A leader who focuses on setting standards of doing what is right tends to have the implications of his actions across the organization by setting the tone. This ensures that the leaders do what is right with the expectations of the followers to do the same. The approach reflects on the ability of an individual to lead by example (Yahaya & Ebrahim, 2016). The leader demands the higher standard of ensuring that followers do the same in achieving the shared vision. In case a leader does not demand ‘doing what is right,’ he or she might let some situations go rather than expecting the followers to adhere to the expected duties or roles.
In consideration of the four leadership styles, I believe that my examples of leading through examples might teach leaders on the right attributes to facilitate the development of a leadership style. For example, in leading through example, the followers can learn on their expectations; thus, the right coaching attribute to enable them to become leaders in the future.
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In this aspect, there is a need for the leaders to do the very best, do right, and treat others as they would like to be treated. The leader’s behaviors in the above aspects might have positive and negative implications on their organizations by the three levels of moral development, such as pre-conventional, conventional, and post-conventional. For example, in the case of doing the right thing, the leader’s behavior might have the chance to motivate workers or followers to enable the achievement of the shared goals and targets. On the other hand, in the second example, followers might fail in their attributes to do the right thing because of a lack of harmony.
Based on the Pygmalion effect, I believe that the standards have had the chance to increase in the past few years because of the growing number of servant leaders seeking to motivate and inspire followers to achieve the set goals and targets.
References
Yahaya, R., & Ebrahim, F. (2016). Leadership styles and organizational commitment: literature review. Journal of Management Development , 35 (2), 190-216.
