ACADEMIA Letters

Humanizing to Address the Grand Challenge of Rising

Inequalities: Leadership in a Post-COVID World
Shaista E. Khilji
Christian E. List

The year 2020 has become synonymous with grand problems impacting individuals’ eco-
nomic, health, emotional, and social well-being. A broad public opinion attributes these chal-
lenges to a leadership crisis. For example, the Edelman Trust Barometer, an instrument used
for measuring global confidence in business and governments since 2012, indicates high pub-
lic distrust with leaders worldwide (Edelman, 2020). Over the past decade, many scholars
have argued that there is a need to build confidence in our leaders and institutions (Baron &
Parent, 2015; Kellerman, 2012; Muff, 2013; Walumbwa et al., 2008). These concerns have led
to calls for rethinking the leadership paradigm (Collinson & Tourish, 2015; Johnson, 2014).
To take up re-conceptualizing leadership, we pay attention to the current context. While
the socio-economic and cultural consequences of COVID-19 are still unfolding, there is a
need for revisiting the underlying assumptions about organizations (Khilji, 2020; Munzio &
Doh, 2020). Studies indicate that organizations are not neutral bureaucratic structures (Ray,
2019) but are the primary source of wage differentials and elitism (Amis et al., 2020; Bapuji,
2015; Beal & Astakhova, 2017). The pandemic’s disparate impact, mostly hitting those at the
bottom of the pyramid (Lopez et al., 2020; Long et al., 2020), supports that organizations play
a central role in reinforcing inequalities (Amis et al., 2020; Khilji, In review-a). By further
widening economic, gender, racial, and class divides, the pandemic has spawned an era of
social cleavages (Anderson & Wakamo, 2020). For example, the racial awakening highlighted
by BLM protests signifies the unrest within these divides. Hence, as we think about the ‘new
normal’ in a post-COVID world, it is an unfortunate yet opportune time for leadership scholars
to consider a paradigm shift by centralizing inequalities. In this paper, we ask: How do we
re-conceptualize leadership to build equitable organizations in a post-COVID world.

Academia Letters, March 2021 ©2021 by the authors — Open Access — Distributed under CC BY 4.0

Corresponding Author: Shaista E. Khilji, shaistakhilji@gmail.com

Citation: Khilji, S.E., List, C.E. (2021). Humanizing to Address the Grand Challenge of Rising Inequalities:
Leadership in a Post-COVID World. Academia Letters, Article 215. https://doi.org/10.20935/AL215.

1
 Within this discussion, responsibility, collaboration, learning, and equity stand out as es-
sential themes. Solving grand problems requires a sense of responsibility, coordinated efforts,
and pragmatic collaborations with stakeholders (Doh, 2003; George et al., 2016; Muff, 2013).
To build equitable organizations, they must actively address inequalities, examine and trans-
form structures, and vocalize their concerns publicly (Ray, 2019). While not a small under-
taking, this requires a paradigm shift to broaden the leader mindset beyond commercial and
intellectual goal-focused activities and towards existential and cultural dimensions (Petriglieri
& Petriglieri, 2015). We refer to this shift as humanizing leadership (Khilji, In Review-b).
The humanizing approach emphasizes the relational and co-constitutive aspects of leader-
ship (Alvesson & Spicer, 2012; Mele, 2003; Shapiro, 2016; Western, 2008). To lead, leaders
must learn to collaborate with followers and commune with their environment. Dewey (1938)
argues that learning is a mutual and active endeavor that helps us navigate pluralistic realities.
Reciprocity within everyday interactions creates a mutual bond with one’s environment, com-
munity building, and stewardship with (and for) future relationships (Pio & Waddock, 2020).
Leaders must also meet followers where they are, explore what they hold dear, honor their
perspective, and inspire future growth. This mindset will foster continuous learning environ-
ments that are critically conscious of followers’ uniqueness and belongingness (Mor Barak,
2015; Shore et al., 2018). In the following sections, we offer a description of the ‘humaniz-
ing’ approach, using Pirson’s (2017) framework and the humanizing principles proposed by
Mele (2003) and Shapiro (2016). We conclude by offering strategies for humanistic leadership
development.

Reconceptualizing Leadership—Focus on Humanizing

Humanizing, in essence, refers to fostering human fulfillment and flourishing (Spaemann,
2000). Centralizing inequalities means recognizing organizations as non-neutral structures
and making conscious efforts to promote equity (Ray, 2019). Both are inter-related, for by
centralizing inequalities, leaders can build fulfillment through equitable frameworks and or-
ganizational practices.
Mele (2003) proposes four humanizing principles, including first promoting individual
dignity followed by respect for the individual, their rights, and organizational justice. The
third principle, care for others and balance service and needs, is followed byconcern for the
common good over individual interests. Dignity is a relational act deserved by all parties,
who should interact with each other in ways that are equal, honorable, congruent with, and
promote the innate value and rights of human beings (Mele, 2003). Such a co-active view
of human dignity works well with a relational view of leadership. While the recognition of

Academia Letters, March 2021 ©2021 by the authors — Open Access — Distributed under CC BY 4.0

Corresponding Author: Shaista E. Khilji, shaistakhilji@gmail.com

Citation: Khilji, S.E., List, C.E. (2021). Humanizing to Address the Grand Challenge of Rising Inequalities:
Leadership in a Post-COVID World. Academia Letters, Article 215. https://doi.org/10.20935/AL215.

2
dignity implies equality, each person is unique. Hence, it is essential to recognize this unique-
ness and diversity between individuals and groups (Mele, 2003; Mor Barak, 2015; Shore et al.,
2018). The second humanizing principle, respect for the individual, directly recognizes the
value of human dignity-considered the ’golden rule’ in many cultures and traditions (Lewis,
1987). However, to treat another with equal dignity and respect, one must also actively seek
to understand the individual’s unique reality, not merely act in accordance with their moral-
ity. The third humanizing principle, care for others, refers to affirmative norms related to
willingness to take care and providing balanced service. This principle is an expression of
benevolence, which is necessary for human fulfillment and flourishing (Spaemann, 2000). An
expansive inclusive worldview proposed by the fourth humanizing principle, concern for the
common good, leads to interconnected individuals who form a community characterized by a
sense of responsibility to others. In relation, Muff (2013) argues the importance of contribut-
ing to societal and global issues and challenges. Earlier logic presented that organizations
return inequalities back into society—this necessitates that leaders critically question how
their habits contribute to these phenomena and consider the humanizing principles presented
herein. Overall, humanizing compels leaders to act in ways that honor human beings, uphold
their dignity, shape equality, promote moral responsibility, and foster well-being.

Drives That Guide Humanizing Principles

Pirson (2017) uses the aforementioned humanizing principles to propose a humanistic paradigm.
He posits four basic drives that guide all human decisions—the drive to acquire (dA) re-
sources, the drive to defend (dD) against threats, the drive to bond (dB) in order to form
long-term caring relationships, and the drive to comprehend (dC) in order to experience en-
gagement and intellectual curiosity. These four drivers are strongly independent, frequently
in a state of conflict, and need to be continuously balanced in our daily lives (Hicks, 2011). To
allow human flourishing and fulfillment to occur (Spaemann, 2000), leaders need to enable
balancing of the four drives. As humanistic leadership develops throughout the organization,
this balance will increase with mindful attentiveness. Results of this balance may look like (for
example) a psychologically safe climate and respectful dialogue among units and colleagues,
which is essential to challenge the underlying assumptions and rid conscious and unconscious
bias (Isaacs, 1993; Schein, 1993). Nussbaum (2011) and Sen (2000) argue that humans draw
on the capabilities of learning and practical wisdom and develop these through a wide range
of practices, such as ’stakeholder engagement’ and ’shared responsibility.’ The development
of these capabilities requires constant learning to allow for higher levels of well-being.

Academia Letters, March 2021 ©2021 by the authors — Open Access — Distributed under CC BY 4.0

Corresponding Author: Shaista E. Khilji, shaistakhilji@gmail.com

Citation: Khilji, S.E., List, C.E. (2021). Humanizing to Address the Grand Challenge of Rising Inequalities:
Leadership in a Post-COVID World. Academia Letters, Article 215. https://doi.org/10.20935/AL215.

3
Designing Humanistic Leadership Development Programs
Dignity, respect, care, the common good, collaboration, and learning communities are es-
sential ingredients in humanizing leadership (Khilji, In review-b). As proposed by Pirson
(2017), the concepts of learning and balance are also critical. With these ideas in mind, the
first step towards humanizing leadership is to develop leaders who understand and commit
to humanizing principles and the humanistic framework so they may act as change agents
within the organization. Second, these leadership development programs must present lead-
ership as a co-constructed phenomenon with evolving dynamics to fulfill the collaborative and
coordinated aspects of addressing the organizations’ grand challenges (George et al., 2016).
Such programs would expose leaders to the complexity of human behavior by emphasizing
the diversity of perspectives, evolving relational dynamics, and the need to balance the four
independent drives continually. Additionally, they would also dispel narrow sets of assump-
tions that romanticize, universalize, and masculinize leadership (Collinson & Tourish, 2015;
Glynn & Rafaelli, 2010; Hambrick, 2008; Mabey, 2013; Raelin, 2004). Finally, leadership
programs must focus on developing a ‘learner mindset’ (Adams, 2018) to help leaders become
more critical and creative in facing problems within their communities. Question thinking,
action learning, reflection, and dialogical inquiry are some tools that help build these learning
experiences into a habit of the mind (Dewey, 1938; Khilji, In Review-b) and promote a psy-
chologically safe space where leaders and followers build trusting relationships grounded in
respectful dialogue (Isaacs, 1993; Schein, 1993). Integrating diverse perspectives and learner
mindsets will also help develop mutual responsibility, reciprocity (Pio and Waddock, 2020),
and a culture of equity.

Conclusions
This paper presents humanizing as an important leadership approach in the post-COVID-
world. We recognize that humanizing leadership is demanding and complex, particularly
within a broader environment that emphasizes simple prescriptions and values efficiency
(Nelsen, 2006). However, it is vital for strengthening the positive effects of leadership (Khilji,
2019; Nelsen, 2006; Nussbaum, 2011; Pirson, 2017; Sen, 2000) and reclaiming public trust in
leaders. Humanizing is also likely to move us away from a functional and masculinized under-
standing of leadership, re-energize our resolve to break the cycle of perpetuating inequalities,
and instill a leadership paradigm that connects leaders with their communities.

Academia Letters, March 2021 ©2021 by the authors — Open Access — Distributed under CC BY 4.0

Corresponding Author: Shaista E. Khilji, shaistakhilji@gmail.com

Citation: Khilji, S.E., List, C.E. (2021). Humanizing to Address the Grand Challenge of Rising Inequalities:
Leadership in a Post-COVID World. Academia Letters, Article 215. https://doi.org/10.20935/AL215.

4
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Leadership in a Post-COVID World. Academia Letters, Article 215. https://doi.org/10.20935/AL215.

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Citation: Khilji, S.E., List, C.E. (2021). Humanizing to Address the Grand Challenge of Rising Inequalities:
Leadership in a Post-COVID World. Academia Letters, Article 215. https://doi.org/10.20935/AL215.

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Academia Letters, March 2021 ©2021 by the authors — Open Access — Distributed under CC BY 4.0

Corresponding Author: Shaista E. Khilji, shaistakhilji@gmail.com

Citation: Khilji, S.E., List, C.E. (2021). Humanizing to Address the Grand Challenge of Rising Inequalities:
Leadership in a Post-COVID World. Academia Letters, Article 215. https://doi.org/10.20935/AL215.