responsible leader essay

What Is Responsible Leadership? Why Does It Matter?

The three main elements to responsible leadership..

Posted June 24, 2023 | Reviewed by Lybi Ma

• A leader needs to be a person of good character to be responsible.
• Possessing the right values is an essential element of responsible leadership.
• Nothing matters if a leader doesn’t engage in responsible behaviors.

I was recently interviewed on the topic of “responsible leadership .” That is a term that is used a lot, but the exact meaning of responsible leadership isn’t always clear. I do, however, think a lot about the meaning of responsible leadership because it is the core of our mission at Claremont McKenna College: "To educate students for thoughtful and productive lives [the liberal arts part] and responsible leadership.”

When I think about responsible leadership, I believe it consists of multiple elements. The first is character. You can’t be a good, responsible leader unless you are a good (and responsible) person.

What Is Character?

To encapsulate character, I turn to virtue ethics and the writings of Aristotle. Take the cardinal virtues. Prudence is the first, and it is associated with wisdom and humility. Humility because a responsible leader doesn’t believe that she or he knows it all. They listen to the perspectives of other people and solicit their opinions (wisdom). Fortitude , or courage, is the virtue that keeps the leader on the right path and having the courage to do the right thing. Temperance , the third cardinal virtue, keeps the leader in check – not giving into passions (or greed) and being emotionally balanced. The final virtue, justice , is all about fairness and a responsible leader treats people fairly and never takes credit for others’ work or accomplishments.

Your Core Values

The second element of responsible leadership is having good, core values. Perhaps first and foremost is valuing human rights – having care and concern for others. Seeing the humanity in every person, including those who you may disagree with. Along with this is the value of freedom – allowing others to have a sense of autonomy. Valuing equality – treating people fairly (related to the virtue of justice), but also valuing equity , which is realizing that concessions need to be made for some people to gain equality. These values are all about being “other-oriented” – caring about the opportunities available to and the ultimate well-being of those you lead (in academia, this is about “follower-centric” approaches to leadership).

Engaging in Responsible Behavior

Being a person of good character, and possessing the right values, isn’t enough. You have to “walk the talk.” And, that means that a responsible leader engages in responsible behaviors. Responsible behaviors include being truthful and straightforward with followers. Showing appreciation for their efforts. Not satisfying your own needs at the expense of those you lead. And, working hard to become an even better leader.

In short, responsible leadership doesn’t come easy. It takes self-awareness, self-reflection, and a willingness to work hard to do the right thing and care for others who are partners in your leadership (leaders don’t do leadership – it’s a co-creation of leaders and followers working together).

Character and Leadership. The Oxford Character Project. UK Business Values Survey. 2022

Riggio, R.E., Zhu, W., Reina, C., & Maroosis, J. (2010). Virtue-based measurement of ethical leadership: The Leadership Virtues Questionnaire. Consulting Psychology Journal, 62(4) , 235-250.

The Need for Temperance: On Organizational Leadership and Temperance. Scandinavian Journal for Leadership and Theology. 2015. Karl Inge Tangen.

Newstead, T., & Riggio, R.E. (Eds.). (2023). Virtues and leadership: Understanding and practicing good leadership . New York: Taylor & Francis/Routledge.

Ronald E. Riggio, Ph.D. , is the Henry R. Kravis Professor of Leadership and Organizational Psychology at Claremont McKenna College.

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Feb 15, 2023

Essays on Leadership for Students | 200 - 500 Word Essays

Are you writing an essay about leadership? Check out these examples!

Leadership is often defined as "the action of inspiring others to act in concert to achieve a particular goal." It signifies the harmony in actions that lead to a common objective. A genuine leader not only exudes confidence but also paves the way for their followers towards triumph. Over the years, various leadership styles have been identified and discussed by psychologists.

 Qualities such as intelligence, adaptability, extroversion, innate self-awareness, and social competence often emerge as the hallmarks of impactful leaders. There's a consensus that these traits mold an individual into an effective leader. Interestingly, some theories suggest that extraordinary situations can thrust an ordinary individual into the spotlight, bestowing upon them the mantle of leadership. It's also believed that leadership isn't a static trait but an evolving journey. It underscores the belief that with dedication and the right resources, anyone can hone their leadership abilities.

 True leadership goes beyond merely advocating for a cause. It involves taking responsibility, igniting motivation in others, and differentiating oneself from just being a 'boss'. A leader's essence lies in their ability to inspire and propel people towards grand visions, whereas a manager typically focuses on oversight and operational aspects.

What Is a Leadership Essay?

A leadership essay falls under the category of student application essays and serves to provide student admissions officers with insight into your past leadership experiences. Despite appearing to be very specific, this type of essay acknowledges that the nature and perception of leadership can vary significantly depending on the individual and the context.

 If you find yourself in need of further insights or a unique angle for your leadership essay, consider exploring an expert essay-writing tool designed to assist students in crafting compelling narratives by analyzing vast data and generating fresh ideas within minutes. In this article, we'll also delve into various leadership essay examples to offer a clearer understanding of the genre and inspire your writing journey.

4 Examples of Leadership Essays

Qualities of a good leader, introduction.

Confidence is the most important attribute first of all. One of the most important qualities in a leader is confidence in one's own abilities. A lack of self-assurance is fatal to a person's leadership potential. If you want others to follow you, you need to exude self-assurance. It's imperative for a leader to have faith in his own judgment and actions. How can people want to follow him if he doesn't even know what he's doing?

Every effective leader knows that they need to be an inspiration to their followers. A leader needs to set an example for his team. In addition, he ought to inspire them whenever feasible. A leader must also maintain optimism in trying times.

What qualities a good leader must have?

Leadership is the ability to influence and guide individuals or groups toward a common goal. A leader must possess several qualities to be effective, including:

Communication skills: A leader must be able to communicate their vision and goals clearly and effectively, both verbally and in writing. This requires excellent listening skills, empathy, and the ability to adapt to different communication styles.

Emotional intelligence: A leader must be able to understand and manage their own emotions, as well as those of their team members. This includes being able to understand and respond to the emotions of others, and handling conflicts in a constructive manner.

Visionary: A leader must have a clear and inspiring vision of the future, and be able to articulate this vision in a way that motivates others to work towards it.

Strategic thinking: A leader must be able to think critically and creatively to identify and solve problems, make decisions, and develop plans and strategies to achieve their goals.

Flexibility: A leader must be able to adapt to changing circumstances and be open to new ideas and perspectives. This requires the ability to embrace change, be innovative, and continuously learn and grow.

Integrity: A leader must have strong ethics and values, and be willing to make difficult decisions that are consistent with their beliefs. This requires honesty, transparency, and accountability.

Decisiveness: A leader must be able to make tough decisions quickly, without undue hesitation or procrastination. This requires courage and the ability to take calculated risks.

Empowerment: A leader must be able to delegate responsibilities, give team members the resources they need to succeed, and foster a sense of ownership and accountability among their team.

Conclusion 

These qualities are essential for effective leadership, and when combined with hard work, determination, and a commitment to excellence, can help leaders to achieve great things.

How one can be a Great Leader?

Leadership is the act of performing the duties of a leader. In the business world, for instance, it is essential to have someone in charge of a team to ensure everything runs well. Effective leadership is essential for any group that wants to maximize its prospects of success.

Leadership Comes from Experience

As we've shown, leadership can be innate in some cases but is more often learned through practice and exposure. Sometimes the best traits of a leader must be learned over a lengthy period of time, so that one can become a notable one, proving that leadership is not always about a person's innate qualities. Leaders should continuously be on the lookout for opportunities to grow their leadership skills.

Nobody can disagree that experience is a key component of leadership. Numerous examples exist to back up this claim, such as:

Instance 1:

Our school's head boy or girl has traditionally been an older student who has been around for a while and thus has a better grasp of the ins and outs of school politics.

Instance 2:

When there is a vacancy for a team leader, it is common practice for the employee who has consistently put in the most effort and attention to the office job to receive a higher number of votes than their coworkers. 

“The best teacher for a leader is evaluated experience.” - John C. Maxwell

How one can be a Great Leader/Skills to be a Great Leader?

Effective leadership is a skill that develops through time. Developing into a leader with all the qualities that are needed takes a lot of hard work and potential. Being a prominent leader calls for a wide variety of traits. Some of these characteristics are addressed in further detail below:

One should be a Good Communicator

To be an effective leader, one must be able to convey his thoughts clearly to his/her/its subordinates.

Should have Confidence

The individual should have faith in what he says and does.

Give Credit to other Team Members too

A leader not only needs to impose his viewpoints and opinions instead he must also hear to the suggestions of other members of the team and offer them credit if their concept is appropriate.

Good Bond with the Team

A leader's ability to command respect from his team members depends on his ability to develop and maintain positive relationships with them.

Leads with Responsibility

A leader needs to be completely committed to his position. It's important that he takes on responsibility so that he can effectively deal with the various challenges he will inevitably face.

Any group or organization needs a leader above all else. Leadership development takes time and effort. One needs to have lived through a lot to be an effective leader. It's not enough to simply have years of experience in the field; one must also have the traits that make one an effective leader. You can't be a great leader unless you possess certain traits.

What makes a Good Leader?

Trying one's hand as a leader appears easy when viewed through this lens. Is that so tough? Of course not; leading is difficult, and not everyone aspires to be a leader. The vast majority of us have settled into well-established careers where we report to superiors and make a living. Still, not everyone is content to go along with the crowd. They become leaders in whatever field they pursue. A leader is an example to followers and will prioritize the needs of those around them.

Some Unique Qualities of a Leader

Many individuals resort to their leaders to vent their frustrations, therefore it's important for them to be good listeners.

A leader ought to be completely forthright; they can't play favorites or give anyone preferential treatment. One of the most essential qualities of a strong leader is the ability to make decisions with integrity.

They need to be aware of the bigger picture and understand what makes an individual stand out or become a leader. It's their expertise in addition to other distinguishing traits. Their awareness of current events and the results of recent studies is essential. In many ways, this is helpful, and it's the leader's responsibility to stay current.

Since some might not understand them, they should utilize straightforward, easily comprehended language. Leaders need to be able to communicate effectively at all times. In reality, what sets them apart is their exceptional communication skills. Adolf Hitler was such a gifted orator that his followers believed every word he said.

No matter how you're feeling or what's going on in the world, if you listen to a leader, they may make you feel energized. Since leaders are in charge of inspiring confidence in their followers, they can't afford to be wary or unsure of themselves. People tend to blindly follow their leaders.

Whether you're a leader or a doctor, you should devote yourself completely to your chosen field. Everything we do is for the benefit of others; engineers, for example, spend much of their time designing and constructing buildings for other people. So, take pride in what you do, and if you possess the aforementioned traits, you are also a leader who doesn't have to rely on others to succeed. No matter what you do, aspiring to leadership positions will always benefit others.

What is Leadership in Management and what are the weaknesses and strengths of a Leader?

Simply said, leadership is acting as a supervisor or manager of a group. Different mental pictures pop up when we hear the word "leadership" used in conversation. One might think of a political leader, team leader, corporate leader, school leader, etc. Leaders facilitate order and efficiency in the workplace. Teamwork and success are fundamental to effective leadership. Leaders utilize their managerial abilities to establish courses and guide their teams to success.

Strengths and Weaknesses of Leadership

Able to express oneself more clearly

Growth of character.

Self-awareness.

Possession of teamwork skills.

Gain assurance in yourself.

Weaknesses:

Acting favorably toward one's teammates.

Having no faith in the leader.

Thinks they're better than everyone else, but act hypocritically.

Not living up to the promised standard.

Insufficient morals.

Leadership and Management

Management and leadership are inextricably linked to one another. Leadership and management are both vital to the efficient operation of an organization; but, they accomplish very different things in the process. Leadership is a necessary skill for anyone aspiring to be an effective manager. The terms management and leadership are synonymous with one another. In this manner, we are able to draw the conclusion that a manager who demonstrates the traits of a successful leader is, in fact, a manager who is effective.

Leadership in School

Leadership is essential in nearly every group, as we've seen above. That group includes one's educational institution. Every school needs an outstanding figure to serve as its head of school. Class monitor, assembly captain, cultural leader, etc. are all examples of leadership roles that can be taken on at school, but this raises the question of what makes a person a successful school leader.

Any student hoping to be chosen as a student body leader will need to demonstrate a wide range of competencies. He or she needs to be a consistent student who pays attention in class and does well in extracurricular activities. For the simple reason that no intelligent and hardworking kid would ever be considered for leadership. Student leaders are most often selected from among those who participate fully in all activities.

Leadership in Organization

Leadership in an organization, also known as organizational leadership, is the process of establishing long-term objectives that further the company's mission and help it reach its ultimate destination. This is a classic illustration of how Bill Gates often works with his team: they agree on a strategy, and Gates implements it. To the same extent, it is the responsibility of the leader in each given organization to determine what it is that the group is trying to accomplish.

Leadership in Politics

Leadership in politics, also known as political leadership, is the process of becoming actively involved in a political party in the role of a party leader. Knowledge of political processes, their outcomes, and the political agenda is central to the idea of political leadership.

An effective leader can be developed in anyone who has the determination and drives to do so. Both the strengths and the areas for improvement should be nurtured. Whether in the classroom, the workplace, or the political arena, leadership is always necessary. Therefore, one can exercise leadership anywhere they like inside their own organization.

What are the types of Leadership?

The ability to lead is a rare trait that not everyone possesses. The ability to do so is a gift, so count your blessings if you possess it. It's recommended that you hone it even more so that you can propel your career forward and serve as an example to people around you. However, it is crucial to grasp the various leadership styles before you go ahead and polish your skills.

Types of Leadership Styles

Democratic Leadership

In this style of management, subordinates are given a voice in decision-making. Although the subordinates' efforts are highlighted, the leader is ultimately held responsible for the group's actions. Many people find this type of leadership to be effective.

Transformational Leadership

Transformational leaders motivate and inspire others to adopt new behaviors and ways of thinking in order to improve their own performance and that of their teams and organizations. A transformational leader is someone who encourages their team to strive for greater things and works to boost morale and output.

Team Leadership

A good leader fully incorporates his team into the task at hand. Members of the team are motivated to reach their goals and advance in their careers thanks to the leadership of the group.

Strategic Leadership

It requires a chief executive who doesn't restrict himself to brainstorming sessions with his superiors. He contributes on every level of the team. He is well-liked for his ability to unite the need for fresh ideas with the necessity of grounding them in reality.

Autocratic Leadership

The leader in a command and control structure is the center of attention. The chief executive has absolute power in this setting. He decides things on his own, without polling his staff. He relays this information to his staff and stresses the importance of swift action. The buck stops with him, and he alone must answer for his actions. Not much room for negotiation exists. It's no secret that this method of leading has its detractors.

Visionary Leadership

This kind of leader appreciates the abilities and requirements of his team members. He describes his ideal outcome and the teamwork that will be necessary to attain it.

Coaching Leadership

Leaders who coach their teams do so regularly in an effort to raise output. He inspires his employees to do better and works to keep them motivated. This approach to leadership has been much praised.

Facilitative Leadership

With occasional guidance, a facilitative leader ensures that the process runs smoothly for his team. As a precaution in case his team is ineffective. If the team is highly effective, the leader will take a hands-off approach.

Cross-Cultural Leadership

The leadership of this type is necessary when interacting with people from various cultural backgrounds. Because of the wide variety of cultures represented in the workforce across the United States, many managers and executives hold cross-cultural positions.

Laissez-Faire Leadership

The members of the team are given responsibility in this style of management. They are free to choose how they spend their time at work, with minimal oversight from the boss. It's not a good way to lead, according to experts.

Transactional Leadership

An interactive approach is integral to this kind of leadership. When team members successfully implement their leader's ideas and choices, they are rewarded with immediate, material benefits.

Charismatic Leadership

In order to bring out the best in his followers, this kind of leader makes the effort to change their attitudes, values, and actions.

This article should dispel the notion that leadership qualities can't be further subdivided. It should also assist you in pinpointing your own personal brand of leadership so you can perfect it over time.

Final Words

In conclusion, leadership is a complex and multifaceted concept that involves various qualities and skills. Effective leaders possess traits such as integrity, vision, empathy, decisiveness, and the ability to inspire and motivate others. They are able to navigate challenges, make difficult decisions, and lead their team toward success. Leadership also involves continuous learning and self-improvement, as leaders must adapt to changing circumstances and remain relevant. Effective leadership can have a positive impact on both individuals and organizations, fostering growth and creating a culture of success.

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Leadership Is Responsibility, Not Power

Stanford GSB Dean Robert L. Joss delivers the year's last View From The Top lecture. He plans to continue teaching after leaving the dean's office.

May 01, 2009

Robert L. Joss remembers the not-exactly-official organizational chart he received when he was hired as Stanford GSB Dean 10 years ago. The box representing the Dean’s job was at the bottom, not the top, connected with boxes representing alumni, faculty, students, staff and the advisory council. Beneath the diagram was a four-word note: “And everything runs downhill.”

“Just because your job sits at the top of an organization chart, there’s a reality to how groups work that is often a surprise to people,” the soon-to-be-departing Dean said May 28 in the final program of this year’s student-sponsored View from the Top Series. “In all leadership roles, there is an informal dependence on other people that is in many ways much more important and more powerful than the power or the authority that is implied by an organization chart that puts your job at the top.”

Responsibility Not Power

Too many leaders get caught up in thinking about power rather than their responsibility to those they lead, said Joss, who plans to continue teaching and work in a variety of advisory jobs once he leaves the Dean’s office. He recalled the words of former British Prime Minister Margaret Thatcher: “Being powerful is like being a lady. If you have to say you are, you aren’t.”

Along with getting the most out of subordinates, though, a leader does have to get the group focused, even if specific goals are unclear, Joss said. He quoted technology leader Michael Dell: “You have to show that you know the way, even if you have no idea what to do.”

Joss said that when he came to Stanford, he felt the Business School could do a better job of preparing people for global leadership, but still needed to figure out how. When he took over as chief executive officer of Westpac Banking in Australia in the 1990s, he called on his years of experience with Wells Fargo to give him a general sense of direction.

Strategy and Specifics

“A group needs a strategy,” Joss said. “It needs a framework.”

Joss said managers can take steps to improve planning, staffing and organizing, but those aren’t enough.

“They help you push the group in the right direction; they bring a discipline and a focus to the organization that’s extremely valuable. They have a lot to do with how the group acts, but they have very little to do with how it thinks or how it feels. To do that, you’ve got to pull the group along, and that takes communication — a lot of communication.”

Leaders need to explain their vision with specifics rather than buzzwords, he said. “It’s no good talking about being a great school if it’s too general, and not giving people some sense of direction. It’s better to talk about the three C’s of a new curriculum, a new collaboration or a new campus.”

Earning Trust

Earning trust and respect is crucial, Joss said. “You have to enlist followers when you’re in a role at the top, and you’re very dependent on those followers. What you want are people who are inspired, who are committed, who are motivated. It’s your job to instill confidence in them.”

He isn’t talking about sycophants. “When you’re at the top,” Joss said, “people don’t always tell you what you need to hear. Indeed, that’s probably the single biggest blind spot or difficulty.”

Joss found that sometimes asking the right questions can help a leader more than dictating policy, such as, “Why do we do it that way?” When he went to an early meeting at Westpac, the conference room was full of men. “Where are all the women?” Joss asked.

Invite Open Criticism

“You have to invite open criticism,” he said. “You have to be willing to invite open criticism.” That can be done by using such techniques as town hall meetings, confidential surveys or even simply walking around and talking with employees, Joss said. At Westpac, he had a hot line from 9 to 10am the first Friday of each month, when anyone could pick up the phone and call the CEO.

“If two or three people referred to a similar problem,” the dean said, “you could pretty much be sure it was a problem.”

It’s Not About You

He said leaders need to set a tone, a feeling brought home to him when a Westpac staff member in New Zealand was shot and killed in a bank holdup. Joss thought he would be intruding on the family’s grief to go to the funeral, but changed his mind and followed the advice of a human resources leader.

Joss didn’t regret it. He discovered how much having the CEO at the funeral meant symbolically, not only to the family, but to Westpac’s employees.

“It’s not about you,” he said. “It’s about them. It’s about a relationship between you and them.”

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Responsible Leadership

Responsible Leadership is full of ideas and cases on business integrity, leadership in an era of globalization, and the development of values-based stewardship. Harvard Business School makes an appearance too, with an excerpt from professor Lynn Paine’s 2003 book Value Shift on “A Compass for Decision Making,” and an essay by professor James E. Austin on “Leadership Through Social Purpose Partnering.”

First, though, what is responsible leadership? It’s a gnarly concept. In a nutshell, responsible leadership is simply linking leadership with integrity in business. Leaders frame decisions by considering all stakeholders as well as the common good. “At best, leadership and management complement each other. At worst, we find only management but no leadership,” write editors Thomas Maak and Nicola M. Pless, who are both associated with Switzerland’s University of St. Gallen.

Chapters look at (among many other topics) accountability, leading responsibly across cultures, reconciling dilemmas, and sustainable business. In order to lead across cultures, for instance, managers should remain cognizant of their own cultural identity and its possible blind-spots; they also should recognize the possibility that they and their employees may hold several different cultural identities at the same time. This latter point is illustrated by a case from the late ‘90s about a strike by airline SAS. Striking flight attendants identified with the organization, their profession as a whole, or their country of origin, making the strike that much more complex.

As Maak and Pless write in the preface, “We first developed the idea to edit a book on responsible leadership in 2002 because we simply had trouble finding one.” A little digging led to enthusiasm and encouragement from a willing pool of contributors who work in business and leadership ethics, decision sciences, multicultural and nonprofit management, and leadership development. It makes for a valuable volume.

Leadership Essay

27 August, 2020

12 minutes read

Author:  Richard Pircher

As a college student, you must write essays on a regular basis since the latter is one of the most common types of home assignments. All this means is that in order to get good grades and be successful with writing the papers, you need to have a sound understanding of the structure. Additionally, what you should never neglect is the variety of essay types. Indeed, your essay will significantly differ from one type to another: description essay will most likely have a structure that is slightly different from an argumentative one.

What you may have already encountered in your academic life is the work on a leadership essay. Although it sounds pretty complicated and vague, it is mostly possible to master an essay on leadership. Below is a guide for you to get an insight into this particular essay type.

What is a good leadership essay?

A good leadership essay is the one in which the essay writer has fully covered the topic of leadership and understood its core ideas. More specifically, to end up with a flawless leadership essay, you will need to indicate what makes a person a good leader. For achieving the latter, you will most likely need to conduct research and trace how a particular person reaches his or her goals. In other words, the task is to discover which actions the person undertakes, what their followers say about him or her, and how the person organizes the work. So, a leadership essay implies providing real-life success examples and further revealing them.

Above all, a good leadership essay is the one that follows a precise, clear, comprehensive structure. Structuring your essay about leadership in the most coherent way leads to a win-win situation: you have fewer troubles and barriers to writing a brilliant essay, and your teacher is able to comprehend the essay easily. This guide is what you will need to refer to to get an insight into how the flawless structure for a leadership essay looks like and how it will let you take a benefit.

How to write a Leadership essay?

To write a leadership essay that stands out, you first need to brainstorm all the ideas that you have and come up with a topic for your essay. If you are struggling with this step, you may think of some of the most influential people, read about them, and find out what makes them unique. Or, you can pick any topic which is mentioned at the end of this article. After you have chosen an issue, it is time to structure your essay appropriately.

As you already know, an essay constitutes three essential sections: introduction, main body, and conclusion. Below is the more detailed description of each of the parts.

Introduction

Of course, your leadership essay introduction will always vary depending on the topic of the essay. However, you can always begin by stating your vision of leadership regardless of the topic. Additionally, to motivate the reader and instantly catch his or her attention, you may use a quote of a famous leader, or simply a quote which you find relevant to the topic. Be aware that you should avoid outlining the essence and the role of the leadership in your introduction; leave it for the body paragraphs.

What you may also do in your leadership essay is ask a question, which will most likely intrigue the leader. Or it will at least give your reader an overview of what you will dwell on  in your essay.

Body Paragraphs

You will need to divide the main body into 3-5 paragraphs to make the structure more comprehensive. What you have to do at this point  is  give your reader a sound understanding of your ideas. Therefore, try to fit each idea in a single body paragraph so that you do not confuse your reader. Do not hesitate to indicate your examples to strengthen your arguments. For instance, you may explain a fact that makes a particular person you are writing about a real leader.

Also, always stick to your thesis statement and don’t forget that the body paragraphs should reveal the parts of your thesis statement.

As you may already know, you need to restate your opinion and briefly summarize all the points from the main body in conclusion. For instance, if you wrote your essay on qualities of an effective leader, state the most fundamental qualities and indicate why they matter the most. Besides, try not to copy what you have already written in the body – it is better to restate your opinion using different words. And, of course, beware adding any new and extra information; indicate only those points that you have already outlined in the text. Finally, keep in mind that it is always favorable to keep your concluding remarks short.

Leadership Essay Examples

Writing a leadership essay requires some research and time. In case you feel the necessity to go through an essay example, below is a leadership essay sample you can refer to.

Is leadership an inborn or an acquired feature?

Is everyone capable of becoming a leader, or is this ability innate? A lot of researchers have been struggling to answer this question. One assumption about leadership implies that the leader is the person who possesses particular characteristics. Another assumption claims that leaders are capable of acquiring specific features over their life span. As the evidence shows, leaders own many features that distinguish them among others and make more and more people become their followers. These might be cognitive abilities, psychological traits, professional qualities, and a lot more, and all of them will be either acquired or innate. Based on the importance of leadership qualities, such as commitment, stress resistance, and the ability to make quality decisions, it is reasonable to claim that leaders are made, not born. 

One can deem commitment as one of the top fundamental qualities of the leader. In essence, such a feature indicates that a person is passionate about the common goal, strives to be a team player, and makes every effort to reach a shared goal. As the history shows, none of the successful companies was uncoordinated by an influential, committed leader: Apple, Amazon, Microsoft – all of these companies are examples of dominant teams led by a dedicated leader. A committed leader also inspires his or her team to achieve common goals and put more effort into the shared activity. Besides, commitment is unlikely to be an innate feature; it instead comes with experience. This is so, since commitment implies dedicating oneself to the shared task, and one can reach it only via learning and continuous self-improvement.

Stress resistance is another incredibly important feature that every good leader should possess. This is because only a stress-resistant leader has sufficient capabilities to overcome any complexity and not let the anxiety and stress prevent him or her from making proper decisions. Besides, such a leader will most likely have a positive influence on the team, as long as leading by example will motivate the team members to attain the same emotional stability. What is so far familiar about stress resistance as an effective leader’s feature is that it can be either innate or attained. However, although some researchers admit that emotional stability is something one is born with, it is not entirely true; many people still put a great effort into self-improvement, changing the attitude to unfortunate situations, and so on. Therefore, being resistant to stress can be mostly attributed to a personality.

An ability to make high-quality decisions most likely determines the chances for an enterprise’s success. In particular, such quality is incredibly fundamental for a company of any size and professional orientation. Additionally, it is one of the top tasks of a good leader to make final decisions. What he or she should do implies brainstorming, discussing various opinions in the group, making forecasts, analyzing all the pros and cons. However, the leader is the one to make a final decision. Thereby, he is in charge of researching the market, discovering all the hidden truths, and analyzing the organization’s potential and capabilities to result in the most effective decision. As it flows logically from the latter, an ability to make sound quality decisions is purely a professional quality. This leads to the conclusion that one has to work hard to become a genuine leader and master the skill of making effective decisions. 

Overall, the leader may possess a multitude of different skills and master them perfectly. However, what has so far become transparent is that any leader, regardless of which team he leads, must possess three essential qualities. These qualities are commitment to the common goal, ability to handle and resist stress, and, finally, an ability to make effective decisions. All of the three qualities are most likely to be acquired over a lifetime. The statement below leads to the conclusion that even though some qualities can be innate, most are not the ones that leaders are born with. Hence, this answers an essential question: leadership feature is acquired, and not necessarily inborn.  

20 leadership essay topics

When coming up with your next leadership essay topic, it is imperative to brainstorm ideas and think of what leadership might be related to. If you are struggling with a topic of the importance of leadership essay or any relevant type of essay, you may quickly take a look at some of the possible topics we prepared for you:

• What are the main qualities of the leader?
• Successful Time Management as a feature of an effective leader
• The role that rhetoric plays in leadership
• The most exceptional leader in the history of the 20-th century
• The role of female leadership
• What are the challenges of the leader of the 21-st century?
• How college helps students develop leadership skills?
• Qualities of the leader that motivate people to follow them 
• Top things to avoid doing to become a team leader
• Examples of effective and ineffective leadership in the history
• Top techniques for developing leadership skills
• The interconnection of creativity and leadership 
• Is a university’s role fundamental in developing leadership skills?
• Dictatorship as an anti-example of leadership
• Liberal vs Authoritative leadership: which one works better?
• The influence of the leader’s role model on the followers’ mindset
• Main difficulties that the new leader may face in a new team
• Leadership of today vs leadership of the past: what has changed?
• Reasons why I want to become a member if the leadership program
• The role of cognitive abilities for the leader 

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Home — Essay Samples — Business — Leadership — The Importance Of Leadership

The Importance of Leadership

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Published: Mar 19, 2024

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Leadership as a set of skills and qualities, the ability to create a vision and set goals, empowering and developing others, driving innovation and change, leadership in everyday life, in conclusion.

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June 16, 2014, by ICCSR

The Evolution of Responsible Leadership

Following a public lecture by sir mark moody-stuart at iccsr, nottingham university business school on 2nd may 2014, the following essay reflects on the qualities of responsible leadership and how such values evolve in leaders and organisations., framing responsible leadership.

Since the Global Financial Crisis there have been increased calls for more responsible business leadership. Many have voiced concerns on the impact of businesses on stakeholders, questioning the qualities of business leaders, and whether more responsible corporate behaviours can be developed [1].

Frameworks from business ethics suggest that values of business leaders and the values of their corporations may be closely intertwined [1]. The culture of ethics and responsibility within a corporation is formed by the values of its current leaders. However, corporate cultures also incubate certain leadership practices as acceptable, often informed by the legacy of past organisational practices and previous leaders’ behaviours.

Central to the ideas of responsible leadership is the expectation that a business leader acts authentically and true to their own personal values [1]. Most authors acknowledge that personal values emerge iteratively, through processes of re-evaluation and renewal stimulated by individual experience of external events [2]. These processes are rooted in a leader’s personal history, developing through constant interactions with those around them, and orientated towards some internal aspiration or vision of how they see themselves in society [1-3].

The question of whether corporate values are embedded in the same way as leadership qualities is a topic of considerable challenge. Values expressed on corporate websites, annual reports, or in marketing materials are frequently challenged as being superficial and disconnected from actual behaviours. Declared corporate principles are open to considerable scrutiny. Through NGOs and the mass-media, we observe whether business practice is consistent with publicised values, and quickly confront transgressions, perhaps focusing more on deviations from rhetoric than applauding those organisations that remain true to the values they proclaim.

Freeman and Auster [1] suggest that organisational values towards responsibility evolve in parallel with the patterns and processes of its leaders. Thus, a business must first develop an awareness of its history and past interactions with stakeholders. Leaders would question and refine those values in response to the issues faced by contemporary stakeholders. Central to this process would be the vision or aspiration for “who” that organisation intends to be in the world, around which emergent values must cluster.

This essay considers the co-evolution of leader and organisation through stages of historic reflection, stakeholder interaction and refinement. Applying this process to the qualities of responsible leadership demonstrated by Sir Mark, and the values of organisations with which he has been involved.

The co-evolution of organisational and leadership values

Shell’s history can be traced to its origins as a family-owned import/export business in 1833. The organization started as a small family shop importing seashells from the Far East. The company rapidly progressed to commodity trading and transport in specially commissioned oil tankers through the newly-opened Suez Canal. These historic beginnings possibly equipped the organization with capabilities for building trusted commercial relationships with trading partners and governments. Today, Shell’s business principles reflect those early beginnings where “core values of honesty, integrity and respect for people are part of everything [Shell] do” . For the responsible organization, an objective to build respectful and trusted relationships may be the foundation on which other values might evolve.

In his book, Sir Mark reflects on his early career history with Shell, and the challenges of the societies in which he was working as a field geologist in 1967. It is perhaps fundamental to Sir Mark’s style of leadership, that these early chapters reflect on the social, political, and health issues he saw around him in those countries and the role of government in solving these problems. In his discussion, Sir Mark can be seen to seek out opportunities to listen to others’ perspectives, demonstrating considerable empathy with the local communities around him and concern for their well-being. To demonstrate empathy may be one of the qualities inherent in responsible leaders that build through their observation and experience of imbalanced relationships.

Sir Mark speaks warmly of “experiencing and observing the evolution of communities and ponders the conditions which cause some to “suffer quagmires of failure (p. 1)” whilst others develop happily and successfully [5]. Reflecting on being an outsider and guest in those countries, Sir Mark queried the right and power of external organisations to object to, or instigate, change when national governments fail their people. This suggests a mindset of responsible leadership to question the status quo, to strive for better, rather than passively accept a sub-standard current state.

There have been many times where Sir Mark’s development as a responsible leader, and Shell’s development towards a more responsible company, are closely intertwined. Sir Mark spoke openly about the claims of irresponsibility faced by Shell following crises in Nigeria and with protests over disposal of the Brent Spar. Sir Mark’s suggested that understanding those hostile perspectives was critical to resolution of conflicts. In such circumstances the responsible leader might foster open and transparent dialogue with stakeholders, and strive for a common vision with internal and external constituents. The success of this approach is apparent in Shell which has significantly improved “its social and environmental record through self-scrutiny, two-way dialogue with stakeholders, and open disclosure of its performance…to [become] a leader in global corporate citizenship (p. 64)” [6].

The revolution in global and leadership values

In the 21st Century, Sir Mark’s leadership journey is interwoven with the pursuit of corporate responsibility at a global level, as he became deeply involved in the works of the UN Global Compact. In his writing of these times, Sir Mark builds upon his earlier experiences, and promotes the construction of forums and coalitions to foster discourse around responsibility. In these coalitions, Sir Mark advised clear minded focus around simple achievable objectives. It is notable that Sir Mark and Shell together championed the inclusion of UNGC principles that businesses should actively work against corruption, demonstrating perhaps the co-evolution of leadership and global values around a common vision.

Summarising the qualities of responsible leadership observed though Sir Mark’s discussions, three things appear to be significant: firstly, the acts to engage in courageous conversations in often challenging circumstances; secondly, the motivation to encourage collaborations with purposeful shared vision; thirdly, maintenance of questioning and reflective attitudes to seek out better solutions. These qualities amongst others have enabled this responsible leader to make a significant global impact on businesses, governments and civil society. Former UN Deputy Secretary General Mark Malloch-Brown best captures this sprit when he describes Sir Mark as “…an unlikely, but very effective revolutionary (p. XV)” [5]. We thank Sir Mark for sharing his revolution in responsible leadership with the ICCSR.

———————-

1.         Freeman, R.E. and E.R. Auster, Values, Authenticity, and Responsible Leadership. Journal of Business Ethics, 2011. 98 : p. 15-23.

2.         Tams, S. and J. Marshall, Responsible careers: Systemic reflexivity in shifting landscapes. Human Relations, 2011. 64 (1): p. 109-131.

3.         Maak, T. and N.M. Pless, Responsible leadership in a stakeholder society – A relational perspective. Journal of Business Ethics, 2006. 66 (1): p. 99-115.

4.         Maak, T., Responsible leadership, stakeholder engagement, and the emergence of social capital. Journal of Business Ethics, 2007. 74 (4): p. 329-343.

5.         Moody-Stuart, M., Responsible Leadership: Lessons From the Front Line of Sustainability and Ethics . First ed. 2014, Sheffield, UK: Greenleaf Publishing, . 366+XXII.

6.         Mirvis, P.H., Transformation at Shell: Commerce and citizenship. Business and Society Review, 2000. 105 (1): p. 63-84.

i.  http://www.shell.com/global/aboutshell/who-we-are/our-values.html

By Paul Caulfield,

Lecturer in Responsible and Sustainable Business, International Centre for Corporate Social Responsibility, Nottingham University Business School

His research and teaching interests include Corporate Responsibility and new strategies for Sustainability, Corporate Community Investments, Employee Volunteering, Base of Pyramid, Social Enterprise, Eco-entrepreneurship and Sustainable Business Design.

A video of a recent interview with Sir Mark Moody Stuart is available from the ICCSR website .

Sir Mark Moody Stuart’s book Responsible Leadership: Lessons From the Front Line of Sustainability and Ethics is now available: http://www.greenleaf-publishing.com/productdetail.kmod?productid=3924

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Responsible Leadership Essay Assignment

Responsible Leadership

Order Instructions:

As such I am trusting you with this critical group assignment as part of the Responsible Leadership module of the MBA.

I attach the assignment together with some of the key readings from the list. Many external references are possible for this assignment owing to the highly public nature of the leaders selected.

Below is the agreed group plan with my role clearly identified. It is TASK 1 BELOW 2000 words and using Harvard referencing.

The topic is all about the leadership styles and contrast between celebrity chefs Jamie Oliver and Gordon Ramsay.

Title How do they maintain their public profile to maximise their breathe of influence. Use Pless and Maak for the definition of responsible leadership.

Responsible Leadership is understood as a

“ …values-based and thorough ethical principles-driven relationship between leaders and stakeholders who are connected through a shared sense of meaning and purpose through which they raise one another to higher levels of motivation and commitment for achieving sustainable values creation and social change.”

Structure Plan:

> 1. Intro and Overview/Context – Industry, organisations, importance followers (ie Ramsay first trained Oliver), Organisational challenges, Identify Stakeholders (different for Oliver and Ramsay), explain what a responsible leader is “definitions” and compare both chefs. (2000 Words – ) We are looking at the businesses developed internationally using TV, advertising, links to supermarkets, image (Oliver family, Sainsburys, school dinners for british schooks, Ramsay fiery the chef’s chef etc etc and contrasting their successes and failures. Why don’t they get on publicly? > > > 2. Critically analyse the leadership challenges for Gordon Ramsay – Style, What he could do differently to engage stakeholders, how close does it fit with Responsible leadership. Hall and Talbot – Power Nye Another team member > > > 3. Critically analyse the leadership challenges for Jamie Oliver -Style, What he could do differently to engage stakeholders, how close does it fit with Responsible leadership. (1500 Words – Lauren) > > > 4. Recommendation on the basis of responsible leadership. Other team member > > 5. References (All)

In order to assist the reader with focus I have included the tasks assigned to the other two group members (points 2-4) which should make sense that this assignment sets the context and provides the basis for their focus on each individual chef.

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Introduction

There are various leadership styles that have been researched and expounded on in numerous books and articles by scholars worldwide.  These leadership styles range from traditional leadership style, servant leadership style, charismatic leadership style, dictatorial leadership style, transformational leadership style, authentic leadership style, participatory leadership style and democratic leadership style among others (Beyer, 2010).  Despite all the literature available on these styles, corporate and national leadership has failed to provide solutions to the current challenges facing society. The financial crisis in the late 2000’s pointed to deficiencies in current leadership styles practiced in many corporations. These leadership styles have been unable to control management self interest and greed which is blamed for the various challenges facing society (Pless & Maak, 2011). The collapse of corporate giants such as Enron, Lehman brothers, Arthur Andersen and World com among others has put into the limelight the leadership styles practiced by top managers in organizations. Industry regulators have formulated and passed various laws to try and tame greed and reckless self interest in managerial decision making in corporate entities (Roche, 2010).  One of the regulations that came up was the Sarbanes-Oxley Act. Responsible leadership style is a new fad that intends to push managers to be conscious of the impact of their decisions on society and the world around them (Pless & Maak, 2011).  Various challenges that the world faces currently can be blamed on poor leadership styles. Some of these challenges include increasing levels of poverty in the world. The gap between the rich and the poor has continued to widen to a level that the world is viewed as having two tribes namely the filthy rich and the filthy dirt poor. The other challenges that current leadership styles have failed to address include increasing prevalence of manageable diseases which include lifestyle diseases such as diabetes, high blood pressure, obesity and cancer among others (Pless & Maak, 2011).  The worlds has also witnessed disasters that are associated with leadership failure in organizations such as the Exxon Valdez spill in Alaska, the Bhopal disaster for Union Carbide, Shell’s Brent Spar and numerous Nigerian failures. These failures led to a debate on social responsibility by corporate entities and it is what has led to the new leadership fad known as responsible leadership. The current problems facing the world either on the corporate scene or in public spheres can be associated with manager’s inability to embrace responsible leadership (Pless & Maak, 2011).

Importance of followers

Great leadership inspires followership from others who are mentored by the leaders. The two celebrity chefs Gordon Ramsey and Jamie Oliver rose to their current status because they were good followers of their mentors in the industry.   Jamie Oliver was mentored by Gennaro Contaldo whom he met while on his first job as a pastry chef at Antonio Carluccio ‘s Neal’s Yard restaurant. It can be argued that Jamie Oliver’s rise to fame was due to responsible leadership style that he embraced from the start of his career (Roche, 2010).  At one time Jamie Oliver trained under another celebrity chef Gordon Ramsey.  Celebrity chef Gordon Ramsey was mentored by Guy Savoy whom he met in France.  The two celebrity chefs have had numerous followers whom they have trained and mentored to become responsible leaders in their various fields.   The two celebrity chefs owe their rise to fame to responsible leadership (Pless & Maak, 2011).  The society expects businesses and their leaders to take active roles in fostering responsible behavior within their organizations and also in wider societal spheres.  Responsible leaders are expected to create responsible organizational cultures that create value on societal, economic and environmental fronts.  Celebrity Chef Jamie Oliver Jamie’s School Dinners were inspired by the desire to check the unhealthy eating habits of school children in British schools. This was responsible leadership as it was aimed at solved at solving one of society’s problems that was attributed to unhealthy diets.  Due to unhealthy diets many school going children have developed lifestyle diseases such as obesity, diabetes, cancer and high blood pressure among others.

Organizational Challenges

Different organizations face different challenges which impede the assimilation of responsible leadership and by extension other leadership styles. One of the major challenges is increased competition. This challenge makes it difficult for an organization to increase its revenues to fund social responsibility programs. Chef Gordon Ramsey first show was to trouble shoot on restaurants that were facing challenges and come up with solutions to turn them around. Some of the restaurants that the two celebrity chefs started or influenced their establishment also collapsed which points to the high failure rate in the industry due to stiff competition. The other challenge is the prevailing culture (Pless & Maak, 2011). In many organizations leaders or managers are viewed with a lot of suspicion. These high levels of mistrust make it impossible to mentor followers well. There is need for organizational leaders to build trust between themselves and their followers. Being authentic is one way of building trust. Leaders are supposed to be transparent in the way they coach their followers. They should not withhold information or make fun of their followers. By being sincere and honest leaders are able to build good followership.  The next challenge is modern technology which is fast changing rendering existing knowledge obsolete. This forces the leaders to keep on training to upgrade their skills. In the hospitality industry, turnover is very high and organizational failure is also high (Pless & Maak, 2011).

Stakeholders for the two celebrity chefs

It is important to note that the success of any leadership style depends on the perception that various stakeholders have on an organization. Each organization has various stakeholders.  In the case of Jamie Oliver and Gordon Ramsey, stakeholders include bankers who provide various financial solutions in form of debt or equity financing to enable establishment of new restaurants (Thomas, O’Doherty & Felsted, 2010). Without financiers the two celebrity chefs cannot achieve their expansion goals.  The perception that the general public has on their leadership styles and quality of the food served in their existing restaurants has a big impact on the willingness of bankers to provide finance. The other category of stakeholders includes employees. Both celebrity chefs run chains of restaurants which employ several employees (Henderson, 2011). Even though the two celebrity chefs are stars in the show, they need loyal followers in the name of employees to implement their projects and run their restaurants. These must be motivated otherwise the entire venture would simply fail. The next category of stakeholders includes customers. Customers are basically members of public who have been sufficiently persuaded to purchase an organizations products and services. Jamie Oliver and Gordon Ramsey must provide services and food that meet the needs of their customers otherwise they would be forced out of business. Customers are the ones who keep businesses going. Without adequate customers a business would be unable to meet its breakeven sales and volumes (Macaux, 2012).  The government is another important stakeholder in this case. The government is basically interested on the taxes that the business pays, the number of job opportunities created or to be created and the business compliance standards with statutory policies (Thomas, O’Doherty & Felsted, 2010). The government is a very powerful stakeholder who can push a company out of business very easily. The other stakeholder includes creditors. Jamie Oliver and Gordon Ramsey have various creditors who supply various commodities and offer services to them and their restaurants. This category is very keen to ensure they get what is due to them.  The society in general is also an important stakeholder. The society sanctions and approves the activities of companies. A company that is perceived to be a threat to the general wellbeing of society will most likely be forced out of business (Thomas, O’Doherty & Felsted, 2010).

Responsible leadership and the two celebrity chefs

Responsible leadership is a new leadership paradigm shift that is aimed at solving existing gaps in the current leadership theory and solving challenges that leaders face in their daily activities. As the name suggests, responsible leadership centers firmly on matters to do with responsibility, appropriate moral decision-making, trust and accountability (Pless & Maak, 2011).  In the context of leadership, responsible leadership attempts to identify what the word responsible entails.  Responsible leaders are accountable for the actions they take, are answerable for the decisions they make and are trusted and reliable. Responsible leadership is largely relational.   Responsible leadership is aimed at meeting other people’s needs (Henderson, 2011). Responsible leaders anticipate and address others concerns and identifies what and to whom the leaders are responsible for their actions. Responsible leaders attempt to identify who they are responsible for and what it entails to respond to the concerns that they have. Responsible leadership is an ethical and relational phenomenon that occurs in a social process of interaction with those affected or is affect by leadership and has a stake in the leadership purpose and vision (Henderson, 2011).

The two celebrity chefs can be said to have practiced responsible leadership styles.  In the Naked Chef series in 1999-2000, the title chosen for the Jamie Oliver series, was a reference to the simplicity of Oliver’s recipes and had nothing to do with nudity. Nevertheless, Jamie Oliver expressly stated that he was unhappy with the title series.  In this series Jamie Oliver demonstrated simple recipes that could be assembled by a majority of busy working people. He also distances himself from the nudity title chosen for the show (Stone, Russell & Patterson, 2004). This was ethically and morally upright. This act demonstrated what responsible leadership is all about.  In the following program called Jamie’s Kitchen, the chef attempted to train a group of disadvantaged youths who he promised to employ if they completed the course successfully at Oliver’s new restaurant “Fifteen” in Westland Place, London, N1 (Schneider & George, 2011). This was an attempt to solve a long standing problem of unemployment and also to come to the aid of the disadvantaged in society. This was responsible leadership at its best.  Jamie’s School diner’s program in 2005 in which Jamie Oliver took responsibility of running the kitchen meals in Kidbrooke School, Greenwich for a years was also a demonstration of responsible leadership (Henderson, 2011).  Jamie Oliver had been disgusted by the unhealthy food that was served to school children in British schools and the lack of alternatives on offer.  His campaign to improve the standard of British school meals caught public awareness and the British Government pledged to spend £280m on school to provide dinners to school children for a period of three years. This was a long standing societal problem which had gone unnoticed or had been ignored for years. By Oliver’s initiative a solution was found (Henderson, 2011).

Celebrity coach Gordon Ramsey also practiced responsible leadership style.  In his television series, Gordon Ramsey trained chefs for his restaurants and also empowered other people to start their own restaurants.  One of his television series was to trouble shoot on problems that affected restaurants and design solutions to turn them around (Henderson, 2011). In this way he exhibited responsible leadership as he attempted to solve the challengers facing restaurant owners.  In doing so he demonstrated a regard for others and assisted in solving the problems that they faced.  Responsible leadership builds leader-stakeholder relationships that add value to the parties.       Gordon Ramsey together with Jamie Oliver teamed up to raise awareness about discarding of hundreds of thousands of salt water fish by spending time on a trawler. This show of concern for the environment also showed that the two leaders are responsible. It demonstrates that the leaders are mindful of the environment and are willing to stop activities that harm the environment (Henderson, 2011).

Why the two coaches or leaders do not get along

One of the reasons why          Gordon Ramsey and Jamie Oliver don’t get along is because of differences in leadership style. Gordon Ramsey is known for his perfectionist attitude and short temper unlike Jamie Oliver. This personality attribute makes it impossible for them to get along as each has a different view of doing things. Jamie Oliver has also been noted as pointing out that Gordon Ramsey is jealous of his success (Henderson, 2011). It is of note to point out that Jamie Oliver has a much higher net worth at £240 million while Gordon Ramsey has a net worth of about £67 million. Gordon Ramsey is also known to engage in callous language which Jamie Oliver finds in appropriate. Gordon Ramsey has also accused Jamie Oliver of being more in sales and marketing than in cooking (Henderson, 2011).  Gordon Ramsey views Jamie Oliver as being a bad cook. The last reason why they cannot get along is that chef Gordon Ramsey is focused on being the best chef and making the best food while Jamie Oliver’s main focus is marketing and sales to generate good returns on investment. Jamie Oliver has been able to establish a much bigger empire than Gordon Ramsey. Gordon Ramsey failed in putting the necessary controls which led to his business making an improper loan to his father in-law. Gordon Ramsey also fell out with his father in –law who was in many ways one of his mentors.  Gordon Ramsey is a perfectionist who is concerned with being the best in the industry and has very limited knowledge in managing a business empire (Henderson, 2011).

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Taking responsibility is the highest mark of great leaders.

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Why does one person get selected for a promotion while others with equal skills, education and experience get passed over? While there may be several valid answers to that question, I submit that a person’s demonstrated willingness to behave responsibly is one of the major reasons. Much management literature surprisingly overlooks this characteristic, yet it explains many successes and failures, as well as a large portion of promotional decisions.

More than 40 years ago, a colleague of mine, Dale Miller, conducted a study that compared two groups of executives ( “Responsible Behavior: Stamp of the effective manager,”  John Zenger, Supervisory Management, July 1976, pgs. 18-24). One group was identified by their colleagues as highly effective and ready for promotion, while the second group was initially considered ready; but upon further reflection management was deemed unready or unsuited for that role.

Each group received a deck of 62 statements describing management behavior. Each was asked to sort the deck in a forced choice, bell-shaped curve---going from the most effective to the least effective behavior. The highly effective group’s top choice was the statement, “Accepts full responsibility for the performance of the work unit.” This item was chosen far more frequently than statements about delegation, planning, staffing, time-management or technical skills. This choice also illustrated the sharpest distinction between the two groups. The managers who had been passed over for promotion attached far less importance to responsible behavior.

I came to understand the importance of this principle in my late teens. I worked at the local hospital where my father was the administrator. I got to know many of the staff. One of my personal favorites was an operating room nurse. My father mentioned one evening that he had offered her the position of Head Nurse, which she had turned down. I was incredulous. Why would she turn down this promotion? He answered, “She didn’t want the responsibility.”

What is responsible behavior?

Some might think that being responsible is the same thing as being accountable. But my later research suggests these are quite different mindsets. Being accountable means you are answerable and willing to accept the outcomes or results of a project or activity. But responsibility goes much further. It is the mindset that says, “I am the person who must make this happen,” whether it stems from your belief or because your job requires this of you, or there is some social force binding you to this obligation.

The responsible leader exhibits this behavior in multiple directions. It influences how the leader behaves with subordinates; but is equally strong in the relationship with an immediate boss and with other departments in the organization. Finally, it encompasses an overall set of values and attitudes.

Subordinates

• With subordinates, leaders manifest the quality of responsible behavior through a willingness to take charge and not shirk from decisions. It means giving up being “one of the group” and instead, accepting the role of the leader. For example, I watched a newly appointed dean in a university fail for this reason. He ate lunch every day with the same faculty group that he’d always lunched with. Nothing in his daily routine appeared to change. He resisted the responsibility that defined his new role.
• It means staying on top of problems and not assuming someone else will step in.
• It means having a results-based view of the leader’s role. No matter how great a human being you are, your effectiveness is ultimately defined by the results your team produces. The responsible manager ensures the group successfully drives for results.

Upper Management

• Accepts criticism for mistakes. Takes steps to fix problems and make amends with those who have been inconvenienced.
• Acts as a buffer from pressures that come from above, and fends off unreasonable demands from others.
• Informs those at higher levels of performance shortfalls and needed resources.

Other departments

• Insures that activities do not fall between the cracks between departments.Responsible Attitude

Responsible Attitude  

A second dimension of responsible leadership is not behavior, but involves having an overall attitude of responsibility. It could be argued that a responsible attitude manifests itself in behavior. However, an attitude of responsibility is also expressed in many small ways. The behavior is subtle and nuanced; but it is also important and palpable.

It begins with the leader’s visceral connection with the organization. The leader feels pride when the organization succeeds and is obviously pained during challenging periods. The bond is strong. But there is never a question about where organizational goals and the leader’s personal goals stand in comparison to each other. Personal goals always are subordinated to group goals, and group goals are always trumped by what the broader organization needs.

Responsible behavior includes doing things for which there is no immediate reward, but that are in the organization’s best interests. For example, most companies have found no efficient way to reward executives who take the time and energy to develop upcoming leaders. Fortunately, many leaders continue to take that role very seriously, despite the fact they may never receive any tangible recognition or reward for this work.

Nowhere does the attitude of the responsible leader manifest itself more clearly than in the use of company resources. The responsible leader uses resources with even greater care than if they were their own.

The responsibility-authority paradox

We often hear managers lament their lack of authority. In fact, authority comes only after a leader demonstrates responsibility. Authority is seldom simply bestowed by a senior executive, but only earned through responsible behavior. As the late Peter Drucker wrote, “Management has no power. Management has only responsibility.” I believe he was right in pointing out that leaders must both display and require responsible behavior from themselves and their subordinates. This is what enables them to have maximum influence.

How can you increase your own responsibility? The first step is to focus on the fact that you are no longer primarily responsible for your own outcomes and results, but for the outcomes of your team. It is not about what you do, but about what your team or organization accomplishes. This is a huge leap for many. To their detriment, many never achieve it.

Next is to accept the responsibility-authority paradox. The combination of your responsible behavior with your responsible attitude gives you powerful influence, and accelerates your leadership growth.

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The Responsible Leader

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• Michael J. Thate 19  

Part of the book series: Ethical Economy ((SEEP,volume 63))

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This essay positions the philosophical trope of “responsibility” as a complement to John Mackey and Raj Sisodia’s third tenet of Conscious Capitalism : viz., “conscious leadership” (Mackey and Sisodia, Conscious capitalism: liberating the heroic spirit of business. Harvard Business Review Press, Cambridge, 2013, pp 177–214; Mackey et al., Conscious leadership: elevating humanity through business. Portfolio, New York, 2020). We suggest “responsibility” as a conceptual tool for reframing popular leadership models and stakeholder theories. The notion of “The Responsible Leader,” we propose, adds a critical dimension to Mackey’s and Sisodia’s articulation of acting well within the complex realities of a market economy.

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Miller, D.W., Thate, M.J. (2022). The Responsible Leader. In: Dion, M., Pava, M. (eds) The Spirit of Conscious Capitalism. Ethical Economy, vol 63. Springer, Cham. https://doi.org/10.1007/978-3-031-10204-2_4

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Leadership Essay for Students and Children

500+ words essay on leadership.

First of all, Leadership refers to the quality of leading people. Probably, it is one of the most important aspects of life. Above all, Leadership has led to the progress of human civilization . Without good Leadership, no organization or group can succeed. Furthermore, not everyone has this quality. This is because effective Leadership requires certain important characteristics.

Qualities of a Good Leader

First of all, confidence is the most quality. A leader must have strong self-confidence. A person lacking in confidence can never be a good leader. A person must be confident enough to ensure others follow him. The leader must have confidence in his decisions and actions. If he is unsure, then how can people have the desire to follow him.

A good leader must certainly inspire others. A leader must be a role model for his followers. Furthermore, he must motivate them whenever possible. Also, in difficult situations, a leader must not lose hope. How can a leader inspire people if he himself is hopeless?

Honesty is another notable quality of a leader. Honesty and Integrity are important to earn the love of followers. Above all, honesty is essential to win the trust of the people. Probably, every Leadership which loses trust is bound to fail. People will not work with full effort due to an immoral leader.

Good communication is a must for a good leader. This is because poor communication means the wrong message to followers. Furthermore, good communication will increase the rate of work. Also, the chances of mistakes by followers will reduce.

Another important quality is decision making. Above all, if a leader makes poor decisions then other qualities will not matter. Furthermore, good decision making ensures the success of the entire group. If the leader makes poor decisions, then the efforts of followers won’t matter.

A good leader must be an excellent innovator. He must display a creative attitude in his work. Most noteworthy, innovation is a guarantee of survival of a group or innovation. Without creative thinking, progress is not possible.

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Real-Life Examples of Good Leadership

Mahatma Gandhi was an excellent example of a good leader. He was a staunch believer in non-violence. With his brilliant Leadership skills, he made the British leave India. Probably, this was the most unique independence struggle. This is because Gandhi got freedom without any violence.

Abraham Lincoln was another notable leader. Most noteworthy, he ended the slavery system in the United States. Consequently, he made many enemies. However, he was a man of massive self-confidence. His struggle against slavery certainly became an inspiration.

Sir Winston Churchill was a great patriotic Englishman. Most noteworthy, he led Britain in the 2nd World War. Furthermore, he was extremely inspirational. He inspired Britain to fight against Nazi Germany. His great communication motivated the entire country at a time of hopelessness.

To conclude, Leadership is required in probably every sphere of life. Good leadership is the door to success. In contrast, bad leadership is a guarantee of failure. Consequently, good leaders are what make the world go round.

FAQs on Leadership

Q.1 Which is the most important quality for being a good leader? A.1 The most important quality for being a good leader is self-confidence.

Q.2 Why Sir Winston Churchill is a good leader? A.2 Sir Winston Churchill is a good leader because he inspired Britain to fight in 2nd World War. Furthermore, his excellent communication also raised the motivation of his people.

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This essay offers a Humanities approach to leadership scholarship by viewing the practice of responsible leadership through the lens of the philosophy of Emmanuel Levinas. Levinas's ethics is phenomenologically inter-subjective where in temporal human encounters the face of the Other commands responsibility. Levinas's philosophy has been utilized in business ethics scholarship, but has limited presence in leadership studies. Through an interpretive analysis, this essay first demonstrates the connection between ethics and leadership, and then illuminates six primary leadership lessons from Levinas in order to philosophically orient and enlarge the contemporary practice of responsible leadership.

This essay offers a Humanities approach to leadership scholarship by viewing the practice through the lens of the philosophy of Emmanuel Levinas. Levinas (1969) attributes ethics as the ‘first philosophy’ where responsibility to the Other is primal and immediate. Levinas's ethics is phenomenologically inter-subjective, not correlative to normative ethical philosophies such as virtue ethics, utilitarianism, or deontology. In temporal phenomenological encounters with the Other, the face of the Other commands responsibility. Levinas's philosophy has been utilized in business ethics scholarship, but has limited presence in leadership studies. Contemporary scholars Maak and Pless ( Maak 2007 ; Maak and Pless 2006a ; 2006b ; 2009 ; Pless 2007 ; Pless and Maak 2009 ; 2011 ; Pless et al. 2011 ; 2012 ) write extensively on the topic of responsible leadership, yet the idea of responsibility, central to Levinas, is not part of their theoretical development. They assert that their scholarly endeavor began with Ciulla's (1995) profound statement, ‘Ethics is located in the heart of leadership’ (p. 6). Levinas, whose philosophy is ethics, provides an efficacious ethical foundation particularly relevant to phenomenological human encounters in which leaders find themselves.

Through an interpretive analysis, this essay will illuminate leadership lessons from Emmanuel Levinas. Six lessons are identified and organized in a particular manner to demonstrate how responsible leaders come into relations with an ethical attitude and ultimately develop identity by encountering and responding to the Other. Guiding all of these lessons is the presupposition of ethics as first philosophy, which conveys that ethics cannot be separated from leadership; that is, leadership is responsibility to Others. Overall, this essay seeks to respond to the question: how can Levinas's responsibility to the Other provide an opportunity to hermeneutically build upon the understanding of responsible leadership?

This interpretive analysis will utilize the primary work, Totality and Infinity ( Levinas 1969 ), which has the most potential to inform the practice of leadership. Moreover, this text speaks to the individual level of analysis, which frames the discussion for practices of responsible leaders. The idea of responsible leadership has been extended to organizational and transnational levels ( Pless et al. 2012 ); however, the scope of this essay will remain at the individual level, or primordial level in Levinasian terms. The conclusion of this essay will point to future research at other levels of analysis, to which Levinas's text, Humanism of the Other (1972 [2006]) may provide additional insight. This essay seeks to add to the emerging discussion of responsible leadership to enlarge ( Arendt 1958 ) and orient an understanding of leadership theory from a Humanities perspective. A hermeneutic approach ( Arnett 2007 ; Ciulla 2006 ; Palmer 1969 ; Putnam and Pacanowsky 1983 ; Ricoeur 1991 ) is used for this analysis to open up understanding of Levinas's philosophy, which provides texture and depth to the study of responsible leadership.

• 1 EMMANUEL LEVINAS: A BRIEF BACKGROUND

Emmanuel Levinas (1906–1995) was born into a Jewish family in Lithuania, and later became a French citizen after studying in France under the guidance of phenomenologist Edmond Husserl. Levinas was devoted to the analysis of Husserl's work in his thesis, ‘The Theory of Intuition in Husserl's Phenomenology,’ and also attended lectures by Martin Heidegger. Levinas wrote on ‘Hitlerism’ in 1934, describing fascist totalitarianism. When the Nazi invasion began in 1939, he became a French soldier, and a year later was captured and sentenced to a prisoner of war encampment. His wife and daughter survived the war through the help of his close friend, Maurice Blanchot, who hid them in a seminary, although tragically, his other family members were murdered among the 60 million who perished during the Second World War. Returning to Paris after the war, Levinas devoted his work to reorienting phenomenology with ethics. His dissertation, Totality and Infinity , was published in French in 1961 (as Totaite et Infini ; the English edition was published in 1969), followed by other seminal works spanning his long life, such as Difficult Freedom (1963 [1990]), Humanism of the Other (1972 [2006]), Otherwise than Being, or Beyond Essence (1974 [1998]), and Alterity and Transendence (1995 [1999]). He taught at the Université de Paris with Paul Ricoeur, who shared his scholarly interest in hermeneutics. Living during an historical moment that was rife with turmoil and horror, Levinas's philosophy emerged as an exhortative call to the primacy of ethics in philosophy and everyday human relations.

• 2 THEORETICAL BACKGROUND: LEVINAS IN CONTEMPORARY SCHOLARSHIP

This essay seeks to more broadly demonstrate the relevance of Levinas's philosophy in leadership studies. While Levinas has been an integral part of the conversation in philosophy, theology, political theory, and recently in business ethics and human resources, his presence in leadership scholarship is limited. In 2007, the journal Business Ethics: A European Review published a special issue on Levinasian contributions to business ethics that range in topics including corporate ethics, pedagogy, intellectual property rights, international trade, and advertising. This issue also published a translation of Levinas's work, ‘Sociality and Money,’ originally written in 1987. In his other works, Levinas talks about the totality of the material world, but in this essay, he specifically speaks to the economic reality of human life.

Levinas's idea of ‘the third’ extends beyond the Self–Other encounter to the larger public sphere of ‘my neighbor's neighbor,’ which lends to a more universal conception of justice. Levinas's philosophy in this respect may be helpful for understanding business and marketplace ethics at the organizational and transnational levels; however, at the individual level, Levinas's idea of the obligation to the immediate Other, among other themes in Totality and Infinity (1969), are particularly relevant to leadership studies. With this said, the larger environment of organizational culture and business in society must be kept in mind, as the encounter between Self and Other does not exist in a vacuum, but is situated, or embedded, within larger contextual narratives. The interaction between the Self and Other within the narrative space of subjectivity is an interesting topic for further explication in a future paper. This essay attends only to the immediate Self–Other encounter with hopes of spurring continued conversation of how Levinas's philosophy extends to the interplay of individual, organizational, and transnational responsible engagement.

Three of the essays in the special issue, Business Ethics: A European Review , attend to the individual level of analysis and open the conversation to Levinas in leadership studies. While all touching on different topics – teaching otherness ( Lim 2007 ), egoism in marketing and management ( Desmond 2007 ), and managerial ethics ( Bevan and Corvellec 2007 ) – all agree that ethics does little when codified into corporate regulations of behavior. From a Levinasian point of view, ethics goes infinitely beyond such codes of conduct, which also makes teaching otherness and enacting managerial ethics beyond egoism all the more complex and difficult, but at the same time, all the more worthwhile. Additionally, these authors call attention to the primacy of individual ethical encounters – suggesting even that corporate ethics is an impossibility. While not in full agreement with this assertion, this essay does presuppose that individual leaders who enact a Levinasian ethic of responsibility are salient to enhanced stakeholder relationships and consequently contribute to the development of ethical corporate cultures.

Outside of this special issue, two other articles discuss Levinas's philosophy in relation to leadership. Rhodes (2012) utilizes Levinas to re-evaluate dominant approaches to leadership justice, such as masculinist rationality, to develop an alternative perspective of organizational justice that is centered on affirmative other-informed hospitality and generosity. Knights and O'Leary (2006) bring Levinas's ethic of responsibility and MacIntyre's virtue ethics together to offer an alternative perspective that helps remedy the overemphasis of the Self in traditional normative philosophy. They argue that such traditional approaches have limiting effects on the ethical leadership practice of business leaders and educators. Interestingly, these essays on leadership discuss Levinas's ‘ethic of responsibility’ but neglect to make a connection to the works of Maak and Pless, whose leadership theory specifically speaks to responsibility. This essay seeks to make a contribution to the leadership literature by offering Levinasian insight into responsible leadership.

3 LEADERSHIP LESSONS FROM TOTALITY AND INFINITY

The following theoretical background includes Levinas's view of the fundamental responsibility to the Other and how identity of the Self is created through responding to the call of the Other's face. The essay begins with a general premise of ethics as first philosophy, which is followed by a discussion of the meaning of Otherness as fundamentally alter . The essay then moves into the topic of responding to the call of the Other's face and the derivative identity formation from this response. Levinas's philosophy, derived from his primary work Totality and Infinity (1969), provides readers with a foundation of his philosophy for an edifying contribution to leadership. Table 1 depicts major themes in Totality and Infinity that guide understanding for leadership practice. At the top, the table positions ethics as first philosophy and the corresponding leadership lesson of ethics as being integral to leadership and responsibility to Others. Thus, this is the guiding premise for all of the themes and leadership lessons that follow.

• Leadership lessons from Levinas

Leaders must come into relation with others with an ethical attitude, which includes understanding that Others have unique consciousnesses that cannot be defined, and distance between Self and Other needs to be maintained to avoid colonizing another, even with good intentions. Positioning the Other at a height transitions from attitude to encounter because it involves an attitude of this relationship, but it is also an encounter when the Other is actively teaching the leader. The face of the Other is fundamental to the encounter because it invites opportunity for the appropriate response. From a leadership perspective, this involves enacting positive social change. The phenomenological experience described so far leads to an opening of a leader's consciousness and identity formation. The leadership lessons identified in the table links philosophical themes in Levinas's work to the practice of responsible leadership, which will be discussed later in this essay.

• 4 ETHICS AS FIRST PHILOSOPHY

Morality is not a branch of philosophy, but first philosophy. ( Levinas 1969 , p. 304)

• 5 THE OTHER CANNOT BE DEFINED

To think the infinite, the transcendent, the Stranger, is hence not to think an object. ( Levinas 1969 , p. 49)

• 6 THE OTHER MAINTAINS ALTERITY

The idea of Infinity requires this separation. ( Levinas 1969 , p. 102)

• 7 THE OTHER TEACHES FROM A HEIGHT

His alterity is manifested in a mastery that does not conquer, but teaches. Teaching is not a species of a genus called domination, a hegemony at work within totality, but is the presence of infinity breaking the closed circle of totality. ( Levinas 1969 , p. 171)

• 8 THE FACE OF THE OTHER COMMANDS RESPONSIBILITY

The relation between the Other and me, which dawns forth in his expression … his face in which his epiphany is produced and which appeals to me breaks with the world that can be common to us. ( Levinas 1969 , p. 194)

• 9 RESPONDING TO THE OTHER IS AN OBLIGATION

To recognize the Other is to recognize a hunger. To recognize the Other is to give. ( Levinas 1969 , p. 75)

Responding to the Other's suffering is unconditional. By calling attention to the impoverished, ‘the poor one and the stranger,’ Levinas challenges us to respond to those who are most often ignored and to reorient the value of human life, which is not what one has, but what one gives (ibid., p. 77). Murray (2004) illustrates this by writing that ‘more primary than one's ability to know or understand a beggar on the street, for example, is the way in which that Other calls upon one to respond’ (p. 336). Seeing the Other and responding cannot be separated. The gaze of the Other calls for immediate response of generosity. Additionally, what one gives cannot be planned, nor will a previous encounter inform the next; the appropriate response emerges in each phenomenological encounter, which Levinas describes as being present ( Levinas 1969 , p. 69).

• 10 IDENTITY IN THE SELF IS DERIVED FROM THE OTHER

It is only in approaching the Other that I attend to myself. ( Levinas 1969 , p. 178)

Lim (2007) offers that since the Other comes to the Self from a height, identity of the Self is called into question and Arnett (2003) recognizes that in Levinasian philosophy, responding to the Other forms the identity of the Self. Consistent with Levinas's philosophy, Arnett's interpretation of Other-informed identity is contrary to identity as Self-informed or agency-based. Rather, the Self does not think of identity formation prior to responding; the Other ‘shapes the identity of the “I” as a by-product’ (ibid., p. 39). By starting with the Self, ‘we miss the phenomenological reality of human life’ (ibid., p. 42). Rather, in the relationship that Levinas (1969) purports, the identity of the Self can emerge or be awakened (p. 86). Identity is not ‘knowing oneself’ but rather ‘submitting oneself to an exigency, to a morality’ (ibid., p. 86). The Self can discover more about its identity through the humble practice of being taught by the Other and taking the focus off oneself. The de-centering of the Self provides great learning, which the Self could not know otherwise. Identity grows and reshapes as the Self continues to learn; ‘it permits constant reshaping of the “I” through meeting of the Other’ ( Arnett 2003 , p. 40). Arnett also makes a significant observation that the Self's identity is put at risk by not responding to the Other (ibid., p. 40). He concludes that ‘if one does not take care of the Other, there is no “I”’ (p. 41).

• 11 REVISITING RESPONSIBLE LEADERSHIP

Multiple conceptions of leadership that move away from transformational have been recently emerging in the literature ( Avolio et al. 2009 ). Among these, responsible leadership has been posited as a new understanding of leadership that situates leaders among stakeholders and calls leaders to engage stakeholders with virtue and integrity to build better workplaces and communities. The concept of responsible leadership first appeared in the organizational literature in 2006, in the book Responsible Leadership and an article titled ‘Responsible leadership in a stakeholder society – a relational perspective'; both works were edited and authored respectively by Thomas Maak and Nicola Pless (2006a; 2006b). 1 Since this time, the authors have contributed to the literature through additional articles, and scholars from other fields have made contributions to theoretical development and application (see Pless and Maak 2011 ). Additionally, other scholars have added to the study of responsible leadership by contributing book chapters to Responsible Leadership . This essay seeks to respond to the call for further discussion on responsible leadership by providing a perspective from the Humanities to add to the conversation on responsible leadership.

Maak and Pless formulated the idea of responsible leadership after being introduced to the idea of ethics as at the heart of leadership through the work of Joanne Ciulla (1998) and believe that responsible leadership is necessary in a business world scathed by scandal and environmental disasters caused by irresponsible leaders. They define responsible leadership as ‘a social-relational and ethical phenomenon, which occurs in social process of interaction’ ( Maak and Pless 2006b , p. 99). Additionally, they adopt a stakeholder view of business ( Freeman 1984 ; Freeman et al. 2004 ) where business leaders have a responsibility beyond shareholders, including other individuals and groups who have a stake in the business – either affecting or being affected by the business. Stakeholders include employees, customers, suppliers, the community, the environment, and even future generations. They recognize that the stakeholder perspective of responsible leadership leads to creating sustainable business in which stakeholders give license for business to operate. Responsible leadership extends beyond leader–member exchange to multiple leader–stakeholder exchange relationships. By ‘reaching beyond traditional leader–follower concepts', Maak and Pless (2006b , p. 100) propose a leadership concept that is focused on many stakeholder Others. Responsible leadership embeds leaders within a stakeholder community. Levinas provides a seminal perspective for the learning and growth of business leaders who seek to develop a more ethical understanding of responsible leadership. By contributing a Levinasian perspective, responsible leadership may garner a deeper philosophical standpoint.

• 12 ETHICS CANNOT BE SEPARATED FROM LEADERSHIP – LEADERSHIP IS RESPONSIBILITY TO OTHERS

Business often engenders what many would say is utterly opposed to ethics with frequent scandal, employee exploitation, and environmental degradation; but this is precisely the reason Levinas's philosophy is so greatly needed. Beyond scandal and misconduct by leaders, Levinas would view daily operating procedures of typical administrative practice as totalitization. In this environment, epistemology is squarely focused on profitability, competitive advantage, return on investment, shareholder return, progress, and change. People, along with other assets, are managed, and business researchers often study the dynamics of management with topics of power and social exchange. However, Levinas offers a contribution to the role of responsible leaders who are tasked with differentiating between things that can be managed and living beings who deserve respect and dignity.

Levinas invites business leaders to gaze beyond totality into the realm of infinity. When ethics is first philosophy, ethics cannot be separated from leadership and leaders' responsibility to Others. This is a guiding premise throughout the following discussion, which begins with leaders maintaining an ethical attitude of stakeholder multiplicity and necessary distance in encounters with Others. During the encounter, Others provide understanding for leaders to learn what they could not know otherwise and invite appropriate responses from leaders. While each response will be unique to particular encounters, appropriate responses are directed toward positive social change. Finally, through this engagement, a leader's consciousness opens and identity emerges. The following sections will articulate these Levinasian leadership lessons in relation to responsible leadership with hopes of bringing to light new understanding from a Humanities perspective.

• 13 OTHERS HAVE MULTIPLICITY IN THEIR BEING, WHICH CANNOT BE ASCRIBED TO A SINGLE ROLE

In their 2006 article, Maak and Pless identify employees, clients/customers, business partners, the social and natural environment, and shareholders as organizational stakeholders (2006b, pp. 100–101). The idea of stakeholders may be reoriented to Arnett's observation of ‘multiple voices’ who each need attending and who provide learning in each unique encounter ( Arnett 2004 , p. 87). Negotiating stakeholder relations should not involve technique or strategy, for the phenomenological encounter cannot be predicted. Primarily, business leaders need to uphold the imperative that ‘I am my brother's keeper’ ( Arnett 2008 ). Levinas (1969) writes that ‘infinity opens the order of the Good. It is an order that does not contradict, but goes beyond the rules of formal logic’ (p. 104). Later in Totality and Infinity he contends that ‘the relationship between me and the Other does not have the structure formal logic finds in all relations. The terms remain absolute despite the relation in which they find themselves. The relation with the Other is the only relation where such an overturning of formal logic can occur’ (ibid., pp. 180–181). Hendley (1996) purports that Levinas rejects mediating universal principles for responsible care giving. In his analysis of Levinas's relationship to business ethics, Aasland (2004) offers that ‘being responsible is not a consequence of being rational. According to Levinas, as humans we are responsible not “because of” anything, but from the encounter with the other’ (p. 3). This may seem contrary to business organization of stakeholders, but the inversion is exactly what the philosophy of Levinas does in every respect.

Stakeholders are very real Others; they are neighbors of business, who call for business-leader responsibility. Envisioning stakeholders from a Levinasian point of view, they are part of the social relation, ‘the Transcendent, infinitely other, [that] solicits us and appeals to us. The proximity of the Other, the proximity of the neighbor, is in being an ineluctable moment of the revelation of an absolute presence’ ( Levinas 1969 , p. 78). By thinking of stakeholders as neighbors, business leaders can reorient their relationships with them. A Levinasian perspective provides a response to the question of why responsible leaders should engage and appreciate a multiplicity of stakeholders – an answer that transcends the ‘people, planet, profit’ ( Fry and Slocum 2008 ) motif. While profit is often the result of caretaking of multiple stakeholders, Levinas's primordial attention does not focus on this totalitizing aspect; rather, the ‘face’ of each stakeholder calls the leader to be responsible. Through Levinas's philosophy, each unique stakeholder may be viewed as having a face that calls the leader to respond responsibly. Stakeholder faces are dynamic and temporal. For example, an employee may also be a customer and community member. Even within this multiplicity, the needs of a stakeholder, in any facet, emerge in unique encounters, which cannot be predicted or attributed to a role. Thus, Levinas would caution the use of the term stakeholder because it totalizes others' being into ascribed roles. Leaders will always be working in the midst of certain contexts, but the leadership lesson here is to understand that Others have multiplicity in their being, which cannot be ascribed to a single role.

Levinas reorients the idea of the stakeholder by stating: ‘that all men are brothers is not explained by their resemblance, nor by a common cause … paternity is not reducible to a causality in which individuals would mysteriously participate’ ( Levinas 1969 , p. 214). Even though people perform certain tasks, who they are should not be assigned to those roles. For Levinas, their being is infinite. Furthermore, he states that ‘the best way of encountering the Other is not even to notice the color of his eyes! When one observes the color of the eyes one is not in social relationship with the Other’ ( Levinas and Nemo 1985 , p. 85). Levinas reorients an understanding of stakeholders as those who are in relation with leaders in particular contexts, but who cannot be categorized as such.

• 14 DISTANCE IS NEEDED IN INTERACTING WITH OTHERS

Alterity exists in this inter-subjective relationship where there is a ‘moral understanding of stakeholders as being ends in themselves – individuals/groups with their own interests that the firm was constructed to serve’ (Freeman and Gilbert 1989, cited within Maak and Pless 2006b , p. 102), rather than viewing stakeholders as a means to a corporate end. Levinas (1969) writes that ‘the Other is not initially a fact, is not an obstacle ’ (p. 84). Therefore, stakeholders are not entities to be managed, but are neighbors who should be treated as such. Responsible leadership is social-relational rather than descriptive and instrumental, which parallels Levinas's philosophy. Responsible leadership moves from ‘instrumental, theoretical constructs such as agency theory, transaction cost and contract theory … [to] … ethical ways of explaining stakeholder relations’ (Freeman 2004, cited within Maak and Pless 2006b , p. 102). However, the authors use the term ‘agents for world benefit’ in the title of their essay ( Pless and Maak 2009 ). Additionally, Maak and Pless (2006b) purport that responsible leadership is normative philosophy (p. 102); however, considering the failure of normative philosophy to stop the genocide that Levinas witnessed firsthand, his phenomenological perspective may provide a better orientation for responsible leadership.

In my dialogic encounter with you, I will not only listen for your radical alterity but I will open and make a place for it. It means that I do not resort only to what is easy – what I already know, or what we have in common. It means that I listen for and make space for the difficult, the different, the radically strange.

We are called upon to never lose sight of the otherness of the other. That is, we are asked to never mistake our understanding of the other for the other, never to impose our meaning and understanding upon the other, never to attempt to absorb, assimilate, or appropriate the other into ourselves.

• 15 OTHERS PROVIDE UNDERSTANDING FOR LEADERS TO LEARN WHAT THEY COULD NOT KNOW OTHERWISE

By positioning the stakeholder Other at a height in the Levinasian sense, stakeholders may teach the business leader ‘Self,’ thereby developing the leader's identity. Maak and Pless (2006b) offer a diagram of ‘the roles model of responsible leadership’ (p. 107). They acknowledge that traditional leadership research focuses on traits and personality attributes of the Self and the utility and effectiveness of exchange processes, rather than paying attention to the significance of leadership roles and their ethicality and multiplicity in a stakeholder environment (ibid., p. 106). They identify that ‘having a good character and being a moral person are at the core of being a responsible leader’ (ibid., p. 105); however, from a Levinasian perspective, this identity is a result of the ethical response to the Other – recall that Levinas does not permit time for internal reflection or introspection, only action in response to the Other's face. For example, believing one has an honest character has little meaning until honesty is portrayed through action. Murray (2000) contends ‘the ethical imperative from which ethical deliberation and decision-making proceeds comes from the Other’ (p. 146). Levinas may prove to be more germane to ‘practiced morality’ ( Maak and Pless 2006b , p. 105) as the showcase for a person's integrity. Levinas professed the importance of other-informed learning prior to the growing use of ‘service learning’ ( Pless et al. 2011 ) that businesses have employed to develop responsible leaders.

By positioning the Other at a height who teaches and responding to the call of the Other, responsible leaders gain ‘relational intelligence’ (a combination of emotional intelligence and ethical intelligence), not the other way around as Maak and Pless purport (2006b, p. 105). Relational intelligence is acquired by being taught what the Self cannot know on its own; the faces of stakeholders teach the leader how to be ethical. Thus, from a Levinasian perspective, Maak and Pless's diagram, which positions character in the center, may be alternatively envisioned as character formed by the leader's response to the face of stakeholders. Their diagram is leader-centric, which is problematic for responding appropriately to stakeholder needs.

• 16 THE APPROPRIATE RESPONSE EMERGES IN UNIQUE HUMAN ENCOUNTERS

Clearly, with the misconduct that has taken place in business, leaders have ignored the face of many stakeholder Others who would call leaders to respond differently. Even leaders with good intentions are leader-centric if their responses originate in what they believe to be best for stakeholders. If business leaders would turn outwardly toward Others, they would see that ‘the face opens the primordial discourse whose first word is obligation, which no “interiority” permits avoiding’ ( Levinas 1969 , p. 201). Espousing a Levinasian ethic of responsibility, leaders will escape their Self preoccupation where ‘in patience the will breaks through the crust of its egoism and as it were displaces its center of gravity outside of itself, to will as Desire and Goodness limited by nothing’ ( Levinas 1969 , p. 239). If leaders truly face the stakeholders who are before them, they will be able to respond more responsibly.

Leaders need to have real encounters with stakeholder Others, rather than perceiving them as abstract entities of a singular category. This was a realization for Levinas in a short, yet profound, story he conveys in Difficult Freedom (1963 [1990]). A dog that wandered into the prisoner of war encampment treated the prisoners with more humanity than their captors. Levinas writes, ‘He would appear at morning assembly and was waiting for us as we returned, jumping up and down and barking in delight. For him, there was no doubt that we were men’ (ibid., p. 153). The lesson for responsible leadership is that there is a risk of depriving people of their humanity and individual uniqueness when categorizing them into stakeholder roles. Again, for Levinas, needs emerge in temporal encounters that elicit an appropriate response. Stakeholder Others guide appropriate response; encounters cannot be predicted or determined prior to engagement.

Maak and Pless (2006b) discuss an appropriate response of business leaders as ‘regular communication and transparent reporting’ (p. 101). With regard to this openness, Levinas (1969) uses the metaphor of nakedness, or to be without adornment (p. 74). Lack of transparency has been a notorious issue in the past with businesses like Enron that had an impeccable ethics code, but whose leaders failed to enact it ( Seeger and Ulmer 2003 ). The ethics code was merely a dressing to hide the unethical business practices of company leaders. Loacker and Muhr (2009) discuss the limiting effects of codes of conduct and propose a practice-based ethic of responsiveness developed partially from Levinas's philosophy. In addition, the idea of a dressing relates to an organization's vision and mission statement, which further supports the emphasis that Levinas puts on action: ‘inner feelings and thoughts cannot be observed. They are private and unstable. So men are judged by what they do’ (1969, p. 17). It follows that business leaders are to be judged by how they embody their credos.

Maak and Pless (2006b) and Pless (2007) describe responses of responsible leadership as being a steward, citizen, servant, and visionary. While correlations to Levinas's philosophy exist with the first three responses, Levinas does not offer a parallel to the idea of a leader as a visionary. Maak and Pless (2006b) describe this response as ‘developing and having a vision of a desired future and ways and means to get there’ (p. 109). This is not a surprise because they even note that visionary leaders can be ethical like Ghandi, or unethical like Hitler ( Ciulla, 2004 ). In addition, Levinas works from a phenomenological standpoint that does not involve envisioning a desired future or strategy for how to achieve it. Moreover, visionary, charismatic, or transformational leadership has recently been noted as a trend of the past ( Avolio et al. 2009 ; Tourish 2008 ). Perhaps the responses of steward, citizen, and servant could be described as ‘generosity,’ which Robbins (1999) argues is salient to Levinas because it is a non-totalizing way of relating to the Other (p. 6). Generosity recognizes the importance of being present to the face in each unique encounter and respond appropriately to needs as they emerge.

• 17 LEADERS MUST BE DIRECTED TOWARD POSITIVE SOCIAL CHANGE

Business leaders as agents for world benefit calls for ethical responsibility to enact humanness ( Pless and Maak 2009 ); however, it is focused on this practice as a business ‘opportunity’ (‘About – core concepts’ 2013). Alternatively, Levinas would command leaders to consider it as a practice of ‘responsibility’ instead and caution the use of ‘agency.’ Opportunity and agency are focused on the Self, while responsibility is focused on the Other. This idea can be correlated to Arnett's (2004) discussion of the difference between pursuit (opportunity) and response (responsibility) where ‘pursuit suggests a Western story of accumulation, and response suggests a call of responsibility that embraces burdens in responsible action in an unfinished world of infinity, not a world of totality and accumulation’ (p. 83). In another essay, Maak and Pless (2009) state that finding a win-win solution is imperative for business and society, but ‘if no win-win solution can be realized the leader would give priority to developing solutions for the benefit of people in need’ (p. 60). Levinas claims that ‘the foreign face calls to my fraternity of the human race, my position as brother’ (1969, p. 214). In addition, Levinas quotes Rabbi Yochanan who says: ‘to leave men without food is a fault that no circumstance attenuates; the distinction between the voluntary and the involuntary does not apply here’ (ibid., p. 201). Levinas plainly makes a polemic call for leaders to respond to the suffering of Others.

The relations proceeding from me to the Other – the attitude of one person with regard to another – must be stronger than the formal signification of conjunction, to which every relation risks being degraded. This greater force is concretely affirmed in the fact that the relation proceeding from me to the other cannot be included within a network of relations visible to a third party. If this bond between me and the other could be entirely apprehended from the outside it would suppress, under the gaze that encompassed it, the very multiplicity bound with this bond. The individuals would appear as participants in the totality: the Other would amount to a second copy of the I – both included in the same concept. (pp. 120–121)

• 18 ENGAGEMENT WITH OTHERS OPENS A LEADER'S CONSCIOUSNESS AND IDENTITY FORMATION

Some scholars pose the question, ‘why be moral?’ ( Hendley 1996 ; Plant 2006 ); this essay should have answered the question. Behaving immorally presupposes that human beings do not possess moral worth and are not deserving of dignity. Through responsible leadership, being moral provides meaning to life and forms identity. For Levinas, leaders do not partake in ethical action for the purpose of developing meaning and identity; there is no reason for responding ethically. However, identity and meaning are important implications for leaders. Business leaders cannot exist without stakeholder Others; ‘phenomenologically, the Other makes an “I” possible. Ethics as responsibility for the Other is an act that makes possible human life – without the “Other” there is no “I”’ ( Arnett 2004 ).

Leadership rooted in hierarchal structure, where a leader is positioned at the top and determines the fate of his or her followers either through transformational/inspirational means, or through authority, positions followers as passive in the relationship. On the contrary, responsible leadership achieves legitimacy not through charisma or ‘position, status, reward or coercive power. It is only in and through the stakeholder relations that leadership legitimacy can be earned from stakeholders’ ( Maak and Pless 2006b , p. 104). This statement concurs with Levinas's description of ‘self-centered totalistic thinking that organizes men and things into power systems, and gives us control over nature and other people’ ( Levinas 1969 , p. 17). However, for Levinas, leaders are positioned in the midst of relationships with Others rather than at the center of these relationships.

Hendley (1996) offers that in the Levinasian response there is a sense of goodness and a realization that ‘there is more at stake in my life than myself and my own fulfillment’ (p. 518). Paradoxically, the Self learns more about itself and grows morally by taking the focus away from the Self and attending to the Other. Pless and Maak (2009) presented ‘learning narratives’ of leaders whose identity was informed by responding to the call of those in need. Sharing these stories is helpful because they convey phenomenological experiences that data cannot provide. Throughout human history, storytelling has been fundamental to revealing and developing the human condition.

• 19 FUTURE RESEARCH AND LIMITATIONS

This essay has identified responsible leadership as a contemporary theory where Levinas may offer a philosophical contribution. Responsible leadership was chosen due to its parallels of responsibility with Levinasian philosophy and opportunities for reorienting understanding of the theory. Responsible leadership is one of the new emerging theories in the leadership literature among many others, including ethical leadership ( Brown and Trevino 2006 ), respectful leadership ( Quaquebeke and Eckloff 2010 ), relational leadership ( Uhl-Bien 2006 ), discursive leadership ( Fairhurst 2008 ), positive leadership ( Cameron 2008 ; Hannah et al. 2009 ), authentic leadership ( Avolio et al. 2004 ), and servant leadership ( Greenleaf 1977 ; Liden et al. 2008 ). The multiplicity of emerging ideas in leadership studies offers a great opportunity to study them from a Humanities perspective, whether through a philosophical lens as this essay has done, or from other approaches within the Humanities.

While this essay has sought to bring Levinas into the conversation of responsible leadership, future research may extend his ideas about responsible leadership by considering his additional works. The Self–Other encounter, albeit quite important, is also a limitation. Levinas's idea of ‘the third’ in his other work may extend to organizational and transnational levels of analysis. In order to respond to the needs of people in developing countries, responsible leaders elicit cooperation from governments and non-government entities to form public–private partnerships. Levinas calls leaders to respond to the impoverished, but whether he may contribute to the understanding of these collaborative partnerships is open to further research. One of the most recent articles published on responsible leadership discusses the impact on responsible leadership with firms and society ( Pless et al. 2012 ), which may open up further opportunities for perspectives from the Humanities.

Maak and Pless have used the terms ‘humanism’ and ‘citizens of the world,’ to which Levinas's Humanism of the Other (1972) may offer insight. Other philosophical standpoints may also make a contribution to understanding the relationship of responsible leadership and humanism. Sartre's Existentialism is a Humanism (1956 [2007]) may provide understanding for how, in being responsible to the immediate Other, we are responsible for all humanity. However, considering Sartre's adversity toward social relations as he states ‘hell is other people’ in No Exit (1946) and ‘pratico-inerte’ in The Critique of Dialectical Reason (1960 [1976]), Levinas may provide necessary balance in considering humanism. Writing this essay also illuminated the possibility of analysing the ‘glance of the Other’ in Levinas's Totality and Infinity (1969) alongside Sartre's ‘the look’ in Being and Nothingness (1943). Additionally, Hazel Barnes's Humanistic Existentialism: The Literature of Possibility (1959) and An Existentialist Ethics (1967) may provide a bridge for the philosophies of Levinas and Sartre. Contrary to Sartre, Barnes views existential interpersonal relations and society in a favorable light. For example, she discusses the idea of existential love as looking-at the-world-together. Finally, considering the socio-relational aspect of leadership, other existential dialogic perspectives such as Buber (1958) and Bakhtin (1993) may be worthwhile explorations.

• 20 CONCLUSION

Organizational scholars have recently turned in the direction of finding meaning and purpose in the lives of people at work ( Cheney et al. 2009 ; Ciulla 2000 ; Crawford 2009 ; Pauchant 1994 ). For Levinas, ‘Meaning is the face of the Other … the Other faces me and puts me in question and obliges me by his essence qua infinity’ ( Levinas 1969 , pp. 206–207). Consequently, a leader has no other choice than to engage in responsible leadership. By doing so, leaders will leave an impression or trace in the world that is meaningful for future generations. When work takes up so much of human life, business leaders can feel their work is part of a meaningful life experience where

[e]thics, communicated in simple gestures, words of encouragement, and displays of care, guarantees that our lives have meaning. The trace we leave behind when we are gone from sight or from life on earth is something not to miss but to cherish as a model of human decency. ( Jovanovic and Wood 2004 , p. 332)

This essay sought to answer the call by Maak and Pless (2006a ; 2006b ; Pless and Maak 2011 ) to add to a larger discussion of the topic. Levinas provides a perspective from the Humanities that is constructive to the study of responsible leadership. Moreover, Levinas ‘transformed the landscape of ethical theory’ ( Katz 2005 , p. 100); however, his philosophy has not reached the realm of leadership where it could offer infinite hope. His philosophy provides guidance rather than prescription or normative rule for ethical decision-making. Rather, Levinas provides an understanding of the phenomenological experience of ethics. By introducing Levinas's philosophy to the scholarship of responsible leadership, a phenomenological standpoint is used to inform leadership theory.

It is time to engage multiple disciplines to inform one another. The preface to Totality and Infinity (1969) invites us to do this: ‘the work deserves to be widely read not only by professional philosophers, for it is carefully thought out by an original mind, but by intelligent laymen as well, for it is close to life’ (p. 20). As business leaders engage diverse others through a globalized marketplace and in responding to the needs of people in developing countries, Levinas becomes even more salient. Business leaders can be part of making the world a better place by understanding that their ‘power, privilege, and potential’ ( Maak and Pless 2009 ) are situated in the human realm of totality but have the opportunity to open infinity with responsible engagement of the Other. Maak and Pless (2009) cite the UNCTAD data that states ‘of the 100 largest economies in the world, 51 are now global corporations, only 49 are countries’ (p. 537). This suggests even stronger support for the responsibility of business leaders to respond to the call of the stranger, orphan, and widow to protect and promote human rights, eradicate poverty, reduce the spread of disease, and reclaim the environment.

Scholars in other disciplines often purport that Levinas is one of the most important figures for understanding communication ethics and moral theory ( Arnett 2003 ; Hendley 1996 ).

Levinas is a ‘philosophical starting place’ for many of us looking for answers to why the modern project dismantled itself. Levinas's work offers another view – a view contrary to modern conceptions of human life. We journey to Levinas to discover a different path, a different route, and with the different sense of hope that his corrective conversation invites. ( Arnett 2003 , p. 49)

The term ‘responsible leadership’ first appeared in the essay, ‘Responsible leadership and responsible criticism’ by Frederick Cleveland in the Proceedings of the Academy of Political Science in the City of New York published in 1918. The reference to responsibility in political theory is an important one, albeit outside the scope of this essay, but certainly relevant to Levinas's philosophy, which emerged from his personal experience as a child seeing the Russian Revolution and as an adult as a prisoner of war in a Nazi encampment. Totality and Infinity ( Levinas 1969 ), utilized in this essay, as well as other writings such as Difficult Freedom (1963), are vital for political discourse; however, his philosophy in the context of this essay remains in the realm of leadership.

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Ethical and Responsible Leadership

With the current setting of international connections in the business world, good leadership management is an essential aspect of the prosperity of corporations. Since the leadership is accountable for the efficient running of the business, they must be morally sound people who can lead the organization in a reputable manner. Leadership mostly refers to an individual’s ability to manage their team, strong communication, strategic planning, and other functional management that can improve an organization’s productivity. One must understand the principles of good leadership abilities, which will benefit the analysis of strong leadership attributes and the application of leadership concepts and frameworks to become a good leader (Zaim et al., 2020, p.50). The most important character attributes that go into creating great leadership management in social enterprises are people’s integrity, integrity, dependability, and moral codes. Organizational managers who practice ethical and responsible leadership uphold a shared sense of purpose which is widely socially accepted as a solid foundation for the greater good. Social enterprise organizations require ethical and responsible leadership since they motivate others in the working environment to act morally for the benefit of all. For an individual to be a responsible leader, they constantly emphasize upholding organizational goals by shaping business rules in alignment with the management framework. They also collaborate with others and treat all staff equally, exemplifying ethical leadership-specific responsibilities.

The Growth of Ethical Leadership

Because of its capacity to cheer people up and eliminate corporate crises, ethical concerns, and problems, ethical and responsible leadership is becoming more and more acceptable in social enterprise organizations. Leaders who uphold moral principles and act responsibly inspire and motivate people immensely, making it easier for workers to have a sense of ease and satisfaction at work, enhancing their productivity. This strategy improves business partner and customer interactions, enhances profitability, and fosters long-term profitability since it helps build a good business reputation and attracts many investors into the business operations (Khan et al., 2022, p.11055). Responsible and ethical leadership promotes employee productivity by providing a conducive working environment.

Because the primary objective of responsible and ethical leaders is to make profits while respecting civilizations, cultures, and consumers, social enterprise organizations run by this type of manager are respected and cherished in the community. Also, ethical and responsible leadership in the organization helps create a healthy and beneficial relationship with stakeholders and investors, promoting financial strength. The impact of ethical leaders on the field is also significant because they reduce the danger of crises brought on by internal pressures by ensuring that all issues and challenges are addressed. For this reason, ethical and responsible leadership has grown more popular in social enterprise organizations since they ensure the common good of the business, staff, and community at the same time.

Traits of an Ethical Leader

In a business, ethical and responsible leaders play a crucial role in directing and supervising subordinates. They all share several characteristics that make them effective in the competitive world and distinctive. Their first quality would be that they consistently act ethically. The majority of ethical leaders cultivate their reputations over time. They must ensure that their professional practices are consistent and obvious to others if they want to earn the public’s trust (Javed et al., 2020, p.220). Knowing one’s self and ideals is the second quality of authentic leadership. A strong ethical leader knows their values and convictions and seeks to make them known to everyone else. They also take positions and firmly join dialogues. The third characteristic of ethics and responsibility is their constant willingness to accept blame for their people’s faults and other failings. Holding oneself responsible, taking leadership, and influencing the institution’s current and future through remarks, acts, and achievements were characteristics of ethical leaders. Since they must engage in numerous conversations and choices, impartiality is another quality of an ethical leader. When making decisions, they should act ethically by prioritizing long-term benefits over those that will benefit the firm, stakeholders, community, and employees more quickly.

Leadership Theories

Many theories explain how different types of leadership emerge, including the Great Man, Trait, Behavioral, Contingency, and Situational Theories. These theories have varying viewpoints on how leadership is developed and how the leaders are supposed to conduct themselves. The Great Man theory contends that particular individuals are conceived with the abilities that distinguish them aside from others, and these potentials are what lead to them adopting roles of leadership and accountability in society and various organizations. This argument is widely viewed as a declaration of belief rather than a theory (Smart, 2020, p.36). An individual in leadership is a superman who incapacitates all impediments to achieve determination for his supporters. On the other hand, according to the trait theory of leadership, individuals are defined by a set of intrinsic or inborn traits. These traits could include personality physiognomies, physical appearances, level of intelligence traits, and many more.

The behavioral leadership idea focuses on how leaders function and holds that these other executives can acquire these characteristics. According to the fashionable notion, effective elites can be formed by teachable behavior instead of instinct.

According to the contingency theory of leadership, good leadership depends on the circumstances. In essence, it relies on whether a person’s effective leadership is appropriate for the circumstance. This notion holds that a person can be a good leader in one situation and a bad leader in another.

According to the situational leadership theory, managers should employ several leadership philosophies based on the context and the level of group member advancement. Because it adapts to the organization’s strength and produces a win-win scenario for the whole company, it is an effective leadership style. Situational leadership is the best form of leadership when dealing with social enterprises because it helps to fit and meet the needs of people whenever a need arises. This type of leadership will help the manager adapt to changes in the working environment and ensure efficiency at all times.

Generally speaking, this ethical leadership theory emphasizes accountability and defines leaders as competent to work, understand, comprehend, and uphold the organization’s main ideas and values. A leader must be able to serve all parties equally, including consumers, vendors, staff, and investors (Tilley, 2022, p.122). Adopting corporate ethical results in fewer challenges and issues relating to the loyalty of consumers, workers, and the general public. An organization will gain a positive reputation and retain personnel when an Executive acts ethically.

Ethical Leadership Alliance with HR Strategy and Compliance

The primary goal of the human resource departments is to find people-centric solutions to problems employees’ problems in the organization. An ethical and responsible leader in social entrepreneurship ought to be able to deal with some urgent problems that could endanger the company. The ethical person must create a proper and convincing plan emphasizing employee engagement, organizational culture and environment, long-term planning, and hiring practices. They must be able to examine the business’s personnel and ensure that the approach they devise can preserve a high level of employee engagement. An ethical and responsible leader will formulate a strategy that will have a lasting impact on the business and be consistent with its core objective, values, and vision (Prieto et al.,2018). The rules that ethical and responsible leaders implement in the social organization should comply with all labor laws and state and federal legislation. These regulations cover sexual misconduct, non-discrimination, safety and health, overtime payoff, and occupational categorization. Ethical leaders need to ensure that all worker’s rights are taken into account and that they can handle problems and make the appropriate judgments. To uphold local and national laws on workplace culture and the treatment of employees, authentic leaders in a social company should ensure their HR strategy and compliance produce a secure and positive workplace culture.

Models for leadership and occupational growth assist moral leaders in acquiring new abilities that advance their career advancement and enhance their employability. Authentic leaders follow the plan or course to understand how to operate their teams while staying loyal to who they are. Through the unity of their objectives, leaders can guide their employees through any organizational transformation and enable the implementation of an organizational plan. Leaders can enhance their abilities in areas like decision-making and project management framework with the aid of leadership skills. Dispute resolution or problem-solving, which entails resolving conflicts at work, are the key themes of interest during leadership development. Concerns about dealing with change, its effects, and the chances it presents are the second growth topic (Hechanova et al.,2018, p.917). The leadership of productive meetings, staff motivation, planning and scheduling, and ability to work under pressure are different areas of importance. The emergence, growth, and good leadership aspects comprise the three stages of professional leadership development. The leadership in the three stages can deal with these challenges and choose the best course of action for their company with the assistance of leadership skills. Styles of professional and personal development assist managers in acquiring the knowledge and attitude that will enhance their effectiveness inside the company. In social entrepreneurship, understanding how to create change in society, fairly hire employees, and offer effective mentoring depend on personal and effective leadership models.

Through careful consideration of the ecosystem and the effects of business actions, corporate social responsibility (CSR) guarantees that an organization contributes positively to society. For the benefit of their consumers and the community, ethical leaders need to ensure their businesses are more sustainable, employing carbon offsets and renewable energy sources. Leaders implementing CSR initiatives improve staff turnover by raising staff morale. Leaders can apply Sustainability practices in a social enterprise through environmental programs, volunteer work, charitable endeavors, and moral employment practices (Saha et al., 2020, p.417). Leaders who uphold ethics should ensure they are interested in engaging with the community through CSR initiatives.

The capacity to see issues from a historical and ethnic viewpoint is known as having an international dimension. The difficulties and nine concerns that face a corporation should be viewed from a global study by ethical executives. Global perspectives help leaders effectively interact and relate to those around them by strengthening their listening and reasoning skills (King & Schramme, 2019). A global mentality and an open mind are qualities that authentic leaders should possess. Authentic leaders will deal with individuals from various backgrounds in a social company; therefore, intercultural abilities are crucial to their success. Since cultures, values, and the dignity of every individual are respected, and global viewpoints also eliminate prejudices like discrimination and prejudice in a company.

An organization’s growth benefits from a responsible and ethical managerial leadership system, which considers the leadership team’s skills and personality attributes. A strong personality feature is the most important component of every leadership management system. Individual elements of self-improvement aid in formulating effective solutions, self-awareness aids in analyzing challenging situations, and behavioral features are also improved. Ethical and responsible leadership is marked by a set of principles and standards acknowledged by society and the majority as a solid foundation for the greater good. Any company needs good leadership behavior because ethical leaders encourage people around them to behave responsibly for the common good. Ethical Leading is essential for reputation and credibility, according to leaders. Integrity, duty, justice, tolerance, openness, and truthfulness are some widely acknowledged characteristics and qualities that constitute authentic conduct. Related and continuous words and behaviors demonstrate integrity. Justice occurs when team members treat each team member fairly and equally. In contrast, accountability is taking control, embracing the authority that comes with it, and consistently reacting to and being engaged in difficult circumstances. Communication is the foundation of leader behavior, and leaders who are transparent with their customers, team members, and workers are also receptive to criticism.

Hechanova, M.R.M., Caringal-Go, J.F. and Magsaysay, J.F., 2018. Implicit change leadership, change management, and affective commitment to change: Comparing academic institutions vs business enterprises. Leadership & organization development journal, 39(7), pp.914-925.

Khan, M., Mahmood, A. and Shoaib, M., 2022. Role of Ethical Leadership in Improving Employee Outcomes through the Work Environment, Work-Life Quality and ICT Skills: A Setting of China-Pakistan Economic Corridor. Sustainability, 14(17), p.11055. https://www.mdpi.com/2071-1050/14/17/11055

King, I.W. and Schramme, A. eds., 2019. Cultural governance in a global context: an international perspective on art organizations. Springer.

Prieto, L.C., Mathur-Helm, B. and Dawson, K.N., 2018. The ethic of care: an HR strategy to address obesity in the workplace. Human Resource Management InternationalDigest.

Saha, R., Cerchione, R., Singh, R., & Dahiya, R. (2020). Effect of ethical leadership and corporate social responsibility on firm performance: A systematic review. Corporate Social Responsibility and Environmental Management, 27(2), 409-429. https://onlinelibrary.wiley.com/doi/abs/10.1002/csr.1824

Smart, JJC, 2020. Utilitarianism and its applications. In New directions in Ethics (pp. 24-41). Routledge.

Tilley, J.J., 2022. Does Psychological Egoism Entail Ethical Egoism?. The Review of Metaphysics, 76(1), pp.115-133, https://muse.jhu.edu/article/863264/summary

Zaim, H., Demir, A. and Budur, T., 2021. Ethical leadership, effectiveness and team performance: An Islamic perspective. Middle East Journal of Management, 8(1), pp.42-66.

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