Leadership Perspectives: Traits, Power, Intelligence and Authenticity Assessment

Assessment

Traditional Leadership Approaches: Trait Approach

The leadership learning journey commences with an overview of the traditional approaches to leadership and how they have evolved. We begin with a historical analysis of the leader as an individual and of the traits, skills and behaviours that have been researched in connection to effective leaders. It is important to note that not all of these historical perspectives on leadership have been consigned to history, and many are just as relevant to understanding leader behaviour in the contemporary workplace. Therefore, looking at these 'traditional' approaches will allow you to understand the leadership behaviours within your own organisation. You will also have the opportunity to start reflecting on your personal leadership style and areas for potential development. So, let's explore these traditional approaches.

The Great Man theory

Early thinking about leadership was that successful leaders had specific personality traits. These were seen as innate within leaders and very much within a 'born leaders' paradigm. Northouse (2026) refers to these early so-called 'great man' theories of leadership traits; however, he points out that there has been significant further research on leadership traits since the early great man theories.

The great man theory can be linked to studies in the early 1900s when researchers tried identifying personality traits and/or physical attributes that set leaders apart from followers. These studies were based on the assumption that the ability to lead is inherent that great leaders are born, not made.

Stogdill (1948) reviewed 124 studies of leadership and identified three attributes common among 'great men' of the research literature of the day: height, intelligence, and initiative.

At the time, leadership was thought of primarily as a male quality, especially with the notion of leadership throughout history being closely associated with war and the military the exclusive domain of men until more recently. The mythology behind some of history's most famous leaders, such as George Washington, Abraham Lincoln, Julius Caesar, Winston Churchill, and Alexander the Great, contributed to the mythology of leadership that great leaders are born (and male) and not made.

The Big Five Traits

The openness trait refers to receptiveness to new ideas, approaches and experiences (McCrae & Costa 1997). Open individuals are imaginative, creative, original, curious and prefer variety (e.g. more inclined to try a new idea or travel to an unknown location). In contrast, closed individuals (or those rating lower for openness to experience) tend to be characterised as uncreative, conventional, uncurious and prefer routine. This does not suggest that closed individuals are narrow-minded, simply that they prefer the familiar and routine and have a lack of interest in experience for its own sake (McCrae & Costa 2003).

The conscientiousness trait refers to individual differences in organisation and achievement. People who are highly conscientious tend to possess characteristics of being hard-working, well-organised, punctual, ambitious and persevering. Their success can be attributed to their efficiency and order, and they often pursue excellence because of their achievement-striving and self-disciplined nature. Those who are lower in conscientiousness tend to possess characteristics of being negligent, disorganised, late, aimless and unreliable (McCrae & Costa 2003).

Brief Summary of Assessment Requirements

This assessment focuses on Traditional Leadership Approaches, with specific emphasis on the Trait Approach to leadership. The primary aim is to help students understand how early leadership theories emerged, how they evolved over time, and how they remain relevant in contemporary organizational settings.

Key pointers covered in the assessment include:

• Historical development of leadership theories, particularly the Great Man Theory
• The assumption that leadership traits are innate rather than learned
• Critical discussion of early leadership research (e.g., Stogdill’s studies)
• Gendered perspectives in early leadership thinking
• Introduction and explanation of key personality traits linked to leadership effectiveness
• Application of trait theories to modern workplaces and personal leadership reflection
• Detailed understanding of the Big Five personality traits, with a focus on openness and conscientiousness

The assessment also encourages students to begin reflecting on their own leadership style and identify potential areas for personal and professional development.

Step-by-Step Approach Guided by the Academic Mentor

1. Clarifying the Purpose of the Assessment

The academic mentor first ensured the student clearly understood the objective of the assessment: to analyze traditional leadership theories and critically evaluate their relevance today. The mentor explained that this foundational knowledge would support future leadership analysis and self-reflection.

2. Introducing Traditional Leadership and the Trait Approach

The mentor guided the student through the concept of leadership as historically viewed through individual traits, skills, and behaviors. Emphasis was placed on understanding leadership as an evolving concept rather than a static idea limited to the past.

3. Explaining the Great Man Theory

The mentor helped the student break down the Great Man Theory, focusing on:

• The belief that leaders are born, not made
• Early assumptions linking leadership to inherent personality traits
• The male-dominated perspective of leadership rooted in military and historical contexts
  Key researchers such as Northouse (2026) and Stogdill (1948) were discussed to ground the theory in academic research.

4. Critical Review of Historical Leadership Research

The student was guided to critically examine Stogdill’s findings, particularly the identified traits of height, intelligence, and initiative. The mentor emphasized the importance of recognizing both the contributions and limitations of early trait-based leadership studies.

5. Understanding the Big Five Personality Traits

The mentor then transitioned the student into more contemporary trait research by introducing the Big Five personality traits. Special attention was given to:

• Openness to Experience: creativity, curiosity, and adaptability
• Conscientiousness: organization, discipline, reliability, and achievement orientation
  The mentor explained how these traits relate to leadership effectiveness in modern organizational settings.

6. Linking Theory to Practice and Personal Reflection

Finally, the mentor guided the student in applying these leadership traits to real-world workplace contexts and encouraged reflection on personal leadership tendencies and development areas.

Outcome Achieved and Learning Objectives Covered

Outcome Achieved

• A clear understanding of traditional leadership theories and their historical context
• Ability to critically analyze the strengths and limitations of the Trait Approach
• Improved understanding of how personality traits influence leadership effectiveness
• Enhanced ability to link leadership theory to contemporary organizational behavior

Learning Objectives Covered

• Understanding the evolution of leadership theories
• Developing critical thinking and analytical skills
• Applying theoretical concepts to real-world leadership scenarios
• Building self-awareness of personal leadership traits
• Establishing a foundation for further leadership development and study

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