Enhancing Organizational Effectiveness Through Participative Leadership
After reading “Traits and Skills Theories as the Nexus between Leadership and Expertise: Reality or Fallacy?” written by Germain (2008), I believe that Leadership is a complicated and diverse phenomena that has attracted both researchers and practitioners for decades. In order to comprehend the core of good leadership, scholars have contested whether it is better represented as a set of behaviors, a collection of innate qualities, or a repertory of developable talents.
Marie-Line Germain’s paper, “Traits and Skills Theories as the Nexus between Leadership and Expertise: Reality or Fallacy?” delves deeply into this argument by studying the intersections between leadership and expertise. This discussion will critically assess the notions offered in Germain’s work, including new scholarly viewpoints to present a more comprehensive picture of leadership.
Is leadership more a behavior, a trait, or a skill?
I think effective leadership is most likely not simply a behavior, trait, or skill, but rather a complex interplay of all three.
Here is why:
1. Traits
I believe that certain personality traits, such as confidence, ethics, and intellect, can serve as a basis for effective leadership. However, possessing these characteristics alone does not ensure success.
The trait theory was the first to define leadership as an intrinsic attribute, implying that certain people have unique features that tend them to be leaders (Judge et al. 2002). This viewpoint gained popularity among scholars like as Kirkpatrick and Locke (1991), who suggested that characteristics such as drive, self-confidence, and intellect are essential for effective leadership. Germain’s review backs up this claim, finding a substantial link between these characteristics and leadership efficacy.
However, using trait theory to understand leadership is limited. Critics claim that this method fails to account for the variation in leadership effectiveness caused by situational circumstances (Zaccaro, Kemp, and Bader, 2004). Furthermore, the characteristic approach fails to explain the evolution of leadership attributes over time, implying a static picture of leadership that contradicts the dynamic reality of organizational life.
2. Skills
To solve problems, leaders must possess a varied range of talents. Problem-solving abilities, communication skills, and emotional intelligence are essential for effective leadership. Even with these qualities, a leader may not be inspirational or motivating if they do not exhibit the appropriate behaviors.
In contrast to the static nature of trait theory, the skills approach views leadership as a set of abilities that can be developed through experience and training (Mumford et al., 2000). This perspective emphasizes the role of learned competencies, such as social judgment skills, problem-solving abilities, and knowledge acquisition. Germain highlights the integration of skills theory into the leadership discourse, noting that this approach aligns with the concept of expertise, which combines experience, problem-solving skills, and knowledge.
The skills approach is very useful for leadership development programs. It implies that leadership is not the sole property of a few ‘naturally born leaders’, but rather a set of skills that can be developed. This democratization of leadership has important consequences for organizational growth, indicating potential paths for leadership training and development programs.
3. Behaviors
A leader’s actions have a significant impact. Adapting behavior to the circumstance, actively listening, and inspiring people are essential leadership skills. However, without the necessary attributes or abilities, these activities may be ineffective.
The behavioral approach shifts the focus from what leaders are to what leaders do. This theory emphasizes the actions and behaviors that leaders exhibit in influencing their followers towards goal attainment (Hersey & Blanchard, 1969). It proposes that effective leadership is context-dependent, and the best leaders are those who adapt their behaviors to the demands of the situation.
According to Germain’s synthesis, understanding leadership behaviors with characteristics and competencies provides a more holistic framework. For example, the transformational leadership paradigm, which incorporates characteristics like inspiring motivation and intellectual stimulation, sheds light on how leaders may actively engage and alter their companies (Bass, 1985).
Integrative Perspectives: Combining Traits, Skills, and Behaviors
The most effective leaders demonstrate a combination of these elements. They leverage their personality traits as a starting point, develop essential skills through learning and experience, and adapt their behaviors to inspire and guide their teams in different situations.
Think of it like making a cake:
Traits are the ingredients: They provide the base for the leadership “recipe.”
Skills are the mixing and baking process: They allow you to transform the ingredients into a delicious cake.
Behaviors are the frosting and presentation: They add the final touch that makes the cake appealing and enjoyable.
The Importance of Context:
The specific mix of traits, skills, and behaviors needed for effective leadership can vary depending on the context. For example, a leader in a fast-paced startup might need a strong focus on decisiveness and innovation (behaviors) compared to a leader in a well-established company who might prioritize stability and long-term planning (traits and skills).
Germain’s research aligns with contemporary views that no single theory can fully explain the complexity of leadership. For example, the trait-behavioral synthesis suggests that while traits such as extraversion may predispose individuals to assume leadership roles, the effectiveness of these roles is largely determined by the leader’s ability to adapt their behaviors to situational demands (Judge et al., 2002).
Conclusion
In conclusion, Germain’s article provides a valuable exploration into the nexus between leadership traits and skills. However, a more nuanced approach that also incorporates leadership behaviors and the context in which leadership is enacted offers a fuller understanding of what makes an effective leader. This integrative perspective not only enriches our theoretical understanding of leadership but also enhances practical approaches to leadership development in organizations.
References
Bass, B. M. (1985). Leadership and performance beyond expectations. New York: Free Press.
Germain, M-L. (2008, February 20–24). Traits and skills theories as the Nexus between leadership and expertise: Reality or fallacy? [Paper presentation]. Academy of Human Resource Development International Research Conference in the Americas (Panama City, FL, Feb 20–24, 2008). http://files.eric.ed.gov/fulltext/ED501636.pdf
Hersey, P., & Blanchard, K. H. (1969). Management of organizational behavior: Utilizing human resources. Englewood Cliffs, NJ: Prentice-Hall.
Judge, T. A., Bono, J. E., Ilies, R., & Gerhardt, M. W. (2002). Personality and leadership: A qualitative and quantitative review. Journal of Applied Psychology, 87(4), 765–780.
Kirkpatrick, S. A., & Locke, E. A. (1991). Leadership: Do traits matter? The Executive, 5(2), 48–60.
Mumford, M. D., Zaccaro, S. J., Harding, F. D., Jacobs, T. O., & Fleisman, E. A. (2000). Leadership Skills for a Changing World: Solving Complex Social Problems. Leadership Quarterly, 11(1), 11–35.
Zaccaro, S. J., Kemp, C., & Bader, P. (2004). Leader traits and attributes. In J. Antonakis, A. T. Cianciolo, & R. J. Sternberg (Eds.), The Nature of Leadership (pp. 101–124). Thousand Oaks, CA: Sage.
Note:
This article is written based on University of The People Leading in Today’s Dynamic Context (BUS 5411) written assignment by Fristy Tania in April 2024
