Scenario: Jacob’s Struggle

Group Size: 4-15

Scenario

Jacob is a public servant who works for the Department of National Defence (DND) and is a successful mid-level engineer. They have dysgraphia, which is a learning disability that affects their writing skills. Jacob struggles with spelling, grammar, punctuation, and handwriting. Sometimes they feel embarrassed or frustrated by their mistakes, but they try to do their best and often use assistive technologies in the office to help.

This week, Jacob is attending a mandatory on-site work-related course on ethics and values. Jacob assumed the course would consist mainly of facilitated discussions but on the first day, the instructor asks the class to write a short essay, with pen to paper, on an ethical dilemma they have faced in our workplace and how it was resolved. They must hand in their essays at the end of the class and the instructor will be reviewing and discussing them with the class. Jacob feels anxious and stressed about the surprise activity. They know they will have trouble writing an essay by hand and without any assistive technologies, especially in such a short time and under pressure. Jacob asks the instructor if they can use their laptop instead of pen and paper, explaining that they have dysgraphia, and it is easier for them to type up the assignment. The instructor refused, saying that it is unfair to the other students and that they wanted to see our handwriting.

Jacob tries to write the essay, but it is very hard. Stressed, Jacob has difficulties thinking clearly, and makes a lot of errors. I feel like everyone is watching me and judging me, Jacob thinks. Overhearing about Jacob’s condition and seeing their fear, some of the other students whispered and stared. The instructor came over and looked at Jacob’s paper. They shook their head and said loudly, "This is unacceptable. You need to improve your writing skills. This is not how a public servant should write." Jacob feels humiliated, shamed, and angry. They feel their face turn red. Jacob feels like the instructor is discriminating against and harassing them because of their disability. Jacob feels like the instructor is violating the DND code of ethics, and the Accessible Canada Act, and that they should have ensured fair and respectful treatment of all the students, regardless of their differences. Jacob wonders what to do, and if there would be any negative effect on their career if they report the issue.

Categories

• Principles: Respect the Dignity of all Persons
• Values: Integrity, Loyalty, Courage, Excellence
• Cultural themes: Service, Leadership, Teamwork
• Misconduct types: Harassment, Discrimination
• GBA Plus themes: Disability
• Audience: Defence Team

Facilitator’s Guide

Learning Objectives

• Discuss the ethical principle of Respect the dignity of all persons in this scenario.
• Discuss the ethical values of Integrity, Loyalty, Courage, and Excellence in this scenario.

Facilitation Questions

1. What is the ethical dilemma in this scenario?
   • Open group discussion.
   • Jacob faces a conflict between their personal needs and the expectations of the instructor.
   • The ethical dilemma in this scenario is whether Jacob should report the harassing incident that happened with their instructor and ask for accommodations on future courses, or to keep the information to themselves to avoid perceived negative career consequences.
2. What considerations are at play with respect to the DND and Canadian Armed Forces (CAF) Code of Values and Ethics?
   • Open group discussion.
   • Respect the dignity of all persons: Jacob has the right to be treated respectfully.
   • It is also illegal in Canada and in the Public Service, to discriminate based on ability.
   • Discuss how the values of Integrity, Loyalty, Courage, and Excellence come to play in this scenario.
3. What possible courses of action could Jacob take in this scenario? Which is the best option? Why?
   • Option 1: Jacob should pull the instructor aside and inform the instructor that the Accessible Canada Act requires that they be accommodated.  If their needs were still not met, as a public servant, Jacob could file a complaint under Part II of the Canada Labour Code for workplace harassment.
   • Option 2: Ignore the incident. Jacob worries that making a big deal about the situation will bring negative attention to them. They worry that their learning disability could have negative career consequences.
   • Option 3: Seek support. Jacob could contact their manager. It is the manager’s responsibility to ensure that the employee’s request for accommodations is met. *Note: In this scenario, as a public servant, Jacob would have already completed an Accessibility Passport that lists their barriers and solutions, including in the learning environment. It is the manager’s responsibility to ensure the solutions are implemented.
     *Additional Note: If the instructor of this course was a contractor, the incident should be reported to the supervisor and the Defence Team Accessibility Office as the Accessible Canada Act requires that all services provided to the Defence Team are free of barriers to persons with disabilities and the procurement authority should be encouraged to no longer contract with the service provider.
4. What are some ways that the Defence Team could work towards building a more inclusive work environment for those employees who have disabilities, including those with learning disabilities?
   • Offer before class, meetings or events, reasonable accommodations, such as assistive technology, extra time, or alternative formats, for employees who request them or have documented disabilities.
   • Provide safe, confidential spaces where employees can state their needs and request barriers to be removed – encouraging equal and meaningful participation of all.
   • Provide training and awareness programs.
   • Create a culture of respect and support.
   • How the other participants in the classroom could have help to intervene in Jacob's favour in this scenario.