Similarities Between Skills Approach and Trait Theory - Research Paper

Introduction

Skills-based approach to leadership and traits-based approach possess some few similarities. One of the similarities between the two theories is that they are leader-centred. That is, none of these approaches tries to explain the traits of the followers or how the followers are related to the leader. Additionally, both of them emphasizes the importance of possession of specific vital attributes to successfully lead others. These attributes are either inborn (for trait theory) or learnt in the case of skills-based theory.

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Another similarity between skills-based and traits-based leadership theories is that both of them emphasize that the leader should influence followers (Johnson & Hackman, 2018; Williams, 2017). Lastly, both of these leadership styles can be used to evaluate if an individual is capable of becoming a successful leader or not. This is because both of these theories are useful in assessing the presence or absence of leadership in potential leaders.

Differences Between Skills Approach and Trait Theory

One of the key differences between the skill-based theory of leadership and the trait theory of leadership is their explanation of what the former emphasizes the possession of specific skills needed to be a successful leader while the latter focuses on leaders' possession of certain traits. Specifically, according to Mumford, Zaccaro, Harding, Jacobs, and Fleishman (2000), the skills-based theory of organizational leadership explains that an effective leader must possess complex creative problem-solving skills. These skills are needed for identification of problems, an in-depth comprehension of the problems, and formulation of possible solutions for these problems.

The second important skill that a leader should have is social judgment skills (Thomas, 2018). This has been described as a leader's capacity for understanding people and social systems (Erwin & Brownson, 2016). Social judgement skills are necessary for refining the possible solutions for organizational problems and for developing implementation strategies within a complex organizational environment (Mumford et al., 2000). The third critical skill is social skills needed to motivate and direct others during the process of implementing solutions (Mumford & Hemlin, 2017). Application of these three skills in leadership is what skills-based theorists consider as effective leadership.

The second difference between the theories is that unlike skills-based theorists, theorists who advocate for traits-based leadership attribute good leadership to traits and not skills. The main traits that are associated with leadership in trait theory include technical mastery, cooperativeness, self-confidence, decisiveness, ambition, enthusiasm, drive, energy, dependability, alertness, intelligence (Cherry & Jacob, 2018). Consequently, the absence of these traits is considered a lack of capacity to lead.

The third difference between skills-based and traits-based theories of leadership is that skills can be learnt while traits are considered innate. Specifically, the trait theory of leadership considers leadership as inborn (Olson & Simerson, 2015; Scott, 2018). That is, one either possesses the traits needed to be a leader or not (Katulwa, 2016; Wang, 2018). However, skills-based leadership does not emphasize that skills attributable to effective leadership are inborn. Instead, it has been established that these skills can be taught or developed through training and development (Lytell, Keller, Katz, Marquis, & Sollinger, 2016). That is, essential skills necessary to effectively lead organizations can be developed over time (Harkiolakis, 2016).

Then, explain if a skill can be a trait or a trait can be a skill. Justify your response and provide an example.

I firmly believe that a trait can be a skill and not the opposite. This is because people's personality traits enable them to quickly pick up or learn some skills than others. For instance, extroversion - a trait characterized by a drive for excitement seeking, assertiveness, and outgoingness - can make an individual to learn a particular set of skills such as public speaking quickly. In support of the argument that a trait can be a skill, it has been reported that the possession of problem-solving skills is associated with certain personality traits (Babaei, Mohammadian, Abdollahi, & Hatami, 2018).

Finally, explain how each might relate to your public health leadership philosophy. Be specific

Both traits and skills are essential in my future role as a public health leader. One of the traits that I find critical in my future work is self-confidence. I believe that without confidence, there is no leadership. This is because self-confidence is necessary for leaders to take risks as well as to accomplish goals. Self-confidence is also a crucial component of communication. By being confident, I will be capable of addressing the organizational objectives and goals in a manner that is clear and understandable to my followers.

I also believe in the need to develop social judgement skills, a leader's capacity for understanding people and social systems. This is because this skill is necessary for motivating followers. Motivated employees are highly likely to attain organizational objectives and goals faster and in a more effective way than those with low motivation. Additionally, I hope to develop problem-solving skills needed to ensure that any conflicts or problems arising in the organization are quickly solved to ensure the smooth running of organizations.

References

Babaei, M., Mohammadian, M., Abdollahi, M., & Hatami, A. (2018). Relationship between big five personality factors, problem-solving and medical errors. Heliyon, 4(9). https://doi.org/10.1016/j.heliyon.2018.e00789

Cherry, B., & Jacob, S. R. (2018). Contemporary nursing e-book: issues, trends, & management. Oxford, OX: Elsevier Health Sciences.

Erwin, P. C., & Brownson, R. C. (2016). Scutchfield and keck's principles of public health practice. Boston, MA: Cengage Learning.

Harkiolakis, N. (2016). Leadership explained: leading teams in the 21st century. Abingdon, UK: Taylor & Francis.

Johnson, C. E., & Hackman, M. Z. (2018). Leadership: a communication perspective, seventh edition. Long Grove, IL: Waveland Press.

Katulwa, B. (2016). Enhancing leadership development in Kenyan MBA programs. Hamburg, HH: Anchor Academic Publishing.

Lytell, M. C., Keller, K. M., Katz, B., Marquis, J. P., & Sollinger, J. M. (2016). Diversity leadership in the U.S. Department of defense: analysis of the key roles, responsibilities, and attributes of diversity leaders. Santa Monica, CA: Rand Corporation.

Mumford, M. D., & Hemlin, S. (2017). Handbook of research on leadership and creativity. Cheltenham, UK: Edward Elgar Publishing.

Mumford, M. D., Zaccaro, S. J., Harding, F. D., Jacobs, T. O., & Fleishman, E. A. (2000). Leadership skills for a changing world. The Leadership Quarterly, 11(1), 11-35.

Olson, A. K., & Simerson, B. K. (2015). Leading with strategic thinking: four ways effective leaders gain insight, drive change, and get results. Hoboken, NJ: John Wiley & Sons.

Scott, D. (2018). Contemporary leadership in sports organizations. Champaign, IL: Human Kinetics.

Thomas, D. Y. A. (2018). The importance of leadership education in undergraduate education. Morrisville, NC: Lulu.com.

Wang, V. C. X. (2018). Strategic leadership. Charlotte, NC: IAP Publishing.

Williams, C. (2017). Mgmt. Boston, MA: Cengage Learning.