Leading People, Teams and Stakeholders

Introduction

Strategic leadership is ultimately enacted through relationships. Strategies are interpreted, negotiated and implemented by people working in teams and networks of stakeholders. A technically excellent strategy may fail when employees do not understand it, lack confidence in leadership, experience exclusion, or face unresolved conflict. Conversely, leaders can create strategic advantage when they build commitment, coordinate diverse expertise, develop capability and establish trust across organizational boundaries.

This chapter examines the practical and analytical work of leading people, teams and stakeholders. It connects motivation, communication, negotiation, conflict management, coaching, psychological safety and inclusive leadership with coalition building and stakeholder relationship management. Particular attention is given to diverse and virtual teams, where conventional assumptions about proximity, hierarchy and informal communication are unreliable.

Leadership in this context is not simply the exercise of authority. It is the capacity to align interests, enable contribution, make difficult decisions fairly and sustain collective action under uncertainty.

Learning Objectives

By the end of this chapter, learners should be able to:

1. Explain how motivation, communication and trust influence strategic execution.
2. Diagnose the dynamics of diverse, cross-functional and virtual teams.
3. Apply appropriate approaches to negotiation, conflict management and coaching.
4. Create conditions for psychological safety and inclusive participation.
5. Map stakeholders, build coalitions and manage competing expectations.
6. Evaluate the ethical, technological and governance challenges of leading people and networks.

1. From Individual Leadership to Collective Capacity

A leader’s effectiveness is partly reflected in individual decisions, but strategic outcomes depend on collective capacity: the ability of a group to coordinate knowledge, effort and adaptation. Collective capacity has at least four dimensions:

• Direction: shared understanding of purpose and priorities.
• Coordination: clear roles, interdependencies and decision rights.
• Capability: relevant knowledge, skills and resources.
• Commitment: willingness to contribute beyond minimum compliance.

These dimensions are interdependent. Direction without capability produces frustration; capability without coordination produces duplication; coordination without commitment produces mechanical compliance; commitment without direction produces energetic but fragmented activity.

Leadership therefore involves both task and relationship work. Task work includes setting goals, allocating resources, monitoring performance and making decisions. Relationship work includes listening, building trust, resolving tension, recognizing contribution and repairing damaged relationships. Strategic leaders must perform both simultaneously.

Leadership as an enabling process

Contemporary leadership research increasingly treats leadership as relational and distributed. Formal leaders remain accountable for decisions, but expertise may be distributed among specialists, partners, customers and communities. A leader’s role is consequently less about having every answer and more about creating conditions in which the right knowledge enters the decision process.

This does not eliminate hierarchy. In crises, regulated environments or situations involving unacceptable risk, leaders must make timely decisions and clarify accountability. Distributed leadership is not leaderlessness; it is a deliberate allocation of influence and responsibility.

2. Motivation and Commitment

Motivation concerns the forces that initiate, direct and sustain effort. Strategic leaders should avoid reducing motivation to pay or personality. People may be motivated by achievement, learning, autonomy, belonging, fairness, status, security, public value or professional identity. The same reward can motivate one person and demotivate another.

Major perspectives on motivation

Self-determination theory distinguishes intrinsic motivation from controlled motivation. Intrinsic motivation arises from interest or satisfaction in the activity itself. Controlled motivation is driven by external pressure or rewards. The theory identifies autonomy, competence and relatedness as important psychological needs. Leaders support autonomy by explaining purpose and allowing discretion, competence by providing feedback and development, and relatedness by creating respectful connection.

Expectancy theory proposes that effort is influenced by three judgments:

• expectancy: whether effort is likely to produce adequate performance;
• instrumentality: whether performance will lead to an outcome; and
• valence: how much the person values that outcome.

A commonly used representation is:

The expression is a conceptual model, not a precise measurement law. Each component is often represented on a scale from 0 to 1. If any component is close to zero, motivation may be weak. For example, an employee may value promotion highly, but if promotion criteria appear arbitrary, instrumentality is low.

Equity theory emphasizes perceived fairness. Employees compare their inputs and outcomes with those of relevant others. Perceived inequity may lead to reduced effort, withdrawal, demands for correction or departure. Leaders should therefore explain decision criteria, monitor unequal access to opportunities and distinguish equality of treatment from equity of support.

Goal-setting theory suggests that specific and challenging goals can improve performance when people accept them, possess the required capability and receive feedback. Strategic goals must be translated into meaningful team-level outcomes without creating dysfunctional local optimization.

Designing a motivational environment

Effective leaders:

1. connect work to a credible purpose;
2. clarify what success means;
3. provide appropriate autonomy;
4. ensure resources and capability match expectations;
5. recognize contribution fairly and specifically;
6. provide developmental feedback;
7. address workload and structural barriers; and
8. avoid incentives that reward harmful or unethical behavior.

A frequent managerial error is to treat low motivation as an individual attitude problem when the actual causes are unclear priorities, excessive workload, poor systems, inconsistent management or perceived injustice.

3. Communication for Strategic Execution

Communication is not merely the transmission of information. It is the creation of shared meaning that enables coordinated action. Strategic communication must answer four questions: Why are we acting? What must change? What is expected of each group? How will learning and feedback influence the next decision?

Communication architecture

A useful communication architecture combines:

• cascade communication, in which leaders explain priorities through management levels;
• dialogue, in which employees can question, interpret and challenge proposals;
• horizontal communication, which coordinates functions and prevents silos; and
• external communication, which maintains legitimacy with customers, regulators, communities and partners.

The cascade alone is insufficient. If messages are passed downward without opportunities for interpretation, rumors fill the information gap and local managers may unintentionally distort the strategy.

Leaders should distinguish facts, assumptions, decisions and unresolved questions. For example, stating that “the organization will reduce operating cost by 8 percent” is different from stating that “all departments will reduce headcount by 8 percent.” Precision prevents unnecessary anxiety and poor local decisions.

Listening and sensemaking

Strategic listening involves more than allowing people to speak. It requires attention to evidence, emotion, power and silence. Useful practices include reflective paraphrasing, open questions, stakeholder interviews, after-action reviews and anonymous channels for sensitive concerns. Leaders should also examine who is absent from the conversation. Silence may indicate agreement, but it may also indicate fear, fatigue, cultural norms or a belief that speaking will have no effect.

In uncertain environments, leaders should communicate what is known, what is not known and when further information will be available. Credibility is strengthened by calibrated confidence rather than false certainty.

4. Leading Diverse and Virtual Teams

Diversity includes differences in identity, culture, discipline, experience, cognition, language, age, physical ability and work arrangement. Diversity can improve creativity and problem-solving by expanding the range of perspectives, but it can also increase misunderstanding and subgroup formation. Diversity produces value when inclusion enables people to influence decisions and when the team possesses mechanisms for integration.

Team conditions

High-performing teams usually require:

• a compelling and shared purpose;
• clear membership, roles and decision rights;
• complementary expertise;
• dependable processes for coordination;
• constructive norms for disagreement;
• access to information and resources; and
• periodic reflection and adaptation.

A team is not simply a collection of high-performing individuals. Performance depends on interdependence and interaction patterns. A brilliant specialist who withholds information may reduce collective performance.

Virtual and hybrid teams

Virtual teams face reduced contextual information, asynchronous delays, technology failures and difficulty developing informal trust. Hybrid arrangements can create proximity bias, in which people physically present in the office receive more information, visibility or influence than remote colleagues.

Leaders should establish a team operating agreement covering meeting purposes, response-time expectations, working hours, documentation, escalation, camera use, accessibility and decision recording. Important decisions should be documented in a shared location rather than left in private conversations or transient meetings.

Practical disciplines include:

• use synchronous meetings for ambiguity, relationship building and complex negotiation;
• use asynchronous tools for updates, drafting and reflection;
• rotate meeting times across time zones;
• distribute facilitation and speaking opportunities;
• send agendas and decision questions in advance;
• distinguish information-sharing meetings from decision meetings; and
• review participation patterns and workload regularly.

Digital presence is not equivalent to contribution. Monitoring keystrokes, webcam activity or online status can create surveillance without measuring value. Technology should support coordination and inclusion, not replace managerial judgment.

5. Psychological Safety and Learning

Psychological safety is a shared belief that the team is safe for interpersonal risk-taking. It does not mean that standards are low, criticism is prohibited or every idea is accepted. It means that people can ask questions, admit mistakes, raise concerns and disagree without humiliation or retaliation.

Leaders build psychological safety by:

1. framing work as uncertain and interdependent where that is true;
2. explicitly inviting contrary views;
3. responding appreciatively to bad news and dissent;
4. separating the quality of an idea from the worth of its author;
5. admitting their own uncertainty or mistakes; and
6. holding people accountable for preparation, conduct and results.

Psychological safety and accountability are complementary. Safety without accountability can become permissiveness; accountability without safety can become silence and concealment.

A useful practice is the structured after-action review. The team asks: What did we intend? What happened? Why did the difference occur? What will we repeat, stop or change? The inquiry should focus first on systems and decisions rather than blame.

6. Conflict Management and Negotiation

Conflict is a perceived incompatibility of interests, goals, values or interpretations. It may concern tasks, processes or relationships. Task and process conflict can improve decisions when managed constructively, whereas relationship conflict often damages trust and attention. The distinction is not absolute: unresolved task disagreements can become personal.

Diagnosing conflict

Before intervening, leaders should identify:

• the substantive issue;
• the parties and their interests;
• the evidence each party relies upon;
• the emotional and identity dimensions;
• the power differences;
• the consequences of delay; and
• the minimum acceptable outcome and possible alternatives.

Avoid assuming that stated positions reveal underlying interests. “We need this supplier” may express a deeper interest in reliability, political support, speed or risk reduction.

Conflict-handling approaches

The common approaches are avoiding, accommodating, competing, compromising and collaborating. No approach is universally best. Avoidance may be appropriate when emotions require cooling or the issue is trivial. Competition may be justified where safety, legality or a non-negotiable ethical standard is at stake. Collaboration is useful when interests are important, time permits and a durable solution is needed.

Principled negotiation

Principled negotiation emphasizes separating people from problems, focusing on interests rather than positions, generating options for mutual gain and using objective criteria. Preparation should include a BATNA—the best alternative to a negotiated agreement. A strong BATNA increases bargaining resilience; a weak BATNA makes premature concession more likely.

Negotiation ethics require accurate representation, respect for confidentiality, avoidance of coercion and clarity about authority. Strategic leaders should not confuse manipulation with influence. A settlement that is technically voluntary but obtained through abuse of power may be legally or ethically defective and operationally unstable.

7. Coaching, Feedback and Development

Coaching helps individuals examine experience, develop judgment and take responsibility for action. It differs from mentoring, which often involves sharing experience and advice, and from directing, which specifies what must be done.

A practical coaching conversation can follow the sequence:

• Contract: agree the purpose, scope and confidentiality boundaries.
• Explore: ask what is happening and how the person understands it.
• Challenge: test assumptions and identify consequences.
• Generate: develop alternatives rather than prescribing immediately.
• Commit: define a specific next action and support required.
• Review: return to evidence of progress and learning.

The GROW structure—Goal, Reality, Options and Will—can provide a simple scaffold, but it should not become a rigid script. Coaching is inappropriate when immediate instruction is required, when the employee lacks essential information, or when misconduct demands formal investigation.

Effective feedback is timely, specific, behavioral and future-oriented. “You lack leadership presence” is vague and identity-threatening. “In yesterday’s client meeting, you interrupted the finance director three times; pausing and summarizing her point before responding would improve the quality of the discussion” is more actionable. Feedback should also recognize effective behavior, not only deficiencies.

8. Inclusive Leadership

Inclusive leadership involves creating fair access to participation, information, development and influence. It is not achieved by demographic representation alone. A group may be diverse but exclusionary if particular voices are ignored or if advancement depends on conformity to an implicit norm.

Inclusive leaders demonstrate:

• curiosity: seeking perspectives different from their own;
• humility: recognizing limits to their knowledge;
• cultural intelligence: adapting without stereotyping;
• fairness: applying transparent and reviewable criteria;
• advocacy: removing structural barriers; and
• accountability: addressing exclusionary conduct.

Practical mechanisms include structured interviews, diverse succession slates, transparent promotion criteria, accessible meeting practices, sponsorship, equitable distribution of high-visibility assignments and regular analysis of outcomes by relevant demographic groups. Data should be handled lawfully and sensitively; measuring inclusion must not create new privacy risks.

Leaders should avoid tokenism, in which one individual is treated as a representative of an entire group, and avoid cultural essentialism, which assumes that all members of a group think alike. Inclusion recognizes both shared patterns and individual difference.

9. Stakeholder Analysis and Coalition Building

Stakeholders are individuals or groups that affect, or are affected by, organizational decisions. They may include employees, customers, owners, suppliers, regulators, communities, professional bodies, partners and advocacy groups.

A stakeholder analysis typically assesses:

• interests and desired outcomes;
• influence over the decision;
• likely attitude;
• legitimacy of claims;
• urgency; and
• relationships among stakeholders.

A power–interest matrix is a useful starting point, but it should not be treated as a fixed classification. Influence can change rapidly, and low-power groups may possess moral legitimacy or the ability to mobilize public attention.

Coalition building is the process of aligning actors around a shared purpose while acknowledging legitimate differences. A coalition is stronger when it has a clear problem definition, credible evidence, visible mutual benefit, respected brokers and agreed decision rules. Leaders should identify not only formal sponsors but also informal influencers who shape interpretation and implementation.

Coalitions can fail through overpromising, exclusion of affected groups, unclear benefits, unresolved value conflicts or excessive dependence on one champion. Sustainable coalitions preserve room for dissent and specify how disagreements will be handled.

10. An Integrated Leadership Process

The following process integrates the chapter’s ideas:

1. Diagnose the system: identify goals, stakeholders, dependencies, power and sources of resistance.
2. Clarify purpose: define the strategic issue and why action matters.
3. Design participation: determine who must decide, advise, implement and be informed.
4. Build conditions for contribution: establish motivation, inclusion, psychological safety and capability.
5. Coordinate action: clarify roles, decision rights, communication channels and milestones.
6. Manage disagreement: surface interests, use evidence and negotiate ethically.
7. Develop people: coach, provide feedback and strengthen distributed capability.
8. Learn and adapt: review outcomes, listen to stakeholders and revise the approach.

This process is iterative rather than linear. New information may alter the stakeholder map; conflict may reveal a flawed strategy; coaching may expose a capability gap; and an inclusive dialogue may change the original definition of the problem.

Applied Case: The Atlas Service Transformation

The following is a fictional illustrative case.

Background

Atlas, a regional public-service organization, launched a digital service transformation. The program brought together software engineers, frontline staff, policy specialists, an external technology partner and representatives from three regions. Half of the project team worked remotely, and members operated across four time zones.

Problem

After six months, delivery was behind schedule. Engineers believed frontline managers constantly changed requirements. Frontline staff believed engineers ignored operational realities. Regional representatives felt that decisions were made by the headquarters group. Meetings were dominated by a small number of confident speakers. Two experienced employees privately reported that raising concerns was viewed as resistance.

Analysis

The program director initially interpreted the problem as poor discipline. A stakeholder and team diagnosis revealed several deeper issues:

• the team had no shared definition of the minimum viable service;
• decision rights between headquarters and regions were unclear;
• remote participants received decisions after meetings rather than during them;
• incentives rewarded schedule adherence but not learning or user experience;
• conflict about requirements had become relationship conflict; and
• psychological safety was low because earlier dissent had been dismissed publicly.

Approach

The director introduced a team charter defining purpose, roles, decision rights, response times and escalation. A cross-functional design group identified user outcomes and separated non-negotiable regulatory requirements from negotiable features. Major decisions were documented with the rationale, owner and review date.

Meetings were redesigned. Agendas included a specific decision question, regional representatives rotated facilitation, and the final ten minutes were reserved for dissenting views and risk review. The director began meetings by stating uncertainties and asking, “What are we missing?”

The director also held individual coaching conversations with the two most influential technical and operational leaders. Rather than asking them to agree, the conversations focused on interests: reliability, compliance, usability and delivery risk. A joint pilot was negotiated, allowing one region to test the service with real users before full deployment.

Inclusion measures included accessible documentation, rotating meeting times, asynchronous pre-reading and a rule that decisions could not be finalized solely in informal office conversations. Performance discussions recognized learning and user outcomes as well as schedule progress.

Outcome

The pilot identified two usability problems and one compliance risk before national deployment. The launch date moved by four weeks, but rework decreased and adoption in the pilot region exceeded expectations. Team surveys indicated greater confidence in speaking up, although some tension remained between central and regional interests.

Learning points

The case demonstrates that leadership intervention must address structure and relationships together. More pressure would not have solved ambiguous authority, exclusion from decisions or weak psychological safety. The director improved execution by clarifying purpose, redesigning participation, using conflict as information and aligning incentives with strategic outcomes.

11. Challenges, Ethics and Contemporary Developments

Power and dependency

Leaders influence access to resources, opportunities and evaluation. This creates ethical obligations to avoid retaliation, favoritism and conflicts of interest. Confidential complaints must be handled consistently with law and organizational policy; promises of absolute confidentiality may be inappropriate where safeguarding or legal reporting duties exist.

Data, AI and employee monitoring

Digital platforms can support collaboration, translation, accessibility, sentiment analysis and workload visibility. Artificial intelligence may help summarize meetings, identify themes in feedback or simulate stakeholder scenarios. However, AI-generated interpretations can reproduce bias, omit minority views or falsely present uncertain inferences as facts.

Responsible use requires a defined purpose, data minimization, transparency, human review, security, access controls and a means to challenge consequential decisions. AI should not autonomously determine promotion, discipline or credibility without robust governance and legal compliance. Leaders must also consider whether employees can meaningfully consent to monitoring in an employment relationship.

Burnout and boundary management

Remote work can blur work and personal life. Leaders should monitor workload, recovery time and emotional demands rather than equating constant availability with commitment. Sustainable performance depends on realistic priorities, staffing, leave and respectful boundary norms.

Measuring leadership and team effectiveness

No single metric captures relational quality. A balanced assessment may include delivery outcomes, quality, retention, inclusion indicators, stakeholder satisfaction, learning actions and psychological-safety data. Metrics should be interpreted cautiously: a rise in reported concerns may indicate improved trust rather than worsening conditions.

Best-Practice Checklist

Before leading a strategically important initiative, ask:

• Is the purpose clear and meaningful to affected groups?
• Are decision rights and escalation routes explicit?
• Have stakeholders with low formal power been heard?
• Do incentives support ethical and collective outcomes?
• Can remote and less senior members influence decisions?
• Are disagreement and bad news safe to express?
• Is conflict being addressed at the level of interests rather than personalities?
• Are coaching and feedback developing capability?
• Are technology and AI used transparently and proportionately?
• What evidence will show both performance and inclusion?

Chapter Summary

Strategic leadership is the creation of collective capacity through direction, coordination, capability and commitment. Motivation is shaped by purpose, autonomy, competence, fairness, goals and the perceived connection between effort and outcomes. Communication must create shared meaning through dialogue, listening and clear distinctions between facts, decisions and uncertainty.

Diverse and virtual teams generate value when inclusion, coordination and constructive norms integrate different perspectives. Psychological safety enables people to raise concerns and learn, but it must operate alongside accountability. Conflict should be diagnosed rather than suppressed, and principled negotiation should focus on interests, alternatives and objective criteria. Coaching develops judgment and ownership, while inclusive leadership ensures fair participation and access to opportunity.

Stakeholder analysis and coalition building extend leadership beyond formal organizational boundaries. Effective leaders map interests and power, protect legitimacy, build shared purpose and manage relationships over time. Ethical leadership requires attention to power, privacy, fairness, employee wellbeing and the responsible use of digital and AI tools. The central practical lesson is that strategic execution improves when leaders design both the work system and the relational conditions in which people contribute.

Key Terms

Collective capacity: The shared ability of people and groups to coordinate knowledge, effort and adaptation.

Psychological safety: A shared belief that interpersonal risk-taking is safe within a team.

Intrinsic motivation: Motivation arising from interest or satisfaction in an activity itself.

Expectancy theory: A motivation perspective linking effort to expected performance, outcomes and outcome value.

Equity: Perceived fairness in the relationship between contributions, outcomes and treatment.

Self-determination: The experience of autonomy, competence and relatedness that supports high-quality motivation.

Sensemaking: The process through which people interpret ambiguous events and construct shared meaning.

Virtual team: A team whose members rely substantially on digital communication and work across distance.

Proximity bias: The tendency to favor people who are physically present over remote colleagues.

Conflict: A perceived incompatibility of interests, goals, values or interpretations.

BATNA: The best alternative available if a negotiation does not produce agreement.

Principled negotiation: Negotiation based on interests, options, objective criteria and separation of people from problems.

Coaching: A developmental process that helps individuals examine situations, generate options and commit to action.

Inclusive leadership: Leadership that enables fair participation, influence, development and belonging.

Stakeholder: An individual or group that affects or is affected by organizational decisions.

Coalition: An alliance of actors coordinated around a shared purpose or outcome.

Decision rights: The explicit allocation of authority to decide, advise, execute or be informed.

Distributed leadership: The sharing of leadership influence and responsibility across formal and informal actors.

Review Questions

Short Answer Questions

1. What is psychological safety, and how does it differ from permissiveness?
2. Identify the three components commonly associated with expectancy theory.
3. Why can diversity improve team performance but also create coordination challenges?
4. What is a BATNA, and why is it important in negotiation?
5. State two practices that reduce proximity bias in hybrid teams.

Long Answer Questions

1. Explain how motivation, communication and trust interact in strategic execution.
2. Compare avoiding, competing, compromising and collaborating as approaches to conflict management.
3. Discuss the leadership practices required to create effective virtual and diverse teams.
4. Explain how inclusive leadership differs from demographic representation alone.
5. Describe a systematic process for stakeholder analysis and coalition building.

Analytical / Application Questions

1. A cross-functional team is meeting its deadlines but hides operational risks from senior management. Diagnose the likely leadership and psychological-safety problems, and propose an intervention.
2. A hybrid team reports that office-based employees receive more development opportunities. Design a fair and measurable response that addresses both structural and behavioral causes.
3. A transformation coalition includes a regulator, employees, a technology supplier and a community group with conflicting priorities. Develop a negotiation and engagement strategy that protects legitimacy while enabling timely decision-making.

Multiple Choice Questions with Answers

Question 1

Which condition is most directly associated with psychological safety?

A. Employees can raise concerns without fear of humiliation or retaliation.

B. The team avoids setting demanding performance standards.

C. The leader makes all decisions without consultation.

D. Conflict is removed by suppressing disagreement.

Correct Answer: A. Employees can raise concerns without fear of humiliation or retaliation.

Question 2

In expectancy theory, motivation is likely to be low when which component is close to zero?

A. Only the employee’s technical skill

B. Expectancy, instrumentality or valence

C. Only the organization’s profit margin

D. Only the team’s size

Correct Answer: B. Expectancy, instrumentality or valence

Question 3

Which practice best reduces proximity bias in a hybrid team?

A. Allowing office-based employees to make informal decisions

B. Requiring remote employees to remain online continuously

C. Documenting decisions and ensuring remote members can participate in them

D. Holding all meetings in the office

Correct Answer: C. Documenting decisions and ensuring remote members can participate in them

Question 4

What is the main purpose of identifying a BATNA in negotiation?

A. To eliminate the need for preparation

B. To determine the best alternative if agreement is not reached

C. To guarantee that the other party accepts an offer

D. To replace objective criteria

Correct Answer: B. To determine the best alternative if agreement is not reached

Question 5

Which statement best describes inclusive leadership?

A. Treating every person identically regardless of barriers

B. Ensuring fair access to participation, influence and development

C. Selecting one representative from each demographic group

D. Avoiding disagreement in diverse teams

Correct Answer: B. Ensuring fair access to participation, influence and development

Question 6

A leader asks, “What are we missing?” and responds appreciatively to bad news. This most directly supports:

A. Psychological safety

B. Proximity bias

C. Avoidance of accountability

D. Positional bargaining

Correct Answer: A. Psychological safety

Question 7

Which approach is most consistent with principled negotiation?

A. Focusing on interests and using objective criteria

B. Attacking the credibility of the other party

C. Refusing to discuss alternatives

D. Making concessions without understanding needs

Correct Answer: A. Focusing on interests and using objective criteria

Question 8

Why should important virtual-team decisions be documented?

A. To make meetings longer

B. To replace all interpersonal communication

C. To prevent decisions from being confined to informal or inaccessible conversations

D. To ensure that only senior leaders can revise them

Correct Answer: C. To prevent decisions from being confined to informal or inaccessible conversations

Question 9

Which response is most appropriate when a conflict concerns an immediate safety risk?

A. Avoid the conflict until relationships improve

B. Use competition or directive action where necessary to protect safety

C. Accommodate the party with the greatest status

D. Postpone action until all stakeholders agree

Correct Answer: B. Use competition or directive action where necessary to protect safety

Question 10

Which is an ethical requirement when using AI to analyze employee feedback?

A. Hide the system’s purpose to obtain more candid data

B. Permit autonomous disciplinary decisions

C. Use transparency, human review and safeguards against bias

D. Collect all available data regardless of relevance

Correct Answer: C. Use transparency, human review and safeguards against bias