Unlike, the traits approach to leadership, the skills approach support the notion that effective leadership is not an inherent ability, but rather a set of skills that could be taught and developed over time. Throughout the research on leadership skills, problem solving and cognitive ability have been defined as critical fundaments of effective leadership. But, can people be taught how to problem solve, or is it an inherited ability?
In the early 1990s, research was conducted that concluded organizational leadership effectiveness correlated with one’s ability to solve complex organizational problems (Northouse, 2015). Through these observations, many models and approaches to the skills concept were developed capturing the characteristics of effective leadership in association with individual skills and abilities. Technical skills, human skills, and conceptual skills, were three dimensions that were closely analyzed between various levels of management, and the results of it’s influence on organizational leadership lead to the conceptualization of skills as a highly recognized approach. Within the various meta-analysis, complex problem solving skills were found to be a fundamental skill of upper management.
Problem solving abilities are associated with one’s cognitive ability, and crystallized cognitive ability, or the intelligence that is learned and developed throughout time and experience (Northouse 2015). During the process of decision making, our brains utilize a plethora of cognitive abilities. One must perceive a situation, analyze it, and identify solutions to solve complex problems.
So are cognitive abilities taught or inherited? According to Translational Psychiatry (2014), a study was conducted testing a network of 1461 genetic networks ascertained in 3511 individuals. The study observed general cognitive ability, crystallized cognitive ability, memory, and speed of processing. The results concluded that genetic variations within the membrane influenced the variation in intelligence. The article compiles evidence from over 15 non-conflicting research groups and universities, providing evidence of macromolecular machines formed by proteins and interacting partners contributing to the variation in intelligence. But the concept of cognitive abilities and leadership is not only perceived from a chemistry standpoint of causality.
Genes don’t just influence your IQ, an article from science mag, explains that genetics have not only accounted for the intelligence aspect of people, but also motivational factors, confidence, and dozens of other traits. The article continues to explain a study conducted by King’s College London observed more than 11,000 pairs of twins and discovered groups of traits that were hereditary and shared amongst identical twins. The testings found that 62% of the differences in academic achievement could be contributed to genetic factors.
General cognitive ability, crystallized cognitive ability, motivation, and personality, are four attributes that play a critical role in leadership skills and knowledge that shape the skills model (Northouse 2016). As the model does describe capability, it represents independent variables that may not be simply taught or learned. If an individual does not have the capability to solve complex problems, then those skills may never be developed regardless of the person’s training or experiences.
In conclusion, the skills approach provides great evidence in supporting the notion that effective leadership can be developed over time, however we must not disregard the influence of traits and inherited characteristics as a primary influential factor on these skills and abilities. As cognitive abilities are required in the learning and problem solving process, skills may not be as clear of a construct as we may think. As one’s inherited traits effect their personal characteristics, those characteristics influence skill and ability.
References:
Northouse, P. G. (2016). Leadership: Theory and practice (7th ed.). Thousand Oaks, CA: SAGE Publications.
Williams, S. C. (2016). Genes don’t just influence your IQ-they determine how well you do in school. Retrieved September 19, 2016, from http://www.sciencemag.org/news/2014/10/genes-dont-just-influence-your-iq-they-determine-how-well-you-do-school
Human cognitive ability is influenced by genetic variation in components of postsynaptic signalling complexes assembled by NMDA receptors and MAGUK proteins. (n.d.). Retrieved September 19, 2016, from http://www.nature.com/tp/journal/v4/n1/full/tp2013114a.html