Moral disengagement answers the question of why “good” followers (those with high personal standards) go “bad” (engage in unethical and illegal activities). In moral disengagement, actors set aside the self-condemnation they would normally experience in order to engage in immoral activities with a clear conscience. Moral disengagement mechanisms encourage individuals to justify harmful behavior, to minimize personal responsibility for harm, and to devalue victims. The follower role makes individuals more vulnerable to moral disengagement. While all followers are susceptible to moral disengagement, some are more vulnerable than others due to such personal antecedents as lack of empathy, rigid and authoritarian beliefs, low self-esteem, and fear and anxiety. Retaining a sense of moral agency is the key to resisting moral disengagement. Exercise of moral agency can be encouraged by recognizing personal vulnerability; by never losing sight of the fact that “I” am at the center of any action, and by the on-going practice of self-questioning, such as modeled by the Quakers (Society of Friends).
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15 October 2014
Research Article|
October 15 2014
Why “Good” Followers Go “Bad”: The Power of Moral Disengagement
Craig E. Johnson
Craig E. Johnson
College of Business, George Fox University
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Publisher: Emerald Publishing on behalf of Association of Leadership Educators
Online ISSN: 1552-9045
Copyright © 2014, The Journal of Leadership Education
2014
The Journal of Leadership Education
This article is published under the Creative Commons Attribution (CC BY 4.0) licence. Anyone may reproduce, distribute, translate and create derivative works of this article (for both commercial and non-commercial purposes), subject to full attribution to the original publication and authors. The full terms of this licence may be seen at http://creativecommons.org/licences/by/4.0/
Journal of Leadership Education (2014) 13 (4): 36–50.
Citation
Johnson CE (2014), "Why “Good” Followers Go “Bad”: The Power of Moral Disengagement". Journal of Leadership Education, Vol. 13 No. 4 pp. 36–50, doi: https://doi.org/10.12806/V13/I4/C6
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