Beyond competence: The choice to be a leader

Abstract

Many people in leadership positions have the competencies characteristic of effective leaders, but do not provide leadership for their organizations. A framework is proposed suggesting that they are “choosing not to use” competencies they possess. The choice to enact the role of a leader or manager or professional (i.e., individual contributor) is made in terms of a preference for one of these roles at any point in a person's career. Although in positions of leadership, participants in “leadership development” activities often do not become leaders after such experiences. It is proposed that “effectiveness” of these activities may be a function of the appropriateness of the activity, and its underlying assumptions about competence, to the individual's “mode of growth” at a point in his/her career or life. Three modes of growth are described: 1. Performance (i.e., seeking job mastery); 2. Learning (i.e., seeking novelty and variety); and 3. Development (i.e., seeking fulfillment of one's purpose, or calling). The nature of the appeal, assessment, training, and education activities appropriate to a person in each of these modes of growth should be different because the underlying theory of competence, and therefore, perceived relevance of developmental activities are different at each mode of growth.