Right Is what that Benefits All, or that which Is Morally Correct: An Enquiry on How Ethical Predispositions (Consequentialism Vs Formalism) Influence the effect of Role Models on Ethical Leader

Abstract

According to social learning theory, role models facilitate the acquisition of moral and other types of behavior. Yet, the question remains whether having had ethical role models influences one's perceptions of one’s ethical leadership and, if so, what kinds of role models are important. Even bigger questions remain do these role models change the thinking pattern on Ethical Standards of Judgment that is crucial in making them an ethical leader. We attempted to answer these questions by proposing a theoretical framework, drawing on Brown & Trevino (2014) conceptualization of role models and ethical leadership nexus, by focusing on the multiple types of ethical role models as antecedents of perceived ethical leadership, while making moral predispositions as mediating a factor. These predispositions are broadly based around two frameworks: consequentialism and formalism (the tendency to assess ethical situations in terms of their consequences to people, or, in terms of their consistent conformity to patterns or rules or some other formal features) Love et. al. (2020). We proposed that these dispositions are shaped by the role models and are instrumental in making a leader ethical. We explored three types of ethical role models: the leader’s childhood role models, career mentors, and top managers. Empirical validity was established by conducting a survey using a close-ended questionnaire. Data was collected from 307 respondents working in the Pakistani corporate sector and analyzed using confirmatory factor analysis and structured equation modeling. The results suggested that Roles models don’t seem to exert any direct effect on ethical leadership (EL), however, career mentors have a positive indirect effect through both Consequentialism and Formalism, meaning these mentors inculcate the ethical predispositions of both Consequentialism and Formalism, and both, in turn, affect EL. Similarly, childhood role models also promote Consequentialist thinking which also has a positive effect on EL. Moreover, Ages also seem to have a positive impact on EL, moreover, it also complements the effect of career mentors on EL, meaning the influence of these mentors on EL are more pronounces in higher Age respondents. We found no effect on top management ethical role models. Implications for research and practice are discussed.