The notion of leadership competencies is a much-debated issue. In this article, we propose that how the leader makes sense of his or her competencies is key to leadership practice. Specifically, we look at how leaders reconcile discrepancies between the self-perceived proficiency of various competencies and their corresponding importance. Empirically, we study leaders within the music domain – how choral conductors make sense of their competencies in the shaping of their professional practice. We investigated how choral leaders in Scandinavia ( N = 638) made sense of their competencies in the face of demands in their working situations. A mixed methodology was used, comprising a quantitative survey with qualitative comments and in-depth interviews with a selection of the respondents. The results show that when choral leaders shape their practice, they frequently face competency gaps that compel them to act or adjust their identity. The key to this sensemaking process is how they move competency elements they master to the foreground and wanting elements to the background. The concept of ‘sensemaking affordance’ is introduced to account for how various leader competency categories are negotiated to safeguard overall efficacy.
The construction of leadership practice: Making sense of leader competencies