Definition

Leadership is the process of influencing, motivating and enabling others to contribute towards the achievement of a shared goal.

Key elements of leadership include

• Influence – guiding people’s attitudes, behaviours and thinking without relying solely on formal power (Yukl, 2013).
  
• Vision – providing a sense of purpose and a clear direction for individuals or teams (Northouse, 2019).
  
• Motivation – inspiring others to engage, persist and perform at their best (Bass, 1985).
  
• Relationship-building – fostering trust, collaboration and a sense of belonging (Burns, 1978).
  
• Adaptability – responding effectively to challenges, opportunities and changing environments (Hersey & Blanchard, 1969).

Academic perspectives

Northouse (2019) defines it as a process whereby an individual influences a group of individuals to achieve a common goal” (p. 5). Similarly, Yukl (2013) highlights leadership as the process of influencing others to understand and agree on what needs to be done and how it can be done effectively. This perspective moves beyond positional authority and emphasises the leader’s ability to shape direction, build commitment and create alignment within a group or organisation.

Practitioner perspective

In practice, leadership is often experienced differently from how it is described in theory. Leaders are required to make decisions with incomplete information, balance competing priorities and manage interpersonal dynamics in real time. Influence is not always formal, motivation is not always consistent and alignment is often difficult to sustain. From a practitioner perspective, leadership involves navigating ambiguity, building trust under pressure and maintaining direction despite changing conditions.

Academic perspective

Leadership behaviours are the observable actions and conduct through which leaders exert influence and express their style. They represent the how of leadership in practice and provide a lens for understanding whether leadership is effective or ineffective.

Katz (1955) identified three essential categories of leadership behaviour: technical skills (task expertise), human skills (interpersonal competence) and conceptual skills (strategic thinking). Later, Blake and Mouton’s (1964) Managerial Grid conceptualised leadership behaviours along two axes: concern for people and concern for production.

Contemporary perspectives view leadership behaviours as flexible and situational. Yukl, Gordon, and Taber (2002) proposed a taxonomy of task-oriented, relations-oriented and change-oriented behaviours, emphasising that effective leadership requires a balance depending on context. Moreover, behavioural expressions underpin modern leadership theories; for instance, transformational leaders display behaviours such as inspirational motivation and intellectual stimulation (Bass, 1985), while authentic leaders demonstrate transparency and ethical conduct (Walumbwa et al., 2008).

Practitioner perspective

In practice, leadership behaviours are rarely applied in isolation and are shaped by real-time demands, organisational pressures and interpersonal dynamics. Leaders often shift between task, relational and change-oriented behaviours as situations evolve, requiring judgement and adaptability. As a result, effective leadership is less about applying a single approach and more about responding appropriately to context.

Academic perspective

A leadership style refers to the distinctive way a leader applies influence, exercises authority and interacts with their team. It represents the behavioural pattern or approach leaders use when guiding, motivating and managing others.

This concept can be traced back to Lewin, Lippitt, and White’s (1939) seminal work, which categorised leadership behaviours into autocratic, democratic and laissez-faire styles.

Leadership styles are shaped by a mix of:

• Leader characteristics – including personality, values and motives (e.g., preference for control vs. empowerment).
  
• Organisational context – such as industry norms, structure and level of uncertainty (e.g., high-risk or safety-critical sectors often favour more directive approaches).
  
• Team characteristics – including competence, confidence and maturity (as outlined by Hersey & Blanchard’s Situational Leadership model, 1969).
  
• Environmental factors – such as market volatility, crises or technological change, which can demand adaptive or authoritative responses.

Over time, additional frameworks have refined the concept of leadership style. Burns (1978) introduced the distinction between transactional and transformational leadership, which Bass (1985) later expanded into the Full Range Leadership Model.

More recently, authentic leadership has emerged, defined as “a pattern of leader behaviour that draws upon and promotes both positive psychological capacities and a positive ethical climate” (Walumbwa, Avolio, Gardner, Wernsing, & Peterson, 2008, p. 94).