Are leaders born or made? Can technological approaches assist the development and training of future leaders?

Abstract

The debate over whether leaders are born or made remains a persistent theme within academic literature. In an era shaped by rapid digitalisation and the rise of artificial intelligence (AI), new opportunities have emerged to advance both leadership theory and practice. This study explores the composition and development of leaders in society, with a particular focus on how technology, specifically AI, can enhance leadership learning and development. As digital technologies become increasingly integrated into all facets of life, this research addresses existing knowledge gaps by re-examining the longstanding debate on the origins of leadership. It uses this debate as a foundational analysis to assess the potential of AI in training and developing future leaders. The primary objective of this study is to investigate whether leaders are inherently born or developed through experience and learning, while simultaneously examining the role of AI as a tool for leadership training. By reviewing existing literature and assessing how technological tools can support leadership development, the study aims to contribute both to theoretical understanding and practical application. A Grounded Ethnography methodology was employed, gathering participant reflections from trials using the ChatGPT AI application to support leadership learning. This approach generated primary data on user experience and evaluated the feasibility of AI as a development tool. Additionally, Grounded Theory techniques were applied to analyse Likert scale responses measuring participants perceived growth in leadership knowledge through chatbot interactions. A total of 12 participants engaged in a series of questionnaires and a live AI chatbot session, providing insights into user experience, knowledge acquisition, and the practical application of AI in leadership development. Findings from this doctoral study suggest that AI chatbots can be effective, supportive tools for enhancing leadership knowledge. While the study does not definitively resolve whether leaders are born or made, it proposes that this debate may become increasingly irrelevant in the face of advancing technology. The capacity of AI to supplement or even reshape traditional leadership development models signals a shift in focus toward leveraging innovation for training. This research underscores the transformative impact of AI on leadership development. It demonstrates that AI can deliver scalable, cost-effective, and personalised training, tailored to individual strengths and learning needs. The study contributes to Theory by integrating AI with leadership and learning frameworks, notably enriching Cognitive Load Theory and operational leadership strategies. Practically, it introduces AI-driven, adaptive learning pathways that facilitate real-time feedback and reflection. As digitalisation and AI continue to evolve, this research offers future leaders access to global best practices and interdisciplinary knowledge, fostering more dynamic and responsive leadership development.