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Considering the Effects of Time on Leadership Development: A Local Government Training Evaluation
Abstract
As local governments across the United States adapt to economic shifts, workforce reshaping, and continued demand for services, training to confront these challenges has become more important. However, training resources are limited, investment in these programs is not always prioritized, and evaluating outcomes is difficult. This study analyzes data from a local government leadership development program to examine training impacts over time. It focuses on leadership skills and the ways in which individual’s self-assessments change over time. The findings indicate that although leadership training is an important factor in the development of both conceptual and interpersonal leadership skills, the long-term effects of training on these two types of skills vary significantly. Understanding the training effect decay associated with leadership skills development can help human resource managers and public organizations strategically plan, evaluate, and invest in these training activities to better prepare their workforce to meet future challenges.
... As such, an array of instructional strategies can be used to engage students in leadership development education or training programs and to assess student development as a leader (Rottmann et al., 2016). Instructional strategies used in leadership development education or training include: action-based learning and solving real life problems through action learning (Giber et al., 2000;Hernez-Broome & Hughes, 2004;Leskiw & Singh, 2007;Lester, 2015); service learning (Lester, 2015;Scott & Tolar, 2009;White, 2017); problem-based learning within diverse team (Lachance & Oxendine, 2015); interdisciplinary case studies or scenarios (Getha -Taylor, et al., 2015;Lachance & Oxendine, 2015); group discussions (Getha- Taylor et al., 2015); experiential learning (Leskiw & Singh, 2007;Rottmann et al., 2016); capstone projects (Scott & Tolar, 2009); simulations (Leskiw & Singh, 2007;Zenger & Folkman, 2003); mentoring (Jardine et al., 2015;Leskiw & Singh, 2007;Marcus, 2004;Thach, 2002); didactical instruction of leadership skills and traits (Getha-Taylor et al., 2015); multimedia presentations (Getha- Taylor et al., 2015); guest lecture from current leader (Lester, 2015) or individual on non-traditional career trajectory (Rottmann et al., 2016); 360degree performance feedback system (Alldredge et al., 2003;Thach, 2002); self-assessment (Getha- Taylor et al., 2015); and competency based curriculums (Reed, et al., 2016). Conger (1992) proposed a theoretical framework that comprised four primary approaches to leadership development including: personal growth, conceptual understanding, feedback, and skill building. ...
... As such, an array of instructional strategies can be used to engage students in leadership development education or training programs and to assess student development as a leader (Rottmann et al., 2016). Instructional strategies used in leadership development education or training include: action-based learning and solving real life problems through action learning (Giber et al., 2000;Hernez-Broome & Hughes, 2004;Leskiw & Singh, 2007;Lester, 2015); service learning (Lester, 2015;Scott & Tolar, 2009;White, 2017); problem-based learning within diverse team (Lachance & Oxendine, 2015); interdisciplinary case studies or scenarios (Getha -Taylor, et al., 2015;Lachance & Oxendine, 2015); group discussions (Getha- Taylor et al., 2015); experiential learning (Leskiw & Singh, 2007;Rottmann et al., 2016); capstone projects (Scott & Tolar, 2009); simulations (Leskiw & Singh, 2007;Zenger & Folkman, 2003); mentoring (Jardine et al., 2015;Leskiw & Singh, 2007;Marcus, 2004;Thach, 2002); didactical instruction of leadership skills and traits (Getha-Taylor et al., 2015); multimedia presentations (Getha- Taylor et al., 2015); guest lecture from current leader (Lester, 2015) or individual on non-traditional career trajectory (Rottmann et al., 2016); 360degree performance feedback system (Alldredge et al., 2003;Thach, 2002); self-assessment (Getha- Taylor et al., 2015); and competency based curriculums (Reed, et al., 2016). Conger (1992) proposed a theoretical framework that comprised four primary approaches to leadership development including: personal growth, conceptual understanding, feedback, and skill building. ...
... As such, an array of instructional strategies can be used to engage students in leadership development education or training programs and to assess student development as a leader (Rottmann et al., 2016). Instructional strategies used in leadership development education or training include: action-based learning and solving real life problems through action learning (Giber et al., 2000;Hernez-Broome & Hughes, 2004;Leskiw & Singh, 2007;Lester, 2015); service learning (Lester, 2015;Scott & Tolar, 2009;White, 2017); problem-based learning within diverse team (Lachance & Oxendine, 2015); interdisciplinary case studies or scenarios (Getha -Taylor, et al., 2015;Lachance & Oxendine, 2015); group discussions (Getha- Taylor et al., 2015); experiential learning (Leskiw & Singh, 2007;Rottmann et al., 2016); capstone projects (Scott & Tolar, 2009); simulations (Leskiw & Singh, 2007;Zenger & Folkman, 2003); mentoring (Jardine et al., 2015;Leskiw & Singh, 2007;Marcus, 2004;Thach, 2002); didactical instruction of leadership skills and traits (Getha-Taylor et al., 2015); multimedia presentations (Getha- Taylor et al., 2015); guest lecture from current leader (Lester, 2015) or individual on non-traditional career trajectory (Rottmann et al., 2016); 360degree performance feedback system (Alldredge et al., 2003;Thach, 2002); self-assessment (Getha- Taylor et al., 2015); and competency based curriculums (Reed, et al., 2016). Conger (1992) proposed a theoretical framework that comprised four primary approaches to leadership development including: personal growth, conceptual understanding, feedback, and skill building. ...
his study describes the impact of a training simulation aimed to increase preparedness and confidence of users’ strategies in conducting screening and brief intervention (SBI).
METHOD. This quasi-experimental, single-group pretest–posttest design included 44 Masters students. Changes in student confidence and preparedness in selecting appropriate responses during the virtual assessment were measured.
RESULTS. Paired sample t-tests indicated a significant increase in students’ preparedness and confidence when addressing patients’ substance use in all phases of the intervention.
CONCLUSION. Computer role-play simulation training in motivational interviewing strategies is effective for improving preparedness and confidence to screen, motivate to seek treatment, and refer patients with behavioral health concerns.
Keywords: substance use, mental health, healthcare provider education, screening, role-play, virtual patients, substance use, brief interventions, instructional methods
... Leadership could be affected by supporters' behavior through the use of specific methods such as team building, supporting, and tutoring. Also, value-based power and transformation styles are regarded as viewpoints that have a major impact on association presentation (Fowles, et al, 2015). It is the responsibility of leaders to create and realize the vision of their organizations by promoting their followers to work towards achieving a common goal. ...
... According to Getha-Taylor et al. (2015), chiefs who adopt an apprenticeship or mentoring work can provide outward reflections and truly needed viewpoints so that employees can consider disappointments as learning opportunities. They can also enjoy the recognition of a job accomplished very much, but not harping on previous triumphs, given that after some moment each organization has a necessity for pinnacle employee execution. ...
Self-evaluation exercise remains unpopular among many employees and leaders across the globe. This is partly driven by the fact that many people would not want to find out how they are performing as employees or leaders in their respective organizations. This paper presents findings carried out on ten employees at the Ministry of Works in Kenya and their Chief Finance Officer. They were chosen using cluster quota random sampling. The instrument used to collect data was questionnaires and behavior observation while the data analysis techniques were statistic descriptive and multivariate analyses of variance. The study reveals that most employees and leaders who carry out self-evaluation exercises regularly end up being more productive in their organizations and this reflects directly on the performance of their respective organizations. The study recommends that many leaders and followers should carry out self-evaluation exercises to improve their leadership skills and the performance of their organizations.
... As a result, jails may struggle to fund training opportunities to prepare their staff for leadership roles. This is an unfortunate situation, given the well-documented benefits of leadership training (Collins & Holton, 2004;Getha-Taylor, Fowles, Silvia, & Merritt, 2015;Lacerenza, Reyes, Marlow, Joseph, & Salas, 2017;Sogunro, 1997) and the need for leadership development for corrections staff (Harper, 2016;Jacobs & Cooperman, 2012;Jacobs & Olitsky, 2003;Stinchcomb & McCampbell, 2007) to combat the problems their agency faces. ...
... Literature on leadership development programs has highlighted the importance of program evaluations to determine what is/is not working as intended and if desired outcomes are achieved (Getha-Taylor et al., 2015;Lacerenza et al., 2017). Despite this, evaluations of leadership development programs are rarely conducted and seldom go beyond collecting and analyzing surface-level data such as opinion surveys or content exams (Collins & Holton, 2004;Giangreco, Carugati, & Sebastiano, 2010;Sogunro, 1997). ...
Jails play a vital role in the criminal legal system, with millions of Americans processed through them annually. Jails face numerous exigent challenges and need leaders capable of addressing day-to-day operations and emergent situations. Despite this necessity, jails struggle to identify, fund, and offer leadership development opportunities for their staff. The National Jail Leadership Command Academy (NJLCA), a program designed to prepare emerging leaders for a successful transition into senior leadership positions, was evaluated to assess how the NJLCA impacts its graduates and their agencies. The current study is the first empirical evaluation of a jail leadership development program, using the Kirkpatrick evaluation typology. Structured interviews with 49 jail leaders from 41 agencies across the U.S. produced rich qualitative data for content analysis using the Kirkpatrick evaluation model. Respondents identified numerous examples of how their agencies’ NJLCA graduates apply what they learned at the NJLCA to improve their job performance and achieve organizational goals, revealing a positive, multidimensional impact of the NJLCA.
... The empowerment of the individual through education and vocational training programs implies considering the dimensions of the approach focused on the development of people and the priorities of organizations [139]. Within leadership development, it is also necessary to consider the effects that training has on this topic and what effect time has on developed competences, which may vary according to the type of competence and existing training, in terms of impact in the organization, as in the individual [140]. ...
... The data also indicate that TCCW presents 18 leadership competences with lower proficiency values when compared to the initial moment of the course. During this period there are significantly high differences in the competences of determination and perseverance, optimism and enthusiasm, openness to multiculturalism, consideration, technical and professional aptitude, self-confidence, courage, teamwork, recognition and positive feedback, and interpersonal relationships at the beginning of the course, thus, reinforcing the impact of training on their development [140]. These ten competences with statistically significant differences were also those which, throughout the course, had a negative evolution and to which the competences of communication and transparency are also associated. ...
Leadership competence development in the Portuguese fire services is an area to be explored and one where we must obtain more profound knowledge. The research seeks to identify the role of the initial training course for professional firefighters in the proficiency level of leadership competences in trainees at the Lisbon Fire Service. To achieve the objectives of the investigation, the researchers adopted a quantitative method with a longitudinal case study research design, using a questionnaire of leadership competences, applied to 126 trainees of the Initial Training Course for professional firefighters from Lisbon Fire Service (case study), at three different moments during a one-year training period (longitudinal study). From the obtained results, it was concluded that the leadership competences with the highest level of proficiency at the end of the course are problem solving, participatory leadership, delegative leadership, conflict management, influence by example, task orientation, decision making, vision and proactivity.
... It is possible to train and develop employees' potential and abilities using various techniques (Dekker et al., 2004;Fenwick & McMillan, 2005;Clardy, 2008;Getha-Taylor et al., 2015). When prepared with a needs analysis (Mirza & Riaz, 2012), this can be viewed as a successful intervention to boost employee performance, exposing the need for well-targeted training areas. ...
... When prepared with a needs analysis (Mirza & Riaz, 2012), this can be viewed as a successful intervention to boost employee performance, exposing the need for well-targeted training areas. While preparation is not always the best way to solve the problem of employees' actual output, there is no question that it forms its contribution (Getha- Taylor et al., 2015;Fletcher et al., 2017;Inarda, 2018). The training programs seek to enrich the capacity, level of expertise, and attitude of participants, regardless of their scope and time frames, so that they ultimately boost organizational efficiency (Khan et al., 2011;Bimpitsos & Petridou, 2012;Kapenda & Pieters, 2017).).).). ...
There is limited literature relative to human resource systems in the Philippine
public organization setting, thus, they are always associated with private companies’ context. Although there are several studies on human resource systems, this article focused on human resource management ideas and mechanisms in public service and organizational commitment. The study made use of quantitative research with a descriptive correlation design. It utilized the instruments from the Civil Service Commission (CSC) Program to Institutionalize Meritocracy and Excellence in Human Resource Management (PRIME-HRM) and Organizational Commitment Questionnaire (OCQ). It was conducted in one of the first-class municipalities of the Province of Rizal, Philippines. There are n=142 participants from the stratified sampling technique of 219 local government professionals’ positions in 27 offices. Evidently, the PRIME-HRM has been realized to different extents. The respondents portray a profound level of commitment being pleased to be part of the organization and comfortable to be with it however, thought that it is not the best place to work with. Human resource systems implementation has been found to have a direct association with employees’ commitment. Therefore, the organization may delve and appreciate the positive effects of having well-implemented human resource management programs which will impact commitment in a form of policy improvement or the initiation of worthwhile activities relative to it. Consequently, to meet the highest proficiency level of PRIME-HRM geared towards Strategic Human Resource Management.
... It is possible to train and develop employees' potential and abilities using various techniques (Dekker et al., 2004;Fenwick & McMillan, 2005;Clardy, 2008;Getha-Taylor et al., 2015). When prepared with a needs analysis (Mirza & Riaz, 2012), this can be viewed as a successful intervention to boost employee performance, exposing the need for well-targeted training areas. ...
... When prepared with a needs analysis (Mirza & Riaz, 2012), this can be viewed as a successful intervention to boost employee performance, exposing the need for well-targeted training areas. While preparation is not always the best way to solve the problem of employees' actual output, there is no question that it forms its contribution (Getha- Taylor et al., 2015;Fletcher et al., 2017;Inarda, 2018). The training programs seek to enrich the capacity, level of expertise, and attitude of participants, regardless of their scope and time frames, so that they ultimately boost organizational efficiency (Khan et al., 2011;Bimpitsos & Petridou, 2012;Kapenda & Pieters, 2017).).).). ...
There is little literature in the Philippine public organization setting relative to human resource systems since they are often aligned with private corporations' backgrounds. While there are many articles on human resource systems, this article concentrated on ideas and processes in public service and organizational participation for human resource management. The study made use of quantitative research with a design of descriptive correlation. It used the
instruments of the Program to Institutionalize Meritocracy and Excellence in Human Resource Management
(PRIME-HRM) of the Civil Service Commission (CSC) and the Organizational Commitment Questionnaire (OCQ).
It was performed in the province of Rizal, Philippines, in one of the first-tier municipalities. There are n = 142
participants in 27 offices from the 219 local government practitioners' stratified sample system. The PRIME-HRM
was realized in various ways. The respondents demonstrate a profound degree of engagement that they are glad to be part of the company and comfortable with it but thought it is not the best place to work. Implementation of human resource systems has been found to have a strong correlation with the engagement of employees. The company will then delve into and understand the beneficial benefits of providing a well-implemented human resource management program that will influence participation in the context of policy enhancement or the initiation of worthwhile initiatives about it. Consequently, to reach the highest degree of PRIME-HRM expertise directed towards Strategic Human Resource Management
... It is possible to train and develop employees' potential and abilities using various techniques (Dekker et al., 2004;Fenwick & McMillan, 2005;Clardy, 2008;Getha-Taylor et al., 2015). When prepared with a needs analysis (Mirza & Riaz, 2012), this can be viewed as a successful intervention to boost employee performance, exposing the need for well-targeted training areas. ...
... When prepared with a needs analysis (Mirza & Riaz, 2012), this can be viewed as a successful intervention to boost employee performance, exposing the need for well-targeted training areas. While preparation is not always the best way to solve the problem of employees' actual output, there is no question that it forms its contribution (Getha- Taylor et al., 2015;Fletcher et al., 2017;Inarda, 2018). The training programs seek to enrich the capacity, level of expertise, and attitude of participants, regardless of their scope and time frames, so that they ultimately boost organizational efficiency (Khan et al., 2011;Bimpitsos & Petridou, 2012;Kapenda & Pieters, 2017).).).). ...
There is little literature in the Philippine public organization setting relative to human resource systems since they are often aligned with private corporations' backgrounds. While there are many articles on human resource systems, this article concentrated on ideas and processes in public service and organizational participation for human resource management. The study made use of quantitative research with a design of descriptive correlation. It used the instruments of the Program to Institutionalize Meritocracy and Excellence in Human Resource Management (PRIME-HRM) of the Civil Service Commission (CSC) and the Organizational Commitment Questionnaire (OCQ).
It was performed in the province of Rizal, Philippines, in one of the first-tier municipalities. There are n = 142 participants in 27 offices from the 219 local government practitioners' stratified sample system. The PRIME-HRM was realized in various ways. The respondents demonstrate a profound degree of engagement that they are glad to be part of the company and comfortable with it but thought it is not the best place to work. Implementation of human resource systems has been found to have a strong correlation with the engagement of employees. The company will then delve into and understand the beneficial benefits of providing a well-implemented human resource management program that will influence participation in the context of policy enhancement or the initiation of worthwhile initiatives about it. Consequently, to reach the highest degree of PRIME-HRM expertise directed towards Strategic Human Resource Management.
... Terstrukturnya jenjang diklatpim yang dilaksanakan di Pemerintah Daerah masih belum mampu menunjukkan peningkatan karakter pemimpin dan kemampuan manajerial. Pernyataan tersebut didukung oleh (Getha-Taylor et al., 2015), dimana mereka berpendapat bahwa pelatihan kepemimpinan merupakan faktor penting dalam pengembangan dari keterampilan ataupun kemampuan kepemimpinan secara konseptual dan interpersonal, namun jangka panjang pelatihan yang dilakukan pada dua jenis keterampilan tersebut memiliki perbedaan secara signifikan. Orazi et al. (2013), berpendapat bahwa kepemimpinan sektor publik muncul sebagai domain yang khas dan otonom dalam administrasi publik/studi manajemen publik. ...
... Sejalan dengan hal tersebut bahwa diklatpim pola baru berupaya untuk meningkatkan kemampuan manajerial seorang pemimpin. Pelatihan kepemimpinan merupakan faktor penting dalam pengembangan keterampilan kepemimpinan yaitu keterampilan konseptual dan interpersonal, efek jangka panjang dari pelatihan pada dua jenis keterampilan bervariasi secara signifikan (Getha-Taylor et al., 2015). Hasil penelitian tersebut dapat disimpulkan bahwa jawaban sementara dari penelitian ini adalah: H1: Pelatihan kepemimpinan berpengaruh positif signifikan terhadap kepemimpinan visioner. ...
Penelitian ini bertujuan untuk menjelaskan pengaruh dari pelatihan kepemimpinan dalam membentuk kepemimpinan visioner, sehingga mampu menciptakan kreativitas pegawai, dan peran dari berbagi pengetahuan sebagai moderasi.Sampel dari survey penelitian ini yaitu 50 orang pejabat yang sedang mengikuti pelatihan dan pendidikan kepemimpinan pola baru untukeselon III dari 30 organisasi pemerintahan Kota. Analsis data statistik dalam penelitian ini adalah dengan Struktural Equation Model –Partial Least Square (SEM-PLS), dengan software Smart PLS 3.2.7. Hasil analisis menunjukkan bahwa kepemimpinan visioner memediasi hubungan antaran pelatihan kepemimpinan dalam meningkatkan kreativitas pegawai. Berbagi pengetahuan terbukti memoderasi hubungan antara kepemimpinan visioner dan kreativitas pegawai.Penelitian ini berkontribusi terhadap pengembangan teori kepemimpinan di organisasi pemerintahan, hal ini menunjukkan bahwa pemimpin dengan gaya kepemimpinan visioner mampu meningkatkan kreativitas pegawai dalam bekerja, namun tergantung dengan perilaku berbagi pengetahuan dari pemimpin tersebu
... Additionally, the effect may be discontinuous. With regard to discontinuity, some scholars have argued for a temporary effect of an intervention (e.g., Getha-Taylor et al., 2015;Riggio, 2008;Thomas, Jules, & Light, 2012). While some of this work considers a decay in leader behavior or effectiveness following some intervention, it is important for the leadership literature to consider the possibility that specific changes in leader behaviors are temporally bounded rather than permanent. ...
... Yet, a positive trend over time is only one form of dynamism, and the literature has remained largely silent about other trends, such as downward trends or positive trends followed by fade-out effects. This is surprising given discussions about how leader skills can decay(Getha-Taylor, Fowles, Silvia, & Merritt, 2015) and how leaders can become derailed(Williams, Campbell, McCartney, & Gooding, 2013).With regard to shift studies, unidirectional change is often suggested by methodological choice rather than theory. With few exceptions(Larsson et al., 2017;Lester et al., 2011), these studies are limited to two time points, precluding the investigation of decay of leader behaviors following an intervention(Cohen, Cohen, West, & Aiken, 2003;Kutner, Nachtsheim, Neter, & Li, 2005). ...
... Yet, a positive trend over time is only one form of dynamism, and the literature has remained largely silent about other trends, such as downward trends or positive trends followed by fade-out effects. This is surprising given discussions about how leader skills can decay (Getha-Taylor, Fowles, Silvia, & Merritt, 2015) and how leaders can become derailed (Williams, Campbell, McCartney, & Gooding, 2013). ...
... Additionally, the effect may be discontinuous. With regard to discontinuity, some scholars have argued for a temporary effect of an intervention (e.g., Getha-Taylor et al., 2015;Riggio, 2008;Thomas, Jules, & Light, 2012). While some of this work considers a decay in leader behavior or effectiveness following some intervention, it is important for the leadership literature to consider the possibility that specific changes in leader behaviors are temporally bounded rather than permanent. ...
Throughout its storied history, the leadership literature has predominantly treated leader behaviors as static and owing to stable antecedents like personality traits and organizational norms. In recent years however, this assumption has been challenged as researchers have acknowledged that leader behaviors are more dynamic than previously thought. To clarify and broaden this literature, we review and synthesize published works focused on dynamic leader behaviors. In so doing, we identify three distinct conceptualizations of time and change in the leader behavior literature: shift (i.e., discontinuous, unidirectional change), growth and decay (i.e., unidirectional evolution over time), and ebb and flow (i.e., fluid, potentially non-linear). We distill the conceptualization behind each of these approaches, and synthesize the conceptual and empirical content of the literature within each approach. In the process, we also highlight several challenges and opportunities for research in this area. Moreover, we propose a new, integrative temporal framework meant to not only provide a richer view of dynamism, but also guide future dynamic leader behavior research.
... While ICTs provided access to the related information, without context, that is, without smart guidance, it was found, simply having access did not provide the expected transparency. Under "Skills and Human Capital," a study in the context of local government assessed the ef cacy of trainings on interpersonal leadership skills and concluded that, while initially positive effects were measured, after less than a year after the training the skill levels would deplete (Getha-Taylor, Fowles, Silvia, & Merritt, 2015). Retraining, hence, would be necessary. ...
In 2014, Scholl and Scholl presented their now frequently cited “roadmap for research and practice” broken down into a matrix of eight “focus areas” and seven “elements of smart governance.” This “Roadmap” intended to help researchers navigate their paths through the relatively complex subject matter of smart governance in the public sector given the multiple interdependencies and topical interconnections within the proposed matrix. Since that time, scholastic research on the subject matter has indeed mushroomed and covered almost the entire spectrum that Scholl and Scholl’s Roadmap had laid out. With 171 identified research studies this chapter documents the actual overall coverage and pinpoints the few open spots. It also briefly reviews and discusses examples of research in the eight focus areas. Furthermore, the chapter determines major themes that permeate the research on smart governance in the public sector. Based on the illustrative review, it is concluded that the 2014 Roadmap has indeed been useful to identify potential gaps in research but also further guide empirical and theoretical research on the subject matter.
... This temporal orientation helped them report the accrued value of programme investment. Finally, Getha-Taylor et al. (2015) have examined the effects of time on the outcomes of a local government sponsored LDP. By focusing on the development of conceptual and interpersonal leadership skills, they found out that participants' self-assessments change over time. ...
Many leadership development studies consider developing leadership as a dynamic process that takes time. However, few evaluative inquiries examine the effects of time on leadership development outcomes. As the concept of time has begun to receive the attention it deserves in leadership research, we present a case for including temporal dimensions in leadership development outcomes research. We review conceptual evaluation frameworks and published empirical evaluations in order to highlight the fact that scholars have paid scant attention to time-related considerations in programme evaluation. By using a goal-free evaluation of healthcare leadership development programme as a case example, we illustrate six types of outcomes such as a symbol, rejuvenation, discovery, change, engagement and transformation and reveal their different temporal dimensions. Based on the findings, we argue that, for evaluations to be rigorous and more meaningful to key stakeholders, adopting a time-sensitive approach may be critical.
... While a growing body of research demonstrates that government agencies can deliver effective leadership development programming, scholars have also found that government agencies are struggling to collect systematic data regarding how much they spend on leadership development programming and are having difficulty calculating the overall return on investment (Abner, Morrison, Perry and Valdez 2019;Seidle, Fernandez and Perry 2016;Getha-Taylor, Fowles, Silvia, and Merritt 2015). Several factors account for the data deficiency and lack of return-on-investment (ROI) evaluations, but they center on poor data collection procedures, lack of budgets and expertise for ROI evaluations, and little interest in the academic community for this type of research. ...
Competent leadership is essential to helping achieve agency missions. While governments around the globe invest in leadership development most struggle to calculate the return on their investment (ROI). The lack of ROI evaluations makes it difficult to maintain leadership development budgets during financial crises and political changes. In this essay we outline three methods for assessing ROI for leadership development.
... Several writers have emphasized leadership development as a cornerstone of preparing future talent and grooming executive positions candidates (e.g., Gothard & Austin, 2013;Groves, 2007;Sharma & Agarwal, 2016). Many others have emphasized the importance of increasing the opportunities for enabling high potential employees to access training and development programmes (e.g., Getha-Taylor et al., 2015;Zhang & Rajagopalan, 2010). This sub-criterion was therefore expected to be given a much higher priority closer to leadership competencies because of the direct link between the two. ...
Succession planning is important for organizational growth and business sustainability in the public sector. However, few organizations have attempted to introduce the concept and practice. This article aimed to identify and prioritize the factors that influence executive succession planning in the public sector in the United Arab Emirates (UAE), using the analytic hierarchy process. A model was developed with five criteria and 29 sub-criteria and tested using data collected from 40 interviews with top executives from various public sector organizations. The findings showed that succession planning strategy, organizational culture, and leadership development opportunities were the most significant factors linked to executive succession planning in the UAE public sector. A framework for decision-makers was developed that could be used to overcome some of the challenges of executive succession planning. It is hoped that this study will help policy makers to formulate suitable policies and strategies to promote executive succession planning in public sector organizations. It will also help them to implement best practice in this field.
... Leadership training is an important factor in the development of leadership skills, namely conceptual and interpersonal skills. The long-term effects of training on two types of skills vary significantly (Getha, et al., 2015). The result of this research can be concluded that the temporary answer from this research are: ...
This study aims to provide an empirical explanation of the impact of training in improving employee creativity through a visionary leadership style. The sample in this research is I officials who have attended the leadership training of new pattern as many as 46 people. Testing 3 hypothesis using statistical approach with variance based SEM, that is Smart PLS 3.2. The results show that leadership training had a significant positive effect on visionary leadership. Then, visionary leadership positively influences employee creativity and functions as a mediating variable in this study.
... Many scholars have discussed the training effect and how to evaluate it. For example, Kirkpatrick's (1976) four-level evaluation has been used extensively in many training areas and several studies on public sector training evaluations utilize it as well (e.g., Bjornberg, DellCioppia, & Tanzer, 2002;Getha-Taylor, Fowles, Silvia, & Meritt, 2015;Olivero, Bane, & Kopelman, 1997). ...
This study evaluates the training program for newly appointed government officials in Korea and presents the effectiveness of the success case method (SCM) technique for such an evaluation. The training program chosen as the case study is administered by the training institute for public officials of Korea. The SCM technique was used to evaluate this program and to draw implications that could be applied to the design of future training programs. A survey was conducted targeting 321 trainees who completed the program for newly appointed government officials, and 12 trainees were selected who showed a high level of training transfer measures for the qualitative examination. Through the analysis of semistructured interviews, the study deduced the factors that influenced effective training transfer. The results illustrate that the factors that lead to successful application of the training are 15 success factors categorized in the trainee’s individual characteristics, the training design, and the trainee’s work environment. This study provides implications that can be useful in the workplace, including the application of the SCM in evaluating training programs in the public sector, and the factors that should be considered for effective training transfer among newly appointed public officials.
... J. Burke & Day, 1986, p. 232), and certain skills such as critical thinking, communications, and negotiation can be taught (Allio, 2005). Research also suggests that, although managerial and leadership training generally improves leadership skills, its impacts vary significantly across different programs (Getha-Taylor, Fowles, Silvia, & Merritt, 2015). In the present study, we examine the relationship between executive training and its consequences, focusing on whether executive training programs bring the expected results in terms of improved accountability practices in these organizations. ...
Facing the potential leadership deficit and mounting pressures for performance and accountability, government and nonprofit organizations have become more interested in providing training and development programs for their executives. However, existing research falls short in explaining the utility of managerial development programs in achieving performance and accountability in public and nonprofit contexts. This study examines how executives’ participation in various managerial development programs is associated with the adoption of organizational practices for financial, client-service, and performance accountability, using a survey of nonprofit human services organizations. The results reveal that organizations whose executives participated in managerial development programs are more likely to have such practices. In particular, the results show that participation in general management and administration training and regular mentoring is positively associated with accountability practices in all three areas. Overall, the findings suggest that providing incumbent executives with training and development opportunities is as important as recruiting qualified individuals in ensuring organizational accountability and performance.
Although servant leadership has emerged as an important community‐oriented leadership approach that is desirable for public organizations, relatively less research attention has been devoted to understanding its antecedents as well as its organizational and community‐level consequences. Drawing on self‐categorization and stakeholder theories, this study investigates the antecedents and consequences of servant leadership in local government agencies using a comparative analysis of three case studies (two counties and a city). Findings highlight two frameworks of antecedents and consequences of servant leadership in local governance: (1) the underlying mechanisms—translating antecedents into servant leadership and (2) the intervening mechanisms—translating as organizational and community‐level consequences of servant leadership. These findings have implications for both public sector leadership theory and practice. Theoretically, servant leadership emerges as an inclusive approach that fosters stakeholder engagement and community prosperity in local governments. Practically, the findings suggest a pathway for utilizing servant leadership as an instrument for potential selection, training, succession planning, and servant leadership development in local government managers.
Esse artigo apresenta um modelo de avaliação de desempenho desenvolvido para avaliar o desempenho do programa de treinamento de uma escola de governo estadual para subsidiar a tomada de decisão dos gestores responsáveis. A metodologia Multicritério de Apoio à Decisão-Construtivista MCDA-C norteou a pesquisa. Por meio de entrevistas semiestruturadas com os decisores da Diretoria da Escola de Administração Pública (DEAP), foram identificados 38 Elementos Primários de Avaliação-EPA. Esses foram desmembrados em 60 conceitos, que foram agrupados nas áreas de preocupação: Gestão da evasão; Temas dos cursos; Criação das parcerias; e Gestão interna. Para avaliar o desempenho do Programa de Treinamento da DEAP, foram construídos 39 descritores. O modelo foi considerado, pelos decisores da DEAP, legítimo ao contemplar suas preocupações e os aspectos ambientais que compreendem seu contexto de gestão. Em termos teóricos esta pesquisa demonstra a potencialidade dos dois instrumentos metodológicos utilizados para construção de conhecimento junto aos decisores e as pesquisadoras.
This project offers a new leadership framework for the next generation of nonprofit professionals. Based on five years of data collected from the New York Community Trust Leadership Fellowship - designed to address leadership development gaps in the nonprofit sector - it constructs three dimensions and eleven themes for the theory and practice of leadership standpoints. Leadership standpoints are a framework for practicing inclusion, building spaces for performance, and thinking and acting with range. Those using leadership standpoints continuously interact with diverse stakeholders, constantly verify others' views and interests, and remain keenly attentive to power distributions, material constraints, and hidden or unacknowledged voices that need surfaced, while expanding their personal and social outlooks to elevate performance and meet pressing demands best addressed through broadly informed decisions. This title is also available as Open Access on Cambridge Core.
Employee training is often viewed as essential for incorporating performance management practices into public organizations, but few studies directly link training programs to subsequent changes in organizational outcomes. Typically, evaluations of the impact of training and management innovations more broadly focuses narrowly on improvements at the mean of the distribution, ignoring isomorphic pressures that may spur divergent responses at opposite tails of the distribution. We examine these notions by testing whether training local government personnel on the use of financial performance information in decision-making influences fiscal outcomes. Specifically, we compare the outcomes of North Carolina local governments whose employees participated in training on a new fiscal benchmarking tool at the University of North Carolina School of Government to peer governments that did not participate. Municipal governments with at least one trained employee experienced modest changes, on average, across most of the financial ratios reported in the benchmarking tool. By comparison, the dispersion of the reported outcomes declined considerably among municipal governments whose employees participated in training in comparison to control governments. The strength of this response increased with the number of public officials trained. The results indicate that employee training can facilitate the use of performance benchmarking systems in public sector decision-making. They also suggest that benchmarking without explicit performance targets may encourage convergence toward the average outcome.
The authors analyze the performance and efficaciousness of agency-based leadership development programs, which ensure that leaders understand trends affecting their jobs, such as risk management or cybersecurity; such programs prepare future leaders for the rigors of driving action across the federal government’s $4.4 trillion enterprise that touches the lives of all Americans daily. The depth and breadth of current agency leadership programs vary widely, inhibiting systematic development of tomorrow’s government leaders. The report explores five core topics: 1) factors that enable a sustainable agencybased leadership development program; 2) system-level challenges to creating and operating such programs; 3) training and development strategies that have had the most success in the federal government; 4) transferable lessons learned from exemplary agency programs; and 5) ways to demonstrate programmatic return-on-investment (ROI). The report underscores that federal organizations can mount successful leadership development programs, and that the effective practices they have identified provide excellent guides across all facets of the leadership development cycle—enabling government executives to tackle problems with fresh ideas and energy.
With shifting paradigm, public administration needs even more transformational leaders. A large part of an individual’s leadership potential refers to innate personality traits which are brought out by relevant nurturing processes. Environment, favorable or unfavorable, interacts with these processes and impacts the flourishing of natural potential. Experience promotes the positive growth of innate potential that one possesses. Using data from India, this article looks into the systematic impact of public administrative training institutes on the development of top-tier civil servants. By comparing the performance of officers in public administration training academy possessing innate personality traits suitable for transformational leadership vis-à-vis innate personality traits suitable for transactional leadership, we test whether current training evaluation promotes transformational innate personality traits and suggests the implications. Interestingly, our mix-method study evaluating the entry-level induction training of public administrative leaders reveals that there is a gap between theory and praxis.
The Graduate School of Public and International Affairs, University of Pittsburgh provides an extra-curricular leadership development experience called the Leadership Portfolio Program. The Leadership Portfolio Program uses both classroom and community-based experiences to develop and refine leadership skills in graduate students who are preparing for careers in public service. This article describes the Leadership Portfolio Program and, based on student feedback, offers insights on pedagogical strategies for teaching leadership to pre-service students.
The growth of government outsourcing has triggered significant legal and social science research. That research has focused primarily on issues of cost, accountability, and management. A thus-far understudied question concerns the relevance and importance of public service motivations (PSM), especially when a government agency is proposing to outsource services that are considered inherently governmental. Using a grounded theory approach, this exploratory study centers on the use of private security guards to augment government-provided public safety, and investigates the public service motivations of part-time and full-time employees of private security firms that regularly partner with—or seek to protect the public independent of—local police. Findings reveal that the presence or absence of motivations consistent with PSM was attributable not to private sector employment but to whether informants were part-time or full-time employees.
This article examines precursors to leadership practice, specifically through the lens of role identity. The assumption explored is that people are unlikely to engage in the hard work of leadership if they do not see that challenge as part of who they are and what they do, especially collaborative or system-level leadership. Role identity is, then, a critical building block in developing a deeper understanding of leadership intentions and actions especially in collaborative settings. Multiple judicial players, termed here “public service lawyers,” are investigated in this single-state case study that examines individuals’ view of their role and primary focus. Factors are examined that contribute to the construction of role perception. Results reveal that leadership training, the position one holds, and motivational orientation all influence the extent to which public service lawyers develop a view of their role that includes a broader system or collaborative orientation.
This study seeks to elicit insights on the individual and organizational competencies associated with effective collaboration. Specifically, the authors gathered grounded insights on collaborative competencies from undergraduate students enrolled in an introductory public affairs course at a research-intensive, Midwestern university—following student participation in an interactive and replicable simulation designed according to Ansell and Gash’s “collaborative governance” framework. Results indicate that respondents associated being open-minded, strategic, respectful, an effective communicator, and patient with individual competencies; whereas compromise, teamwork, and trustworthiness were identified as organizational characteristics. Findings also highlight the educational value of simulations and related experiential- and active-learning techniques in elevating the knowledge, skills, abilities, and confidence of students in relation to practices integral to public service delivery, such as collaboration.
A growing body of literature has documented leadership styles by gender. This study examines if directors of Master of Public Administration (MPA) programs accredited by the Network of Schools of Public Policy, Affairs, and Administration exhibit gender differences in leadership styles. Such differences may affect the implementation of public administration and how effective MPA directors are in achieving positive outcomes. Using a mixed methods approach—specifically, exploratory sequential design utilizing qualitative data and analysis, followed by a quantitative survey—we find that there are some gendered differences among public administration directors. In particular, we find that women directors are significantly more likely than their male counterparts to exhibit traits that resemble transformational leaders. However, we also find that male and female directors converge in terms of other styles of leadership.
A variety of assessments through 2001 discussed the striking neglect of theory related to leadership in public sector organizational settings. For example, Jerry Gabris, Bob Golembiewski, and Doug Ihrke called on the field to ‘improve on the emaciated condition of public leadership theory’. My assessment of administrative leadership soon thereafter, while trying to emphasize a recent uptick in volume, was nonetheless that ‘the needs are great and the research opportunities are manifold’. My relatively negative assessment has been widely cited and needs to be re‐evaluated a decade later since much progress has been made and the research needs have evolved substantially.
The article distinguishes between leaders and leadership on the one hand, and leader and leadership development on the other. It then explores a particular mode of leadership development, based upon membership of the UK Academy of Chief Executives (ACE). Semi-structured interviews, documentary analysis, and participant observation were used to study the experiences and obtain the views of members of the North East England branch of the ACE. It is argued that leadership development has often been equated with leader development, with the resulting focus upon the individual, as against attending to the social, political, collective and other contexts of action and meaning. Social capital theory, following Day (2000), is drawn upon in order to help conceptualize and apply leadership development in context, where the emphasis is upon understanding and building relationships and networks, coordinating activities, and developing commitments.
The state administration in Slovenia is undergoing its biggest reform since the country's secession from Yugoslavia in 1991. The civil servants need to adjust to a large number of changes in a very short time. They face a continually changing regulatory framework that they need to implement and enforce, as well as new demands from the growing private sector and citizens at large. These challenges can only be met by highly qualified civil servants who are constantly updating their qualifications. Therefore systematic in-service training is crucial to keep the civil servants competent in a rapidly changing environment.
This article examines the practices of training evaluation in a branch of Slovene state administration. The article compares the attitudes of employees towards evaluation with the assumption that significant differences may exist among the attitudes of employees of different demographic characteristics.
After having identified a conceptual framework that examines the notion of training evaluation among civil servants, the research questions related to determinants and consequences of evaluation were explored. Research assessing the influence of respondents' demographic characteristics was conducted among a population of civil servants, and 414 responses were gathered. The results obtained indicate that the influence of hierarchical position prevailed, although the managers (leading civil servants) are less involved in evaluation than expected. Empirical data also demonstrate that the majority of employees are willing to participate in permanent and transparent training evaluation.
Points for practitioners This article may be of interest to researchers and managers involved in the planning and evaluation of civil servant training. Evaluation of the results of training presents feedback information to the training managers and is a key component in the systematic approach to training. The article sheds light on the relationship between demographic characteristics of training participants and their attitude towards training evaluation, and may help managers develop a systematic training model that will be better tailored to the demographic characteristics of their target group.
To fill the need for leaders and change agents throughout all levels of federal agencies, public sector human resource managers are now called on to develop innovative leadership development programs. Developing leaders for the 21st century requires attention to workforce trends as well as flexibility and creativity. Federal government leadership development programs need to address special leadership concerns of public agency managers, including creative thinking, collaboration, cross-organizational team building, and leading for results. This research provides overviews of federal leadership development programs and includes average and exemplary models. Lessons learned from this research offer a new set of leadership development assumptions for the public sector. Data were gathered from document analysis, preliminary network interviews, and in-depth personal interviews with program designers and participants.
Robert L. Katz first called attention to the problem of identifying those skills necessary for successful performance in managerial roles. This paper identifies the impact of Katz's classic 1955 work on managerial skills and notes the continuing legacy of his work. Modifications and additions appearing in the management literature, particularly introductory or principles textbooks, are noted with a suggested expansion of Katz's work that would subsume the dominant ones of those. The importance of managerial skills to the carrying out of managerial functions is also discussed.
Leadership skills can be learned, although learning on the job is too haphazard a way to ensure an organization's viability. A leadership development program (LDP) requires nine overlapping tasks which should be managed by human resource professionals. Each task answers a basic question: (1) What kind of candidates is the organization looking for? (2) What does it take to be a good leader in this specific organization? (3) How does one become a program participant? (4) How does the participant stack up as a leader right now? (5) What specific actions should the participant take to become a better leader? (6) In what ways is the LDP reinforced by other human resource systems? (7) How can the participant's position and work responsibilities be part of the developmental process? (8) Is there a leadership succession plan? (9) Is the LDP giving a satisfactory return on the investment? The author provides and overview and detailed outline of these tasks for creating a LDP to help current and future leaders reach there potential in the service of organizational goals. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
I examine the phenomenon of implicit learning, the process by which knowledge about the rule-governed complexities of the stimulus environment is acquired independently of conscious attempts to do so. Our research with the two seemingly disparate experimental paradigms of synthetic grammar learning and probability learning, is reviewed and integrated with other approaches to the general problem of unconscious cognition. The conclusions reached are as follows: (a) Implicit learning produces a tacit knowledge base that is abstract and representative of the structure of the environment; (b) such knowledge is optimally acquired independently of conscious efforts to learn; and (c) it can be used implicitly to solve problems and make accurate decisions about novel stimulus circumstances. Various epistemological issues and related problems such as intuition, neuroclinical disorders of learning and memory, and the relationship of evolutionary processes to cognitive science are also discussed. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
This article reviews the mainstream leadership literature and its perennial debates and compares it to the public-sector (administrative) leadership literature. The mainstream leadership literature fully articulated the transformational models in the 1980s and began the serious work of integrating transactional and transformational types of leadership into comprehensive models in the 1990s. Many have considered this to be a major advance over the field's previous fragmentation and excessively narrow focus. This integration has not been reflected in the public-sector literature, in which the normative debates about what leaders should do has received most of the attention in the last decade. Although many types of leadership in the public sector have been discussed extensively, such as leadership by those in policy positions and working in community settings, administrative leadership within organizations has received scant attention and would benefit from a research agenda linking explicit and well-articulated models with concrete data in public-sector settings.
Transfer of training is of paramount concern for training researchers and practitioners. Despite research efforts, there is a growing concern over the "transfer problem." The purpose of this paper is to provide a critique of the existing transfer research and to suggest directions for future research investigations. The conditions of transfer include both the generalization of learned material to the job and the maintenance of trained skills over a period of time on the job. The existing research examining the effects of training design, trainee, and work-environment factors on conditions of transfer is reviewed and critiqued. Research gaps identified from the review include the need to (1) test various operationalizations of training design and work-environment factors that have been posited as having an impact on transfer and (2) develop a framework for conducting research on the effects of trainee characteristics on transfer. Needed advancements in the conceptualization and operationalization of the criterion of transfer are also discussed. ABSTRACT FROM AUTHOR Copyright of Personnel Psychology is the property of Blackwell Publishing Limited and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts)
Traditional theories of forgetting are wedded to the notion that cue-overload interference procedures (often involving the A-B, A-C list-learning paradigm) capture the most important elements of forgetting in everyday life. However, findings from a century of work in psychology, psychopharmacology, and neuroscience converge on the notion that such procedures may pertain mainly to forgetting in the laboratory and that everyday forgetting is attributable to an altogether different form of interference. According to this idea, recently formed memories that have not yet had a chance to consolidate are vulnerable to the interfering force of mental activity and memory formation (even if the interfering activity is not similar to the previously learned material). This account helps to explain why sleep, alcohol, and benzodiazepines all improve memory for a recently learned list, and it is consistent with recent work on the variables that affect the induction and maintenance of long-term potentiation in the hippocampus.
An experiment tested the common assumption that implicit and explicit knowledge are forgotten at different rates. In a training phase participants responded to sequences of letters generated by a finite-state grammar by pressing corresponding letters on a keyboard. A control group responded to randomized sequences. Participants were tested immediately following training and after intervals of seven and fourteen days. During each test participants responded to the letters of old and new sequences, and performed a concurrent recognition test. Priming was indexed by the time taken to respond to the sequences. In the immediate test both priming and recognition were substantially greater than the control group. In the delayed tests the level of priming remained unchanged but recognition had declined. The data indicate that priming and recognition decay at different rates, and are discussed with reference to both single and dual process models of memory.
The leadership development literature is theoretically and empirically thin compared to other leadership topics. In this paper, leadership development is immersed in the motivation literature with self-determination theory serving as the primary explanatory mechanism of significant differences in leadership development. Self-determination theory is extended by considering the initiating and pursuing motivation and proposing that intrinsic and extrinsic motivation can pursue in either a controlled or autonomous manner. Using a sample of 445 organizational administrators and 7791 observer assessments, empirical results show that leadership development differs depending on the degree of self-determination in terms of self-evaluations, observer evaluations, and gain-scores even though the significance is not as expected in all cases. Theoretical and empirical contributions are discussed that inform researchers and practioners.
Academics and practitioners consistently call for increased attention to issues of training evaluation. In particular, some argue that because of the weak statistical relationship between trainee satisfaction and training impact, more attention should be paid to evaluating posttraining changes in job behaviors. This article shows that this weak relationship may be partly a result of statistical artifacts associated with the measurement of change, and that, when using appropriate statistical techniques, moderate-to-strong relationships may exist between training impact and certain measures of trainee satisfaction.
The past 40 years have seen considerable strides in our understanding of leadership, which until recently focused on inherited traits and abilities. Although we now see leadership as a complex interaction between the leader and the social and organizational environment, this lesson is frequently ignored in personnel selection and leadership training. At this time, most leader selection and leadership training approaches have not been adequately validated. Further progress in these areas requires that we focus research on methods that integrate situational components into personnel selection and leadership training.
I examine the phenomenon of implicit learning, the process by which knowledge about the rule-governed complexities of the stimulus environment is acquired independently of conscious attempts to do so. Our research with the two, seemingly disparate experimental paradigms of synthetic grammar learning and probability learning is reviewed and integrated with other approaches to the general problem of unconscious cognition. The conclusions reached are as follows: (a) Implicit learning produces a tacit knowledge base that is abstract and representative of the structure of the environment; (b) such knowledge is optimally acquired independently of conscious efforts to learn; and (c) it can be used implicitly to solve problems and make accurate decisions about novel stimulus circumstances. Various epistemological issues and related problems such as intuition, neuroclinical disorders of learning and memory, and the relationship of evolutionary processes to cognitive science are also discussed.
As more institutions of higher education engage in the practice of leadership education, the effective assessment of these efforts lags behind due to a variety of factors. Without an intentional assessment plan, leadership educators are liable to make one or more of several common errors in assessing their programs and activities. This article reviews some of the most common errors in assessing leadership programs, including failing to consider what the authors describe as the Honeymoon, Horizon, Hollywood, Halo, and Hallmark effects (otherwise known as recency, response-shift, socially desirable, and respondent biases). Suggestions for minimizing these potential issues in assessment are also included along with suggestions for practitioners and areas for future related research.
Prologue Part I. Practice: Introduction I 1. Meaning 2. Community 3. Learning 4. Boundary 5. Locality Coda I. Knowing in practice Part II. Identity: Introduction II 6. Identity in practice 7. Participation and non-participation 8. Modes of belonging 9. Identification and negotiability Coda II. Learning communities Conclusion: Introduction III 10. Learning architectures 11. Organizations 12. Education Epilogue.
Through its workforce and succession planning efforts, Pennsylvania is committed to proactively identifying, preparing for and maintaining pools of well-trained and motivated state government employees to assume critical positions of leadership. But the concept of leadership extends beyond senior-level positions within agencies. The goal in Pennsylvania is to improve leadership capabilities in every work unit and to encourage all employees to use their skills to build stronger teams. Leadership at all levels means equipping employees with the tools, skills and expectations to communicate effectively and foster leadership at every organizational level. Leadership at all levels ensures that no lack of business continuity results from staff departures such as retirements, resignations, promotions or reassignments or other situations in which an individual is unable to or unwilling to continue his or her role within an organization.
As a follow-up to the case study “Pennsylvania's Changing Workforce: Planning Today With Tomorrow's Vision” ( Public Personnel Management, Vol. 33, No. 4, Winter 2004), this article advances workforce planning and details the manner in which the commonwealth actualizes sound succession planning principles and practices.
IN HIS 1887 ARTICLE, "THE STUDY OF ADMINISTRATION," WOODROW WILSON ARGUED THAT PUBLIC MANAGERS AND PROSPECTIVE CANDIDATES FOR THE PUBLIC SERVICE NEEDED TRAINING IN A "SCIENCE OF PUBLIC ADMINISTRATION." THIS TRAINING, WILSON MAINTAINED, COULD SAVE ADMINISTRATION FROM THE "COSTLINESS OF EMPIRICAL EXPERIMENT." SINCE WILSON'S TIME, MANAGEMENT EDUCATION AND TRAINING HAS OFTEN BEEN RECOMMENDED BY ACADEMICIANS, BLUE RIBBON COMMISSIONS, AND EVEN ELECTED OFFICIALS AS A WAY TO IMPROVE ADMINISTRATIVE EFFECTIVENESS AND EFFICIENCY. YET, THE MANAGER'S VIEW ON THIS IMPORTANT TOPIC HAS NOT BEEN PRESENTED IN ANY PUBLISHED STUDY. THIS ARTICLE CONTAINS DATA ON THE MANAGER'S VIEWS ABOUT: ( 1) THE ROLE CLASSROOM EDUCATION AND TRAINING HAS PLAYED IN THE DEVELOPMENT OF THEIR OWN KNOWLEDGE AND SKILL; (2) THE TYPE OF CLASSROOM EDUCATION AND TRAINING THEY PREFER; AND, (3) THE ROLE THEY THINK CLASSROOM EDUCATION AND TRAINING CAN PLAY IN IMPROVING ADMINISTRATIVE PERFORMANCE.
Purpose
The purpose of this paper is to explore the invisible role of observational learning in the development of leadership practice. A model of observational learning and leadership practice is suggested to help guide theorizing and design intervention.
Design/methodology/approach
The approach takes the form of empirical qualitative research that utilizes a time‐line interview technique with 34 managers to enable in‐depth data to be revealed of observational leadership learning. Data analysis is through a phenomenological grounded theory approach.
Findings
The paper illustrates that observational learning from “notable people” is a prominent influence of these managers' conceptions of leadership. Such observational learning differed between men and women and between employed and self‐employed contexts.
Research limitations/implications
The variety, availability and diversity of people to observe and engage with are argued here to have significant implications for the development of leadership practice.
Practical implications
The conclusions suggest that interventions into the leadership development of men and women, and between the employed and self‐employed need to be different and such interventions need to be responsive to established structural practices.
Originality/value
The paper responds to a call for contextualized, in‐depth qualitative research into leadership development, making prominent the significance of observational learning to leadership practice and how such observational learning varies between men and women, and between the employed and the self‐employed. It also provides a model of observational learning and leadership practice to guide understanding of informal leadership development.
This study evaluated two key components in leadership development programs: a 360-degree assessment of leadership skills and leadership mentoring. The participants in this study include 303 individuals in a leadership development program and 41 leadership mentors. The methodology and underlying rationale for using the two methods selected to evaluate the program are described. The results illustrate the degree to which mentees open up when mentors focus more on coaching and less on compliance and when mentors initiate personal contact with the mentees more often. The results also indicate that self-reports and observer-reports are statistically significantly different from one another. Implications and limitations are discussed.
Views of leade rship that focus on the traits and behaviors of the leader are commonly used to develop training programs. Although these leadership training programs have some application, they suffer from se veral problems. First, there is no reasonable agree ment on what traits or behaviors are leade rship traits or be haviors. Second, there is no way to differentiate what makes a good leader from what makes an effective manager or an effective person. And third, pe ople who e merge from these training programs rarely become what anyone might de fine as good leade rs. A vie w of leade rship as a community deve lopme nt process is explore d as an alternative to traditional leadership approaches, and its implications for training and e ducation are discussed.
Views of leadership that focus on the traits andbehaviors of the leader are commonly used to developtraining programs. Although these leadership trainingprograms have some application, they suffer from several problems. First, there is no reasonableagreement on what traits or behaviors are leadershiptraits or behaviors. Second, there is no way todifferentiate what makes a good leader from what makes an effective manager or an effective person.And third, people who emerge from these trainingprograms rarely become what anyone might define as goodleaders. A view of leadership as a community development process is explored as an alternative totraditional leadership approaches, and its implicationsfor training and education are discussed.
This study sought to investigate the effects of response shzft bias on outcomes using a self-report measure in a leadership development course. While students in this study rated themselves as having a "high " level of leadership skill at the end of the course, significant differences were found between their self-report ratings using the pretest/posttest and the then/posttest approach. The degree of response shift (then/post pre/post comparison) was also significant. The findings from this study together with other studies cited suggest that when employing self-report measures, the then/post approach provides a less conservative and more accurate means of assessing leadership skill development than would the traditional pretest/posttest approach.
This article presents a review of the skill retention and skill decay literature that focuses on factors that influence the loss of trained skills or knowledge over extended periods of nonuse. Meta-analytic techniques were applied to a total of 189 independent data points extracted from 53 articles. Results indicate that there is substantial skill loss with nonpractice or nonuse, with the amount of skill loss ranging from an effect size (d) of -0.01 immediately after training to a d of -1.4 after more than 365 days of nonuse. Most of the study's hypotheses for moderators were supported. Physical, natural, and speed-based tasks were less susceptible to skill loss than cognitive, artificial, and accuracy-based tasks. Additionally, certain methodological variables, such as using recognition tests, using similar conditions of retrieval at retention, and using behavioral evaluation criteria, resulted in less skill loss over time. Implications of the results for training and future research are discussed.
Describes a new method for determining the effect of original learning (OL) on forgetting (FG). The model predicts how much FG time is required for memory performance to fall from any given level to some lower level. If this time is the same for different degrees of OL, then FG is not affected by degree of OL. If this time is greater for higher degrees of OL, then FG is slower with higher OL. Application of the method to a variety of FG data indicates that FG is slower for higher degrees of OL. (15 ref) (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Using longitudinal data from 875 students at 10 institutions, descriptive and multivariate analyses were conducted to assess whether student participation in leadership education and training programs has an impact on educational and personal development. Results indicate that leadership participants showed growth in civic responsibility, leadership skills, multicultural awareness, understanding of leadership theories, and personal and societal values. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
A general coefficient measuring the similarity between two sampling units is defined. The matrix of similarities between all pairs of sample units is shown to be positive semidefinite (except possibly when there are missing values). This is important for the multidimensional Euclidean representation of the sample and also establishes some inequalities amongst the similarities relating three individuals. The definition is extended to cope with a hierarchy of characters.
Interest in leadership development is strong, especially among practitioners. Nonetheless, there is conceptual confusion regarding distinctions between leader and leadership development, as well as disconnection between the practice of leadership development and its scientific foundation. The present review examines the field of leadership development through three contextual lenses: (1) understanding the difference between leader development and leadership development (conceptual context); (2) reviewing how state-of-the-art development is being conducted in the context of ongoing organizational work (practice context); and (3) summarizing previous research that has implications for leadership development (research context). The overall purpose is to bridge the practice and science of leadership development by showing the importance of building both human and social capital in organizations. Specific practices that are reviewed include 360-degree feedback and executive coaching, mentoring and networking, and job assignments and action learning. Practices and research are framed in terms of a general need to link leader development, which is primarily based on enhancing human capital, with leadership development that emphasizes the creation of social capital in organizations.
Whether on a patrol beat, in social service offices, or in public school classrooms, street-level workers continually confront rules in relation to their own beliefs about the people they encounter. Cops, Teachers, Counselors is the first major study of street-level bureaucracy to rely on storytelling. Steven Maynard-Moody and Michael Musheno collect the stories told by these workers in order to analyze the ways that they ascribe identities to the people they encounter and use these identities to account for their own decisions and actions. The authors show us how the world of street-level work is defined by the competing tensions of law abidance and cultural abidance in a unique study that finally allows cops, teachers, and counselors to voice their own views of their work. Steven Maynard-Moody is Director of the Policy Research Institute and Professor of Public Administration at the University of Kansas. Michael Musheno is Professor of Justice and Policy Studies at Lycoming College and Professor Emeritus of Justice Studies, Arizona State University.
Incluye índice Incluye bibliografía Se describe y analiza una amplia variedad de teorías sobre el liderazgo, haciendo énfasis en cómo cada teoría puede aplicarse para mejorar el liderazgo en organizaciones reales.
An experiment tested the common assumption that implicit and explicit knowledge are forgotten at different rates. In a training phase participants responded to sequences of letters generated by a finite-state grammar by pressing corresponding letters on a keyboard. A control group responded to randomized sequences. Participants were tested immediately following training and after intervals of seven and fourteen days. During each test participants responded to the letters of old and new sequences, and performed a concurrent recognition test. Priming was indexed by the time taken to respond to the sequences. In the immediate test both priming and recognition were substantially greater than the control group. In the delayed tests the level of priming remained unchanged but recognition had declined. The data indicate that priming and recognition decay at different rates, and are discussed with reference to both single and dual process models of memory.
Behavioral complexity and the development of military leadership for the twenty-first century
- R Hooijberg
- R C Bullis
- J G Hunt
How to maintain training in tight budget times
- J Moore