Module 2 Notes: Values, SMART Goals, and Ethics

Definition: $SMART$ = Specific, Measurable, Achievable, Relevant, Time-bound; typically written as $S, M, A, R, T$ .
Purpose: convert broad aims into trackable steps for quick recall and action.
How to use: make goals Specific, identify measurable criteria, ensure they’re Achievable, ensure Relevance to your course, and set a Time-bound deadline (e.g., end of the $ext{semester}$ ).
In-class practice: craft two SMART goals from different chapters; use a table exercise to refine each goal; check progress weekly.
Mentoring: come up with two SMART goals to discuss with a mentor; four mentor meetings planned.

Values definition: concepts or beliefs about desirable outcomes that transcend specific situations; influenced by family, peers, religion, community.
Relationship: goals should align with values; values guide decisions and behavior.
Value types:
- Instrumental values: standards of behavior used to achieve ends (e.g., being organized); can be tangible or intangible.
- Intangible values: ends that are not material (e.g., being physically fit); instrumentally described by actions like going to the gym.
- Terminal values: end states/goals we aim to achieve (e.g., education, pass the course, money, house, kids); can be tangible.
- Tangible values: material possessions (e.g., house, investments, diploma).
Focus for assignment: emphasize instrumental and/or intangible values rather than middle-ground combos; clarify how values relate to goals.
Importance: aligned values improve decision-making, hiring alignment, and organizational culture.
Activity guidance: at tables, brainstorm two SMART goals tied to the course (from different chapters); ensure goals are SMART and distinct in topic.
Mentoring setup: identify a mentor outside immediate family; schedule four meetings; use mentor to refine goals.
Readings and tools: complete values inventory (optional but recommended); consider a personal mission statement (optional).

Definitions:
- Moral relativism: ethical judgments depend on context, culture, or individual perspective.
- Moral absolutism: there are universal moral rules that apply in all contexts.
Discussion focus: students’ diverse views on murder, self-defense, war, and proportional response; importance of defining terms.
Key concept: murder defined as unlawful and unjustified killing; exceptions include self-defense; war complicates judgments about justification.
Tolerance: recognize differing viewpoints; understand why people differ; define terms to enable constructive debate.
Ethical reasoning: we’ve touched on utilitarian perspectives; more methods to come.

Perceived ethicality by profession (illustrative):
- Higher: doctors, nurses, teachers, healthcare roles.
- Lower: politicians, salespeople, many business executives.
Takeaway: ethical perception varies by field; awareness matters for professional conduct.

Two SMART goals must come from different chapters; do not pair two goals from the same topic.
Find a mentor to meet with about four times (or four half-hour sessions); sessions should focus on progress toward goals.
Timeline: readings and videos on ethics and values; quiz on Topic 2 opens at end of the week.
Values inventory (optional) and personal mission statement (optional) can aid goal setting and reflection.

Quiz 1 for Topic 2 appears in about $1$ week; review reading, video on moral relativism, and MOOD/inventory assignments.
If marks seem off, talk to the instructor for clarification and next steps.
If colors or display look odd on materials, don’t let it block understanding; focus on the concepts and their connections.