Born Leader
3 November 2008
Read by 2006 persons
You've probably heard the expression "They're a natural leader." Are all leaders born leaders, or can anyone learn to lead?
This fact sheet takes a close look at the concept of leadership. Volunteer, elected, or appointed leaders will find guidelines to help them lead their groups effectively.
Are leaders born or made?
Leadership skills can be learned. We all have the potential to be leaders, just as we all have some aptitude for singing or running. Some are better than others, but everyone has a basic aptitude that can be improved through training or practice. You can be an effective group leader without necessarily being appointed as such.
The art of leading is a process that helps a group achieve its goals. Leaders and the group members they work with influence each other.
"The person who shows leadership is the one... through whom certain things happen that would not have happened otherwise."
(A.D. Edwards and D. Jones)
What distinguishes leaders
Leaders are organized people who dedicate part of their lives to their organization. You can't lead without being committed.
The art of leadership involves a combination of knowledge, values, skills, and behaviours. Everyone has their own ideas about the characteristics of an effective leader. Similarly, groups all perceive differently what "makes" a leader effective. Your group will evaluate your skills as a leader, and your success will depend on how well your characteristics match their preferences.
It's therefore important for a leader to know their own abilities, knowledge, and values, and how others perceive them. For example, if your group places a high value on "trust," it's important for you to be seen as trustworthy. By being aware of your strengths and weaknesses, you can also develop a plan to work on areas you want to improve.
"The first step toward a positive self-image is to recognize your strengths and compensate for your weaknesses."
(Warren Bennis and Burt Nanus)
A good leader makes an effort to acquire skills and put them into practice. It is particularly essential to: know and understand the tasks to be accomplished; to have the ability to communicate, build teams, visualize results, and take risks; and to recognize the value of individuals, the group, and its responsibilities.
Knowledge and understanding
It is essential to have a general knowledge of the organization in question and its objectives, as well as how to run meetings.
For example, an effective leader knows the reason for being of the group or organization they lead and is aware of its long-term and short-term goals.
Furthermore, they understand parliamentary procedures, the role of a chairperson, and the purpose and design of an effective agenda.
It's also important to know the subject matter the group is working on. If you are the director of the Widget Makers Association, you should know something about "widgets."
Skills and abilities
Communication
People tend to think that a good communicator is a good speaker. That's only part of the truth. Good communicators can indeed express themselves clearly and confidently. However, the art of listening is one of the important and often forgotten elements of effective communication.
Someone who knows how to listen not only hears the facts being related, but also senses the feelings accompanying the story. The technique of paraphrasing or summarizing the person's message is helpful; it helps clarify the message and shows the speaker that you've heard what they said. "So... you mean I should repeat what I've just been told, but in my own words; is that right?"
"In our experience, effective leaders are masters at asking questions, and they know how to listen well."
(Warren Bennis and Burt Nanus)
Teamwork
A leader cannot succeed alone. The old notion that the "leader is the top of the pyramid" is false. The effective leader works with and stays in contact with their group members. They empower them by offering technical assistance, emotional support, and a vision of the results.
Effective leaders insist on getting the support and collaboration of those involved in a given project. They think with the pronoun "we" and not "I."
"In my study, the few projects that fell apart did so because [the person] failed to build a coalition of allies and collaborators."
(R. Moss Kanter)
Visualization
A leader also takes the time to visualize the future of the organization. It's important to communicate the results to group members, allow them to give their opinions, and thus be part of the visualization process. You should build a vision of the future with others. This is teamwork! Your group will grow and prosper if it is committed to realizing a vision or dream that everyone approves of. To strengthen your own commitment to this vision or dream, it's important to talk about it with others who are not part of the organization.
"Without action, the vision of the future is only a dream. Without a vision of the future, action only serves to pass the time. The vision of the future combined with action can change the world."
(Joel Arthur Baker)
Risk-taking
A leader is someone who takes risks and knows how to innovate. New ideas can come from you, other members of the organization, or the community. Leaders must know how to recognize good ideas, actively support them, and encourage action. They could be called early adopters of innovation.
"Leaders are pioneers - people willing to venture into the unknown."
(Olle Bovin)
Remember the first time you played baseball. You probably had trouble hitting the ball perfectly or running from base to base. Leaders are learners and must be able to draw useful conclusions from their mistakes as well as their successes. At the same time, they must encourage and support their group members when they make mistakes. Without mistakes, we cannot learn or grow.
All change and innovation involves risks and challenges.
Recognizing and encouraging value in others
An effective leader must take the time to recognize what people have done and reward them. A particular task or objective can end up tiring, boring, or frustrating group members. They are often tempted to give up. The leader must provide the necessary encouragement for them to continue.
There are many ways to recognize the work of individuals or the group. Sometimes a simple word of encouragement is enough: "You did a great job, thank you." No matter what method you choose, recognize what others have done and congratulate them at the appropriate time. And don't forget to reward yourself. After achieving a goal or reaching a milestone, celebrate your success.
"Good thoughts kept to oneself are worthless."
(Ken Blanchard)
The best strategy to use to achieve your goal of becoming an outstanding leader might be to show genuine interest and great respect for your work, your group members, and your community.
Leadership styles
A leader can play their role in different ways. Years of research with groups and organizations have led to the development of many theories on leadership styles. "Situational leadership" is a very popular framework. It implies that the leader chooses their style mainly based on the group's level of readiness, i.e., how willing are the members to take on responsibilities as a group and how capable are they of doing so. The situational leadership theory implies that the leader must be flexible and that the group members are the most important factor to consider.
A group's attitude shows whether it is willing to do the work. If so, it has the confidence, commitment, and motivation to accomplish a particular task or activity. The leader who gives the group support and encouragement displays behaviour that "maintains enthusiasm" or "promotes relationships within the group."
The group is capable of accomplishing a particular task if it has the necessary knowledge, skills, and experience. When the leader tells each group member what to do, when, where, and how, they adopt a task-oriented behaviour.
According to situational leadership theory, the appropriate style depends on the group's "readiness and ability" criteria. As a general rule, the more willing and able the group is to accept responsibilities, the less directive or task-oriented the leader needs to be. The four leadership styles and the situations best suited to each are described below.
The four situational leadership styles
1st Style
The "directive/autocratic" leader
Situation: Group members are unwilling and unable to take responsibility.
This style is suitable for situations where members are new and inexperienced and need a lot of help, guidance, and encouragement to do their work. The feelings of members or relationships between them are not explored much. This leader establishes the work structure and guides the group. They define the roles of group members and dictate what they must do, how, when, and where. They can also support the group by rewarding and encouraging them.
2nd Style
The "motivating/selling" leader
Situation: Group members are willing but unable to assume responsibilities.
Here, the group is a little more responsible, experienced, and willing to take on responsibilities. The leader's main role is to help members perform tasks for which they lack the skills. The leader teaches members how to accomplish tasks, guides and directs them, gives them a lot of encouragement, and inspires them to stay motivated.
3rd Style
The "participative/supportive" leader
Situation: Group members are unwilling but able to take on responsibilities.
The leader uses this leadership style knowing that the group members are capable of doing the work. However, the group may not want to (apprehension, boredom, etc.) start or finish a task. Therefore, the members and the leader participate in decision-making and execution together. Here, the leader emphasizes relationships within the group and the feelings of the members. Members feel important when the leader gives them moral support and encouragement. In this role, the leader is a resource person and a collaborator.
4th Style
The "delegating/trusting" leader
Situation: Group members are willing and able to take on responsibilities.
The leader will choose to delegate responsibilities if group members are willing and able to manage their own affairs. The leader trusts the group and observes from a distance.
How to choose the most useful leadership style
Remember that there is no leadership style that suits all occasions or situations. To be an effective leader, you need to know your group (i.e., know "where they are" in their ability and knowledge, as well as in their desire and willingness to act). In addition, you need to know what leadership style you prefer and how others perceive you. Be prepared to adapt this style to the situation (see Table 1). Practice moving from one style to another, as the occasion demands. Adopt the behaviours of the chosen style - they are easy to learn!
A final word
There is no secret recipe or magic formula to become an effective leader overnight. It is rather a process of learning by trial and error, successes and failures. Never stop improving yourself, and with a little practice, you can become a more effective leader!
"The future will demand of those of us in such positions that our eyes, ears, and minds be open. It will require us to listen to and involve others, to teach and develop, to enrich and motivate, to risk and give credit where it's due, to be sensitive and voice our concerns, and to laugh - especially at ourselves."
(John R. Anthony)
References
Anthony, John H. Therapeutic Leadership. Leadership Abstracts, vol. 2, no 13, August 1989.
Baker, Joel. (cited in Partners in Print, vol. 3, no 6, Nov./Dec. 1991).
Bennis, W. and W. Nanus. Leaders. Harper & Row, 1985.
Burdett, John. Identifying Leaders - The Challenge of the 90's. The Human Resource, February/March, 1987.
Elfving, Beverley B. A Survey of Attitudes of Agricultural Society Leaders Toward Leadership Development Education. Brock University, June 1992.
Hershey, P. and Ken BLANCHARD. Management of Organizational Behaviour: Utilizing Human Resources. Englewood Cliffs, N.J.; Prentice-Hall Inc., 1977.
Kouzes, J. and Barry Posner. The Leadership Challenge. Jossey-Bass, 1987.
Marcou, Ruth. How to be an effective leader. Ontario Ministry of Agriculture and Food. Fact sheet no 89-089.
Vandenburg, L., F. Fear, M. Thullen and B. Williams. Toward a Framework for Extension Community Leadership Development Training Michigan State University, 1985.
For more information:
Toll-free: 1 877 424-1300
Local: 519 826-4047
Email: ag.info.omafra@ontario.ca
Posted November 3, 2008
omafra.gov.on.ca
This fact sheet takes a close look at the concept of leadership. Volunteer, elected, or appointed leaders will find guidelines to help them lead their groups effectively.
Are leaders born or made?
Leadership skills can be learned. We all have the potential to be leaders, just as we all have some aptitude for singing or running. Some are better than others, but everyone has a basic aptitude that can be improved through training or practice. You can be an effective group leader without necessarily being appointed as such.
The art of leading is a process that helps a group achieve its goals. Leaders and the group members they work with influence each other.
"The person who shows leadership is the one... through whom certain things happen that would not have happened otherwise."
(A.D. Edwards and D. Jones)
What distinguishes leaders
Leaders are organized people who dedicate part of their lives to their organization. You can't lead without being committed.
The art of leadership involves a combination of knowledge, values, skills, and behaviours. Everyone has their own ideas about the characteristics of an effective leader. Similarly, groups all perceive differently what "makes" a leader effective. Your group will evaluate your skills as a leader, and your success will depend on how well your characteristics match their preferences.
It's therefore important for a leader to know their own abilities, knowledge, and values, and how others perceive them. For example, if your group places a high value on "trust," it's important for you to be seen as trustworthy. By being aware of your strengths and weaknesses, you can also develop a plan to work on areas you want to improve.
"The first step toward a positive self-image is to recognize your strengths and compensate for your weaknesses."
(Warren Bennis and Burt Nanus)
A good leader makes an effort to acquire skills and put them into practice. It is particularly essential to: know and understand the tasks to be accomplished; to have the ability to communicate, build teams, visualize results, and take risks; and to recognize the value of individuals, the group, and its responsibilities.
Knowledge and understanding
It is essential to have a general knowledge of the organization in question and its objectives, as well as how to run meetings.
For example, an effective leader knows the reason for being of the group or organization they lead and is aware of its long-term and short-term goals.
Furthermore, they understand parliamentary procedures, the role of a chairperson, and the purpose and design of an effective agenda.
It's also important to know the subject matter the group is working on. If you are the director of the Widget Makers Association, you should know something about "widgets."
Skills and abilities
Communication
People tend to think that a good communicator is a good speaker. That's only part of the truth. Good communicators can indeed express themselves clearly and confidently. However, the art of listening is one of the important and often forgotten elements of effective communication.
Someone who knows how to listen not only hears the facts being related, but also senses the feelings accompanying the story. The technique of paraphrasing or summarizing the person's message is helpful; it helps clarify the message and shows the speaker that you've heard what they said. "So... you mean I should repeat what I've just been told, but in my own words; is that right?"
"In our experience, effective leaders are masters at asking questions, and they know how to listen well."
(Warren Bennis and Burt Nanus)
Teamwork
A leader cannot succeed alone. The old notion that the "leader is the top of the pyramid" is false. The effective leader works with and stays in contact with their group members. They empower them by offering technical assistance, emotional support, and a vision of the results.
Effective leaders insist on getting the support and collaboration of those involved in a given project. They think with the pronoun "we" and not "I."
"In my study, the few projects that fell apart did so because [the person] failed to build a coalition of allies and collaborators."
(R. Moss Kanter)
Visualization
A leader also takes the time to visualize the future of the organization. It's important to communicate the results to group members, allow them to give their opinions, and thus be part of the visualization process. You should build a vision of the future with others. This is teamwork! Your group will grow and prosper if it is committed to realizing a vision or dream that everyone approves of. To strengthen your own commitment to this vision or dream, it's important to talk about it with others who are not part of the organization.
"Without action, the vision of the future is only a dream. Without a vision of the future, action only serves to pass the time. The vision of the future combined with action can change the world."
(Joel Arthur Baker)
Risk-taking
A leader is someone who takes risks and knows how to innovate. New ideas can come from you, other members of the organization, or the community. Leaders must know how to recognize good ideas, actively support them, and encourage action. They could be called early adopters of innovation.
"Leaders are pioneers - people willing to venture into the unknown."
(Olle Bovin)
Remember the first time you played baseball. You probably had trouble hitting the ball perfectly or running from base to base. Leaders are learners and must be able to draw useful conclusions from their mistakes as well as their successes. At the same time, they must encourage and support their group members when they make mistakes. Without mistakes, we cannot learn or grow.
All change and innovation involves risks and challenges.
Recognizing and encouraging value in others
An effective leader must take the time to recognize what people have done and reward them. A particular task or objective can end up tiring, boring, or frustrating group members. They are often tempted to give up. The leader must provide the necessary encouragement for them to continue.
There are many ways to recognize the work of individuals or the group. Sometimes a simple word of encouragement is enough: "You did a great job, thank you." No matter what method you choose, recognize what others have done and congratulate them at the appropriate time. And don't forget to reward yourself. After achieving a goal or reaching a milestone, celebrate your success.
"Good thoughts kept to oneself are worthless."
(Ken Blanchard)
The best strategy to use to achieve your goal of becoming an outstanding leader might be to show genuine interest and great respect for your work, your group members, and your community.
Leadership styles
A leader can play their role in different ways. Years of research with groups and organizations have led to the development of many theories on leadership styles. "Situational leadership" is a very popular framework. It implies that the leader chooses their style mainly based on the group's level of readiness, i.e., how willing are the members to take on responsibilities as a group and how capable are they of doing so. The situational leadership theory implies that the leader must be flexible and that the group members are the most important factor to consider.
A group's attitude shows whether it is willing to do the work. If so, it has the confidence, commitment, and motivation to accomplish a particular task or activity. The leader who gives the group support and encouragement displays behaviour that "maintains enthusiasm" or "promotes relationships within the group."
The group is capable of accomplishing a particular task if it has the necessary knowledge, skills, and experience. When the leader tells each group member what to do, when, where, and how, they adopt a task-oriented behaviour.
According to situational leadership theory, the appropriate style depends on the group's "readiness and ability" criteria. As a general rule, the more willing and able the group is to accept responsibilities, the less directive or task-oriented the leader needs to be. The four leadership styles and the situations best suited to each are described below.
The four situational leadership styles
1st Style
The "directive/autocratic" leader
Situation: Group members are unwilling and unable to take responsibility.
This style is suitable for situations where members are new and inexperienced and need a lot of help, guidance, and encouragement to do their work. The feelings of members or relationships between them are not explored much. This leader establishes the work structure and guides the group. They define the roles of group members and dictate what they must do, how, when, and where. They can also support the group by rewarding and encouraging them.
2nd Style
The "motivating/selling" leader
Situation: Group members are willing but unable to assume responsibilities.
Here, the group is a little more responsible, experienced, and willing to take on responsibilities. The leader's main role is to help members perform tasks for which they lack the skills. The leader teaches members how to accomplish tasks, guides and directs them, gives them a lot of encouragement, and inspires them to stay motivated.
3rd Style
The "participative/supportive" leader
Situation: Group members are unwilling but able to take on responsibilities.
The leader uses this leadership style knowing that the group members are capable of doing the work. However, the group may not want to (apprehension, boredom, etc.) start or finish a task. Therefore, the members and the leader participate in decision-making and execution together. Here, the leader emphasizes relationships within the group and the feelings of the members. Members feel important when the leader gives them moral support and encouragement. In this role, the leader is a resource person and a collaborator.
4th Style
The "delegating/trusting" leader
Situation: Group members are willing and able to take on responsibilities.
The leader will choose to delegate responsibilities if group members are willing and able to manage their own affairs. The leader trusts the group and observes from a distance.
How to choose the most useful leadership style
Remember that there is no leadership style that suits all occasions or situations. To be an effective leader, you need to know your group (i.e., know "where they are" in their ability and knowledge, as well as in their desire and willingness to act). In addition, you need to know what leadership style you prefer and how others perceive you. Be prepared to adapt this style to the situation (see Table 1). Practice moving from one style to another, as the occasion demands. Adopt the behaviours of the chosen style - they are easy to learn!
A final word
There is no secret recipe or magic formula to become an effective leader overnight. It is rather a process of learning by trial and error, successes and failures. Never stop improving yourself, and with a little practice, you can become a more effective leader!
"The future will demand of those of us in such positions that our eyes, ears, and minds be open. It will require us to listen to and involve others, to teach and develop, to enrich and motivate, to risk and give credit where it's due, to be sensitive and voice our concerns, and to laugh - especially at ourselves."
(John R. Anthony)
References
Anthony, John H. Therapeutic Leadership. Leadership Abstracts, vol. 2, no 13, August 1989.
Baker, Joel. (cited in Partners in Print, vol. 3, no 6, Nov./Dec. 1991).
Bennis, W. and W. Nanus. Leaders. Harper & Row, 1985.
Burdett, John. Identifying Leaders - The Challenge of the 90's. The Human Resource, February/March, 1987.
Elfving, Beverley B. A Survey of Attitudes of Agricultural Society Leaders Toward Leadership Development Education. Brock University, June 1992.
Hershey, P. and Ken BLANCHARD. Management of Organizational Behaviour: Utilizing Human Resources. Englewood Cliffs, N.J.; Prentice-Hall Inc., 1977.
Kouzes, J. and Barry Posner. The Leadership Challenge. Jossey-Bass, 1987.
Marcou, Ruth. How to be an effective leader. Ontario Ministry of Agriculture and Food. Fact sheet no 89-089.
Vandenburg, L., F. Fear, M. Thullen and B. Williams. Toward a Framework for Extension Community Leadership Development Training Michigan State University, 1985.
For more information:
Toll-free: 1 877 424-1300
Local: 519 826-4047
Email: ag.info.omafra@ontario.ca
Posted November 3, 2008
omafra.gov.on.ca
