criminology essay

This paper aims to refute the statement that leaders are born and not made. Hence, this analysis will argue why a leader’s attributes in society are created and not inherited. Leadership can be defined as an individual’s ability to motivate others to achieve a common goal (Marques, 2010). For instance, in an organization, an individual in a leadership position should be able to persuade colleagues to pursue an effective strategy to meet an organization’s goals (Marques, 2010). The trait-era leadership philosophy believes that individuals are born with leadership attributes (Nahavandi, 2015). Therefore, those who possess these qualities and traits are better suited to leadership positions (Nahavandi, 2015). For example, according to the trait era ideology, individuals are automatically born with some of the following characteristics (Nahavandi, 2015). These traits include being knowledgeable, creative, energetic, confident, charismatic, and highly intelligent (Nahavandi, 2015). The trait theory also believes that these traits do not change over an individual’s lifetime (Nahavandi, 2015). The theory also strives to make a distinction between leaders and their followers (Nahavandi, 2015). A key assumption of this theory is that people in leadership roles would naturally show more leadership qualities than those in lower positions (Nahavandi, 2015).
The belief that leaders are born and not created has been proven false by empirical research. According to empirical studies conducted in group dynamics, there isn’t adequate empirical data that can strongly advocate that an individual is born entirely rounded with a leader’s characteristics to influence and guide others (Gans, 2014). However, there is some research evidence that correlates with trait era theory (Nahavandi, 2015). For instance, research shows that some individuals are born with unique skills, such as displaying ingenuity and assertiveness (Nahavandi, 2015). Nevertheless, the controversy is that while some individuals may possess these attributes, it does not necessarily mean that they have the knowledge and experience that will make them a good leader (Boerma et al., 2017). Also, empirical evidence shows that there is some debate over genetics’s role in determining whether leadership qualities are inherited or created (Boerma et al., 2017).
Advocates for the role of genetics in leadership claim that the twin studies demonstrate that genetics helps individuals perform leadership roles successfully (Boerma et al., 2017). However, many scientific experiments were conducted to verify these claims, and one study reported that leaders are not born through genetics for the following reasons (Boerma et al., 2017). Firstly, this study’s analysis concluded that numerous statistical flaws and manipulation were used in the twin studies that looked for leadership traits (Boerma et al., 2017). Secondly, the study of twins purposely avoided if family members had leadership attributes that were passed down to their twin children (Boerma et al., 2017). Lastly, the study concluded that life experience and leadership development programs mostly influenced twins with leadership attributes (Boerma et al., 2017).
Accordingly, the research evidence indicates that the trait theory has many discrepancies (Boerma et al., 2017). The argument that an outstanding leader is born to parents who were also successful leaders is unproven and flawed (Boerma et al., 2017). Furthermore, historical examples also show those claims to be fallacious (Boerma et al., 2017). An example of this is Walt Disney, who grew up with his entrepreneurial father, whose business ventures mostly failed (Boerma et al., 2017). Though Walt’s father actively discouraged his son from participating in leadership related events, Walt’s creative learning style and perseverance helped him become a pioneer in the field of animation (Boerma et al., 2017). Essentially, research evidence shows that people learn the qualities to become a leader through rigorous discipline from schooling, learning, and observation (Boerma et al., 2017). This is because the art of leadership is developed through unique opportunities that will help leaders learn an array set of new leadership skills (Boerma et al., 2017).
As mentioned in the lecture, the behavior era theory focuses on the leader’s behavior (Halpin, 2020). This theory’s foundation suggests that it measures great leaders through their leadership behaviors (Halpin, 2020). This is important in modern society because, for an individual to be a good leader, they must have the right behavior to lead others (Halpin, 2020). Individuals must be taught the difference between good and bad behavior (Emerald Group Publishing Limited, 2008). This is vital because if a behavior can be learned and changed, then leadership traits can evolve through a person’s lifetime (Emerald Group Publishing Limited, 2008). Consequently, if a person can learn good behaviors, then a good leader’s traits can be acquired (Halpin, 2020). Thus, through an individual’s environment, they understand the basics of how to be a good leader (Emerald Group Publishing Limited, 2008). Through experience and teaching, a leader learns how to be able to increase their team’s productivity to achieve their organizations’ goals (Marques, 2010). In addition, with the right kind of behavior, they learn to be emotionally intelligent to keep their co-workers motivated to do better (Marques, 2010). Through experience, leaders learn what style of leadership traits works best in their organization (Marques, 2010).
According to Fielder’s contingency theory, the best leadership style is created based on situational factors such as task structure, leader-member relations, and position of authority (Munu, 2010). This theory suggests that people learn leadership qualities based on their situational environments (Munu, 2010). Empirical data shows that leadership qualities are developed over time for the following reasons. Moreover, if a leader is motivated to complete their organizations envisioned goals, they acquire leadership traits by being mentored (Marques, 2010). This is because leaders learn strong communication skills by listening to others and acknowledging others’ feedback in a constructive mechanism (Nahavandi, 2015). Through education, leaders learn to be empathetic and patient and listen to diverse opinions, which are vital components of demonstrating leadership (Nahavandi, 2015). Furthermore, one of the most desirable qualities of a leader is being able to be confident (Nahavandi, 2015). A leader learns to be confident in their position through encouragement and praises from their co-workers (Munu, 2010). Confidence is not inherited because it is a trait that is developed over time (Munu, 2010). For example, a police officer is not automatically confident in their ability to de-escalate a hostile situation (Schafer, 2010). Through years of coaching, learning, and observation, they become confident in their ability (Schafer, 2010). In other words, skill is only perfected when there are errors (Schafer, 2010). This is because trial and error teach leaders their mistakes (Schafer, 2010). Therefore, leaders become knowledgeable in demonstrating a particular skill set of leadership through progressive learning (Schafer, 2010).
Furthermore, a leader should have traits that could include being dependable, having a balanced lifestyle, and the drive to succeed (Marques, 2010). Research shows that these leadership characteristics are not indoctrinated in an individual’s life, but they are acquired over an individual’s lifetime (Emerald Group Publishing Limited, 2008). This is because being authentic is hard without having long-term goals (Ford, 2017). Hence, without goals, it would make it difficult for an individual to picture what kind of person they would like to be in the future (Ford, 2017). This is because showing authentic leadership is only possible for a leader if words and actions direct them (Ford, 2017). Basically, this analysis proposes that leaders can not succeed in their fields without learning technical skills and knowledge (Ford, 2017). Accordingly, a leader’s behavior and traits are heavily rooted and altered through schooling, personal experience, and training (Ford, 2017).
My personal perspective on this matter is that I genuinely believe that leaders are created and not inherited. This is because of my own experiences developing leadership traits through education, and my research has confirmed this. If leaders were born, they would possess mutual qualities among each other. I believe that leadership is created because there are numerous leadership styles. Through people’s experience, they learn how to lead others based on which leadership style suits their personality. Moreover, I think outstanding leaders are shaped on how to be great leaders through training, education, life experiences, and progressive learning (Marques, 2010). Hence, exceptional leaders that we see worldwide are most successful in being a leader because they have the life experience where they have faced uncertainties (Marques, 2010). By doing so, they have overcome these obstacles by seeking and incorporating feedback into improving their leadership abilities (Marques, 2010). Consequently, based on these ideas, leaders are made because they were shaped to be a great visionary in their respective fields through their lifelong journey (Marques, 2010).
In Conclusion, empirical research has proven that leadership traits are developed through progressive learning and are not inherited due to possessing good genes. Furthermore, possessing some leadership traits does not automatically make a person a good leader. The twin’s studies failed to adequately prove that genetics played a significant role in being a leader. Historical examples of leaders also demonstrate that training, schooling, and perseverance have been essential to becoming a good leader. The behavior era theory reinforces these points by stating that the right kinds of behavior can help create a successful leader. Progressive learning is key to becoming a great leader, as learning from one’s mistakes is important to developing better skills and knowledge. Therefore, becoming a great leader involves working continuously to effectively lead others.References
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Emerald Group Publishing Limited. (2008). Leaders are made not born: Essentials steps in leadership development. (2008). Strategic Direction (Bradford, England), 24(4), 10–13. https://doi.org/10.1108/02580540810860805
Ford, J., & Harding, N. (2017). The impossibility of the “true self” of authentic leadership. Leadership (London, England), 7(4), 463–479. https://doi.org/10.1177/1742715011416894
Gans, J. (2014). What an Understanding of the Dynamics of Gossip Has to Teach About Group Dynamics and Group Leadership. International Journal of Group Psychotherapy, 64(1), 4–22. https://doi.org/10.1521/ijgp.2014.64.1.4
Halpin, R. (2020). Contingency & Situational Leadership. (Powerpoint slides).
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Nahavandi, A. (2015). The art and science of leadership (Seventh edition.). Pearson.
Schafer, J. (2010). Effective leaders and leadership in policing: traits, assessment, development, and expansion. Policing : an International Journal of Police Strategies & Management, 33(4), 644–663. https://doi.org/10.1108/13639511011085060
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