternati ve space for
a lounge or crèche. Additionally, I would work towards creating a more effective communication system for e mployees to voice their
concerns, as well as regular training programs for employees on how to raise grievances effectively. This way, the company ca n
retain its employees, improve morale and create a positive work environment.
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Case Study 7
You are working as the Head of Ethics and Compliance in a big mobile manufacturing company that is known for its innovation a nd
quality products. Both the customers and the shareholders are pleased with the performance of the company as they get value f or
their money and high returns on their investments respectively.
Tin is a major component in the products manufactured by your company. It was recently brought to your attention that worker s -
many of them children - are working in unsafe conditions, digging tin out by hand in mines prone to landslides that could bury them
alive.
About 70% of the tin used in smartphones manufactured by the company comes from these more dangerous, small -scale mines.
The company defends its practices by saying it only has so much control over monitoring and regulating its component sources.
The justification advanced of its sourcing practices is that it is a complex process, with tens of thousands of miners selling tin, ma ny
of them through middle-men or third-party contractors.
Based on the above case, answer the following questions:
(a) What are the ethical issues in the above case?
(b) Can customers of the company be expected to take into account such practices before buying any product of the company?
(c) If the management were to seek your opinion on the matter, what course of action will you suggest?
(Answer in 250 words)

Solution:

(a) Following are the ethical issues involved in the given case:
1. Rights of the workers being violated: In the above case, workers including children are forced to work under poor and
hazardous working conditions. Thus, multiple rights such as human rights and labour rights are being violated.
2. Emphasis on ends over means: Overlooking the fact that most of the tin is being sourced from dangerous mines, the
company is choosing to focus on ends over means.
3. Access to equal opportunities: Children who are forced to work in dire conditions due to poverty, lack of access to
education, etc. are being denied access to equal opportunities.
4. Risk to human life: Owing to dangerous working conditions, the lives of miners are being risked to source an essential raw
material.

(b) The course of action that can be followed are:

● In an era of increasing consumerism, which has far-reaching effects, it is the responsibility of the customers to be aware of
the hiring practices of the company, the environmental impacts of the production process, the components used to
manufacture the product etc. In a highly interconnected world, customers should be responsible global citizens.
● In this context, it is being observed world over that customers nowadays are looking for ethical, eco -friendly brands that
put people and planet ahead of profits. And technology is a major contributing factor to this shift in purchasing. With
endless information about a
● company’s practices, mission and values at their fingertips, customers are attuned to what is happening in the world
around them and want to help address the pressing issues they are facing while not contributing further to the problems
they inherited.

Case Study 8
An employee in your organization, who is very honest and hardworking, However, one drawback is that she has drinking problems
which adversely impacts her professional life. Due to such issues, the company takes the decision of firing the employee. No w the
employee, the sole earning member in her family, applied for a job in some other reputed company and gave your name as a
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reference. She desperately needs a job and she asks you to give her a good recommendation and not mention her drinking
problem, which she assures you is now under control. She further asks you to say that it was she who left your company as she
was not medically fit to continue with the work.
You too believe that the employee is good and can do wonders if the drinking problem in her is addressed. However, you are in
doubt if the drinking problem is overcomed or not.
a) Discuss the ethical issues involved in the case.
b) Critically examine the options available in the above situation and which would be the best option you would choose.
(Answer in 250 words)

Solution:
a) The ethical values at stake are Honesty and Integrity. The ethical issues involved here are that altruism and selflessness
would conflict with each other. Though, I am not sure if the drinking habit of the employee is overcomed, if I am honest in
my place, there is a chance that the employee may lose the job opportunity which would have an impact on the livelihood
of the family. On the other hand, I may lie by assuring that the employee is really hard working, keeping the reality of her
absence at the workplace hidden but this may be against my value of honesty.

b) The options available to me are:

1. To approve her request and confirm the reference along with stating that she left the company voluntarily.
2. To deny the reference and inform her prospective employer about the truth of the situation.
3. To not confirm the reference but at the same time not informing her prospective employer too i.e. to do nothing.
Keeping in mind that the employee is really hard-working and agreeing to the fact kept forward by the employee, I would
highlight her positive facets in front of the organisation, in case they call me for reference. I will also inform them about her
present family conditions. However, I would not give any surety about her work behaviour.

Case Study 9
You have been newly appointed as the DM of an area. You find that child marriage has been rampant in the area. You find that the
custom is so deep rooted that even after legal rules and regulations in place, the community members are reluctant to give up the
practice. Even after engaging NGOs and social psychologists to campaign for the stoppage for such crime, there are no positiv e
results seen on the ground.
Based on your understanding, suggest measures to deal with the crisis. (Answer in 150 words)

Solution:

I would take the following course of action:

1. The first option available is to highlight that the practice of child marriage has been out of place in the modern society.
However, as the community members are uneducated, it would have relatively less impact on them.
2. The second alternative is highlighting age-old practices, like Swayamvaram, I would highlight that girls since ancient times
were allowed to choose their husbands.
3. Thirdly, I can actively engage NGOs and display the message against child marriage through nukkad nataks.
4. Lastly, I would highlight the evil effects of child marriage on the girl, community and society at large. This can be done
through actively promoting the use of nukkad nataks for displaying such message. As the family members are deeply
attached to the girl in the family, they would be deeply concerned about their welfare. If the evil effects of child marriage
are highlighted, there are high probability that active steps would be taken to bring about a change in the practice.
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Case study 10
You are posted as a District Magistrate (DM) of a district where residents are facing the menace of stray dogs. Instances of dogs
chasing two-wheelers, cyclists and attacking pedestrians are on the rise. Elderly persons as well as children are the worst -hit and
recently, an 8 year old girl was severely injured by a pack of dogs. The perceived magnanimity of the problem and inaction fr om
government authorities have prompted vigilante groups to cull dogs in mass numbers. However, local NGOs have come out agai nst
such a practice of mass culling and are calling for stringent action against those killing stray dogs.
(a) What are the ethical issues involved in the above case?
(b) As the DM, suggest short-term and long-term measures to tackle the above issue.
(250 words)

Solution:

(a) The ethical issues involved in the given case-study are:

● Dogs are sentient beings known for their friendly and loyal nature.Culling them mercilessly would be inhuman and
unethical.
● The roads are not safe for the children and elderly. This shows that the government is not working efficiently in the public
interest.
● The Supreme Court order says, wherever human lives need protection, the authorities have the right to remove the stray
animals and practice euthanasia. This is the responsibility of the state, rather than some group to take law and order into
their hands.
● In the absence of quick corrective actions by the administration, vigilante groups come forward. Such groups generally go
out of the way and pursue illegal methods to resolve the issues at hand. For instance, rather than euthanizing the animal
through sophisticated means, the vigilante groups can opt for cruel methods of culling.
● Those who feed stray dogs and are sympathetic towards their situation do not feel responsible enough to ensure that the
population of such pack animals remain limited, or the animals get neutered or vaccinated.
● The situation has created a tension in the society and has led to conflict, which can escalate further.

(b) The following course of actions can be taken:

In the Short Term:
1. I would order a fast enquiry to find out the data related to the number of attacks by the dogs and would like to ascertain th e
actual threat to human lives because of the presence of dogs in the streets.
2. Vigilante groups that are found to be involved in the practice of culling street dogs enmasse would be prosecuted under
the Prevention of Animal Cruelty Act, 1960.
3. If human lives were indeed in danger because of these dogs, I would order that the stray dogs be caught by the
municipality as soon as possible. This would decrease the pack size and remove immediate threat to human lives.
4. The rabid and diseased dogs would be euthanized. The healthy and harmless dogs would be sterilised/neutered.
5. If the number of dogs is very high and exceeds the resource capacities of the Animal Welfare Board, the local NGOs will
be informed to shoulder some responsibilities.

In the Long Term:

1. I would ask the Animal Birth Control unit to specify the scientific number of street dogs that can live harmoniously with a
particular size of human society for different localities of the district.
2. I would order the municipality to maintain the number of the street dogs of a particular locality less than or equal to the
above findings.
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3. I would ensure that a periodic drive takes place in the district to catch and sterilise/neutralise street dogs and leave them
back in the locality.
4. I would also ensure that a periodic vaccination drive takes place in the district.
5. I would put worth a recommendation to the state government to bring a comprehensive policy on animal control, so that
adequate actions are taken as the need arises.

Case Study 11
Joginder served as DM in Amarpur district for quite a few years. He was an avid bridge player. He used to play bridge regular ly in
the Advocates' club. Many of his bridge partners were lawyers and became his close friends. Joginder later moved away from
Amarpur, eventually joining the Board of Revenue as a member. As a member of the board, Joginder had to hear appeals in land
matters. It so happened that the sleepy Amarpur suddenly became an industrial hub. Its land values shot up. Joginder found to his
discomfiture that his close lawyer friends from the bridge circle were appearing in the cases.
Examine the options available to Joginder. (Answer in 250 Words)

Solution:

Options available to Joginder are:

1. He should recuse himself from cases in which his close friends appear as pleaders.
2. He should simply hear the cases.
3. He should hear the cases and lean towards his friends if their cases and those of their opponents are on par in terms of
merits.
4. He should seek a transfer to another job because of the conflict of interest situation.

The first approach will be the correct one. This case involves a situation of conflict of interest Officials have to act and decide
matters in an objective manner. However, personal feelings of officers may come into play in matters in which their relative s or
friends appear as parties. The concerned officials are said to have a conflict of interest in such cases. They should avoid t aking
decisions in such cases.

As discussed above, the second option is impermissible.

The third alternative is worse than the second one. A judicial or quasi -judicial decision should be based on objective considerations
i.e. facts of the case and applicable law. No personal factors or any ideas of veering to one side -except on the basis of facts and
law-are admissible. This option will count as favouritism.

It is not necessary for Joginder to seek a transfer. Cases involving conflict will not be many. He can stay out of such case s.