short speech on ethics and etiquette

Speech on Ethics

Ethics, in simple terms, is knowing what’s right and wrong. It’s like a compass guiding you in life.

You face ethical choices every day. Being ethical means making decisions that are fair and just.

1-minute Speech on Ethics

Good day to all!

Let’s talk about ethics. Think of ethics as the rules we follow to be good people. These are the guidelines that help us decide what’s right and what’s wrong.

Now, ethics are like an invisible thread that ties us all together. They help us respect each other. When we follow ethics, we are fair and honest. We treat people kindly, even when no one is watching.

But why are ethics important? Imagine a world where everyone only cared about themselves. Would you like to live there? Probably not! Ethics make our world a better place. They ensure we live in harmony and peace.

Remember, ethics start with you. It’s about making good choices, even when it’s tough. It’s about being brave to stand up for what’s right. It’s about being the best person you can be.

Lastly, it’s never too early or too late to learn about ethics. Like a seed, the more we nurture it, the more it grows. So, let’s make a promise today. Let’s promise to be ethical in all we do. Let’s promise to make our world a better place.

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Essay on Ethics

2-minute Speech on Ethics

Good day to you all! Today, we’re going to talk about ethics. Now, what is ethics? It’s like a big invisible rule book that tells us what’s right and what’s wrong. It helps us to make good choices, and to be fair and kind to others.

The first thing to understand about ethics is that it’s not the same for everyone. What might be right for me might not be right for you. This is because we all come from different backgrounds, and we all see the world in different ways. But, that doesn’t mean we can’t agree on some basic rules. For example, we can all agree that it’s wrong to hurt others or to lie.

Now, why is ethics important? Well, imagine a world where no one cares about right or wrong. It would be a scary place, wouldn’t it? But with ethics, we can create a world that is safe and just. Ethics helps us to treat each other with respect and dignity. It makes us better people, and it makes our communities stronger.

But, ethics is not just about big things. It’s also about the small choices we make every day. For example, if you find a wallet on the street, what do you do? Do you keep it, or do you try to find the owner? These small choices tell a lot about who we are as people.

Sometimes, being ethical can be hard. It can mean standing up for what’s right, even when it’s not popular. It can mean saying no to something that might benefit us, but harm others. But remember, the easy choice is not always the right choice.

In conclusion, ethics is a vital part of our lives. It guides us in our actions and decisions, and helps us to build a world that is fair and kind. So, let’s strive to be ethical in all that we do. Let’s be the change we want to see in the world.

Thank you for listening. I hope this talk has helped you to understand ethics a little better. Remember, it’s not just about knowing what’s right or wrong. It’s about having the courage to do what’s right, even when it’s hard. Let’s make our world a better place, one ethical choice at a time.

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2.2 Ethics in Public Speaking

Learning objectives.

Understand how to apply the National Communication Association (NCA) Credo for Ethical Communication within the context of public speaking.
Understand how you can apply ethics to your public speaking preparation process.

The study of ethics in human communication is hardly a recent endeavor. One of the earliest discussions of ethics in communication (and particularly in public speaking) was conducted by the ancient Greek philosopher Plato in his dialogue Phaedrus . In the centuries since Plato’s time, an entire subfield within the discipline of human communication has developed to explain and understand communication ethics.

Communication Code of Ethics

In 1999, the National Communication Association officially adopted the Credo for Ethical Communication (see the following sidebar). Ultimately, the NCA Credo for Ethical Communication is a set of beliefs communication scholars have about the ethics of human communication.

National Communication Association Credo for Ethical Communication

Questions of right and wrong arise whenever people communicate. Ethical communication is fundamental to responsible thinking, decision making, and the development of relationships and communities within and across contexts, cultures, channels, and media. Moreover, ethical communication enhances human worth and dignity by fostering truthfulness, fairness, responsibility, personal integrity, and respect for self and others. We believe that unethical communication threatens the quality of all communication and consequently the well-being of individuals and the society in which we live. Therefore we, the members of the National Communication Association, endorse and are committed to practicing the following principles of ethical communication:

We advocate truthfulness, accuracy, honesty, and reason as essential to the integrity of communication.
We endorse freedom of expression, diversity of perspective, and tolerance of dissent to achieve the informed and responsible decision making fundamental to a civil society.
We strive to understand and respect other communicators before evaluating and responding to their messages.
We promote access to communication resources and opportunities as necessary to fulfill human potential and contribute to the well-being of families, communities, and society.
We promote communication climates of caring and mutual understanding that respect the unique needs and characteristics of individual communicators.
We condemn communication that degrades individuals and humanity through distortion, intimidation, coercion, and violence, and through the expression of intolerance and hatred.
We are committed to the courageous expression of personal convictions in pursuit of fairness and justice.
We advocate sharing information, opinions, and feelings when facing significant choices while also respecting privacy and confidentiality.
We accept responsibility for the short- and long-term consequences of our own communication and expect the same of others.

Source: http://www.natcom.org/Default.aspx?id=134&terms=Credo

Applying the NCA Credo to Public Speaking

The NCA Credo for Ethical Communication is designed to inspire discussions of ethics related to all aspects of human communication. For our purposes, we want to think about each of these principles in terms of how they affect public speaking.

We Advocate Truthfulness, Accuracy, Honesty, and Reason as Essential to the Integrity of Communication

A woman crossing her fingers behind her back

Carmella Fernando – Promise? – CC BY 2.0.

As public speakers, one of the first ethical areas we should be concerned with is information honesty. While there are cases where speakers have blatantly lied to an audience, it is more common for speakers to prove a point by exaggerating, omitting facts that weigh against their message, or distorting information. We believe that speakers build a relationship with their audiences, and that lying, exaggerating, or distorting information violates this relationship. Ultimately, a speaker will be more persuasive by using reason and logical arguments supported by facts rather than relying on emotional appeals designed to manipulate the audience.

It is also important to be honest about where all your information comes from in a speech. As speakers, examine your information sources and determine whether they are biased or have hidden agendas. For example, you are not likely to get accurate information about nonwhite individuals from a neo-Nazi website. While you may not know all your sources of information firsthand, you should attempt to find objective sources that do not have an overt or covert agenda that skews the argument you are making. We will discuss more about ethical sources of information in Chapter 7 “Researching Your Speech” later in this book.

The second part of information honesty is to fully disclose where we obtain the information in our speeches. As ethical speakers, it is important to always cite your sources of information within the body of a speech. Whether you conducted an interview or read a newspaper article, you must tell your listeners where the information came from. We mentioned earlier in this chapter that using someone else’s words or ideas without giving credit is called plagiarism . The word “plagiarism” stems from the Latin word plagiaries , or kidnapper. The American Psychological Association states in its publication manual that ethical speakers do not claim “words and ideas of another as their own; they give credit where credit is due” (American Psychological Association, 2001).

In the previous sentence, we placed quotation marks around the sentence to indicate that the words came from the American Psychological Association and not from us. When speaking informally, people sometimes use “air quotes” to signal direct quotations—but this is not a recommended technique in public speaking. Instead, speakers need to verbally tell an audience when they are using someone else’s information. The consequences for failing to cite sources during public speeches can be substantial. When Senator Joseph Biden was running for president of the United States in 1988, reporters found that he had plagiarized portions of his stump speech from British politician Neil Kinnock. Biden was forced to drop out of the race as a result. More recently, the student newspaper at Malone University in Ohio alleged that the university president, Gary W. Streit, had plagiarized material in a public speech. Streit retired abruptly as a result.

Even if you are not running for president of the United States or serving as a college president, citing sources is important to you as a student. Many universities have policies that include dismissal from the institution for student plagiarism of academic work, including public speeches. Failing to cite your sources might result, at best, in lower credibility with your audience and, at worst, in a failing grade on your assignment or expulsion from your school. While we will talk in more detail about plagiarism later in this book, we cannot emphasize enough the importance of giving credit to the speakers and authors whose ideas we pass on within our own speeches and writing.

Speakers tend to fall into one of three major traps with plagiarism. The first trap is failing to tell the audience the source of a direct quotation. In the previous paragraph, we used a direct quotation from the American Psychological Association; if we had not used the quotation marks and clearly listed where the cited material came from, you, as a reader, wouldn’t have known the source of that information. To avoid plagiarism, you always need to tell your audience when you are directly quoting information within a speech.

The second plagiarism trap public speakers fall into is paraphrasing what someone else said or wrote without giving credit to the speaker or author. For example, you may have read a book and learned that there are three types of schoolyard bullying. In the middle of your speech you talk about those three types of schoolyard bullying. If you do not tell your audience where you found that information, you are plagiarizing. Typically, the only information you do not need to cite is information that is general knowledge. General knowledge is information that is publicly available and widely known by a large segment of society. For example, you would not need to provide a citation within a speech for the name of Delaware’s capital. Although many people do not know the capital of Delaware without looking it up, this information is publicly available and easily accessible, so assigning credit to one specific source is not useful or necessary.

The third plagiarism trap that speakers fall into is re-citing someone else’s sources within a speech. To explain this problem, let’s look at a brief segment from a research paper written by Wrench, DiMartino, Ramirez, Oviedio, and Tesfamariam:

The main character on the hit Fox television show House , Dr. Gregory House, has one basic mantra, “It’s a basic truth of the human condition that everybody lies. The only variable is about what” (Shore & Barclay, 2005). This notion that “everybody lies” is so persistent in the series that t-shirts have been printed with the slogan. Surprisingly, research has shown that most people do lie during interpersonal interactions to some degree. In a study conducted by Turner, Edgley, and Olmstead (1975), the researchers had 130 participants record their own conversations with others. After recording these conversations, the participants then examined the truthfulness of the statements within the interactions. Only 38.5% of the statements made during these interactions were labeled as “completely honest.”

In this example, we see that the authors of this paragraph cited information from two external sources: Shore and Barclay and Tummer, Edgley, and Olmstead. These two groups of authors are given credit for their ideas. The authors make it clear that they did not produce the television show House or conduct the study that found that only 38.5 percent of statements were completely honest. Instead, these authors cited information found in two other locations. This type of citation is appropriate.

However, if a speaker read the paragraph and said the following during a speech, it would be plagiarism: “According to Wrench DiMartino, Ramirez, Oviedio, and Tesfamariam, in a study of 130 participants, only 38.5 percent of the responses were completely honest.” In this case, the speaker is attributing the information cited to the authors of the paragraph, which is not accurate. If you want to cite the information within your speech, you need to read the original article by Turner, Edgley, and Olmstead and cite that information yourself.

There are two main reasons we do this. First, Wrench, DiMartino, Ramirez, Oviedio, and Tesfamariam may have mistyped the information. Suppose the study by Turner, Edgley, and Olstead really actually found that 58.5 percent of the responses were completely honest. If you cited the revised number (38.5 percent) from the paragraph, you would be further spreading incorrect information.

The second reason we do not re-cite someone else’s sources within our speeches is because it’s intellectually dishonest. You owe your listeners an honest description of where the facts you are relating came from, not just the name of an author who cited those facts. It is more work to trace the original source of a fact or statistic, but by doing that extra work you can avoid this plagiarism trap.

We Endorse Freedom of Expression, Diversity of Perspective, and Tolerance of Dissent to Achieve the Informed and Responsible Decision Making Fundamental to a Civil Society

This ethical principle affirms that a civil society depends on freedom of expression, diversity of perspective, and tolerance of dissent and that informed and responsible decisions can only be made if all members of society are free to express their thoughts and opinions. Further, it holds that diverse viewpoints, including those that disagree with accepted authority, are important for the functioning of a democratic society.

If everyone only listened to one source of information, then we would be easily manipulated and controlled. For this reason, we believe that individuals should be willing to listen to a range of speakers on a given subject. As listeners or consumers of communication, we should realize that this diversity of perspectives enables us to be more fully informed on a subject. Imagine voting in an election after listening only to the campaign speeches of one candidate. The perspective of that candidate would be so narrow that you would have no way to accurately understand and assess the issues at hand or the strengths and weaknesses of the opposing candidates. Unfortunately, some voters do limit themselves to listening only to their candidate of choice and, as a result, base their voting decisions on incomplete—and, not infrequently, inaccurate—information.

Listening to diverse perspectives includes being willing to hear dissenting voices. Dissent is by nature uncomfortable, as it entails expressing opposition to authority, often in very unflattering terms. Legal scholar Steven H. Shiffrin has argued in favor of some symbolic speech (e.g., flag burning) because we as a society value the ability of anyone to express their dissent against the will and ideas of the majority (Shiffrin, 1999). Ethical communicators will be receptive to dissent, no matter how strongly they may disagree with the speaker’s message because they realize that a society that forbids dissent cannot function democratically.

Ultimately, honoring free speech and seeking out a variety of perspectives is very important for all listeners. We will discuss this idea further in the chapter on listening.

We Strive to Understand and Respect Other Communicators before Evaluating and Responding to Their Messages

This is another ethical characteristic that is specifically directed at receivers of a message. As listeners, we often let our perceptions of a speaker’s nonverbal behavior—his or her appearance, posture, mannerisms, eye contact, and so on—determine our opinions about a message before the speaker has said a word. We may also find ourselves judging a speaker based on information we have heard about him or her from other people. Perhaps you have heard from other students that a particular teacher is a really boring lecturer or is really entertaining in class. Even though you do not have personal knowledge, you may prejudge the teacher and his or her message based on information you have been given from others. The NCA credo reminds us that to be ethical listeners, we need to avoid such judgments and instead make an effort to listen respectfully; only when we have understood a speaker’s viewpoint are we ready to begin forming our opinions of the message.

Listeners should try to objectively analyze the content and arguments within a speech before deciding how to respond. Especially when we disagree with a speaker, we might find it difficult to listen to the content of the speech and, instead, work on creating a rebuttal the entire time the speaker is talking. When this happens, we do not strive to understand the speaker and do not respect the speaker.

Of course, this does not just affect the listener in the public speaking situation. As speakers, we are often called upon to evaluate and refute potential arguments against our positions. While we always want our speeches to be as persuasive as possible, we do ourselves and our audiences a disservice when we downplay, distort, or refuse to mention important arguments from the opposing side. Fairly researching and evaluating counterarguments is an important ethical obligation for the public speaker.

We Promote Access to Communication Resources and Opportunities as Necessary to Fulfill Human Potential and Contribute to the Well-Being of Families, Communities, and Society

Human communication is a skill that can and should be taught. We strongly believe that you can become a better, more ethical speaker. One of the reasons the authors of this book teach courses in public speaking and wrote this college textbook on public speaking is that we, as communication professionals, have an ethical obligation to provide others, including students like you, with resources and opportunities to become better speakers.

We Promote Communication Climates of Caring and Mutual Understanding That Respect the Unique Needs and Characteristics of Individual Communicators

Speakers need to take a two-pronged approach when addressing any audience: caring about the audience and understanding the audience. When you as a speaker truly care about your audience’s needs and desires, you avoid setting up a manipulative climate. This is not to say that your audience will always perceive their own needs and desires in the same way you do, but if you make an honest effort to speak to your audience in a way that has their best interests at heart, you are more likely to create persuasive arguments that are not just manipulative appeals.

Second, it is important for a speaker to create an atmosphere of mutual understanding. To do this, you should first learn as much as possible about your audience, a process called audience analysis. We will discuss this topic in more detail in the audience analysis chapter.

To create a climate of caring and mutual respect, it is important for us as speakers to be open with our audiences so that our intentions and perceptions are clear. Nothing alienates an audience faster than a speaker with a hidden agenda unrelated to the stated purpose of the speech. One of our coauthors once listened to a speaker give a two-hour talk, allegedly about workplace wellness, which actually turned out to be an infomercial for the speaker’s weight-loss program. In this case, the speaker clearly had a hidden (or not-so-hidden) agenda, which made the audience feel disrespected.

We Condemn Communication That Degrades Individuals and Humanity through Distortion, Intimidation, Coercion, and Violence and through the Expression of Intolerance and Hatred

This ethical principle is very important for all speakers. Hopefully, intimidation, coercion, and violence will not be part of your public speaking experiences, but some public speakers have been known to call for violence and incite mobs of people to commit attrocities. Thus distortion and expressions of intolerance and hatred are of special concern when it comes to public speaking.

Distortion occurs when someone purposefully twists information in a way that detracts from its original meaning. Unfortunately, some speakers take information and use it in a manner that is not in the spirit of the original information. One place we see distortion frequently is in the political context, where politicians cite a statistic or the results of a study and either completely alter the information or use it in a deceptive manner. FactCheck.org, a project of the Annenberg Public Policy Center ( http://www.factcheck.org ), and the St. Petersburg Times’s Politifact ( http://www.politifact.com ) are nonpartisan organizations devoted to analyzing political messages and demonstrating how information has been distorted.

Expressions of intolerance and hatred that are to be avoided include using ageist , heterosexist , racist , sexist , and any other form of speech that demeans or belittles a group of people. Hate speech from all sides of the political spectrum in our society is detrimental to ethical communication. As such, we as speakers should be acutely aware of how an audience may perceive words that could be considered bigoted. For example, suppose a school board official involved in budget negotiations used the word “shekels” to refer to money, which he believes the teachers’ union should be willing to give up (Associated Press, 2011). The remark would be likely to prompt accusations of anti-Semitism and to distract listeners from any constructive suggestions the official might have for resolving budget issues. Although the official might insist that he meant no offense, he damaged the ethical climate of the budget debate by using a word associated with bigotry.

At the same time, it is important for listeners to pay attention to expressions of intolerance or hatred. Extremist speakers sometimes attempt to disguise their true agendas by avoiding bigoted “buzzwords” and using mild-sounding terms instead. For example, a speaker advocating the overthrow of a government might use the term “regime change” instead of “revolution”; similarly, proponents of genocide in various parts of the world have used the term “ethnic cleansing” instead of “extermination.” By listening critically to the gist of a speaker’s message as well as the specific language he or she uses, we can see how that speaker views the world.

We Are Committed to the Courageous Expression of Personal Convictions in Pursuit of Fairness and Justice

We believe that finding and bringing to light situations of inequality and injustice within our society is important. Public speaking has been used throughout history to point out inequality and injustice, from Patrick Henry arguing against the way the English government treated the American colonists and Sojourner Truth describing the evils of slavery to Martin Luther King Jr.’s “I Have a Dream” speech and Army Lt. Dan Choi’s speeches arguing that the military’s “don’t ask, don’t tell policy” is unjust. Many social justice movements have started because young public speakers have decided to stand up for what they believe is fair and just.

We Advocate Sharing Information, Opinions, and Feelings When Facing Significant Choices While Also Respecting Privacy and Confidentiality

This ethical principle involves balancing personal disclosure with discretion. It is perfectly normal for speakers to want to share their own personal opinions and feelings about a topic; however, it is also important to highlight information within a speech that represents your own thoughts and feelings. Your listeners have a right to know the difference between facts and personal opinions.

Similarly, we have an obligation to respect others’ privacy and confidentiality when speaking. If information is obtained from printed or publicly distributed material, it’s perfectly appropriate to use that information without getting permission, as long as you cite it. However, when you have a great anecdote one of your friends told you in confidence, or access to information that is not available to the general public, it is best to seek permission before using the information in a speech.

This ethical obligation even has legal implications in many government and corporate contexts. For example, individuals who work for the Central Intelligence Agency are legally precluded from discussing their work in public without prior review by the agency. And companies such as Google also have policies requiring employees to seek permission before engaging in public speaking in which sensitive information might be leaked.

We Accept Responsibility for the Short- and Long-Term Consequences of Our Own Communication and Expect the Same of Others

The last statement of NCA’s ethical credo may be the most important one. We live in a society where a speaker’s message can literally be heard around the world in a matter of minutes, thanks to our global communication networks. Extreme remarks made by politicians, media commentators, and celebrities, as well as ordinary people, can unexpectedly “go viral” with regrettable consequences. It is not unusual to see situations where a speaker talks hatefully about a specific group, but when one of the speaker’s listeners violently attacks a member of the group, the speaker insists that he or she had no way of knowing that this could possibly have happened. Washing one’s hands of responsibility is unacceptable: all speakers should accept responsibility for the short-term and long-term consequences of their speeches. Although it is certainly not always the speaker’s fault if someone commits an act of violence, the speaker should take responsibility for her or his role in the situation. This process involves being truly reflective and willing to examine how one’s speech could have tragic consequences.

Furthermore, attempting to persuade a group of people to take any action means you should make sure that you understand the consequences of that action. Whether you are persuading people to vote for a political candidate or just encouraging them to lose weight, you should know what the short-term and long-term consequences of that decision could be. While our predictions of short-term and long-term consequences may not always be right, we have an ethical duty to at least think through the possible consequences of our speeches and the actions we encourage.

Practicing Ethical Public Speaking

Thus far in this section we’ve introduced you to the basics of thinking through the ethics of public speaking. Knowing about ethics is essential, but even more important to being an ethical public speaker is putting that knowledge into practice by thinking through possible ethical pitfalls prior to standing up and speaking out. Table 2.1 “Public Speaking Ethics Checklist” is a checklist based on our discussion in this chapter to help you think through some of these issues.

Table 2.1 Public Speaking Ethics Checklist

Key Takeaways

All eight of the principles espoused in the NCA Credo for Ethical Communication can be applied to public speaking. Some of the principles relate more to the speaker’s role in communication, while others relate to both the speaker’s and the audience’s role in public speech.
When preparing a speech, it is important to think about the ethics of public speaking from the beginning. When a speaker sets out to be ethical in his or her speech from the beginning, arriving at ethical speech is much easier.
Fill out the “Public Speaking Ethics Checklist” while thinking about your first speech. Did you mark “true” for any of the statements? If so, why? What can you do as a speaker to get to the point where you can check them all as “false”?
Robert is preparing a speech about legalizing marijuana use in the United States. He knows that his roommate wrote a paper on the topic last semester and asks his roommate about the paper in an attempt to gather information. During his speech, Robert orally cites his roommate by name as a source of his information but does not report that the source is his roommate, whose experience is based on writing a paper. In what ways does Robert’s behavior violate the guidelines set out in the NCA Credo for Ethical Communication?

American Psychological Association. (2001). Publication manual of the American Psychological Association (5th ed.). Washington, DC: Author, p. 349.

Associated Press. (2011, May 5). Conn. shekel shellacking. New York Post .

Shiffrin, S. H. (1999). Dissent, injustice and the meanings of America . Princeton, NJ: Princeton University Press.

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Module 2: Ethical Speech

Why it matters: ethical speech.

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Jeremy Gutsche Innovation Keynote Speaker

12 Speeches on Ethics

From Business Transparency Online to

2 Minute Speech On The Ethics And Values In English

Good morning everyone present here, today I am going to give a speech on ethics and values. Live each day with a positive outlook and in accordance with your most cherished principles. You’ll have a lot to live for in every moment, says Ralph Marston. Unfortunately, as time goes on, the fabric of morality and ethics becomes less strong. Moral principles can give your life direction and purpose. You have the power to guide your conduct toward positive and satisfying endeavors. You can build strong relationships with other people when you live your life in accordance with moral principles that are founded on honesty, compassion, courage, modesty, and forgiveness.

You become trustworthy when you live your life according to the moral principle of honesty. Because you can respect yourself, you’ll feel good about yourself. You can advance in both your personal and professional life thanks to your ethics. Being honest opens up more opportunities for you to completely experience life. Everyone admires a man who has higher morals and ideals. Success in every industry requires individuals who aspire to it to have high moral standards. One thing unites all great men throughout history. Their moral principles serve as a pillar.

In conclusion, teachers and parents can play a crucial role in explaining to young children the importance of a sound moral value system. Values certainly suffer when pleasure takes priority. Low academic grades, addiction to bad habits, and failures are indicators of poor moral values which will further have serious repercussions on mental and physical health. Thank you.

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Importance Of Time Management Speech [1,2,3 Minutes]

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Speech On Ethics And Etiquette [1,2,3 Minutes]

The word “Ethics” is derived from the Greek word “ethos”, which means “the way of living”. Generally, ethics helps us understand what is right and what is wrong in human conduct. It tells us about how should a person behave be it casual or official. In this article, we shared some examples of short and long speeches on ethics and etiquette. This post will help you to prepare for public speaking on the same topic. 1 Minute Speech On Ethics Hello and welcome all of you gathered here. I am here to present a speech on ethics. “Ethics” is a…

Speech About Mahatma Gandhi Jayanti 2023

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1 Minute Speech On Health Is Wealth

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2 Minute Speech On Child Labour

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1 Minute Speech On Child Labour

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Speech On Nature [ 1-2 minutes ]

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2 Minute Speech on Importance Of Education

According to Wikipedia “Education is the process of the acquisition of knowledge, skills, values, morals, beliefs, and habits”. This definition shows that education is not limited to books or educational institutions. Education is a lifelong journey of learning and acquiring knowledge. Hello, all the people present here, first of all, I would like to wish you all the best wishes for the day & also thank you all for having me a chance to speak a few words on education. The roots of education are bitter, but the fruit is sweet. said, Aristotle. Obviously, Education gives the best interest. The change…

1 Minute Speech on Pollution

Hello All, Before I deliver my speech I would like to wish you all the best wishes. And I also want to thank you a lot for having me a chance to share my views on Pollution which is a critical threat to life on Earth. “Destruction is a man’s will, Nevertheless, Prevention is also a man’s will, Its a man’s choice to choose between Destruction and Prevention”. On the one hand, where humans are polluting the atmosphere, on the other hand, they are concerned about how to deal with it. Pollution is a big concern that is injuring our planet earth.…

2 Minute Speech on Population Explosion

Hello, everyone! I am here to present a speech on population explosion! Population Explosion means a sudden growth over a short span of time in the population of a specific area. When there is a population explosion, there are seen severe concerns such as meeting the daily needs of the population, providing employment, maintaining internal peace, & preventing social injustices etc. The rule of cause and effect says there is no effect without a cause. Population explosion is an effect of a set of causes. The first and foremost cause of population explosion is illiteracy. Illiterate people do not understand…

Home » Language » English Language » Words and Meanings » Difference Between Ethics and Etiquette

Difference Between Ethics and Etiquette

Main difference – ethics vs etiquette.

Ethics and Etiquette are two concepts that govern the behavior of human beings. However, there is a distinct difference between ethics and etiquette. Ethics refer to a set of moral principles that relates to the difference between good and bad. Etiquette is a customary code which indicates the proper and polite way to behave in society. The main difference between ethics and etiquette is that ethics relate to principles or conscience whereas etiquette is related to behavior.

Ethics – Meaning and Usage

According to the Oxford dictionary ethics is “Moral principles that govern a person’s behavior or the conducting of an activity”. Ethics refer to principles , values, standards and rules that govern a person’s behavior. It can be the deciding factor between right and wrong. Ethics can mean different things to different people. Basically, we decide the difference between right and wrong based on our conscience, religion , laws of the country, etc. Therefore, ethics can be based on various factors.

Let us now look at the practical usage of this word. The phrase work ethic is very common in the contemporary business context. A person with a strong work ethic works hard; he is attentive, careful and honest.

The following examples demonstrate the use of this word in a sentence.

I cannot help you in this; it’s a question of ethics.

He was promoted to the post of assistant manager because of his strong work ethics.

Etiquette – Meaning and Usage

Etiquette indicates the way of behaving politely and properly in a social setting. It is the accepted code of behavior. Etiquette is the guidelines that govern a way a person should behave in the society. Etiquette basically refers to good manners or polite behavior. Saying sorry and thank you appropriately, being punctual, table manners, etc. are some common acceptable social behavior or etiquette.

However, some forms of etiquette may be unique among members of a certain profession . They can also vary according to different cultures, ethnicities and religions. That is to say, what is considered polite in one culture can be considered rude in another society. For example, slurping soup is considered to be impolite, but in countries like Japan and China, slurping is seen as a way of praising the food.

The following examples depict how the word etiquette is used in a sentence.

My mother considered tardiness as a serious breach of etiquette.

The rules of etiquette are slowly changing.

Difference Between Ethics and Etiquette

Definition .

Ethics refer to the moral principles that govern our behavior.

Etiquette is a set of rules indicating the proper and polite way to behave.

Abstract vs Concrete

Ethics is related to principles.

Etiquette is related to behavior.

Ethics can mean different things to different people.

Etiquette can differ according to culture, ethnicity, religion, country, etc.

Personal vs Social

Ethics is personal; the right and wrong are judged individually.

Difference Between Ethics and Etiquette- infographic

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A Beginners Guide to Debate Ethics and Etiquette

by Thaddeus Tague | Sep 4, 2018 | Coaching , From Novice to Intermediate , Technique , Uncategorized | 7 comments

Treat your opponent with respect. Aside from that, what basic rules (do’s and don’ts) apply? This post applies to TP and LD specific rounds – but also to any debate style or format. Here is a simple starter list of things to be aware of. It is not a comprehensive guide, but rather a conversation starter.

Before the debate:

Do be well prepped on your subject. Do as much prep and research as time allows.

Do dress better than your opponent.

Do greet your opponent and wish them good luck. Smile and shake hands.

Do acknowledge and address your judge (or moderator), introduce yourself, and maybe shake hands.

Do look around the room and smile before you start your speech (briefly).

Do not feel bad to make small talk with your judge(moderator) or opponent if things are running behind schedule.

Do have all your materials and notes easily accessible in case you need to search through them.

During the Debate:

Do refer to your opponent respectfully. EX. “My opponent” “My honorable interlocutor.” In certain cases, using their name is ok, as it shows you are familiar with them.

Do look at the person currently speaking, and look engaged, or pretend to be engaged.

Do not attack your opponents or make comments about their appearance, personality, or style.

Do not converse with your opponent during the debate round, unless it is during cross-examination , an announcement of prep time, or exchange of evidence. This is not a hard rule, but rather a suggestion.

Do not use your phone.

Do not fall asleep (I have seen this happen before).

Do not commit ad hominem , by attacking your opponent’s character or name calling.

Do not misquote evidence (by using words your sources didn’t). Summarizing, explanation or paraphrasing is ok.

After the Debate

Do shake your opponent’s hands, and tell them “good job” or “great debate”

Do shake your judges(moderator’s) hand, and tell them thank you.

Do look engaged and make eye contact if your judge gives you feedback.

Do hide your emotion after the debate, until you are sufficiently distanced from your opponent.

Do not blame the judge or the audience if you lose a hard round.

Do not verbalize or threaten adjudication if rules have been violated, simply walk over and present your issue to the adjudication authority or tournament director after the round has concluded.

Do not take your opponent to adjudication based on perceived slights or regional standards. Only bring an issue to adjudication when it has violated the rules as laid out by the league.

This list is by no means comprehensive, and when debating competitively, make sure to adhere to that league’s guidelines and standards. Otherwise, have fun, and make sure to treat your opponent as respectfully as you can.

Have any you’d like to add or take issue with? Comment down below, or email us if you have questions regarding specific leagues or debate styles.

Leave a suggestion, question, or other comment! Cancel reply

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Short speech for a school assembly: 10 examples to inspire you

A short speech for a school assembly is delivered at the start of the school day, typically in a school environment. It is generally given by a student leader, teacher, or school principal and serves to greet students and establish an atmosphere for the day ahead. The speech may encompass announcements, encouragement, inspirational quotes, and other critical details that the school society should know.

How do you start a speech in a school assembly, 1. speech on character and discipline, 2. speech on meditation and health, 3. speech on hard work and success, 4. speech on importance of reading, 5. speech on time, 6. speech on ethics and etiquette, 7. never give up speech, 8. speech on patience, 9. speech on the benefits of getting up early, 10. speech on environment.

A school morning assembly is the perfect floor for all learners to assemble for various reasons like special initiatives, student competitions, and delivering a message weekly, daily, or monthly.

Furthermore, in some educational facilities, students assemble to participate in multiple activities like traditional music and prayers or listen to daily news and updates. So, what’s the best motivational speech for school assembly?

When you begin your speech, you must create an excellent initial impression on your listeners. Here are some ideas for starting the best speech for a school assembly.

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Appreciate the organizers and attendees of the assembly.
Begin with a positive assertion.
Commence your speech by mentioning current affairs.
Refer to an established individual.
Make a startling remark.
Express hope to your listeners.
Make an effort to be entertaining.
Make a final statement.

10 good speech topics in a school assembly

Assembly speeches can vary from topics that motivate to issues that address novel discoveries, topics that deal with current events, topics that assist in instilling wisdom. Consider the following morning assembly speech topics for students.

Good day, teachers and students.

Today, I'd like to say a few words about the value of character and self-control. If you lose your wealth, nothing is lost; if you lose your health, something is lost; but if you lose your character, everything is lost. This proverb conveys a wealth of helpful information.

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It is significant not only because of the high value it emphasizes but also because of the priorities it establishes for the principles. First and foremost, it emphasizes and prioritizes the significance of character and discipline.

Men who lack character and self-control are a bad example to the nation. On the other hand, men of character and discipline control the country and are commemorated for all time. Thank you.

Good morning to everyone in attendance.

Today, I'll be giving a brief speech about meditation and health. There are a few advantages to regular meditation. Overall, it provides a feeling of comfort, calm, and quietness. And as a result, it is a fantastic way to relieve stress, nervousness, and depression.

Meditation enhances the body's mental well-being in general. It is also an excellent method for improving concentration and soothing the mind. Hence, meditation has no deleterious repercussions! Have a good day.

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Good day, all,

Today I’d like to give a brief speech about hard work and success. Hard work is an effective self-improvement tool. It assists one in reaching goals by offering inspiration and concentration. It would be best if you worked hard and put forth the effort to achieve your objectives.

Working hard isn't always easy, but it can be satisfying and motivating. It is an ongoing process that cannot be stopped. To be successful, you must put in the effort. There are numerous paths to success, depending on your desire. Thank you.

Today, I'll deliver a brief speech about the value of reading. Reading is a leisure activity and an enjoyable exploration for many avid readers. However, reading has numerous mental and physical benefits.

Reading exposes one too much to the outside world , opening the door to knowledge via the book's pages. Fictional texts, in specific, have been shown to boost a child's creativity. So, make reading a routine today! Thank you very much.

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Good morning everybody!

Today I'd like to discuss the significance of time. So, what exactly is time? Time is expressed in terms of hours, days, years, etc. Time is precious in life. Nobody can avoid the passage of time. When time is appropriately controlled, it leads to a strong trend of arranging daily activities.

Humans cannot flee from time and are all subject to ageing and death. If time is invested wisely, it may be employed to establish a skill. Time heals people both internally and externally. Thank you.

Today, I'll offer a short speech on ethics and etiquette. Ethics are essential to human existence. Humans must adhere to certain ethics, like avoiding theft, deceiving, or capitulating to dark temptations. Thus, ethics is vital to living a moral life.

On the other hand, etiquette is essential for being a member of civilized society. Worksite etiquette and eating etiquette are two crucial etiquettes to observe. Have a wonderful day.

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Good morning to everyone.

Today, I will deliver a brief speech on "Never Give Up." It is critical to recognize that, as valuable as victory is in life, inability is just as crucial. Failure is simply a stepping stone to success. As a result, you should never avoid failures or letdowns in life. Remaining persistent is the foundation for future success. Thank you.

Good morning all.

Today, I will be providing a brief presentation on the subject of patience. Patience is a virtue that everyone must cultivate to accomplish their objectives. It is a competence that everyone possesses, yet it's frequently overlooked.

It involves being capable of managing your feelings rather than allowing them to control you. Have a wonderful day!

Good morning, everyone.

Today, I'm here to discuss the extensive benefits of early-rising. Getting up early results in enhanced performance, better outcomes, and improved living standards. It also assists in relieving anxiety and strain as it allows you to fit in an exercise before you become frustrated.

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The most challenging part is persuading yourself to do it, followed by developing a regimen of getting up early each morning. You need to establish a routine of getting out of bed before the world to make a difference. Thank you very much.

Good morning,

I'm here to give a speech about saving the environment and rescuing people's lives. It is no secret that human activities significantly affect the natural world . It is under attack at an astonishing speed, and because of greed, humans have over-exploited nature.

It has resulted in an unnatural imbalance. However, you can still take steps to safeguard the surroundings from harm. You can plant more trees, put trash in bins, and avert utilizing plastic bags. It is vital to spread awareness about the rate that the environment is deteriorating. Only then will we be able to live on a green planet. Thank you.

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Above are a few examples of a short speech for a school assembly. These addresses are delivered in the morning to greet students and establish an atmosphere for the day ahead. They may encompass announcements, encouragement, and other critical details that the school society should know.

Tuko.co.ke featured a list of morning assembly script samples and ideas for students. A great script can assist with leaving a significant impression on your audience.

If you have been chosen to be the morning presenter for your school assembly, you should begin by writing a script that will keep your audience interested throughout.

Source: TUKO.co.ke

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Observe Presentation Ethics and Etiquette

Adapted excerpt from “Secrets of Successful Public Speaking: How to Become a Great Speaker” by M.S. Rao, Ph.D.

“Don’t reserve your best behavior for special occasions. You can’t have two sets of manners, two social codes―one for those you admire and want to impress, another for those whom you consider unimportant. You must be the same to all people.” ―Lillian Eichler Watson

As a public speaker and presenter, you must observe ethics and etiquette to stand out as a professional. Observing ethics builds your credibility and adopting etiquette enhances your professionalism. Here are some ethics and etiquette you should observe during your presentation:

Be early to the venue as this creates a good impression and helps you prioritize your tasks.
Maintain proper dress code. Wear professional clothes, preferably business formal.
Keep your cell phone in silent mode.
Thank the host for giving you the opportunity to speak and greet your audience. Greet the dignitaries and other special attendees.
Demonstrate the right attitude and aptitude. Present positive body language. Maintain adequate eye contact with your audience.
Express your ideas, insights, and facts ― not your opinions.
Don’t sound harsh and rough. Keep your voice soft but strong. To improve your voice, video record and take feedback.
Avoid pointing the figure at your audience as it signals negative body language.
Avoid apologizing often for any lapses.
Use a laser pointer when you refer to a specific portion on the slides to draw the attention of your audience. Put it down when you don’t use it.
When you don’t know the answer to a question, admit honestly that you don’t know it. Don’t justify the reasons for not knowing the answer.
Don’t criticize organizers for any lapses. Don’t forget that you are there because of them.
Don’t offend your audience members. They invested their time, money, and energy to listen to your presentation.
Avoid cracking jokes directed at audience members. Have respect for all individuals and communities. A presentation is not a forum to thrust your personal opinions on others and settle your personal scores. Don’t attack your competitors in public places as it presents you in a poor light.
Handle critics carefully and hecklers assertively. Be professional while handling them. Don’t lower your dignity by attacking hecklers or critics. Apply soft skills to handle hecklers and a hostile audience.
Avoid discussing your professional fees and commercials involved in delivering your presentation.
Don’t present the wrong statistical and research findings. When in doubt, avoid referring to them. If you still want to refer unverified information, use the word, “perhaps.”
Avoid using other speakers’ content without their permission. Be original and natural in content and delivery.
Trust is the currency for any speaker. Hence, build trust and transparency to grow as a professional speaker.
At the end of the presentation, thank the audience for their presence and time and thank the organizer or host for giving you the opportunity.
Ask for feedback at the end of each presentation to improve yourself.

Manage Your Time Slot

The time slot allotted to deliver your presentation is a contract between you and your audience. You must know how to complete your presentation within the given time and honor it without encroaching into others’ programs and activities. At times, the audience might stretch your session by asking more questions. You must be very careful to stick to your presentation schedule to avoid upsetting the organizers’ other programs. It is a tough task, but you must manage it successfully.

Have a clock or timekeeper. Ask someone to remind you. If time is running out, move directly to your conclusion by emphasizing core ideas and insights. Remember that live presentation usually takes 20 percent longer than the rehearsal time. Your presentation time should includes your presentation and the Q&A session.

Don’t allow any audience member to hijack your presentation. Don’t allow the same questioner to ask you questions repeatedly. Encourage other audience members to offer their queries. Allow more members to participate actively in your presentation to make it effective and successful.

Lessons Learned

“Ethics is the maintaining of life at the highest point of development.” ―Albert Schweitzer

Professional presenters and speakers make mistakes. However, they learn lessons from their mistakes to improve and grow. Hopefully, adopting the ethics and etiquette noted above during your presentation will help you grow as a distinguished speaker and orator.

Abraham Lincoln once remarked, “Character is like a tree and reputation like a shadow. The shadow is what we think of it; the tree is the real thing.” So deliver your best without craving attention and recognition. Remember, work for satisfaction, not for recognition. If you earn recognition, treat it as a by-product. To conclude, avoid biases and stereotypes. Always provide honest information. And show respect for your audience and host to stand out as a professional speaker.

“Try not to become a man of success but rather try to become a man of value.” ―Albert Einstein

Adapted excerpt from “Secrets of Successful Public Speaking: How to Become a Great Speaker” by M.S. Rao, Ph.D. For more information, visit: https://www.amazon.com/Secrets-Successful-Public-Speaking-Speaker/dp/1628656107

Professor M.S. Rao, Ph.D.is the father of “Soft Leadership” and founder of MSR Leadership Consultants, India. He is an international leadership guru with 38 years of experience and the author of more than 45 books, including “21 Success Sutras for CEOs” ( http://www.amazon.com/21-Success-Sutras-Ceos-Rao/dp/162865290X ). He is a C-suite advisor and global keynote speaker. He is passionate about serving and making a difference in the lives of others. His vision is to develop 1 million students as global leaders by 2030 ( http://professormsraovision2030.blogspot.in/2014/12/professor-m-s-raos-vision-2030-one_31.html ). He advocates gender equality globally (#HeForShe) and was honored as an upcoming International Leadership Guru by Global Gurus ( http://globalgurus.org/upcoming-leadership-gurus ). He developed teaching tool Meka’s Method; leadership training tool 11E Leadership Grid; and leadership learning tool Soft Leadership Grid. Most of his work is available free of charge on his four blogs, including http://professormsraovision2030.blogspot.com . He can be reached at: [email protected] .

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10.2: Professionalism, Etiquette, and Ethical Behaviour

From the moment we started considering what communication skills employers desire, we’ve been examining aspects of professional behaviour. A recurring theme has been the importance of being nice. The logic is that, if you’re nice and the people you work with and for like you because they feel that they can trust you and are productive when you collaborate with them, you’ll keep your job and be presented with attractive new opportunities. In this section we’ll look closer at behaviours that will get you liked and open doors for you.

Professionalism, Etiquette, and Ethical Behaviour Topics

10.2.1: professional behaviour in the workplace, 10.2.2: business etiquette, 10.2.3: respectful workplaces in the #metoo era, 10.2.4: speaking ethically and avoiding fallacies.

Professional communication must always cater to the audience. This is true especially in face-to-face interactions where, unlike with written communication, you can assess audience reaction in real time and adjust your message accordingly. This places the responsibility of behaving professionally in the workplace solely on each employee. When we speak of professional behaviour, we mean the following aspects that generally fall under the banner of soft skills:

Social Intelligence
Emotional Intelligence
Social Graces
Intercultural Competence (discussed in §10.4 )

We’ll consider these aspects in more detail throughout this subsection, but first we’ll spend some time on the personality traits of successful professionals.

We must be careful with how we define success when we speak of personality, however. Those who lack the soft skills associated with the above aspects are difficult to work with and are usually demoted or fired. In rare instances selfish, arrogant, narcissistic people rise to positions of power through a combination of enablers tolerating or even rewarding their bullying behaviour. This is an unfortunate reality that’s difficult to watch, but it’s important that the rest of us avoid being enablers. It’s also important that we don’t let their bad example lead us into thinking that such behaviour is right. It isn’t, and the proof is the suffering it spreads among people in their sphere of influence. For every difficult person who moves up the corporate ladder, there will be a trail of demoralized people left behind. The disrespect most people feel towards such coworkers proves the importance of workers conducting themselves with professional, respectful and collegial attitude.

10.2.1.1: The Five Qualities of a Successful Professional

A persistent idea within the field of psychology is that there are five basic personality traits, often known as the “Big Five” or by the acronyms OCEAN or CANOE. Each trait contains within it a sliding scale that describes how we behave in certain situations. The five are as follows:

Openness to experience: curious and innovative vs. cautious and consistent
Conscientiousness : goal-driven and detail-oriented vs. casual and careless
Extraversion : outgoing and enthusiastic vs. solitary and guarded
Agreeableness : cooperative and flexible vs. defiant and stubborn
Neuroticism : anxious and volatile vs. confident and stable

Except for neuroticism, most of the traits as named correlate with professional success. Researchers have found that successful people are generally organized, innovative, outgoing, cooperative, and stable, although extraverts don’t do as well as introverts on individual tasks and agreeableness doesn’t necessarily lead to a high salary ( Spurk & Abele, 2010 ; Neal et al., 2011 ).

Blending these with Guffey et al.’s six dimensions of professional behaviour in Essentials of Business Communication (2016) , and adding a few important ideas, Table 10.2.1.1 below presents a guide for how generally to be successful in your job, how to be well liked, and how to be happy. Consider it also a checklist for how to be a person.

Table 10.2.1.1: The Five Qualities of a Successful Professional

(Guffey et al., 2016, p. 309)

10.2.1.2: Civility

Civility simply means behaving respectfully towards everyone you interact with. Being civilized means following the golden rule: treat others as you expect to be treated yourself. The opposite of civility is being rude and aggressive, which creates conflict and negatively affects productivity in the workplace because it creates a so-called chilly climate or a toxic work environment. Such a workplace makes people uncomfortable or angry—not emotions normally conducive to people doing their best work.

10.2.1.3: Social Intelligence

In the decades you’ve been immersed in the various cultures you’ve passed through, you’ve come to understand the (often unspoken) rules of decent social interaction. Having social intelligence means following those rules to cooperate and get along with others, especially in conversation. This includes reading nonverbal cues so that you know:

How and when to initiate conversation
When it’s your turn to speak and when to listen in order to keep a conversation going
What to say and what not say
How to say what you mean in a manner that will be understood by your audience
When and how to use humour effectively and when not to
How and when to end conversation gracefully

People who lack social intelligence, perhaps because they missed opportunities to develop conversational skills in their formative school years, come off as awkward in face-to-face conversation. They typically fail to interpret correctly nonverbal cues that say “Now it’s your turn to speak” or “Okay, I’m done with this conversation; let’s wrap it up.” It’s difficult to interact with such people either because they make you do all the work keeping the conversation going or don’t let you speak and keep going long after you wanted it to stop, forcing you to be slightly rude in ending it abruptly. Like any other type of intelligence, however, social intelligence can be developed through an understanding of the principles of good conversation (see §10.1 above) and practice.

10.2.1.5: Emotional Intelligence

Like social intelligence, emotional intelligence (EI) involves being a good reader of people in social contexts, being able to distinguish different emotions, and knowing what to do about them with regard to others and yourself. Strong EI means knowing how a person is likely to react to what you’re about to say and adjusting your message accordingly, and then adjusting again according to how they actually react. Though we often hide our inner emotional state—smiling and looking happy when we’re feeling down, or wearing a neutral expression to mask our excitement—in professional situations, EI enables us to get a sense of what others are actually feeling despite how they appear. It involves reading subtle nonverbal signals such as eye movements, facial expressions and fleeting micro-expressions (Ekman, 2017) , posture, hands, and body movements for how they betray inner feelings. Beyond merely reading people, however, EI also requires knowing how to act, such as empathizing when someone is upset—even if they’re trying to hide it and show strength—because you recognize that you would be upset yourself if you were in their position

Every interaction you have is coloured by emotion—both yours and the people you interact with. Though most routine interactions in the workplace are on the neutral-to-positive end of the emotional spectrum, some dip into uncomfortable feelings, anywhere from slightly upset and a little sad to very angry. Whether you keep those emotions below the surface or express them depends on your self-control and the situation. Expressing such emotions in the workplace requires the good judgment represented by the 3 T’s :

Tact: Recognizing that what you say has a meaningful impact, tact involves the careful choice of words to achieve intended effects. In a sensitive situation where your audience is likely to be upset, for instance, tact requires that you use calming and positive words to reduce your message’s harmful impact (see §8.3 above on negative messages). When you’re upset, tact likewise involves self-restraint so that you don’t unleash all that you’re feeling if it would be inappropriate. When emotions are running high, it’s important to recognize that they are just thoughts that come and go, and that you may need some additional time to process information when you’re in a different emotional state before communicating about it.
Timing: There’s a time and place for expressing your emotions. Expressing your anger when you’re at the height of your emotions might be a bad move if it moves you to make comments that you’ll later regret. Waiting to cool down so that you can tactfully express your disappointment will get the best results if it’s an important matter. If it’s a trivial matter, however, waiting to realize that it’s not worth the effort can save you the trouble of dealing with the results of a strong and regrettable reaction.
Trust: You must trust that the person you share your feelings with will respect your privacy and keep whatever you say confidential or at least not use it against you.

By considering these 3 T’s, you can better manage the expression of your own emotions and those of the people you work with and for in the workplace (“Business Communication for Success,” 2015, 14.6) .

Like those who lack social intelligence, those who lack emotional intelligence can often be difficult to work with and offensive, often without meaning to be. When someone fails to understand the emotional “vibe” of their audience (fails to “read the room”), we say that they are “tone deaf.” This can be a sign of immaturity because it takes years to develop EI through extensive socialization in your school years and beyond, including learning how and why people take offence to what you say. Someone who jokes openly about someone’s appearance in front of them and an audience, for instance, either fails to understand the hurt feelings of the person who is the butt of the joke or doesn’t care. Either way, people like this are a liability in the workplace because their offence establishes an environment dominated by insecurity—where employees are afraid that they’ll be picked on. They won’t do their best work in such a “chilly climate” or toxic environment.

10.2.1.6: Social Graces

Social graces include all the subtle behavioural niceties that make you likeable. They include manners such as being polite, following etiquette (e.g., dining etiquette), and style of dress and accessories. We will explore most of these in the following section, but for now we can list some of the behaviours associated with social graces:

Saying please when asking someone to do something
Saying thank you when given something you accept
Saying no, thank you, but thanks for the offer when offered something you refuse
Complimenting someone for a something they’ve done well
Speaking positively about others and refraining from negative comments
Smiling during interactions
Being a good listener

Of course, there is much more to social graces, but let’s focus now on specific situations in which social graces are expressed.

Return to the Professionalism, Etiquette, and Ethical Behaviour Topics menu

Etiquette is a code of behaviour that extends to many aspects of how we present ourselves in social situations. We’ve examined this throughout this guide in specific written applications (e.g., using a well-mannered, courteous style of writing, such as saying please when asking someone to do something; see §4.5.2.5 ). Though we’ll examine specific applications of etiquette associated with various channels (e.g., telephone) throughout this chapter, we will here focus on dining etiquette and dress.

10.2.2.1: Dining Etiquette

If you are invited out for a lunch by a manager, it’s probably not just a lunch. They will assess how refined you are in your manners so that they know whether they can put you in front of clients doing the same and not embarrass the company. Though it may not be obvious, they’ll observe whether you use your utensils correctly, chew with your mouth closed, wait till your mouth is empty before speaking or cover your mouth with your hand if you must speak while chewing, and how you position your cutlery when you’re done. Why does any of this matter?

Though all of this seems like it has nothing to do with the quality of work, it shows the extent to which you developed careful and self-awareness. A lack of self-awareness can lead to behaviours that could negative affect your reputation, as well as that of the workplace or company. CBC Life (2017) answers a series of frequently asked questions regarding Canadian dining etiquette .

10.2.2.2: Dressing Appropriately for the Workplace

When we hear the word uniform , we often think of a very specific style such as what a police officer or nurse wears. In a general sense, however, we all wear uniforms of various styles in whatever professional or institutional environment we participate in. Dressing appropriately in those situations and in the workplace specifically has everything to do with meeting expectations. In an office environment, clients, coworkers, and managers expect to see employees in either suits or a business-casual style of dress depending on the workplace. In such situations, conformity is often expected and breaking the dress code can be considered unprofessional.

Though some infractions are becoming less serious in many places because the general culture is becoming more accepting of tattoos, piercings, and dyed hair as more and more people use these to express themselves, you might need to be careful. Since conformity is sometimes the determining factor of acceptability in proper attire in any particular workplace, the best guide for how to dress when you aren’t given a specific uniform is what everyone else wears.

Infographic showing the prevelence of sexual harrassment in the workplace

10.2.3.1: What Is Sexual Harassment?

sexual harassment means any conduct, comment, gesture or contact of a sexual nature that is likely to cause offence or humiliation to any employee, or that might, on reasonable grounds, be perceived by that employee as placing a condition of a sexual nature on employment or on any opportunity for training or promotion. (Government of Canada, 1985, p. 214)

The Code clarifies that all employees have a right to conduct their work without being harassed (241.2), but what does that look like in practice?

For help with understanding what specific behaviours constitute sexual harassment, the City of Toronto’s Human Rights Office’s 2016 “Sexual Harassment in the Workplace” guide lists the following 21 examples of offenses that have had their day in court:

Making unnecessary physical contact, including unwanted touching (e.g., stroking hair, demanding hugs, or rubbing a person’s back)
Invading personal space
Using language that puts someone down because of their sex, sexual orientation, gender identity, or gender expression
Using sex-specific derogatory names, homophobic or transphobic epithets, slurs, or jokes
Leering or inappropriate staring
Gender related comments about a person’s physical characteristics or mannerisms, comments that police or reinforce traditional heterosexual gender norms
Targeting someone for not following sex-role stereotypes (e.g., comments made to a female for being in a position of authority)
Showing or sending pornography, sexual images, etc. (e.g., pinning up an image of a naked man in the bathroom)
Making sexual jokes, including forwarding sexual jokes by email
Rough or vulgar language related to gender (e.g., “locker-room talk”)
Spreading sexual rumours, “outing” or threatening to out someone who is LGBTQ2S (e.g., sending an email to colleagues about an affair between a supervisor and another employee)
Making suggestive or offensive comments about members of a specific gender
Sexually propositioning a person
Bragging about sexual prowess
Asking questions about sexual preferences, fantasies, or activities
Demanding dates or sexual favours
Verbally abusing, threatening, or taunting someone based on gender
Threatening to penalize or punish a person who refuses to comply with sexual advances
Intrusive comments, questions or insults about a person’s body, physical characteristics, gender-related medical procedures, clothing, mannerisms, or other forms of gender expression
Refusing to refer to a person by their self-identified name or proper personal pronoun, or requiring a person to prove their gender
Circulating or posting of homophobic, transphobic, derogatory or offensive signs, caricatures, graffiti, pictures, or other materials

The guide explains that any such behaviours involving professional colleagues in the physical or online workspace, as well as offsite outside of normal hours (e.g., work parties or community events), should be reported without fear of reprisal (City of Toronto, 2017, pp. 2-3) .

10.2.3.2: How to Make the Workplace More Respectful

Though the Canada Labour Code places the responsibility of ensuring a harassment-free workplace squarely on the employer (Provision 247.3), all employees must do their part to uphold one another’s right to work free of harassment. At the very least, everyone should avoid any of the 21 specific examples of sexual harassment listed above, even in the context of lighthearted banter. Employees everywhere should be held to a higher standard, however, which the HRPA advocates in the following recommendations:

All companies must have a stand-alone sexual harassment and assault policy, as required by the Labour Code .
All employees must familiarize themselves with their company’s sexual harassment policy, which should include guidance on how to report instances of harassment.
All companies must conduct training sessions on their sexual harassment policy, including instruction on what to do when harassed or witnessing harassment, and all employees must participate.

Of course, experiencing harassment places the victim in a difficult position with regard to their job security, as does witnessing it and the duty to report. The situation is even more complicated if the perpetrator has the power to promote, demote, or terminate the victim’s or witness’s employment. If you find yourself in such a situation, seeking the confidential advice of an ombudsperson or person in a similar counselling role should be your first recourse. Absent these internal protections, consider seeking legal counsel.

If you witness sexual or other types of harassment, what should you do? The following guide may help:

If it’s safe for you to do so, try recording video the incident on your smartphone. The mere presence of the phone may act as a deterrent to further harassment. If not, however, a record of the incident will be valuable in the post-incident pursuit of justice.
If you can play any additional role in stopping the harassment before it continues, try to get the attention of the person being harassed and ask them if they want support and what exactly you can do.
If it’s welcome from the victim and safe for both you and them, try to place yourself between them and the attacker. If the victim is handling the attack in their own way, respect their choice.
If the harassment continues, try to de-escalate the situation non-violently by explaining to the offender that the one being harassed has a right to work in peace. Only resort to violence if it’s defensive.
After a safe resolution, follow up with the person being harassed about what you can do for them (American Friends Service Committee, n.d.) .

Of course, every harassment situation is different and requires quick-thinking action that maintains the safety of all involved. The important thing, however, is to be act as an ally to the person being harassed. The biggest takeaway from the development of the #MeToo and Time’s Up movements is that a workplace culture that permits sexual harassment will only end if we all do our part to ensure that offenses no longer go unreported and unpunished.

When we discussed persuasive messages earlier (see §8.4 ), we focused on best practices without veering much into what’s considered offside in the art of persuasion. When we consider ethical behaviour in the workplace, it’s worth revisiting the topic of persuasion so that we can address how not to persuade. In other words, how can we avoid manipulating someone in professional situations so that they don’t later feel like they were taken advantage of.

In the context of communication, manipulation is the management of facts, ideas or points of view to play upon people’s insecurities or to use emotional appeals to one’s own advantage. Though emotional appeals were part of the rhetorical triangle discussed earlier in §8.4.1 , they cross the line into manipulation when motivated by an attempt to do something against the best interests of the audience, which expects that you treat them with respect. Deliberately manipulating them by inciting fear or guilt is unethical. Likewise, deception is unethical because it uses lies, partial truths, or the omission of relevant information to deceive. No one likes to be lied to or led to believe something that isn’t true. Deception can involve intentional bias or the selection of information to support your position while negatively framing any information that might challenge your audience’s belief.

Other unethical behaviours with respect to an audience such as a workplace team include coercion and bribery. Coercion is the use of power to make someone do something they would not choose to do freely. It usually involves threats of punishment, which get results at least while the “stick” is present, but results in hatred towards the coercing person or group and hence a toxic work environment. Bribery , which is offering something in return for an expected favour, is similarly unethical because it sidesteps normal, fair protocol for personal gain at the audience’s expense. When the rest of the team finds out that they lost out on opportunities because someone received favours for favours, an atmosphere of mistrust and animosity—hallmarks of a toxic work environment—hangs over the workplace.

10.2.4.1: Eleven Unethical Persuasive Techniques

Though you may be tempted to do anything to achieve the result of convincing someone to act in a way that benefits you and your company or organization, certain techniques are inherently unethical. The danger in using them is that they will be seen for what they are—dishonest manipulation—and you’ll lose all credibility rather than achieve your goal. Just as we have a set of DOs for how to convince someone effectively in a decent way, we also have a set of DON’Ts for what not to do.

In Ethics in Human Communication , Richard Johannesen (1996) offers eleven points to consider when speaking persuasively. Do not :

Use false, fabricated, misrepresented, distorted or irrelevant evidence to support arguments or claims
Intentionally use unsupported, misleading, or illogical reasoning
Represent yourself as an “expert” (or even informed) on a subject when you’re not, as in the case of “ mansplaining ” (McClintock, 2016)
Use irrelevant appeals to divert attention from the issue at hand
Ask your audience to link your idea or proposal to emotion-driven values, motives, or goals to which it is unrelated
Deceive your audience by concealing your real purpose, your self-interest, the group you represent, or your position as an advocate of a viewpoint
Distort, hide, or misrepresent the number, scope, intensity, or undesirable features of consequences or effects
Use “emotional appeals” that lack a supporting basis of evidence or reasoning
Oversimplify complex, multi-layered, nuanced situations into simplistic, two-valued, either/or, polar views or choices
Pretend certainty where tentativeness and degrees of probability would be more accurate
Advocate for something that you yourself do not believe in

If you tried any of the above tricks and were found out by a critical-thinking audience, you risk irreparable damage to your reputation personally and that of your company.

Though you might think that the above guidelines wipe out most of a marketer’s available techniques, in fact they leave plenty of room for creative argument following the model for persuasive argument outlined in §8.4 above. After all, the goal of any such argument in a professional situation is to achieve a mutually beneficial result, one where both you and your audience benefit by getting something you both want or need in a free and honest exchange. Your audience will appreciate your fair dealing as you build your credibility (or ethos in the rhetorical triangle terminology introduced in §8.4.1 ).

10.2.4.2: Avoiding Fallacies

Logicians (experts on logic) have long pointed out a set of rhetorical tricks, called fallacies, that charlatans use to convince others of an argument that has no merit on its own. Though these fallacies are typically deceptive in nature, they still manage to convince many people in ways that undermine their own interests. Whenever you see anyone resorting to these tricks, you should probably be suspicious of what they’re selling or getting you to support. To be ethical in the way you present arguments in professional situations and steer clear of being held under suspicion by a critical audience yourself, avoid the eight fallacies explored below in Table 10.2.4.2.

Table 10.2.4.2: Logical Fallacies to Avoid

(“Business Communication for Success,” 2015, 14.6)

Avoiding such false logic helps strengthen your own argument by compelling you to stay within the bounds of sound argumentative strategies such as those covered above in §8.4 .

Key Takeaway

2. Deliver a short presentation on dining etiquette or how to dress for success in the workplace with clear recommendations for how your audience should conduct themselves (follow Ch. 12 on presentations beforehand).

3. Have you ever experienced or witnesses sexual harassment in a workplace or institution (e.g., at school) according to the definition and examples given in §10.2.3.1 ? What happened and what did you do about it? Would you do anything differently in hindsight?

4. Find an example of advertising that is unethical because it relies on logical fallacies and other deceptive techniques explored in §10.2.4 . Identify the fallacies or techniques and speculate on why the advertiser used them. Outline a more honest—yet still effective—advertisement for the same product or service.

American Friends Service Committee. (n.d.). Do’s and Don’ts for bystander intervention. https://www.afsc.org/resource/dos-and-donts-bystander-intervention

Business Communication for Success . (2015). https://open.lib.umn.edu/businesscommunication/

CBC Life. (2017, October 3). Mind your manners: A guide to restaurant etiquette . https://www.cbc.ca/life/thegoods/mind-your-manners-a-guide-to-restaurant-etiquette-1.4318743

City of Toronto. (2016,August). Sexual harassment in the workplace. https://www.toronto.ca/wp-content/uploads/2017/10/8eaa-workplace-sexual-harassment.pdf

Ekman, P. (2017, August 5). Micro expressions. https://www.paulekman.com/resources/micro-expressions/

The Gandalf Group. (2017, December 12). The 49th quarterly C-suite survey. http://www.gandalfgroup.ca/downloads/2017/C-Suite%20Report%20Q4%20December%202017%20tc2.pdf

The Government of Canada. (1985). Canada labour code . http://laws-lois.justice.gc.ca/PDF/L-2.pdf

Guffey, M., Loewy, D., & Almonte, R. (2016). Essentials of Business Communication . Nelson.

HRPA. (2018a). Doing our duty: Preventing sexual harassment in the workplace . https://hrpa.s3.amazonaws.com/uploads/2020/10/Doing-Our-Duty.pdf

HRPA. (2018b). Sexual harassment infographic. https://www.hrpa.ca/Documents/Public/Thought-Leadership/Sexual-Assault-Harassment-Infographic.pdf

McClintock, E. A. (2016, March 31). The psychology of mansplaining. Psychology Today . https://www.psychologytoday.com/ca/blog/it-s-man-s-and-woman-s-world/201603/the-psychology-mansplaining

Navigator. (2018, March 7). Sexual harassment survey results. http://www.navltd.com/wp-content/uploads/2018/03/Report-on-Publics-Perspective-of-Sexual-Harassment-in-the-Workplace.pdf

Neal, A., Yeo, G., Koy, A., & Xiao, T. (2011, January 26). Predicting the form and direction of work role performance from the Big 5 model of personality traits. Journal of Organizational Behavior , 33 (2), pp. 175-192. https://www.researchgate.net/publication/230325438_Predicting_the_form_and_direction_of_work_role_performance_from_the_Big_5_model_of_personality_traits

Spurk, D., & Abele, A. E. (2010, June 16). Who earns more and why? A multiple mediation model from personality to salary. Journal of Business and Psychology , 26 (1), pp. 87-103. https://www.researchgate.net/publication/226270308_Who_Earns_More_and_Why_A_Multiple_Mediation_Model_from_Personality_to_Salary

10.2: Professionalism, Etiquette, and Ethical Behaviour Copyright © 2022 by John Corr; Grant Coleman; Betti Sheldrick; and Scott Bunyan is licensed under a Creative Commons Attribution 4.0 International License , except where otherwise noted.

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Netiquette: Ethic, Education, and Behavior on Internet—A Systematic Literature Review

Rebeca soler-costa.

1 Department of Education Sciences, University of Zaragoza, 50009 Zaragoza, Spain; se.razinu@relosr (R.S.-C.); se.razinu@iruamm (M.M.-M.)

Pablo Lafarga-Ostáriz

Marta mauri-medrano, antonio-josé moreno-guerrero.

2 Department of Didactics and School Organization, University of Granada, 51001 Ceuta, Spain; se.rgu@oneromja

In this article, an analysis of the existing literature is carried out. It focused on the netiquette (country, date, objectives, methodological design, main variables, sample details, and measurement methods) included in the Web of Science and Scopus databases. This systematic review of the literature has been developed entirely according to the Preferred Reporting Items for Systematic Reviews (PRISMA). The initial search yielded 53 results, of which 18 exceeded the inclusion criteria and were analyzed in detail. These results show that this is a poorly defined line of research, both in theory and in practice. There is a need to update the theoretical framework and an analysis of the empirical proposals, whose samples are supported by students or similar. Knowing, understanding, and analyzing netiquette is a necessity in a society in which information and communication technologies (ICT) have changed the way of socializing and communicating. A new reality in which there is cyber-bullying, digital scams, fake news, and haters on social networks.

1. Introduction

Billions of people have taken an active part in technological development over the past decade. Social networks have been the maximum exponent of a digital revolution that has meant a before and after in terms of how people communicate and collaborate [ 1 ]. A new reality that has been mutating from the original Facebook, YouTube, and Flickr [ 2 ] to become, for example, a relevant strategy in election campaigns [ 3 , 4 , 5 ]. The perfect framework for its expansion has been mobile devices, especially smartphones [ 6 , 7 ]. Both its technical conditions and its rapid incorporation into almost any area of life today [ 8 ] have made it the perfect nexus. In fact, nowadays it is not surprising that applications such as Instagram [ 9 ], or others more associated with instant messaging [ 10 ], are among the most frequented practices when accessing these mobile devices [ 11 ].

The popularity and growth of social networks can be understood by the paradigm shift that brought about their birth, as previously the World Wide Web was based on limited usability. Its appearance meant that users were already able to create, modify, share, and discuss existing content on the Internet [ 12 ]. Consequently, the attractiveness of using these digital media was no longer governed only by the content, but also by the new possibilities of participation they offered [ 13 ]. Although it has not been total, as the digital divide is still present [ 14 , 15 , 16 , 17 ], one of the technological consequences of the second decade of the 21st century has been the easy access to these new opportunities [ 18 ]. Despite cultural differences and resistance [ 19 ], it is clear that the option of being part of and participating in these digital communities [ 20 ] has been reduced to a couple of keystrokes.

This new digital map, which over the years has unlocked new horizons, has altered such basic habits as what to take with you when you leave home: wallet, keys, and smartphone [ 21 ]. This is an everyday action that can be understood in the face of the digital approach to modern life [ 22 ] and which perfectly contextualizes the rise of digital marketing [ 23 ]. Scientific production in this area has developed considerably [ 24 , 25 ] in response to the need to understand, know, and adapt commerce in view of the new forms of relationship and consumption that have emerged as a result of social networks [ 26 , 27 ]. A new ecosystem implies an almost total rethinking of roles [ 28 ], as reflected in the so-called influencers [ 29 ], and of strategies in an environment that is struggling to obtain the greatest dissemination and impact, including for health reasons [ 30 ].

This is an interest that responds to a historical moment in which social networks offer the right possibilities to cover everything from the individual to the social [ 31 ], including work [ 32 ]. Some of the main characteristics that may justify this phenomenon are: being a quick and easy alternative to access a wide range of information [ 33 , 34 ], offering almost instantaneous interaction and communication [ 35 ], opening up business possibilities in global environments and not just local ones [ 36 ], and even serving as a parallel strategy to find out preferences and interests in particular issues [ 37 ]. These applications accompany the new digital habits, especially among the young, whose interest in the more classic media is declining and who are developing new digital skills in areas such as content consumption [ 38 ].

The so-called digital competence (DC) is the theoretical approach to this new panorama specifically in the educational field [ 39 ]. A concept that corroborates the impact of digital technology on personal development [ 40 ], which means that educational institutions must rethink their approach in light of the new needs and demands which this generates [ 41 ]. Since its incorporation in 2006, scientific interest has been increasing and evolving. Approaches have sought to explore key issues such as what the DC is in a changing technological context [ 42 ], particularly in light of legislative frameworks [ 43 ]. The most evaluative orientation has been toward understanding the level of DC in different educational contexts: educational stages [ 44 , 45 ] or agents [ 46 ]. Perspectives that respond to a context where the integration of ICT in schools occurs from the technical [ 47 ] to the methodological [ 48 ], especially during the Covid-19 pandemic [ 49 ].

Digital media can contribute, as in the educational field [ 50 ], but their use can also lead to harm. Recently, problems have emerged such as addiction to smartphones, known as nomophobia [ 51 ], whose relationship with anxiety and stress [ 52 ] shows that ICTs also have a negative side. Cyber-bullying [ 53 , 54 ] is another example of how the use of technology can be negative, similar to the anonymity of social networks as a weapon of hate [ 55 ]. Information, one of the main reasons for the use of networks, is also under scrutiny following the rise of fake news [ 56 ] and the use of user data is also controversial [ 57 ]. At the same time, consumer advocacy is growing [ 58 ], reflected in the presence of cookies on any website and “integrated shopping” in free downloadable applications.

This new framework, with its possibilities and repercussions [ 59 ], gives rise to another approach more related to how they have used: netiquette. The origin of this term, which is based on the link between the words Internet and label [ 60 , 61 ], emerges on the eve of the beginning of the 21st century and the expansion of the digital world. The Internet, as well as promoting access to knowledge or creating new professions, has created the non-face-to-face label. This can be seen in traditional face-to-face customs such as giving condolences, the development of which through social networks, especially Facebook, has become standardized [ 62 ]. A revolution that entails extrapolating civic norms from the face-to-face to the digital in a technologically interconnected world [ 63 ]. Guidelines, which are less or more assimilated, are present in couple relationships [ 64 ] or which guide the use of such essential tools as email [ 65 , 66 ] in work environments [ 67 , 68 , 69 , 70 ].

To talk about ethics or a social label is really to talk about education. It is therefore not surprising that in a context of constant inclusion of ICT in the classroom [ 71 ], netiquette is one of the areas that make up the DC. A key training requirement in current and future teachers whose preparation in the digital field continues to be analyzed [ 72 , 73 ], more so when it is a field in evolution since, above all, social networks are altering and promoting new digital habits in students [ 74 , 75 ]. In the case of the educational field, the pandemic has highlighted the role of ICTs [ 76 ], a reality which means understanding the digital label as part of human development in the 21st century. An approach that has been focused above all on students who have grown up with the digital [ 77 ] but which, in reality, is already inherent to anyone who has access to a mobile device with an Internet connection.

The present study is based on this new paradigm. Access to digital media is already a routine, even an addiction, and it is urgent to understand its new social patterns. In the educational field, especially in training, this idea is becoming increasingly present. This is due, on the one hand, to the progressive integration of ICTs into the teaching-learning processes and, on the other hand, to the impact of these changes in terms of defining what DC is and how to develop it in schools. For this reason, this work focuses on explaining the scientific reality of the term “netiquette” through a review of the literature in the main databases. This is an approach to finding out and understanding the state of research into labels in a universe marked by haters, cyberbullying, and fake news.

This systematic review is based on the analysis of existing literature in the Scopus and Web of Science (WoS) databases of the term netiquette. Its implementation has been developed in accordance with the Preferred Reporting Items for Systematic Reviews (PRISMA) [ 78 ] in order to answer the following questions. The structure of other publications in impact journals [ 79 , 80 , 81 ] has also been taken into consideration in order to follow models of analysis validated by experts. In turn, data from the studies analyzed are included, such as the country of origin, the date of publication, the main objectives, the methodological design, the variables considered, the details of the samples, and their scientific contributions to the area of research.

RQ1 What is the state of scientific production regarding “netiquette”?

RQ2 Has an interest in “netiquette” increased since the emergence of social networks?

RQ3 What is the scientific relationship between “netiquette” and the educational field?

2.1. Search Strategy

During the month of December 2019, a strategy was developed based on the search for articles that include the term “netiquette” in the title and that are part of two relevant scientific databases. Given the nature of this research, this restrictive criterion was chosen because otherwise the inclusion of articles that were not scientifically relevant to the research could be favored. In this sense, both terms were included in the Scopus and WOS search engines (WOS, BCI, BIOSIS, CCC, DIIDW, KJD, MEDLINE, RSCI, SCIELO), two scientific databases commonly used by experts and researchers and from which both JCR and SJR draw their information [ 82 ]. A single search criterion was established, the title of the article having to incorporate one of the two terms. This initial search yielded 53 manuscripts, although the final sample consisted of 18 references.

2.2. Inclosure Criteria

The channeling of the results to the final sample was carried out on the basis of the PRISMA protocol [ 78 ] for carrying out systematic reviews. The main objective was to analyze those articles that really focused on “netiquette,” and so it was established as a search criterion that this term should appear in the title of the articles to be analyzed later. Afterward, those results that were not articles were eliminated, both in WOS (n = 13) and in the SCOPUS database (n = 9). Of the 31 resulting articles, having searched two databases, those that were duplicated and were part of both were eliminated (n = 10). Once they were deleted, the information available on the remaining 21 articles was analyzed to check their eligibility, and they were read in full in cases of doubt about their subject matter. Finally, those whose complete text could not be found on the Internet were eliminated (n = 3), leaving the final sample reduced to 18 articles ( Figure 1 ). Articles included in the title “netiquette” or “netiquettes,” not repeated in the databases and with access to the full text.

An external file that holds a picture, illustration, etc.
Object name is ijerph-18-01212-g001.jpg

Flow diagram of PRISMA Systematic Review about “netiquette.”

All the articles that have been considered for analysis were presented in English (n = 18). A consistent figure considering that more than half (n = 12) have been published from the UK (n = 4) or the US (n = 7). The time span between the oldest and most recent article is 23 years, covering 1995 and 2018. The focus of the articles can be grouped into two main blocks, empirical studies (n = 9) and theoretical approaches (n = 9), as shown in Table A1 and Table A2 respectively. The methodological disparity is clearly noticeable in the quantitative articles, with cases of quantitative (n = 4), mixed (n = 2), and qualitative (n = 1) approaches. ( Appendixe A and Appendixe B ).

3.1. Country

More than half of the articles studied were of Anglo-Saxon origin, specifically from the United Kingdom [ 61 , 64 , 70 , 76 ] and the United States [ 59 , 60 , 65 , 66 , 67 , 68 , 69 , 71 ]. Both cases stand out as they are the only countries that are repeated in terms of place of publication. The remaining (n = 6) come from European countries, such as Germany [ 78 ], Denmark [ 62 ] and Belgium [ 72 ]; from Asia, South Korea [ 54 ] and Jordan [ 74 ]; and from the American continent, Mexico [ 75 ]. Article [ 66 ] should be defined as having double authorship, from the United States and Canada. It should be noted that the United Kingdom [ 61 , 70 ] and the United States [ 59 , 60 , 65 , 66 , 67 , 68 , 69 ] are the only two countries that contribute articles of a theoretical nature, while those with an empirical focus are more spread out around the world.

There is a disparity in the date of publication of articles. With respect to the empirical ones, the oldest is from 2007 [ 72 ] and the most recent from 2018 [ 77 ], with only repetitions in 2017 [ 62 , 74 ]. In fact, all the articles are from the last decade [ 54 , 62 , 64 , 71 , 74 , 75 , 76 , 77 ] except the one from 2007. On the other hand, those theoretical approaches cover the period from 1995 [ 61 ] to 2018 [ 67 ] and there are also repetitions in 2011 [ 59 , 68 ]. By decade of publication, production stands out from 2000 to 2010 [ 65 , 66 , 69 , 70 ], from 2010 to 2020 [ 59 , 67 , 68 ], and from 1990 to 2000 [ 60 , 61 ]. Of the total, only four articles [ 62 , 67 , 74 , 77 ] have been published during the last five years.

On the one hand, the objectives of the empirical articles can be differentiated into those more linked to netiquette in educational contexts [ 54 , 71 , 72 , 74 , 75 , 77 ] and those oriented to more general personal or work environments [ 62 , 64 , 76 ]. In the majority of articles [ 54 , 62 , 64 , 72 , 74 , 75 , 76 , 77 ] the objective is based on knowing habits associated with the label on the net, in some cases, the objective is purely methodological [ 71 ]. As for the theoretical articles, the distinction is less clear. Up to 5 [ 59 , 65 , 66 , 67 , 68 ] focus on exposing or analyzing guidelines related to the correct use of electronic mail and two [ 60 , 61 ] provide more general guidelines for the Internet in its complexity. Only three are developed for specific contexts: hospital workers [ 68 , 69 ] and librarians [ 70 ].

3.4. Methodological Design

Two clear methodological designs can be distinguished: empirical articles [ 54 , 62 , 64 , 71 , 72 , 74 , 75 , 76 , 77 ] and theoretical articles [ 59 , 60 , 61 , 65 , 66 , 67 , 68 , 69 , 70 ]. From the first case, there is a new differentiation: quantitative supported by ad-hoc questionnaires [ 54 , 64 , 74 , 77 ], mixed approaches [ 62 , 72 ], and only qualitative [ 75 ]. One of the articles is purely methodological [ 71 ], so its scientific contribution is different from the rest. In the case of theoretical studies, they can be divided into purely theoretical [ 59 , 65 , 66 , 67 , 68 , 69 , 70 ] and literature reviews [ 60 , 61 ].

3.5. Main Variables

The variables found in the articles analyzed are very diverse. The quantitative variables explore online time and its possible relationship with cyber-bullying [ 54 ] or peer-to-peer tagging [ 64 ], university students’ knowledge of it [ 74 ], or its direct application through interaction with faculty [ 77 ]. In the case of those based on a mixed methodology [ 62 , 72 ], they are based on category analysis (attitude, motivations, unsubstantiated statements, etc.,) and are interspersed with other numerical quantitative variables (questions, number of visits to the forum, number of times they read what is published in the forum, etc.,). The qualitative article [ 75 ], with a socio-historical perspective, is based on categories such as “moral practice,” “communities of practice,” and “netiquette.”

3.6. Sample Details

The samples in half of the articles analyzed [ 54 , 62 , 64 , 71 , 72 , 74 , 75 , 76 , 77 ] are very varied. They range from small groups of 34 secondary school students [ 75 ] to 992 couples [ 64 ] or 2849 students and teachers [ 77 ]. The educational context of the samples is relevant, as more than half [ 54 , 71 , 72 , 74 , 75 , 77 ] of the articles are composed of students or graduates. There are also undefined figures when exposing themselves based on groups [ 76 ] and samples where the only requirement was to have a Facebook account [ 62 ] or to have a partner [ 64 ].

3.7. Measurement

The instruments used in the articles analyzed cover quantitative [ 54 , 64 , 74 , 77 ], mixed [ 62 , 72 ], and qualitative [ 75 , 76 ] perspectives. In this sense, the quantitative instruments have been based on the development of questionnaires designed ad-hoc [ 54 , 64 , 74 , 77 ], the mixed ones have been questionnaires and subsequent coding, and the qualitative ones have employed interviewing and discourse analysis individually or through focus groups. The theoretical articles have not used instruments in their development.

4. Discussion

The last two decades have shown the capacity for technological development and the human ability to incorporate it into daily routines [ 9 , 10 , 11 , 31 , 32 , 35 ]. In the case of the Internet, its birth and evolution have meant a before and after in humanity [ 12 , 13 , 33 , 34 ], and has altered the way people communicate and collaborate [ 1 , 18 ]. Having and using a smartphone [ 21 ], even becoming addicted [ 51 ], or spending time on social networks [ 2 ] are new patterns of behavior in a society where digital skills are becoming essential [ 26 , 27 , 29 , 36 , 38 ]. So much so that in the educational field the relevance of the so-called DC [ 39 , 40 , 41 , 42 , 43 , 50 ] is increasing. In short, it is clear that these years have seen the birth of a new question that goes beyond ethics: how to behave on the Internet [ 20 , 28 , 37 , 38 , 60 , 61 ].

The analysis of the articles compiled through Scopus and Web Of Science, 18 of which finally passed the inclusion criteria set out through the PRISMA analysis process [ 54 , 59 , 60 , 61 , 62 , 64 , 65 , 66 , 67 , 68 , 69 , 70 , 71 , 72 , 74 , 75 , 76 , 77 ], leads to the following inferences. Despite the fact that the included literature covers a significant period of time, with a margin of several decades [ 60 , 61 , 62 , 74 , 77 ], the state of the search remains exploratory. There is a disparity between theoretical and empirical approaches, which accentuates the lack of a clear line of research. E-mail [ 59 , 65 , 66 , 67 , 68 ] and its network label are the main focus of theoretical articles, while in the case of empirical ones the characteristics of the samples are usually linked to educational [ 54 , 71 , 72 , 74 , 75 , 77 ] or training contexts.

In relation to the instruments indicated in the literature analyzed, the disparity in the methodologies and tools used stands out. The quantitative researchers base their analysis on ad-hoc questionnaires [ 54 , 64 , 74 , 77 ] whose scientific criteria are not clear, so it is complex to affirm their validity and that they are reliable. At the same time, the sample sizes are disparate, with figures that are either not very representative [ 62 , 75 ] or fairly representative [ 54 , 64 , 77 ]. On the other hand, methodologies supported by open questions, coded analysis of discussion groups, or field diaries have also been found. On no occasion are the objectives of two or more articles repeated or similar, each of the articles analyzed is supported by unique theoretical frameworks and instruments.

The results presented by the articles researched can be grouped into two aspects. Theoretically, the relevance of the correct use of electronic mail in the digital world is revealed through the presentation of guidelines and guides [ 59 , 65 , 66 , 67 , 68 ]. On the other hand, digital trends are shown, such as cyberbullying [ 54 ], mourning, and commemoration practices on Facebook [ 62 ], and the impact on couple relationships [ 64 ]. In the educational framework, there are complementary ideas such as the lack of knowledge of netiquette on the part of university students [ 74 ] and the improvement in the quality of discussion in forums when guidelines of this type are provided previously [ 72 ].

5. Conclusions

Considering the results found in this work, it is consistent to conclude that netiquette is a field of study that is in its initial phase. The limited production in this line of research is very significant, especially in view of the existence of theoretical articles from more than two decades ago. It is complex to consider that there is a real interest in research in this area. Defining an ethic for a context that changes almost daily is complex, however, it is necessary to understand it if we want to improve the society. The DC [ 39 ] includes netiquette as a training demand, both from students and teachers, and it is understood in reality that it includes digital economic sectors, the rise of cyberbullying [ 54 ], or the establishment of nomophobia [ 51 ].

Different considerations can be made with regard to the starting hypotheses. Scientific production relating to netiquette is still at an early stage, without a defined theoretical basis despite being a term that has existed since before the 21st century. The birth of social networks has indeed increased the interest in netiquette, at least in terms of new habits and specific ethical factors. The works published in the past decade take into account the existence of these new media, a vision that is coherent with how they have become internalized in the routine of billions of people. The selection of students in training, whether current or recent, is a scientific criterion that reinforces the link between education and netiquette. Digital preparation is a fundamental pillar in personal, social, and professional terms. It is therefore inevitable to associate both areas in the present without thinking about the future, something that is set out in the current conception of the DC.

In relation to the limitations of the present study, existing in the studies based on the systematic review, there is a risk of having lost information because of the strategy of selection of the descriptor. Introducing the term netiquette, and its plural, as the only search elements were established in view of its presence in educational and legislative frameworks. Some of the lines of research in this area that are proposed are the creation of new instruments to find out the level of preparation of students, teachers in training, or teachers.

In conclusion, this study presents a number of theoretical and practical implications. The implications in the educational field, after having carried out the analysis, imply the need to revise the digital preparation of all the agents that form part of this field. The theoretical and practical synthesis set out in this work may mean a new scientific stage of an essential issue for the 21st century. Specifically, to cite more specific examples, it can lead to the beginning of a realistic consideration of digital needs, demands, and capacities in everyday tools such as e-mail, social networks, and even others close to home. For this reason, this study not only offers a new line of work to researchers or experts from the scientific community but can also have repercussions for anyone in the world with access to digital devices, with a special interest in the educational context.

Acknowledgments

We acknowledge the researchers of the research group AREA (HUM-672), which belongs to the Ministry of Education and Science of the Junta de Andalucía and is registered in the Department of Didactics and School Organization of the Faculty of Education Sciences of the University of Granada.

Empirical studies.

Theoretical studies.

Author Contributions

Conceptualization, P.L.-O., A.-J.M.-G., and M.M.-M.; methodology, M.M.-M. and P.L.-O.; software, A.-J.M.-G. and P.L.-O.; validation, A.-J.M.-G.; formal analysis, R.S.-C.; investigation, M.M.-M., A.-J.M.-G., R.S.-C., and P.L.-O.; data curation, A.-J.M.-G., M.M.-M., and R.S.-C.; writing—original draft preparation, M.M.-M., A.-J.M.-G., R.S.-C., and P.L.-O.; writing—review and editing, M.M.-M., A.-J.M.-G., R.S.-C., and P.L.-O.; visualization R.S.-C.; supervision, M.M.-M. and P.L.-O. All authors have read and agreed to the published version of the manuscript.

This research received no external funding.

Conflicts of Interest

The authors declare no conflict of interest.

Publisher’s Note: MDPI stays neutral with regard to jurisdictional claims in published maps and institutional affiliations.

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Etiquette School of America | Maralee McKee

Etiquette and Manners for Your Success

The Etiquette That People Most Want to Know – The Most-Read Etiquette Posts of the Year

Enjoy these most popular etiquette topics people want to know about (based on the top ten most-read posts of 2017).

By: Maralee McKee, Manners Mentor

I always find it fascinating to see what interests people. With that in mind, I looked up the top ten most-read Manners Mentor posts of 2017 to discover the etiquette that people most want to know. At this time of year, when we’re all reflecting back and looking forward, I thought it would be fun to share with you what I found.

What were the most common etiquette questions this year? What manners topics peaked readers’ interests? What social skills did people Google?

Here’s a list of the ten most-read posts on Manners Mentor this past year, in order from one to ten.

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An interesting fact about number three is that I wrote it for the July 4 holiday in 2016. It was well-received, but not like many of my other posts. More than a year later, I woke up one day and discovered that over 3,000 people had read it in just one evening! People kept coming to it by the thousands each day for several months this fall after a few football players decided to protest by not standing for the playing of The National Anthem. More players followed suit, some Presidential tweets were sent, and suddenly I was doing radio and print interviews from small towns in the U.S. to European capital cities. Who says etiquette isn’t exciting?!

What I find lovely about the list is that people were looking for ways to take care of people (#1), pay ultimate respect (#10), graciously do hard things (#2, 6, 8, and 9), and celebrate others’ milestones (#4 and 7). These are all things that help draw us together by interacting with thoughtfulness, compassion, kindness, and graciousness. It’s a pretty great way to live the new year and all the future ones too!

Without further ado…

The Most Popular Etiquette Topics — The 10 Most-Read Posts of the Year

1.) How to Be a Great Friend To Someone in the Hospital

2.) Three Ways to Nicely Say No Without Feeling Guilty

3.) U.S. Flag, Pledge of Allegiance, and National Anthem Etiquette

4). RSVP Etiquette for Guests and Hosts: The Newest Manners for This Fading Art

5.) Which To-Go Orders You Tip and Which You Don’t

6.) How to Graciously RSVP That You Can’t Attend

7.) Graduation Etiquette — The Top Eleven Manners for Grads, Guests, and Families

8.) How to Apologize: The 7 Steps of a Sincere Apology

9.) How to Graciously Answer Nosy Questions

10.) The Etiquette of Visitations and Funerals

My Favorite Post on the Blog

If I had to limit the blog to one post, it would be this one:

The Gracious 5-Step Formula for Writing Thank You Notes

It’s surprising that it never made The Top 10 List. I believe it’s because too many people don’t want to slow down enough to express gratitude. Yet until we do, what we have will never be enough. It’s while we’re expressing gratitude, and afterward as we think back on it, that our heart is focused on the contentment that the gift or kind act gives us.

What’s Next?

Happy New Year! May the next 12 months bring you health, contentment, and joy!!! Thank you for reading this blog and being part of the Manners Mentor family! Keep doing what only you can do: make your portion of the world a better place by being you at your authentic best!

Blessings galore,

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About Maralee McKee

Maralee McKee is dedicated to helping you become the person you most want to be and to live a confident, kind, and generous life! She is a contemporary etiquette, manners, and people skill expert and the founder of the prestigious Etiquette School of America. She's in the top one percent of experts in her field, and her etiquette skills blog is the most read in the United States. Maralee presents business etiquette seminars to corporations large and small and coaches individuals one-on-one virtually and in-person. Her book on how moms can teach their children to become the best version of themselves (Harvest House Publishing) earned the prestigious Mom’s Choice Gold Award for excellence in parenting books.

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The first thing to understand about ethics is that it's not the same for everyone. What might be right for me might not be right for you. This is because we all come from different backgrounds, and we all see the world in different ways. But, that doesn't mean we can't agree on some basic rules. For example, we can all agree that it's ...
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Ethics is a system of moral principles, while values stimulate thinking. Ethics is what guides us to tell the truth, keep our promises, or help someone in need. There is a framework of ethics underlying our lives on a daily basis, helping us make decisions that create positive impacts and steering us away from unjust outcomes. Human values and ...
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In this article, we shared some examples of short and long speeches on ethics and etiquette. This post will help you to prepare for public speaking on the same topic. 1 Minute Speech On Ethics Hello and welcome all of you gathered here. ... Population Explosion means a sudden growth over a short span of time in the population of a specific area ...
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Ethics and Etiquette are two concepts that govern the behavior of human beings. However, there is a distinct difference between ethics and etiquette. Ethics refer to a set of moral principles that relates to the difference between good and bad. Etiquette is a customary code which indicates the proper and polite way to behave in society.
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6. Speech on ethics and etiquette . Good morning to everyone in attendance. Today, I'll offer a short speech on ethics and etiquette. Ethics are essential to human existence. Humans must adhere to certain ethics, like avoiding theft, deceiving, or capitulating to dark temptations. Thus, ethics is vital to living a moral life.
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Speech on Ethics

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2.2 Ethics in Public Speaking

Communication Code of Ethics

National Communication Association Credo for Ethical Communication

Applying the NCA Credo to Public Speaking

We Advocate Truthfulness, Accuracy, Honesty, and Reason as Essential to the Integrity of Communication

We Endorse Freedom of Expression, Diversity of Perspective, and Tolerance of Dissent to Achieve the Informed and Responsible Decision Making Fundamental to a Civil Society

We Strive to Understand and Respect Other Communicators before Evaluating and Responding to Their Messages

We Promote Access to Communication Resources and Opportunities as Necessary to Fulfill Human Potential and Contribute to the Well-Being of Families, Communities, and Society

We Promote Communication Climates of Caring and Mutual Understanding That Respect the Unique Needs and Characteristics of Individual Communicators

We Condemn Communication That Degrades Individuals and Humanity through Distortion, Intimidation, Coercion, and Violence and through the Expression of Intolerance and Hatred

We Are Committed to the Courageous Expression of Personal Convictions in Pursuit of Fairness and Justice

We Advocate Sharing Information, Opinions, and Feelings When Facing Significant Choices While Also Respecting Privacy and Confidentiality

We Accept Responsibility for the Short- and Long-Term Consequences of Our Own Communication and Expect the Same of Others

Practicing Ethical Public Speaking

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Module 2: Ethical Speech

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Difference Between Ethics and Etiquette

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A Beginners Guide to Debate Ethics and Etiquette

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Short speech for a school assembly: 10 examples to inspire you

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10.2: Professionalism, Etiquette, and Ethical Behaviour

Professionalism, Etiquette, and Ethical Behaviour Topics

10.2.1.1: The Five Qualities of a Successful Professional

Table 10.2.1.1: The Five Qualities of a Successful Professional

10.2.1.2: Civility

10.2.1.3: Social Intelligence

10.2.1.5: Emotional Intelligence

10.2.1.6: Social Graces

10.2.2.1: Dining Etiquette

10.2.2.2: Dressing Appropriately for the Workplace

10.2.3.1: What Is Sexual Harassment?

10.2.3.2: How to Make the Workplace More Respectful

10.2.4.1: Eleven Unethical Persuasive Techniques

10.2.4.2: Avoiding Fallacies

Table 10.2.4.2: Logical Fallacies to Avoid

Key Takeaway

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Netiquette: Ethic, Education, and Behavior on Internet—A Systematic Literature Review

Pablo Lafarga-Ostáriz

1. Introduction

2.1. Search Strategy

2.2. Inclosure Criteria

3.1. Country

3.4. Methodological Design