Inequity undermines the leader

Reicher et al. (2007) provided an example of how an exorbitant salary can put a leader in an adversarial position with followers. Similarly, echoing Stacey Adam’s (1965) equity theory, demonstrating favoritism also causes an inequity that creates divisions between leaders and followers while de-motivating the out-group members. An effective leader should demonstrate fairness among the members of the group.

An important note here is that groups tend to reserve a sense of fairness for their own, not those outside of the group. To Reicher et al., “Leaders should favor those who support their own group over those who support another group”; otherwise, they will lose the confidence and support of their followers. However, leadership is more than conforming to the group norms; but is also about the capacity to shape those norms. Effective leaders mold the social identity of followers to fit the plans the leader promotes by positioning those plans as expressions of follower beliefs.

This last point is critical to consider when leading in cross-cultural or transnational environments. For example, in preparing to test the viability of collaborative learning in a traditional Japanese university classroom, Reicher et al. (2007) provide insight into the challenges of transforming learning behaviors as an outsider in a closed and static culture. Rather than introducing radically foreign concepts into the new environment, I hope to help students and faculty recognize a need to align classroom practices with societal values.

Collaboration and cooperation are core values of Japanese society. Still, Japanese education focuses almost exclusively on preparing individuals to pass tests. The Japanese higher education culture is even more static than in the USA. A static culture contributes to a system-wide failure of Japanese universities that cannot adapt to the emerging needs imposed by a dynamic global environment (Goodman, 2003; Poole, 2003).