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A LEADERSHIP SKILLS
DEVELOPMENT MODEL
FOR THE KWADEN GROUP:
A CASE STUDY OF AN
AFRICAN FMCG BUSINESS-
NETWORK
Dr Craig Muller
University of KwaZulu-Natal
Durban, South Africa
E-mail: craig@super-cube.com
Prof Theuns Pelser
University of KwaZulu-Natal
Durban, South Africa
E-mail: pelser@ukzn.ac.za
ABSTRACT
Organisations competing in Africa face
numerous challenges. To successfully
address these challenges, entrepreneurial
energy, and a strategy to develop leadership
skills at scale is required.
This study aimed to develop and assess
whether a leadership skills development
model which integrates six conceptual
constructs is valid as a model for developing
leadership skills in an African fast-moving
consumer goods (FMCG) business-network.
The study took a pragmatic approach and
followed an explanatory sequential design
typology. An initial quantitative stage was
conducted. A qualitative stage followed.
An online survey approach collected data
from employees in an African FMCG
business-network. Inferential statistics
were employed to examine the validity
and reliability of the constructs. Applying
confi rmatory factor analysis, three data-
model fi t tests gave empirical evidence that
the leadership skills development model
was a good model fi t. Cronbach’s alpha
coeffi cient determined construct reliability.
A face-to-face interview approach facilitated
data collection from key decision-makers in
the African FMCG business-network. Their
experiences and feelings on leadership
skills and leadership skills development
were recorded. Using inductive thematic
interpretation methodology, the qualitative
results helped explain the initial quantitative
results. The outcomes and practical value
of this study included: a theoretically
relevant, empirically validated leadership
skills development model for an African
FMCG business-network as well as a range
of recommendations on how to develop
leadership skills throughout Africa.
Keywords: Leadership, skills, develop-
ment, model, FMCG, business, Africa.
INTRODUCTION
Optimism about Africa’s prospects remains
widespread and decisive throughout the
region (McKinsey & Company, 2018).
Predictions suggest Africa’s combined
Gross Domestic Product (GDP) will be
amongst the fastest growing on earth in
the next two decades. An expectation is
that the majority African homes will enter
the consumer class, and educational
performance will improve signifi cantly
within the next two decades. Africa off ers
large prospects for development to global
and local businesses. However, with
the continent’s complexities, success is
not certain: considered strategies are
required to transform Africa’s future growth
opportunities into benefi cial and sustainable
organisations. Such plans must comprise
a thorough approach to its geographical
mark, novelty to tackle Africans’ unmet
requirements, the development of solutions
that create resilience in business operations
and taking confi dent and innovative moves
to develop the necessary leadership skills
amongst local talent. If more organisations
adopt such strategies, Africa might be home
to several larger, eff ective organisations
that produce positive results for their
shareholders and create a positive change
in millions of people’s lives (McKinsey &
Company, 2018).
Organisations competing and looking to
compete in Africa face the continent’s
immense magnitude and complexity. The
Muller, C. and Pelser, T. 2021. A leadership skills development model for the Kwaden Group: a Case study of
an African FMCG business-network. Proceedings of the 14th International Business Conference (Virtual),
South Africa, 20 – 21 September 2021.
2021 INTERNATIONAL BUSINESS CONFERENCE
473
African continent comprise 1.2 billion
people in 54 countries. There are more than
a thousand languages, diff erent resources,
and a range in income levels, infrastructure
progress, educational ability, and business
capabilities. The pursuit of business-
model improvement, developing local
talent, improving local development, and
creating business resilience remain “must-
dos” in Africa; however, Africa’s business
setting remains poorly understood and
recognised to many merely by its reputation
for complexity, corruption, and confl ict
(McKinsey & Chironga, Desvaux, & Leke,
2019; Company, 2018; Desvaux & Leke,
2018; Leke, Chironga, & Desvaux, 2018).
Generally times are uncertain. Kaletsky
(2010) suggests that in a realm where
the outlook is uncertain and infl uenced
by impulsive relations concerning social
conduct, hopes, and experience, the
reasonable expectation of a distinct “correct”
leadership model that all trust in is a myth.
Despite the dynamic powers that infl uence
business, value creation is the general
objective and the typical judge of business
success (Porter, 2008). Collins and Porras
(2005) suggest that business success
concerns more than just creating economic
value and must also include motives for its
existence. Beliefs in the meaning of value
usually depend on business investors, of
which leadership is possibly the main driver
concerning value creation.
Leadership is likely the most critical yet
complex challenge facing humanity. Although
widely discussed, there is a distinct lack of
consent regarding the evolving concept of
leadership (Eberly, Johnson, Hernandez, &
Avolio, 2013; Landis, Hill, & Harvey, 2014).
Despite signifi cant investment, a growing
concern for organisations is that leadership
development initiatives are not building the
necessary leadership skills (Cohen, 2017;
Cullen-Lester, Maupin, & Carter, 2017;
Eberly et al., 2013). Cohen (2017) states the
prevailing logic of leadership programmes
appear to be built on questionable
assumptions, unlike established disciplines
such as philosophy, economics, and
sociology (Burns, Diamond-Vaught, &
Bauman, 2015; Cohen, 2017; Eberly et al.,
2013).
Africa has an abundance of talent.
Businesses that succeed in Africa need
to invest in talent, and that investment
will reap signifi cant rewards for them as
they grow. Developing talent is a strategic
role, which should be considered part of
the value chain and not outsourced to the
national university system. Converting
Africa’s raw talent may only require a short
training program that could be enough to
unlock the skills that businesses require
(Chironga et al., 2019; Leke et al., 2018;
Swaniker, 2018). Furthermore, Jacobs and
Mafi ni (2019) state that the South African
fast-moving consumer goods (FMCG)
industry is faced with challenges that
require immediate attention and solutions.
Leadership skills development initiatives
are built on questionable assumptions
(Cohen, 2017; Eberly et al., 2013) and are
not building the necessary leadership skills
to improve leadership capacity required in
African FMCG businesses (Chironga et al.,
2019; Cohen, 2017; Cullen-Lester et al.,
2017; Eberly et al., 2013; Jacobs & Mafi ni,
2019; Leke et al., 2018).
To address the leadership challenges
and the business prospects in FMCG
businesses in Africa, an opportunity exists
to cultivate the next generation of leaders
and build the required leadership capability
for doing good while doing well in Africa.
LITERATURE REVIEW
Leadership research extends throughout the
behavioural, social, and physical sciences,
management, the disciplines of psychology,
anthropology, politics, sociology, biology
along with evolutionary studies. In contrast
to the comparatively large account of
leadership theory and research, the
orderly analysis of leadership development
(generally defi ned to also include leader
development) has a relatively short history
(Yammarino, 2017).
474
The requirement for leadership comprise
many grounds (Lord, 1977). Research
recommends that leaders at all levels of an
organisation aff ect performance, implying
the need for leadership eff ectiveness as
well as leaders at all levels (Holt, Hall, &
Gilley, 2018). For an organisation to remain
competitive in a dynamic context, leaders
need to monitor the internal and external
environments continually. Leaders should
formulate and pursue a strategy grounded on
the strengths, weaknesses, opportunities,
and threats of the organisation. It is essential
that leaders eff ectively communicate the
vision that inspires and motivates the team,
provide the necessary support, and then
evaluate progress to ensure the strategic
objectives are met (Antonakis & House,
2014). In order to ensure optimum success,
modern organisations require eff ective
leaders (Landis et al., 2014).
Academic literature suggests that there are
many ways to develop hybrid approaches
to leadership theory creation. There are
on-going eff orts to consolidate leadership
research that will enable the progression
of leadership theory development. Earlier
studies have laid the foundations to
develop such theories. Antonakis and Day
(2018a) suggest that leadership scholars
need to start conceptualising ways to unite
diff erent fi ndings, trim theories, and after
that, synthesise and integrate within and
between disciplines.
There are many views of leadership
categorisation (Yammarino, 2017).
This study draws on the recent work by
Antonakis and Day (2018a) on the nine
primary schools of leadership, as illustrated
in Figure 1.
The development of a leadership skills
development model concerns the review
of leadership and leadership development
theories: traditional and contemporary
topics in leadership, and leadership skills
development topics.
Traditional and Contemporary Topics in
Leadership
In the last century, scientifi c inquiry has tried
to make sense of leadership (Antonakis &
Day, 2018b). The complex phenomenon of
leadership has often led social scientists to
believe that leadership is beyond the reach
of academic inquiry. However, science has
confi rmed what people intuitively knew
throughout history: leadership matters.
A review of traditional and contemporary
FIGURE 1: A BRIEF HISTORY OF LEADERSHIP RESEARCH SOURCE: ANTONAKIS AND DAY
(2018a)
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475
schools of leadership determined
theoretically relevant leadership attributes
and dimensions towards establishing
constructs for a conceptual leadership
model. Six leadership constructs were
conceptualised as choices, principles,
mental (cognitive), emotional, physical,
and spiritual, which are perceived as
humancentric, multidimensional and
inherently incorporate the notion of
being developmental, that is, they can be
developed. Table 1 provides a summary
of the six leadership constructs, the
associated construct theories, as well as
examples of the related leadership skills for
development.
In this study, the researchers conceptualised
a six-construct leadership model from
leadership theory discussed and presented
earlier. The conceptual leadership model
was represented as a cube and named
super-cube® in Table 2. It implies that
each side of the cube integrates to create
a holistic, integrated, coherent, multifaceted
humancentric perspective.
Foti and Hauenstein (2007) argue that
‘the person is considered as an integrated
totality rather than a summation of
variables’ (p. 347). Leadership scholars
argue that progressing research on traits
or personal characteristics and their eff ects
on leadership require more multifaceted
models and approaches (Bass, 1990; Lord
& Hall, 1992; Zaccaro, LaPort, & Jose,
2013).
Taking the above into consideration, the
researchers conceptually developed a
leadership model which comprised six
leadership constructs grounded in academic
literature. Table 2 presents a conceptual
leadership model.
In the conceptualisation and naming of
the conceptual model, the word cube,
refers to ‘you’, where the letter ‘u’ in the
TABLE 1: LEADERSHIP CONSTRUCTS, ASSOCIATED THEORIES, AND SKILLS
Leadership
constructs
Theory, author(s) and a brief description
or explanation
Leadership skills for
development
1. Choices (e.g.,
morals, values,
attitude, decision-
making, judgement,
risk-taking)
Choice theory: Levin and Milgrom (2004).
Choice theory is the skilful process of
evaluating available options and then
choosing the preferred option based on a
consistent criterion
E.g., Decision-making;
risk assessment; moral
decision-making
2. Principles
(e.g., ethics,
context, situation,
principles)
Principle theory: Caldwell, Karri, and
Vollmar (2006).
Principle theory provides a foundation of
guiding principles which relate to a person’s
ability to act by the rules or standards
E.g., Context; ethics;
governance
3. Mental (e.g.,
cognitive, logos,
problem-solving,
knowledge, vision,
experience,
understanding,
memory, education,
goals)
Cognition theory: Prinsloo and Barrett
(2013), Mumford, Todd, Higgs, and
McIntosh (2017).
Cognition theory is a person’s ability to
solve problems, to plan, to reason, to think
conceptually, to grasp complex concepts
and to learn quickly as well as learn from
experience; cognitive skills are essential
aspects and of critical importance in the
leadership context
E.g., Thinking;
learning; teaching
476
4. Emotional
(e.g., emotion,
pathos, social,
motives, self-
effi cacy, relational,
communication,
social,
interpersonal,
infl uence, confl ict
resolution)
Emotional intelligence theory: Doe (2015),
Heath, Martin, and Shahisaman (2017),
Mayer et al. (2004).
Emotional intelligence theory comprises
of a four-branch ability model of a person
being able to perceive, use, understand
and manage emotions. Each branch of
emotional intelligence can be developed
and are vital attributes of eff ective
leadership
E.g., Social skills;
motivation; self-
awareness
5. Physical (e.g.,
physical, stress,
body, physiological)
Physical wellbeing theory: Hattie et al.
(2004).
The ‘Wheel of Wellness’ theory relates to
a person’s physical health, and that stress
management, nutrition, and exercise
are critical aspects of the physiological
wellbeing of a leader
E.g., Stress
management; nutrition;
exercise
6. Spiritual (e.g.,
character, ethos,
integrity, trust,
purpose, trust-
building, role-
model)
Spirituality Scale: Avolio et al. (2009),
Delaney (2005); Maslow (1972).
The ‘Spirituality Scale’ is a method
to assess a person’s beliefs, values,
and choices. The spiritual life (the
contemplative, religious, philosophical, or
value-life) is part of the human essence a
defi ning characteristic of human nature
E.g., Individual, team,
and organisational
leadership (purpose,
meaning, and values)
Source: Researchers
word cube represents you – a leader. The
word super is an adjective, where the word
implies you are wonderful, fantastic, great,
marvellous, fabulous, excellent, splendid,
superb, brilliant, superior, enhanced, and
outstanding etcetera. The objective is to
provide a model that promotes and enables
superior leadership (you) capability, i.e.,
you (from a multidimensional perspective)
are super.
Leadership Development
Leadership alone is a highly complex
construct, which, as a scholarly discipline,
seems “curiously uninformed” (Hackman
& Wageman, 2007, p. 43). Furthermore,
Baltes (1987) suggests that development is
an equally complex construct, given that it
involves change and is a process of innate
gains and losses. Zaccaro and Horn (2003)
state that there is a wide gap between
leadership theory and leadership practice.
As a result of this gap, the fi eld of leadership
development is mainly a collection of
disparate “best practices”, e.g., coaching,
mentoring, on-the-job experience, rather
than a coherent, continuous, theoretically
relevant, and empirically validated process
(Day, 2000).
Illeris (2018) states that more education
does not necessarily result in more and
better learning and that while the theory of
learning is broad, it invariably comprises
three dimensions:
1. Content dimension: refers to the
knowledge, understanding, behaviour,
skills, values, or feelings – typically
cognitive;
2021 INTERNATIONAL BUSINESS CONFERENCE
477
2. Incentive dimension: refers to the
intrinsic, interest and motivational
aspects – typically emotional; and
3. Interaction dimension: refers to the social
engagement and has various layers,
ranging from the current situation, the
local, institutional, environment, national
and other situations to the global context
in general.
The unifi cation of the conceptual leadership
model (discussed and presented in Table
2) and the leadership skills development
dimensions, a model for leadership skills
development was conceptualised as shown
in Table 3.
Based on the conceptual leadership skills
development model, the researchers
defi nes leadership skills development
as an “inherent skills developed by
structured methodologies concerning
learning theory, regarding the development
of multidimensional, human centric
and principled approaches towards the
progression of humanity.”
RESEARCH METHODOLOGY
Due to the complex nature of the research
problem addressed by this study, an
overarching philosophy of pragmatism
has been embraced as it combines two
worldviews which provide the benefi t of
addressing the research problem from
multiple perspectives, i.e., pragmatism is
one philosophy that includes post positivism
and constructivism. Research approaches
are broadly classifi ed into two categories,
namely quantitative and qualitative
methods, and when combined, referred to
as mixed-methods (Creswell & Plano Clark,
2018). This study adopted a mixed-methods
approach. An explanatory sequentual
design was followed, comprising an initial
quantitative stage followed by the qualitative
stage. The quantitative strand presents
the methods used to combine empirical
observations with deductive reasoning
(Bryman & Cramer, 2005). The quantitative
strand covers the conceptualisation and
operationalisation of a conceptual model for
leadership skills development (as shown in
Table 4).
A nonprobability-convenience sampling was
employed by targeting all the people with a
Kwaden Group company email address. An
email invitation to participate in the research
study was emailed to the Kwaden Group
TABLE 2: A CONCEPTUAL LEADERSHIP MODEL
Source: Researchers
478
TABLE 3: A CONCEPTUAL MODEL FOR LEADERSHIP SKILLS DEVELOPMENT
Source: Researchers
TABLE 4: CONSTRUCT CONCEPTUAL AND OPERATIONAL DEFINITIONS
Leadership
constructs
Conceptual
defi nition Operationalisation defi nition
1. Choices Decision-making
intelligence
The ability to make decisions based on a set of
principles
2. Principles Decision-making
foundations
The ability to understand the rules and
standards of social, economic, and natural laws
3. Mental Mental intelligence The ability to think, learn, teach, and self-
awareness
4. Emotional Emotional
intelligence
The ability to perceive, use, understand and
manage emotions
5. Physical Physical
intelligence
The ability to manage stress, nutrition, and
cardiovascular well-being
6. Spiritual Spiritual
intelligence The ability to act according to principles
Source: Researchers
email address, which comprised 331 email
accounts. The researchers established that
30 email invitations were either duplicates
or the email addresses were inactive, and
thus, the total population amounted to a
maximum of 301 participants. Over ten
weeks, one hundred and thirty-two (132)
responses were received corresponding to
a 43.9% response rate.
A multivariate Confi rmatory Factor Analysis
(CFA) technique was followed in this study
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479
as a CFA is a theory-testing approach as
opposed to a theory-generating approach
(Stapleton, 1997). In CFA, the researchers
begins with a hypotheses or conceptual
model, in this case, a conceptual model
for leadership skills development, and
specifi es which variables will be correlated
with which factors and which factors
correlated. Ullman (2006) notes that once
the subject of concern is multifaceted
and multidimensional, a CFA is the one
assessment that off ers concurrent tests on
all the correlations in a theorised framework
or model. Wunsch, Mouchart, and Russo
(2014) suggests CFA is usually applied
in social science research and practice.
Stapleton (1997) suggests a CFA provides
the researchers a more viable method
for evaluating construct validity and that
the researchers is able to explicitly test a
hypotheses concerning the factor structure
of the data having a predetermined
conceptual model, specifying the number
and composition of the factors. In CFA,
the measure of infl uence instead of the
cause-and-eff ect association is considered
and explained (Schumacker & Lomax,
2010)2010.
Given the method taken in this study, the
reliability attribute of internal consistency
was taken. To establish internal consistency
reliability concerning the constructs,
Cronbach’s alpha coeffi cients were
assessed for each construct as a technique
of determining the reliability amongst the
constructs (Cooper & Emory, 1995; Field,
2009). The primary intent of a mixed
methods explanatory sequential design is
for the qualitative phase to explain the initial
quantitative results (Creswell & Plano Clark,
2018). Furthermore, Creswell and Plano
Clark (2018) suggest that the qualitative
phase typically explores and elaborates
on the results of the statistical tests from
the quantitative phase. The qualitative
data methods consisted of face-to-face,
one-on-one, semi-structured interviews
with key decision-makers in the Kwaden
Group, a case in the African FMCG sector.
The data analysis comprised of thematic
interpretation and aimed to explore and
elaborate on the results from the quantitative
results. The validity of the qualitative data
was assured by applying the four criteria
used to ensure a trustworthy study, namely
credibility, transferability, dependability and
conformability (Shenton, 2004).
RESULTS
The quantitative results of the
appropriateness of the leadership
constructs within a conceptual model for
leadership skills development include the
response rate, descriptive statistics of
the organisation, construct validity and
construct reliability. The online quatitative
questionnaire had a 43.9% response rate.
The age group with the highest population is
the 36-45-year olds at 36% of the population.
The second highest age group population
is the 25-35-year olds at 28%. There is a
small population of below 25 years old
at 4%, and only 1% at over 65 years old.
The gender population if relatively equal,
however there were slightly more female
participants at 53% versus 47% of the male
population. Thirty percent of the population
had an undergraduate qualifi cation, 26%
a postgraduate qualifi cation, 12% of the
population have a secondary qualifi cation,
5% a certifi cation and 5% a trade certifi cation.
Twenty two percent of the population
did not indicate their qualifi cation status.
Confi rmatory factor analysis was used as
it provides a viable method for evaluating
construct validity (Stapleton, 1997). Figure
2 provides a graphical representation of the
construct-to-construct relationship.
To determine the relative contribution of each
variable, i.e., each question, a standardised
regression weight analysis was performed.
Table 5 depicts the standardised regression
weight results.
The results from the standardised regression
weights analysis determined the relative
contribution of each variable (research
question), and in this case, are noted as the
estimate. Estimates values between 1.0
and 0.5 are acceptable, however values of
480
0.3 are also considered acceptable. The
Choices construct had an estimates of
1.071, .776 and 0.377. While an estimate
value of 1.071 is marginally higher than
1.0, it is deemed acceptable. The Principles
construct results of .713, .622 and .529, are
deemed acceptable.
The results for the Cognitive construct
were .710, .614 and .495, all considered
acceptable. The Emotional construct results
were .804, .518 and .509, all deemed
acceptable. The results of the Physical
construct were .969, .955 and .386, which
are all acceptable. The Spiritual construct
results were .773, .736 and .572, all deemed
acceptable. Table 6 depicts the construct-
to-construct correlation results.
The P value results of the Choices and
Cognitive (.247), Choices and Physical
(.481), and Spiritual and Choices (.295)
reported low construct-to-construct statistical
signifi cance correlation. However, the
majority (83%) of the construct-to-construct
correlations were statistically signifi cant.
The model fi t statistics evaluates a model
in relation to the fi xed parameters applied
FIGURE 2: CONFIRMATORY FACTOR
ANALYSIS SOURCE: RESEARCHERS
TABLE 6: CONSTRUCT-TO-CONSTRUCT CORRELATION RESULTS
Construct-to-construct correlation Estimate P Value*
Choices ←→ Principles .303 .004
Choices ←→ Cognitive .115 .247
Choices ←→ Emotional .308 .005
Choices ←→ Physical .058 .481
Spiritual ←→ Choices .097 .295
Principles ←→ Cognitive .643 ***
Principles ←→ Emotional .761 ***
Principles ←→ Physical .372 .002
Spiritual ←→ Principles .792 ***
Cognitive ←→ Emotional .926 ***
Cognitive ←→ Physical .605 ***
Spiritual ←→ Cognitive .734 ***
Emotional ←→ Physical .455 ***
Spiritual ←→ Emotional .704 ***
Spiritual ←→ Physical .491 ***
*Represents a P value of <0.001 which is statistically signifi cant
Source: Researchers
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481
TABLE 5: STANDARDISED REGRESSION WEIGHT RESULTS*
Question
number Question Construct Estimate
1How important is it for a leader to act morally? Choices .776
2How important is it for a leader to manage risk? Choices .377
3How important is it for a leader to make moral
decisions? Choices 1.071
4How important is it for a leader to communicate and
instil company values in the team? Principles .713
5How important is it for a leader to work ethically? Principles .529
6How important is it for a leader to ensure the
company operates ethically? Principles .622
7How important is it for a leader to have good thinking
skills? Cognitive .614
8How important is it for a leader to have personal
refl ection? Cognitive .495
9
How important is it for a leader to learn something
new and teach and/or demonstrate what they have
learnt?
Cognitive .710
10 How important is it for a leader to work with the
team, and involve the right people at the right time? Emotional .509
11 How important is it for a leader to be motivated and
disciplined to achieve an important goal? Emotional .804
12 How important is it for a leader to communicate
eff ectively with the team? Emotional .518
13 How important is it for a leader to consume healthy
foods? Physical .969
14 How important is it for a leader to manage personal
and team stress? Physical .386
15 How important is it for a leader to do some exercise? Physical .955
16
How important is it for a leader to work toward
achieving meaning, purpose and fulfi lment in their
life?
Spiritual .572
17 How important is it for a leader to lead and serve a
team to achieve company objectives? Spiritual .736
18 How important is it for a leader to lead a company to
achieve the organisational dream (vision)? Spiritual .773
*All standardised regression weights were statistically signifi cant with a P value of <0.001
Source: Researchers
to postulate the model, and the approval or
dismissal of the model (Stapleton, 1997).
Table 7 depicts a summary of the conceptual
model-fi t results.
The results provide empirical evidence that
the conceptual model for leadership skills
development is considered a good model fi t.
Cronbach’s alpha coeffi cient values ranged
between 0.604 and 0.803, which indicate
acceptable and satisfactory reliability. Table
8 depicts Cronbach’s Alpha Coeffi cient
distribution results.
482
Concerning the conceptual model, the
results indicate that the mental construct had
the most words at 31% with the emotional
construct marginally lower at 29%. The
mental and emotional constructs, therefore,
represent 60% of the words described
by participants in the interview process
regarding the leadership skills required
by the Kwaden Group. The principles and
spiritual contribute 30%, with 18% and 12%
respectively. Choices contribute 9% to the
total word count and physical only 1%, with
two words used from a total three hundred
and twenty-one words.
The qualitative results and fi ndings in this
TABLE 7: MODEL-FIT SUMMARY
Model CMIN/DF CFI RMSEA
Requirement ~1:5 ≥0.90 <.100
Study results 2.232 0.86 .097
Study fi ndings Good model fi t Acceptable model fi t Good model fi t
Source: Researchers
TABLE 8: CONSTRUCT RELIABILITY DISTRIBUTION
Constructs Cronbach’s Alpha Mean Standard Deviation
Choices 0.74 6.66 0.62
Principles 0.65 6.76 0.39
Cognitive 0.60 6.28 0.72
Emotional 0.62 6.78 0.35
Physical 0.80 5.47 1.14
Spiritual 0.63 6.44 0.62
Source: Researchers
FIGURE 3: CONSTRUCT DISTRIBUTION RESULTS
SOURCE: RESEARHERS
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483
study, it seems reasonable to suggest that
the qualitative phase in this explanatory
mixed-methods study explains and
elaborates on the initial quantitative results
obtained from the quantitative strand.
The objective of the qualitative phase in
an explanatory mixed-methods design is
to further explain and elaborate on the
initial quantitative results obtained from
the statistical analysis (Creswell & Plano
Clark, 2018). Figure 3 depicts the construct
distribution results from the qualitative
thematic analysis.
Table 9 presents the results of how
the qualitative results compliment the
initial quantitative results concerning the
leadership constructs of the conceptual
leadership skills development model.
MANAGERIAL IMPLICATIONS
This study set out to develop a leadership
skills development model for the Kwaden
Group, as a case in the African FMCG sector
– a study which has not be undertaken
to date. A thorough review on leadership
and leadership development literature
resulted in the conceptualisation and
operationalisation of a multidimensional
conceptual model for leadership skills
development comprising six constructs. The
key contribution of the conceptual model
for leadership skills development was that
it eff ectively incorporates traditional and
contemporary leadership theories into a
holistic, integrated, coherent and universal
approach to leadership skills development.
The leadership skills develop model, if
adopted by an organisation, will result in
a leadership skills development initiative
being built on theoretically relevant and
empirically validated constructs. This
approach should help organisations build
the necessary leadership skills to improve
leadership capacity and ultimately improve
business potential. This perspective
should also challenge FMCG (and other)
organisations and learning institutions to
look toward a new approach to leadership
skills development.
This study not only presented a leadership
skills development model but also provides
a wide range of recommendations on how
leadership skills could be developed at an
individual, business, group, alliance, and
African continent perspective in the FMCG
industry. This study should also broaden
the debate concerning the evolving
concept of leadership and leadership
skills development throughout the African
FMCG industry. Furthermore, this study
should allow leadership skills development
institutions to enhance leadership skills
development interventions, incrementally
and in a coherent way.
On a closing remark, FMCG businesses
TABLE 9: SUMMARY OF RESULTS
Super-Cube® Model Constructs Measurement
reliability
Qualitative
results
Model-fi t tests:
CMIN/DF: 2.232;
CFI: 0.86; and
RMSEA: 0.097
1. Choices 0.74 9%
2. Principles 0.65 18%
3. Mental 0.60 31%
4. Emotional 0.62 29%
5. Physical 0.80 1%
6. Spiritual 0.63 12%
Good model-fi t =
accepted as a model Cronbach alpha = construct reliable
Interview:
word count as a
percentage (%)
Source: Researchers
484
in Africa need to work towards developing
Africa’s talent at scale to unlock the
skills that businesses require to promote
local economies and create ecosystems
throughout the supply chain. This study
provides a model for leadership skills
development in the context of an African
FMCG business-network, addressing the
research gaps and problem stated in the
introduction. As such, it seems reasonable
to argue that this study contributes
toward to the body of knowledge in the
fi eld of leadership and leadership skills
development in the context of an African
FMCG business-network.
CONCLUSION
Africa is huge with an abundance of space
to build scalable business-networks. Given
the continent’s rapidly growing population
and GDP, Africa is likely to become the
most compelling territory for the FMCG
industry. The vast unmet needs of Africa
and unfulfi lled demand make it a continent
ripe for entrepreneurship and innovation at
scale (Leke et al., 2018).
A smart approach to expand into Africa
requires an innovative business model,
operational solutions to improve business
resilience, and an original approach to
unleash Africa’s talent at scale to cultivate
a new nature of business leader’s for the
century ahead. Jacobs and Mafi ni (2019)
note that African FMCG businesses require
urgent leadership interventions to improve
performance. Importantly, businesses that
want to grow in Africa should have a plan
for doing good, while doing well (Chironga
et al., 2019; Leke et al., 2018; Swaniker,
2018).
In conclusion, FMCG businesses should
seek to implement the leadership skills
development model. However, one should
pursue partners and create alliances to
ensure that, collectively, the appropriate
leadership skills development interventions
are delivered to help build leadership
capacity.
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