The Need for Ethical Leadership: Moral Compass, Courage, and Obedience (Flashcards)

Flashcards covering ethical leadership, social learning, obedience to authority, role and identity, power dynamics, and group norms as described in the notes.

What does social learning theory propose about how we learn appropriate behavior?

We learn what we should do from the behavior of others, especially from role models we consider significant and want to reflect in our own behavior.

In Keizer's flyer experiment, which group served as the stronger role model for students' behavior and why?

Professors served as the stronger role models because their behavior symbolized group norms and had more influence on students compared to fellow students.

What were the two flyer conditions used by Keizer to test norm influence, and what did the flyers claim?

One flyer claimed 80 percent of professors commit plagiarism with a professor photo; the other claimed 80 percent of students commit plagiarism with a student photo.

What were the observed percentages of cyclists who discarded the flyer when it pictured a student vs. a professor?

39% discarded the flyer with the student; 52% discarded the flyer with the professor.

What does Keizer’s experiment illustrate about who symbolizes group norms?

Those who symbolize group norms (role models) are more influential in determining behavior than ordinary group members.

How is ethical leadership defined in these notes?

Leaders who have a moral compass and courage, set a good example, push for higher ethical standards, and take responsibility for their actions.

What does the quote by Barack Obama, ‘The buck stops with me,’ illustrate in the context of ethical leadership?

Accountability; the leader accepts responsibility for the outcomes of their organization.

What effect does ethical leadership at the top have on unethical behavior in an organization?

When management sets a good example, significantly less unethical behavior is observed throughout the organization.

What recurring question about ethical leadership is raised in the notes?

Whether a leader can create an environment where people can perform at their best and act ethically, not just manage.

What is Milgram’s key finding about obedience to authority?

Ordinary people will follow authoritative commands to deliver high shocks; on average 360 volts, with about two-thirds going to the maximum 450 volts.

What were the four standardized prompts Milgram used to encourage participants to continue?

Please go on; The experiment requires you to continue; It is absolutely essential that you continue; You have no other choice, you must go on.

What does Milgram’s research suggest about personal responsibility under authority?

People see themselves as instruments carrying out others’ wishes and feel less responsible for their actions.

Which factors contributed to the aura of authority in Milgram’s study?

Affiliation with a prestigious university, wearing a white lab coat, and the experimenter’s self-confident, formal demeanor.

What were the basic outcomes of the Stanford Prison Experiment in terms of roles and behavior?

Guards became increasingly cruel and prisoners submissive/depressed; the study was halted early due to extreme behaviors, showing strong role internalization.

What is the main lesson of the ‘rotten apple’ experiments (Webley/Siviter and Gino et al.)?

One bad example can spread cheating or norm-violating behavior in a group, especially when the deviant is seen as belonging to the group.

How did perceived group membership of a cheater affect cheating in Gino et al.'s study?

Cheating increased when the cheat was seen as a fellow group member; cheating decreased when the cheat was seen as an outsider or rival.

What is the ‘free rider problem’ in group norms as described in the dog poop study?

If others comply with a norm, individuals may violate it, thinking the overall damage is limited because others are following the rule.

What does the ‘power and role’ chapter say about dressing and authority?

Power dressing (clothes) increases perceived authority and the likelihood that others will follow advice or orders.

What is the Stanford/role-clothes concept summarized as in ‘clothes make the man’?

Clothing cues influence behavior and self-perception, and appropriate attire can boost credibility and compliance with the role.

What is ‘hypercrisy’ as discussed in the power-hypocrisy section?

When people are unaware of their power or believe it is undeserved, they judge their own unethical behavior more harshly than the behavior of others.

What did Diekmann’s traffic study find about social class and aggression in driving behavior?

Higher-status cars are associated with faster and more frequent beeping/ aggression when others impede them, suggesting status-linked aggression.

What does the ‘Beeping bosses’ chapter imply about management behavior under power and uncertainty?

Power and uncertainty can lead to louder, more aggressive displays (beeping) toward others; higher status can amplify aggressive reactions.

What is the key takeaway about labeling misbehavers as ‘black sheep’?

Labeling a misbehaver as a black sheep can help isolate the bad example and prevent its spread, though dissidents can sometimes improve group norms.