Introduction
For decades, the age-old question of whether leaders are made or born has been a central tenet of leadership studies. This essay presents a case for the “made” approach, placing particular emphasis on the Skills Approach rather than the Trait Approach to leadership. Through an analysis of the progression of leadership theories, commencing with the Great Man Theory and culminating in the present-day Skills Approach, the objective of this essay is to illustrate that leadership is not an innate attribute but rather a collection of cultivatable skills and abilities.
Great Man Theory
From the 1840s to the 1930s, leadership philosophy was predominantly shaped by the Great Man Theory, which held that leadership was an inherent talent possessed by a privileged few. According to this view, Moses, Winston Churchill, and Martin Luther King Jr. were born with exceptional traits that automatically positioned them for leadership roles (Hastings & McElravy, 2019). Nevertheless, this viewpoint is inherently restrictive and exclusive, as it overlooks the potential for leadership development among those who do not possess the alleged basic characteristics.
Trait Approach
Following the Great Man Theory, the Trait Approach emerged in the early 20th century to delineate distinct attributes that distinguished leaders from non-leaders. Although this methodology provided a framework for understanding specific facets of leadership, it failed to offer an all-encompassing perspective. The Trait Approach has faced criticism for its perceived inadequacy in accounting for the impact of group dynamics and external factors on leadership effectiveness (Franzen, 2019). Furthermore, it implies a rigid perspective on leadership, in which individuals are either endowed with the requisite qualities or lack them, hence limiting opportunities for progress or maturation.
Skills Approach
On the other hand, the Skills Approach, which gained popularity during the 1990s, signifies a fundamental change in how leadership is perceived. This approach posits that the foundation of effective leadership lies in malleable skills and capabilities that may be cultivated gradually. Three fundamental skill domains are delineated: intellectual, technical, and interpersonal abilities (Boyko-Head, 2022). In contrast to the Trait Approach, which centers on leaders’ qualities, the Skills Approach emphasizes leaders’ actions and offers a more comprehensive, dynamic perspective on the evolution of leadership.
The Skills Approach is especially persuasive because it aligns with the idea that leadership talents can be developed. It proposes that the qualities required for effective leadership may be acquired and honed through education, training, and experience. By adopting this methodology, leadership becomes more inclusive and accessible to a broader range of individuals, transcending the presumption that certain qualities are innate.
In addition, by recognizing the significance of adaptation and ongoing education in leadership, the Skills Approach reconciles the shortcomings of the Trait Approach (Wittmer et al., 2021). Effective leaders possess the capacity to critically examine their own strengths and weaknesses, adjust their conduct accordingly, and cultivate formidable skills in interpersonal communication, problem-solving, and decision-making. These are skills that may be developed rather than inherent qualities.
Conclusion
In conclusion, the Skills Approach provides a practical, dynamic, and all-encompassing framework for understanding and developing leadership. This implies that leadership is not a bestowed talent or a collection of unchangeable qualities, but rather a compilation of competencies and aptitudes that can be acquired and developed. This viewpoint not only broadens the definition of a leader to include more individuals but also underscores the importance of continuous learning and growth in the quest for effective leadership. Leadership is thus not an innate quality but rather an acquired one, developed through diligence, knowledge, and ongoing skill development, not determination.
References
Boyko-Head, C. (2022). Thinking preference awareness, leadership skills and learning behavior. International Journal for Talent Development and Creativity, 9(1–2), 21–32.
Franzen, R. M. (2019). An engaged scholarship approach to create and evaluate a leadership development program for students. Journal of Leadership Education, 19(3).
Hastings, L. J., & McElravy, L. J. (2019). Further examination of Youth Leadership Skills Predictors. Journal of Leadership Education, 19(1).
Wittmer, J. L. S., Longenecker, C. O., & Jones, A. (2021). Successful family business succession: Utilizing peer groups for critical leadership skills development. Development and Learning in Organizations, 36(3), 15–17.