MGT506
[Document title]
Module 2 – Home
Leadership Skills and The Tribe
Modular Learning Outcomes
Upon successful completion of this module, the student will be able to satisfy the following outcomes:
•Case ◦Synthesize the three key leadership skills in the three-skill approach with the accompanying leadership levels.
•SLP ◦Explain the tribal leadership stage of an example scenario through the lens of the skills model.
•Discussion ◦Apply the Three-Skill Approach to leadership to tribal leadership.
◦Compare the Three-Skill Approach to the Skills Model through the lens of tribal leadership.
Module Overview
As we begin the second module, we will take a break from leadership traits and personality, turning our focus to leadership skills. We will become familiar with the three-skill approach, as well as the skills model, and we will continue our exploration of tribal leadership with our new knowledge of skill-based leadership.
This module is rich with comparison opportunities, and it is designed to allow maximum opportunities for application-based learning and peer interaction.
Module 2 – Background
Leadership Skills and The Tribe
The Skills Approach to Leadership
As we discussed in Module 1, leadership theory has progressed over the past century. By 1955, leadership theorists were trying to put together a set of traits that would further the leader-focused trait theory (including the personality trait-based OCEAN model from Module 1). As this was going on, Katz (1955) published his article in the Harvard Business Review called “Skills of an Effective Administrator,” which turned leadership theory upside down.
While the prior theories were heavily focused on innate traits (including personality), Katz was focused on a developable set of skills that could prove that leaders are made, not born.
Over the following four decades, a “comprehensive skill-based model of leadership” was developed by the top researchers in the field of leadership (Northouse, 2018, p. 39). Katz’ groundbreaking article can be accessed in the Trident Online Library.
Katz, R. L. (1955). Skills of an effective administrator. Harvard Business Review, 33(1), 33-42.
Please take the opportunity to locate and read it before you move on to this week’s assignments.
The Three-Skill Approach
Katz’ work yielded what is referred to as the three-skill approach to leadership. This approach focuses on three specific types of skills that are needed by leaders at different levels. Those three types include: technical skills, human skills, and conceptual skills.
Beyond those three categories, Katz classified three levels of leadership, including top management, middle management, and supervisory management. The key to the three-skill approach is that each leadership level requires a certain mix of the three types of skills.
The chart below shows the correct “mix” for each level of leader, based on the Katz model.
As the chart clearly shows, few conceptual skills are needed from a middle manager than from a top manager, and fewer still are needed from supervisory managers. On the human side, all three levels require a highly-skilled leader. On the technical side, top managers need the least. Middle and supervisory managers, on the other hand, need the most.
The Skills Model
Building on the work of Katz (1955), Mumford, Zaccaro, Harding, Jacobs, and Fleishman (2000) proposed “that effective leadership behavior fundamentally depends upon the leader’s ability to solve the kinds of complex social problems that arise in organizations” (p. 11). The model the authors proposed in this article, which should be accessed in the Trident Library for this module, is known as the skills model of leadership. Please see the reference for the article below:
Mumford, M. D., Zaccaro, S. J., Harding, F. D., Jacobs, T. O., and Fleishman, E. A. (2000). Leadership skills for a changing world: Solving complex social problems. The Leadership Quarterly, 11(1), 11-35.
As Northouse (2018) summarizes, the skills model works as follows:
The skills model frames leadership by describing five components of leader performance. At the heart of the model are three competencies: problem-solving skills; social judgment skills; and knowledge. These three competencies are the central determinants of effective problem solving and performance, although individual attributes, career experiences, and environmental influences all have an impact on leader competencies. Through job experience and training, leaders can become better problem solvers and more effective leaders (p. 53).
The five components of leadership performance are detailed and explained in the figure and description below:
Individual Attributes. From the figure above, you can see how leadership theory through the ages is woven into skills-based leadership. On the left (first box), you can see individual attributes. This category is closer to trait-based leadership. Attributes like cognitive ability and motivation are more focused on innate (or “born with it”) characteristics.
Competencies. As we move to the second (dark blue) box, we can see the competencies we discussed above and learned about in the Mumford, et al (2000) article. These are skills that can be taught (as opposed to traits from birth).
Career Experiences. It is clear from the figure that the first two boxes (individual attributes and competencies) are both influenced by career experiences. For example, you might be born with a strong dose of motivation. But career experiences (the types of leaders you have, the types of work you do) can impact your motivation level, as well. On the skill side, your knowledge can be derived from and influenced by your career experiences just as your individual attributes can. According to Northouse (2018), “leaders can be helped by challenging job assignments, mentoring, appropriate training, and hands-on experience in solving new and unusual problems” (p. 52). On the flip side, the lack of challenging assignments and the other examples mentioned can negatively impact a leader’s growth.
Leadership Outcomes. Finally, we explore the third box—leadership outcomes. This helps us visualize how the sum of individual attributes and competencies can lead to specific leadership outcomes such as effective problem solving and performance.
Environmental Influences. Beyond the three boxes and the tie-in between the first two boxes and career experiences, we find environmental influences. These are influences that have nothing to do with traits or competencies, but that clearly still impact leadership outcomes.
An example of this would be a scenario in which an old facility that is missing most of the modern technological advances that help an organization remain competitive. In this situation, growing leaders must learn to problem solve around issues they don’t have the ability to impact. Learning to work around such complex environmental influences grows the leader and prepares him or her for solving future complex problems.
Leadership Skills and The Tribe: Making Your Own Connections
Now that we have explored skills-based leadership, let’s apply that knowledge to The Tribe. This is your opportunity to make your own connections between two major concepts. Rather than providing you with an application of tribal leadership to the skills approach, you will look for these links yourself within the two discussion questions for this module. For the first question, you will apply the three-skill approach to tribal leadership. For the second question, you will apply the skills model to tribal leadership.
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Required Reading
Katz, R. L. (1955). Skills of an Effective Administrator. Harvard Business Review, 33 (1). [EBSCOhost] Business Source Complete, AN Accession Number: 6774557. Available in the Trident Online Library.
Mumford, M. D., Zaccaro, S. J., Harding, D. F., Jacobs, T. O. & Fleishman, E. A. (2000). Leadership skills for a changing world: Solving complex social problems. The Leadership Quarterly, 11 (1), 11-35. Available from Skillsoft Books (BusinessPro and ITPro) in the Trident Online Library.
Optional Reading
Logan, D., King, J., & Fischer-Wright, H. (2008). Tribal leadership: Leveraging natural groups to build a thriving organization. New York: HarperCollins Publishers.
ASSIGNMENT 1 (CASE)
Module 2 – Case
Leadership Skills and The Tribe
Assignment Overview
For this case assignment, you will fully discuss the three-skill approach to leadership, using credible sources to back your work.
Case Assignment
1.Perform research and describe a team or organization that utilizes the three-skills approach to leadership.
2.Synthesize the skill mixes exhibited at each level of your example team with the model’s suggestion for the skill mix. How does your example differ?
3.What can/should be done to change it?
Assignment Expectations
Write a 4- to 5-page paper (not counting the title page or reference section) covering all these topics, using proper APA formatting, source selection, and citation.
ASSIGNMENT 2 (SLP)
Module 2 – SLP
Leadership Skills and The Tribe
Conduct research to find a team or organization that shows clear evidence that it uses the skills model of leadership. Use the research you conduct to determine your best judgment regarding the organization or team’s tribal stage.
SLP Assignment Expectations
Acting as an outside consultant, create a 2-3 page report (not counting the title page or reference section) for the organization’s leadership that addresses the following:
1.A brief overview of the way the skills model is employed in the organization or team.
2.A brief explanation of the impact of the way the skills model is employed on the tribal stage of the organization.
3.A clear, research-backed recommendation regarding which changes should be made (based on the selected tribal stage).
4.An action plan for implementing those changes.
Module 2 – Outcomes
Leadership Skills and The Tribe
•Module ◦Synthesize the three key leadership skills in the three-skill approach with the accompanying leadership levels.
◦Explain the tribal leadership stage of an example scenario through the lens of the skills model.
◦Apply the three-skill approach to leadership to tribal leadership.
◦Compare the three-skill approach to the skills model through the lens of tribal leadership.
• Case ◦Synthesize the three key leadership skills in the three-skill approach with the accompanying leadership levels.
•SLP ◦Explain the tribal leadership stage of an example scenario through the lens of the skills model.
•Discussion ◦Apply the Three-Skill Approach to leadership to tribal leadership.
◦Compare the Three-Skill Approach to the Skills Model through the lens of tribal leadership.
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