The skills approach to leadership theory is a leader-centered perspective that puts an emphasis on skills and abilities that can be learned and developed over time (Northouse, 2016, p. 43). It differs from the trait approach which emphasis a person’s inherent traits as a measure of leadership success. The skills approach considers that a person can develop leadership potential through a focused improvement of certain skills and competencies, on-going career experiences, and continued environmental influence. Robert Katz published “Skills for an Effective Administrator” in the Harvard Business Review in 1955. The article summarized three basic skills involved in leadership; technical skills, human skills, and conceptual skills. For example, high levels of management, such as a CEO, would require a high level of conceptual skill to provide a good vision and roadmap for a company’s future. Middle and line-level management need to master the technical and human skills.
The skills approach to leadership was further developed by Zaccaro, Mumford, Connelly, Marks, and Gilbert in research conducted from the mid- 1990’s through 2000. They formulated a skill-based approach that focused on the relationship between a leader’s skills and knowledge and their performance (Northouse, 2016, p.47). The model is more developed and complicated than Katz’s three basic skills. The model has five components; individual attributes, competencies, leadership outcomes, and the cumulative effect of career experiences and environmental influences. Individual attributes include cognitive ability, motivation, and personality. Competencies include problem-solving skills, social judgement skills, and knowledge. Leadership outcomes include effective problem solving and performance. Career experiences influence both individual attributes and competencies, while environmental influences can impact all three components of the model. The basic principle of the model is the three core competencies are key to effective problem solving and performance, and the individual attributes, career experience, and environmental influences can also have impacts on effective leadership (Northouse, 2016, p. 56). I will use my career path as an example of the skills approach.
I am employed as a golf course manager and am responsible for the care, maintenance, and improvement of a private country club’s golf course, landscaping, and related grounds. My experience is mainly in that field at two different very old classic golf courses. My education background revolves around the field of turfgrass management, horticulture, and business. I entered “middle-management” over 30 years ago and have moved up the ranks to manage large grounds operations since. I gained the basic knowledge I needed to do the job through my schooling and early years on the job. I was successful but was looking for a way to continue to advance my career path over the long-term. I began to develop an appreciation for old classic golf course architecture. Donald Ross is widely considered the “father of golf course architecture” for golf course design in the United States (Klein, 2004). The country club I worked at was an old Donald Ross golf course designed and developed in 1916 and in need of some updating and renovation work.
The Donald Ross society recommended a short list of the current restoration-oriented golf course architects. I arranged for tours and presentations from the top golf course architects known for their work in restoring old classic golf courses. The architect was hired, and a restoration plan was completed in 2000. The plan was implemented throughout the entire golf season in 2001 and an old classic Donald Ross golf course was restored to its original design intent and received with great accolades. I used that experience to grow my knowledge in the field of historically sensitive golf course renovation work. I also continued my education with a greater focus on business skills and human resource management skills. That led me to a larger country club in need of similar restoration work, again advancing my career in positive direction. I lead the club through similar historical restorations and renovations in 2005, 2008, and 2014 building on my skills and knowledge base. The time at both employers also grew my experience level in managing a business run by a board of directors and a committee-based decision making hierarchy.
I feel that my career advancement in a leadership capacity provides an example of the skills approach to leadership. The skills model focuses on the three competencies of knowledge, social judgment skills, and problem-solving skills that are positively related to effective leadership performance (Northouse, 2016, p. 51). The skills approach also suggests that these competencies can be developed over time, and that career experiences and environmental influence can also advance leadership performance (Northouse, 2016, p. 61) I feel that my knowledge improved substantially with my specific experience in restoration of classic golf courses, as well as, my on-going continuing education. My career experience in navigating the political structure of a board of directors and committee system also influenced my knowledge base and provided enhanced perspective. My tenure in the golf industry has also included the growth phase and currently a declining phase in the sport, giving me a “big picture” approach to the sport and environment that it exists. These factors combined have given me a larger knowledge and experience base that inevitably improves my problem-solving ability. I plan to continue to grow my competencies, maintain a high level of motivation, and hope that will continue to improve my problem-solving skills and performance to influence positive leadership outcomes.
In conclusion, I have attempted to illustrate through the case study of my personal experience that the skills model has some level of credibility. Thirty years ago, I did not have the goal of becoming a leader at a large county club or developing an expertise in classic golf course architecture or restoration. A process of constantly gaining knowledge, maintaining motivation to improve, using experiences to learn and grow, and building better awareness of the environment in which you operate can lead to improved performance and more positive leadership outcomes. This demonstrates the potential of the skills approach as a method for successful leadership growth.
References:
Northouse, P. G. (2016). Leadership: theory and practice (7th ed.). Thousand Oaks, CA: SAGE Publications.
Klein, B.S. (2004). Discovering Donald Ross: the architect and his golf courses. Chelsea, MI: Sleeping Bear Press.
Pennsylvania State University World Campus (2019). PSYCH 485 Lesson 4: Skills approach. Retrieved fromhttps://psu.instructure.com/courses/2008237/modules/items/27074634