Ethics and LeadershipEthics and Leadership

OutlineOutline

Moral DevelopmentMoral Development Freudian TheoryFreudian Theory

Kohlberg’s and Gilligan’s LevelsKohlberg’s and Gilligan’s Levels

Social Learning TheorySocial Learning Theory

Psychodynamic Theory Psychodynamic Theory  Sigmund Freud: Three part construction of personality Sigmund Freud: Three part construction of personality 

IdId Home of primitive animalistic energy and subconscious drives Home of primitive animalistic energy and subconscious drives

such as hunger and sex.    such as hunger and sex.   

Ego Ego The conscious, rational aspect of personality which mediates The conscious, rational aspect of personality which mediates

between the demands of the id and the behavioral expectations between the demands of the id and the behavioral expectations of the world.  The ego exercises reason and sanity, evaluates of the world.  The ego exercises reason and sanity, evaluates consequences, and determines a course of action.consequences, and determines a course of action.

Superego Superego Develops between ages 3-5 – one’s conscience.  An internalized Develops between ages 3-5 – one’s conscience.  An internalized

sense of morality learned from one’s parents.  Yields guilt when sense of morality learned from one’s parents.  Yields guilt when disobeyed. disobeyed. 

Critical Assessment of Critical Assessment of Freudian TheoryFreudian Theory

On what evidence is Freudian theory On what evidence is Freudian theory based?based? Freud’s experience was largely limited to Freud’s experience was largely limited to

troubled, wealthy women.  He never troubled, wealthy women.  He never worked with children.worked with children.

There is no empirical evidence supporting There is no empirical evidence supporting many of his theoretical constructsmany of his theoretical constructs

Lacking empirical verification, many of his Lacking empirical verification, many of his theories are not clearly defined or theories are not clearly defined or explained. explained. 

Kohlberg’s Levels Kohlberg’s Levels

• Kohlberg’s theory has 3 levels (6 Kohlberg’s theory has 3 levels (6 stages) of moral developmentstages) of moral development Focuses primarily on moral values such Focuses primarily on moral values such

as fairness, justice, equity, and human as fairness, justice, equity, and human dignitydignity

Assessing development levelAssessing development level Heinz dilemmaHeinz dilemma It is the reasoning of their responses, It is the reasoning of their responses,

not the answer itself.not the answer itself.

Heinz’s DilemmaHeinz’s DilemmaIn Europe, a woman was near death from a special In Europe, a woman was near death from a special kind of cancer. There was one drug that the kind of cancer. There was one drug that the doctors thought might save her. It was a form of doctors thought might save her. It was a form of radium that a druggist in the same town had radium that a druggist in the same town had recently discovered. The drug was expensive to recently discovered. The drug was expensive to make, but the druggist was charging ten times make, but the druggist was charging ten times what the drug cost him to make. He paid $200 for what the drug cost him to make. He paid $200 for the radium and charged $2,000 for a small dose of the radium and charged $2,000 for a small dose of the drug. The sick woman's husband, Heinz, went the drug. The sick woman's husband, Heinz, went to everyone he knew to borrow the money, but he to everyone he knew to borrow the money, but he could only get together about $ 1,000 which is half could only get together about $ 1,000 which is half of what it cost. He told the druggist that his wife of what it cost. He told the druggist that his wife was dying and asked him to sell it cheaper or let was dying and asked him to sell it cheaper or let him pay later. But the druggist said: "No, I him pay later. But the druggist said: "No, I discovered the drug and I'm going to make money discovered the drug and I'm going to make money from it." So Heinz got desperate and broke into the from it." So Heinz got desperate and broke into the man's store to steal the drug for his wife. Should man's store to steal the drug for his wife. Should the husband have done that?   the husband have done that?   

Kohlberg’s Levels Kohlberg’s Levels

Morality of abstractprinciples: to affirm

agreed-upon rights andpersonal ethical principles

Morality of law andsocial rules: to gainapproval or avoid

disapproval

Morality of self-interest:to avoid punishment

or gain concrete rewards

Postconventionallevel

Conventional level

Preconventional level

Kohlbergs TheoryKohlbergs Theory

Level I: PreconventionalLevel I: Preconventional Morality externally controlled-Morality externally controlled-

punishment = bad punishment = bad reward=goodreward=good

Stage I: Punishment and obedience Stage I: Punishment and obedience orientation….orientation….

obey due to superior power and rulesobey due to superior power and rules Fear of authority and avoid punishmentFear of authority and avoid punishment Ignore peoples intentions –can not see two points Ignore peoples intentions –can not see two points

of viewof view

Level I KohlbergLevel I Kohlberg

Stage II: Individualism, Instrumental Stage II: Individualism, Instrumental purpose, and exchange…purpose, and exchange…

Immediate interest; what is good brings good Immediate interest; what is good brings good resultsresults

Reciprocity beginning—equal exchange of favorsReciprocity beginning—equal exchange of favors Start to understand that people can have different Start to understand that people can have different

perspectives in a dilemmaperspectives in a dilemma

Kohlberg’s TheoryKohlberg’s Theory

Level II-Conventional MoralityLevel II-Conventional Morality Preserving societal order---sustaining Preserving societal order---sustaining

relationshipsrelationships

STAGE 3: Interpersonal Expectations and STAGE 3: Interpersonal Expectations and ConformityConformity

““good boy/bad girl” maintain affection and approval of good boy/bad girl” maintain affection and approval of significant individualssignificant individuals

Promotion of social harmonyPromotion of social harmony Begin to understand idea behind the golden rule—ideal Begin to understand idea behind the golden rule—ideal

reciprocityreciprocity

Level II KohlbergLevel II Kohlberg

STAGE 4: Social-order MaintenanceSTAGE 4: Social-order Maintenance Moral actions are defined by larger social groups—fulfill Moral actions are defined by larger social groups—fulfill

self-defined duties and uphold lawsself-defined duties and uphold laws Societal laws taken into consideration and can not be Societal laws taken into consideration and can not be

broken for any reasonbroken for any reason

Kohlberg’s TheoryKohlberg’s Theory

Level III: Post Conventional MoralityLevel III: Post Conventional Morality More abstract principles rather than More abstract principles rather than

rules that apply to many situationsrules that apply to many situations

STAGE 5: Social ContractSTAGE 5: Social Contract Imagine alternatives to social order, rules are a Imagine alternatives to social order, rules are a

contract that can be changed—free and willing contract that can be changed—free and willing participationparticipation

Laws need to be consistent with human rightsLaws need to be consistent with human rights

Level III KohlbergLevel III Kohlberg

STAGE 6: Universal Ethical PrinciplesSTAGE 6: Universal Ethical Principles Self-chosen ethics –system of values and Self-chosen ethics –system of values and

principles—respect for the worth of individualsprinciples—respect for the worth of individuals Respect for worth and dignity of each individualRespect for worth and dignity of each individual

Moral Development

Evaluating Kohlberg’s TheoryEvaluating Kohlberg’s Theory

Cross-cultural validityCross-cultural validity Non-western cultures rarely above stage Non-western cultures rarely above stage

44 Socialist people and the Heinz dilemmaSocialist people and the Heinz dilemma Buddhist monksBuddhist monks

Family influencesFamily influences Family plays an important role (ignored in Family plays an important role (ignored in

Kohlberg’s model)Kohlberg’s model) Study of parents talking to children about Study of parents talking to children about

dilemmasdilemmas

Gender and Kohlberg’s scaleGender and Kohlberg’s scale

When Kohlberg’s instrument was When Kohlberg’s instrument was administered on a large scale, it was administered on a large scale, it was discovered that females often scored a full discovered that females often scored a full stage below their male counterparts.stage below their male counterparts.

The moral reasoning of women and girls was The moral reasoning of women and girls was more likely to value looking for a solution that more likely to value looking for a solution that preserved connections. This often looked like preserved connections. This often looked like the “good girl” orientation, Level 2.the “good girl” orientation, Level 2.

Gilligan’s argumentGilligan’s argument Men: justice and fairnessMen: justice and fairness Women: responsibility to show care and avoid harmWomen: responsibility to show care and avoid harm

Differences between Men’s Moral Differences between Men’s Moral Voices and Women’s Moral VoicesVoices and Women’s Moral VoicesMenMen JusticeJustice RightsRights Treating everyone Treating everyone

fairly and the samefairly and the same Apply rules impartially Apply rules impartially

to everyoneto everyone Responsibility toward Responsibility toward

abstract codes of abstract codes of conductconduct

WomenWomen CareCare ResponsibilityResponsibility Caring about Caring about

everyone’s sufferingeveryone’s suffering Preserve emotional Preserve emotional

connectednessconnectedness Responsibility Responsibility

toward real toward real individualsindividuals

Differences between Men’s and Differences between Men’s and Women’s View of the SelfWomen’s View of the Self

MenMen AutonomyAutonomy FreedomFreedom IndependenceIndependence SeparatenessSeparateness HierarchyHierarchy Rules guide Rules guide

interactionsinteractions Roles establish places Roles establish places

in the hierarchyin the hierarchy

WomenWomen RelatednessRelatedness InterdependenceInterdependence Emotional connectednessEmotional connectedness Responsiveness to needs of Responsiveness to needs of

othersothers Web of relationshipsWeb of relationships Empathy & connectedness Empathy & connectedness

guide interactionsguide interactions Roles are secondary to Roles are secondary to

connectionsconnections

GilliganGilligan

Social Learning Theory Social Learning Theory PerspectivePerspective

Modeling and Positive DisciplineModeling and Positive Discipline

Reinforcement (positive discipline): Reinforcement (positive discipline): Our parents teach us that it is good to be helpful-- we are Our parents teach us that it is good to be helpful-- we are

rewarded for helping and punished for not helpingrewarded for helping and punished for not helping

Model characteristics that promote imitationModel characteristics that promote imitation warmth and responsivenesswarmth and responsiveness competence and powercompetence and power consistency between assertions and behaviorconsistency between assertions and behavior

Positive discipline helps children acquire positive Positive discipline helps children acquire positive behaviorbehavior

PunishmentPunishment

Promotes only momentary compliancePromotes only momentary compliance Undesirable side effects:Undesirable side effects:

Adult models of aggressionAdult models of aggression Learn to avoid the punishing adultLearn to avoid the punishing adult Offers immediate relief to parents Offers immediate relief to parents

(reinforced for using coercive discipline), (reinforced for using coercive discipline), so that parent is more likely to punish so that parent is more likely to punish with greater frequency over time (can with greater frequency over time (can spiral into serious abuse)spiral into serious abuse)

Social Learning Theory: Social Learning Theory: ExampleExample

The Salvation Army Santa Claus study:The Salvation Army Santa Claus study:

When a confederate walked out of a store When a confederate walked out of a store in front of a SS and gave a dollar to Santa in front of a SS and gave a dollar to Santa Claus, the SS was more likely to give a Claus, the SS was more likely to give a dollar himself than when there was no dollar himself than when there was no confederateconfederate

Social Learning Theory: Social Learning Theory: ExampleExample

Rushton & Campbell, 1977:Rushton & Campbell, 1977:

SS and confederate interacted in the labSS and confederate interacted in the labLeft the study together and passed a blood donation Left the study together and passed a blood donation

boothbooth

2 conditions: Confederate volunteered to give blood or 2 conditions: Confederate volunteered to give blood or notnot

Results:Results:Model = 67% agreed to donate--33% followed throughModel = 67% agreed to donate--33% followed through

No model = 25% agreed to donate-- 0% followed throughNo model = 25% agreed to donate-- 0% followed through

DiscussionDiscussion

How do these theories of moral How do these theories of moral development relate to the study of development relate to the study of leadership?leadership?

Be sure to address both the leader and the Be sure to address both the leader and the follower in your discussionfollower in your discussion