Elisha Li

AGED 260
Leadership Language Assessment Part 1

Section 1: Skills Approach

The skill-based theory of leadership describes leadership as a set of skills and abilities that
can be learned, refined, and accomplished. This approach is a capability model that studies the
relationship between a person’s knowledge and skills. For example, Robert Katz developed three
categories of skills that leaders possess: technical (knowledge and proficiency), human (social
understanding and awareness), and conceptual (ability to work with abstract notions and
concepts). The skills model developed by Mumford, Zaccaro, and Harding is a little more
complex, with their model mapping out the interplay between individual attributes (cognitive
ability, motivation, etc.), competencies (problem-solving skills, social judgment, etc.), and
leadership outcomes. Competencies are the main determinants of effective leadership, but career
experiences and environmental influences all impact leadership. This approach differs from other
leadership theories because it suggests that any person has the potential to become a leader. Even
without natural leadership ability, with time and practice, leadership skills can improve. The
contrasting trait theory states that leaders have a built-in library of qualities that make them
effective leaders in different settings. Some of these traits include intelligence, drive, confidence,
openness, and sociability. The most significant difference is that these traits are stable, fixed
characteristics that are not easily changed, whereas skills can be gained and developed.
Bill Gross’s discussion of why some startups succeed and why others do not focuses on
one major aspect: timing. Companies could have a fantastic idea, a wealth of funding, a
competent team, and yet, they still fail. Timing – is the world prepared for what you want to give?
To me, this stresses the importance of environmental influences in the skills model of leadership.
Environmental influences, particularly external influences like economic and social issues,
provide either unique challenges or windows of opportunity; however, this is obviously beyond a
leader’s control. In my own personal life as a cheer coach, I find that the success of my team is
often driven by environmental influences, particularly internal influences. For example, our
practice area is old and outdated; the walls and windows are broken, and there is no heat or A/C.
Our environment hurts the team. Plus, the skill level of the team is variable. Some years, I will
have many talented tumblers, and others I will have no girls tall enough to backspot. This year,
the heights and strength of our bases are so different that stunting has been problematic. These
internal environmental influences are hard to control and affect my leadership outcomes and
career experience.
Back to Mr. Gross’s lecture, the second most crucial aspect of success was the team itself.
Mr. Gross claimed that a strong team was one that could execute their plan well and effectively
problem solve. The strong team that Mr. Gross described exemplifies skills like adaptability,
knowledge, performance, motivation, and judgment. They also use Katz’s model of leadership in
that they must have strong human skills to work together effectively, they much have technical
skills to actually perform the task at hand, and they must have conceptual skills in order to fashion
and execute a vision for the world to invest in.
Section 2: Behavioral Approach
The behavioral approach of leadership emphasizes what leaders do and how they act in
order to have successful outcomes. Leadership behaviors are a combination of two aspects: task
and relationship behaviors. Task behaviors include actions like goal accomplishment,
organization, and technical orientation. Relationship behavior focuses on the comradery and
respect among the followers and leaders; in essence, human relations. The managerial leadership
grid developed by Blake and Mouton analyzes the depth of a leader’s task and relationship
behaviors and uses it to determine a leadership style. For example, someone who emphasizes
production over people shows an authority-compliance leadership style, in which work conditions
are arranged so that human elements hardly interfere. On the other hand, a team leadership style
emphasizes both production and leadership, and work is accomplished through a team of people
whose trusted and respected relationships work towards a common purpose. The behavioral
approach differs from other theories because it is not about something that a leader actually
possesses. Whereas the trait approach emphasizes personality characteristics and the skills
approach emphasizes capabilities, the behavior approach emphasizes the impact of one’s actions.
In my leadership behavior questionnaire, I received a 37 in task behavior and 36 in
relationship behavior, both of which are considered “moderately high.” To be honest, I had
expected for my task score to be considerably higher than the relationship score because, among
the three total coaches of my cheerleading squad, I am considered the tough coach. I focus on the
task at hand, how it is executed, and how the team can fix their mistakes more than I focus on my
relationship with the team or how I am viewed. However, I believe that my leadership behavior
changes drastically depending on where I am. In group settings where there is no designated
leader, I do consider myself to be the talker and mediator. I have had many people tell me that I
exude a very ‘mom’ attitude in that I show concern for the well-being of my group, and I try to
provide an open, comfortable atmosphere. Perhaps this is what Blake and Mouton were describing
when they indicated that most leaders have a backup leadership style. Overall, what this
questionnaire emphasizes to me is that the best leaders have a combination of concern for
production and concern for people. Though my questionnaire says that I am pretty equal right
now, my goal is to increase both scores to the high range, which can be done by being
conscientious of my behaviors when I am in all group settings regardless of which it is.
Section 3: Analysis of Other Questionnaires
In the trait questionnaire, I received an average rating of 4.5. My lowest rating was self-
assured (4), and my highest was diligence (5). The traits I rated myself highest in – persistence,
dependability, conscientiousness, and diligence – were all also the highest rated traits among my
peers. The traits I self-rated low were articulate, self-assured, outgoing, and sensitive, but these
ratings were variable depending on the rater. For the skills questionnaire, I received a 26 in
technical skill, 22 in human skill, and 20 in conceptual skill. The behavior questionnaire showed a
middle-of-the-road leadership style (explained above). In the core values reflection, I determined
that my core values are personal development, achievement, community, and tolerance. My
technical skill score of 26 was not a surprise since I am actually considered the “technical coach”
of my cheer squad. I deal with technique, dancing, stunting, etc. I know much about my work, but
I am a new leader and am still developing and learning how to lead a whole team, so my human
and conceptual skills (most important for the top management level) will hopefully develop with
time. This also ties into the trait questionnaire because the highest rated traits to me tie more into
the technical aspect of leadership as well, whereas my lowest rated traits are all more relationship
and human based. For the most part, I have received favorable and pretty balanced results from
the questionnaires, and I do feel like I am personally developing through all of the coaching,
teaching, studying, and volunteering I am pursuing. However, even though I may have the
‘correct’ traits and behaviors, perhaps my career experiences and my environmental influences
have not lined up yet to really refine my skills. As I see myself getting closer to my goals and
values, hopefully the timing will work out where I will be motivated to use my experiences,
behaviors, and traits (influenced by my career and environment) to enhance my individual
attributes and competencies to become a skilled, charismatic, team leader.