Skills Approach
Chapter 3
Skills Approach
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Take a leader-centered perspective on
leadership
Skills and abilities can be learned and
developed
While personality plays an integral role,
this approach suggests that knowledge
and abilities are needed for effective
leadership
Katz (1955)

Suggests that effective leadership
depends on three basic skills:
• Technical
• Human
• Conceptual

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Argued that these skills are quite
different from traits or qualities of leaders
Skills imply what leaders can accomplish
whereas traits imply who leaders are
Connelly, Marks, Mumford, & Zaccaro (2000)
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Knowledge and skills are seen as having
a more direct and immediate impact on
leader performance than traits
Because a leaders behavior changes
from situation to situation, the skills
based theory is seen as the most
practical
Leadership skills defined

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The ability to use one’s knowledge and
competencies to accomplish a set of
goals or objectives
These leadership skills can be acquired
and leaders can be trained to develop
them
Skills Needed
Katz (1955)
Technical Skill

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Knowledge about and proficiency in a
specific type of work or activity
It requires:
• Competencies in a specialized area
• Analytical ability
• The ability to use appropriate tools and techniques
“Hands On”
Human Skill
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Knowledge about and ability to work with
people (not things)
Leaders adapt their own ideas to those
of others in order to accomplish the
goals of the organization
Leaders create an atmosphere of trust
“People Skills”
Conceptual Skill


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The ability to work with ideas and
concepts
Comfortable talking about the ideas that
shape an organization and the intricacies
involved
Works easily with abstractions and
hypothetical notions
Skills Model


In the early 1990’s, a group of
researchers set out to test and develop a
comprehensive theory of leadership
based on problem-solving skills in
organizations
The studies were conducted over a
number of years using a sample of more
than 1800 Army officers
Skills Model cont…

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The main goal of researchers was to explain
the underlying elements of effective
performance
The following questions were addressed:
• What accounts for why some leaders are good problem
solvers and others are not?
• What specific skills do high-performing leaders exhibit?
• How do leaders’ individual characteristics, career experiences,
and environmental influences affect their job performances?

The researchers wanted to identify the
leadership factors that create exemplary job
performance in an actual organization
Skills Model cont…


Based on extensive findings, a skillbased model of leadership was
formulated (Mumford, Zaccaro, Harding,
et al., 2000)
The model is characterized as a
capability model because it examines
the relationship between a leader’s
knowledge and skills and performance
Skills Model of Leadership
Mumford, M., Zaccaro, S., Harding, T., et al. (2000).
Career Experiences
Environmental Influences
Skill-based Model

Has five components:
• Competencies
• Individual attributes
• Leadership outcomes
• Career experiences
• Environmental influences
Component One: Competencies

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Works by providing a map for how to
reach effective leadership in an
organization
Leaders need to have:
• Problem solving skills
• Social judgement skills
• Knowledge skills
Problem Solving Skills

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A leaders creative ability to solve new
and unusual, ill-defined organizational
problems
Skills include:
• Ability to define significant problems
• Gather problem information
• Formulate new understandings about the problem
• Generate prototype plans for problem solutions
Social Judgment Skills

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The capacity to understand people and social
systems
Mumford described social judgment skills as:
• Perspective taking (understanding the attitudes that others have
toward a particular problem or solution)
• Social perceptiveness (insight and awareness into how others in
the organization function)
• Behavioral flexibility (the capacity to change and adapt one’s
behavior in light of an understanding of others’ perspectives in the
organization)
• Social performance (leaders ability to communicate their own
vision to others)
Knowledge

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The accumulation of information and the
mental (schema) structures used to
organize that information
Influences a leader’s capacity to define
complex organizational problems and
the attempt to solve them
It develops through experience
Mumford, Connelly, Zaccaro, et al (2000)
“A leaders complex problem-solving skills,
social judgment skills, and knowledge
directly influence the quality of their
problem solving and subsequent
performance.”
Component Two: Individual
Attributes

There are four:
• General cognitive ability (a persons intelligence
linked to biology, not experience)
• Crystallized cognitive ability (intellectual ability that
is learned overtime; experience)
• Motivation (willingness to tackle complex organizational
problems, to express dominance, and must be committed to
the social good of the organization)
• Personality (our personality has an impact on the
development of our leadership skills)
Component Three: Leadership
Outcomes
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Effective problem solving and
performance are the outcomes and are
the two ways to assess leadership
effectiveness
Outcomes are strongly influenced by the
three competencies
Component Four: Career
Experiences
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The experience acquired in the course of
a leaders career influence their
knowledge and skills to solve complex
problems
Helps leaders improve their skills
Component Five: Environment
Influences
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Factors that lie outside the leaders
competencies, characteristics, and
experiences that affect their performance
For example:
• Unruly subordinates
• A factory lacking up to speed technology
Case Studies

Three groups
• Group 1: A Strained Research Team (3.1, pg. 57)
• Group 2: A Shift for Lieutenant Colonel Adams (3.2,
pg. 59)
• Group 3: Andy’s Recipe (3.3, pg. 61)
References
Connelly, M., Marks, M., Mumford, M., Zaccaro, S. (2000). Leadership
Skills Conclusions and Future Directions. Leadership Quarterly, 11,
155-170.
Fleishman, E., Harding, F., Mumford, M.,
Owen Jacobs, T., Zaccaro,
S. (2000). Leadership Skills for a Changing World: Solving Complex
Social Problems. Leadership Quarterly, 11, 11-34.
Northhouse, P. (2007). Leadership: Theory and practice (4th ed.).
Thousand Oaks, CA: Sage.
Connelly, M., Gilbert, J., Marks, M., Mumford, M., Threlfall, K., Zaccaro, S.
(2000). Exploring the Relationship of Leader Skills & Knowledge to
Leader Performance. Leadership Quarterly, 11, 65-86.