Leadership Competencies - Final Report

8/2/2019 Leadership Competencies - Final Report

1/73

LEADERSHIP COMPETENCIES FOR SUCCESSFUL CHANGE MANAGEMENT

Study Report

Prepared by:

Milan Pagon, Emanuel Banutai, Uro BizjakUniversity of Maribor, Slovenia


2/73

Table of Contents

1. INTRODUCTION..31.1 Competencies in General.....3

1.2 Leadership Competencies....3

1.3 Competency Model...5

2. THE EMPIRICAL PART OF THE STUDY.112.1 Sample..11

2.2 Questionnaire......13

2.3 Results......16

2.4 Conclusion...27

3. REFERENCES.294. APPENDICES...30


3/73

LEADERSHIP COMPETENCIES FOR SUCCESSFUL CHANGE

MANAGEMENT

1 INTRODUCTION1.1 Competencies in General

A competence in general can be understood as the ability of an individual to activate, use and

connect the acquired knowledge in the complex, diverse and unpredictable situations (Perrenoud,

1997, in Svetlik, 2005). Gruban (2003) defines competencies as the ability to use knowledge and

other capabilities, necessary for successful and efficient accomplishment of an appointed task,

transaction of work, goal realization, or performance of a certain role in the business process.

Competencies encompass knowledge, expertise, skills, personal and behavioral characteristics,

beliefs, motives, values, etc. They are behavioral records of the roles, which people perform in

the work processes. To avoid terminological confusion, Ellstrm (1997; cited in Virtanen, 2000)

distinguishes a competence from a qualification. He considers competence as an attribute of an

employee referring to a kind of human capital or a human resource that can be transformed into

productivity while qualification is understood as requirements of a certain class of work tasks

(a job).

1.2 Leadership CompetenciesChanges in organizations are more and more common. They appear at faster pace and employees

are expected to be even more adaptable. Leaders play an important role in setting an example for

all those values, behaviors and considerations expected from employees. Leaders have to achieve


4/73

It is necessary to distinguish between leadership competencies in profit organizations and public

(as well as not-for-profit) organizations. Nature of activity, context, orientation of work and the

budget, to name only a few areas, cause certain distinctions in leadership competencies between

these two groups. There is a lack of studies comparing leadership factors and skills relevant to

profit, public, and not-for-profit organizations.

According to Bennis (1987; cited in Thach et al., 2007), there are a few leadership competencies

that have been proven time and again as mandatory for effective leadership. These include the

competency clusters of vision and goal-setting, interpersonal skills, self-knowledge and technical

competence regarding the specifics of the business in which the leader works. In addition,

commonly referenced competencies include: integrity/honesty, communication, technical

competence, diversity consciousness, developing others, results-orientation, change management,

interpersonal skills, problem-solving, decision making, political savvy, strategic/visionary

thinking, customer focus, business skills, team leadership, influence skills, conflict management,

more recently emotional intelligence, social and environmental responsibility, depending on the

culture of the organization even humor and innovation (Trinka, 2004; cited in Thach et al., 2007;Spencer and Spencer, 1993; Employers Organization, 2004; Guggenheimer and Szule, 1998;

Breckenridge Consulting Group, 2004; OPM, 1992; Laszlo, 2003; Goleman, McKee and

Boyatzis, 2002; Thompson, 1985). There appear to be minor differences in the not-for-profit and

profit leadership competency models. Not-for-profit organizations tend to center around new

competencies such as governance effectiveness, boardroom contribution, and service to

community (Chait, Ryan and Taylor, 2004; cited in Thach et al., 2007). On the other hand, profit

organizations tend to emphasize financial responsibility and accountability more than non-profit

organizations. Public administration organizations tend to emphasize political savvy more, as

well as physical health/endurance and building coalitions (Horey and Fallesen 2003 cited in


5/73

behavioral components, applicable as a whole in an efficient activity (OECD, 2002; cited in

Svetlik, 2005).

1.3 Competency Model

A competency model was developed for this study (Figure 1), based on a comprehensive

literature review. The model starts with the antecedents of competency development.

1.3.1 Antecedents of Competencies DevelopmentAn antecedent is here understood as a precondition for a leaders individual competency

development. One of the purposes of this study is to find out to what extent a particular

antecedent is actually associated with a particular leadership competency. Literature review

identified various antecedents. However, our model includes the following antecedents:

Primary socialization, Work introduction, Consulting, Characteristic of the environment, and Work experience (Svetlik, 2005; Medve, 2006).

In addition, other included antecedents are:

Secondary socialization (education, friends) (Cugmas, 1991), Mentoring, coaching, and on-the-job training (Allio, 2005; Kim, 2007), Workshops, individual coaching sessions (Rappe and Zwick, 2007).

1.3.2 Leadership CompetenciesDefinition, understanding, and implementation of competencies for selected employees (the


6/73

Figure 1 - Competency Model

Virtanen (2000) explored the generic features of public managers. He presented a model of five

competence areas: task competence, professional competence in substantive policy filed,

professional competence in administration, political competence and ethical competence (see

Table 1). Furthermore, he uttered that much of previous research on managerial competence saw

management as a generic profession and the differences between private and public sector were

not directly addressed. Task and professional competence are in many ways the same for both


7/73

In our model, we adopted a view of Medve (2006), who claims that competencies are a

conglomerate, consisting of three dimensions: cognitive, functional, and personal/social

competencies.

Table 1

The competence areas of public managers

Criterion ofcompetence

Contingencies of publicservice

Competence area

Value area

Instrumental

competence

Task competencePerformance

Given goals and meansUse of instruments

Motivation Abilities

Professional competence

In subject area

Development of the

policy object

Known selection of means,implicit goalsFormation of instruments

out of resources

Control of the

policy object

Know-how of the

policy object

In administration

Development of policy

execution

Specification of the policy

goal

Allocation of the resources

Control of the

policy program

Know-how of

cooperation

Political competence

Legitimacy

Creation and authorization

of the goal

Creation and detachment of

resources for the goal

Ideology, interests Possession of power

Ethical competence

Justification

Acceptability of the goal

Acceptability of the

resources and theirinstrumentalisation

Morality Argumentation

Source: Virtanen (2000)

1.3.2.1 Cognitive competenciesEducational environment in an early age has tremendous impact on cognitive competencies

development. Systematic knowledge generates cognitive competencies, including those concepts

of spontaneous experiences at the implicit level of knowledge (Medve 2006) This dimension of


8/73

Analytical skills, and Numerical abilities (Svetlik, 2005; Medve, 2006).

1.3.2.2 Functional competenciesMethodological knowledge generates functional competencies (Medve, 2006). These

competencies are qualifications and skills that an individual needs for every day problem solving

or to perform a concrete activity. Particularly significant functional competencies include:

Language and communication skills, Technological skills (IT, media etc.), Multicultural competencies (knowledge of a general and other cultures, foreign

languages, etc.),

Learning abilities and personal development, Career planning skills, Managerial skills, and Decision skills (Svetlik, 2005; Medve, 2006).

In addition, other functional competencies are:

International environment skills, and Globalization skills (Manning, 2003; May, 1997; Jokinen, 2005; Suutari, 2002; Harris,

2001).

1.3.2.3 Personal and social competenciesThe third dimension consists of competencies, which enable an individual to establish and

maintain relationship with others:

Self-direction,


9/73

Additional competencies include:

Character, creativity and compassion (Allio, 2005).

1.3.3 The Outcome Successful Change ManagementSuccessful change management is an important element of this study, as it represents a criterion

for an individual competency assessment. Therefore, basic elements of change management have

to be taken into consideration:

How do organizations react to environmental changes and how they try to impact theenvironment

How risky are the changes (the role of resilience and firmness) Change as a condition for basic capability planning in order to achieve success in the

future

Guided and unguided, planned and unplanned change of organization a course and theextent of changes

The meaning of right timing, when to start the change And last but not least, resistance to change and managing it.

Change in an organization can be very different. Lorenzi and Riley (2000) identify four types of

changes, with the definite possibility of overlap among them:

Operational changes, affecting the way the ongoing operations of the business areconducted

Strategic changes, that occur in the strategic business direction Cultural changes, which affect the basic organizational philosophies by which the

business is conducted


10/73

Table 2Cultural transformation in government

Traditional Values Instruments of Reform New Cultural Values

Citizens empowermentAccountability

Hierarchies of control End of lifelong career Openness

Conformity Policy dialogueTransparency

Impersonality of workNormalization of employment

conditionEfficiency

Authority through position Delegation of authority Effectiveness

Command-control paradigm Performance-oriented focus Authority through leadership

Subtle leadership Managerial culture

Source: OECD (2007)

Managing change from traditional values to new cultural values, as defined in Table 2, enables us

to examine and assess successfulness of change management in a particular public administration

institution. Outcome indicators, included in our model, are:

Productivity, Relationship quality, Number of conflicts, Level of cooperation, Organizational culture and climate, Organizational learning curve,


11/73

2 THE EMPIRICAL PART OF THE STUDYThis part of the report describes the research conducted to test the competency model described

above.

2.1 Sample

284 public administration managers completed an on-line survey. Those 284 participants were

from the following countries (including the European Commission):

Country No. % Country No. %

EuropeanCommission

2 0.70 Italy 3 1.06

Austria 9 3.17 Latvia 20 7.04

Belgium 4 1.41 Lithuania 6 2.11Bulgaria 32 11.27 Luxembourg 6 2.11

Cyprus 17 5.99 Malta 14 4.93

Czech Republic 3 1.06 Netherlands 2 0.70Denmark 2 0.70 Poland 16 5.63

Estonia 2 0.70 Portugal 16 5.63

Finland 3 1.06 Romania 0 0France 6 2.11 Slovakia 15 5.28

Germany 8 2.82 Slovenia 12 4.23

Greece 7 2.46 Spain 3 1.06Hungary 23 8.10 Sweden 36 12.68

Ireland 14 4.93 United Kingdom 3 1.06

Among the participants, there were 153 (54%) males and 130 (46%) females and one person did

not provide an answer to that question.


12/73

The mean age of the participants was 46.2 years. Sample included 41 (14.5%) people with a

doctoral degree, 138 (49%) had a master's degree, 95 (33.7%) had a university degree, 8 (2.8%)

participants had a high school degree or less, and 2 participants did not answer this question.

172 (61.2%) participants reported being in the rank of middle management, while 109 (38.8%)

indicated the rank of top management, and 3 people did not indicate their rank.


13/73

2.2 Questionnaire

Based on the model described in the introduction, we developed a questionnaire. We used several

existing scales (The Big Five Factors of personality, Locus of Control, Terminal Values). In

addition, based on the reviewed literature, we created scales for measuring the factors of training

and environment, individual traits, competencies and successful change management.

There were the following sections and scales included in the questionnaire:

Demographics:o Gendero Ageo Countryo Educationo Job Titleo Ranko Work Experienceo Work Experience in Public Administration (PA)o Work Experience at the Current PA Institutiono Work Experience in the Current Position

Questions regarding:o Trainingo Mentoringo Coachingo Consultingo On-the-Job Trainingo Characteristics of the Environment


14/73

Personality:o The Big Five Factors of Personality (the Mini IPIP Scales - Donnellan, Oswald, Baird,

& Lucas, 2006); Factors Extraversion, Agreeableness, Conscientiousness,

Neuroticism, and Intellect / Imagination (or Openness to Experience)

Questions regarding:o Cognitive Competencieso Functional Competencieso Personal / Social Competencies

Questions regarding the Indicators of Successful Change Management in a PA Institution,based on the OECDs framework, described earlier.

The questionnaire is included in the Appendix A.

We performed factor analyses for the scales measuring competencies, successful change

management, and individual characteristics.

Seven factors emerged when we performed factor analysis for the competency scale. We named

them (shown with sample items):

- People skills (I am very sensitive to others needs and assumptions; I am very good inbringing out the best in people, etc.)

- Understanding, innovating and changing the organization (I have a talent for changing ourPA institutions vision into reality; I thoroughly understand the need, goals, demands, and

problems of our PA institutions constituents and clients, etc.)

- Emotional intelligence and self-control (I have great ability to understand and manage myti I bl t i t t ti i d i i ki t )


15/73

- Learning and using new technologies (I am a quick learner; I am well versed in using apersonal computer, etc.).

We grouped them according to our model:

- Cognitive Competencieso Understanding, innovating and changing the organizationo Numbers and logic

- Functional Competencieso Planning and decision makingo Multicultural skillso

Learning and using new technologies- Personal / Social Competencies

o People skillso Emotional intelligence and self-control

When we factor analyzed the successful change management items, we got three factors, which

we named:

- Traditional values (Our PA institution relies heavily upon a strict hierarchy of control; In ourPA institution, we value uniformity; personality should be kept out, etc.)

- Fear and resistance to change (Change led by our PA institution produces uncertainty anddistrust due to lack of information; There is a high level of conflict within our PA institution,

etc.)

- New cultural values (All important issues in our PA institution are openly discussed andshared with the public; Leadership of our PA institution is successful in transforming

organizational culture etc )


16/73

2.3 Results

Table 3 shows the means and standard deviations for the variables included in our study. The

answers to individual questions are shown in the Appendix C.

TABLE 3Descriptive statistics

a

Items Mean

(scale 1-7)

Std. dev.

Training 4.14 0.90Internality 5.26 0.64

Powerful others 3.41 0.84

Chance 3.33 0.82

Personal traits 5.82 0.59Gregarious traits 5.31 0.76

Extraversion 4.01 1.05

Agreeableness 5.19 0.89

Conscientiousness 5.00 0.91 Neuroticism 3.86 1.01

Openness 5.00 0.95

Planning and decision making 5.15 0.74

People skills 5.16 0.72Understanding, innovating, and changing the

organization

5.31 0.71

Emotional intelligence and self-control 5.38 0.70Multicultural skills 4.71 0.95

Numbers and logic 4.90 0.94

Learning and using new technologies 5.49 0.81

Traditional values 4.30 1.02Fear and resistance to change 3.44 1.10

New values 4.54 0.95a n = 284

Gender, education, and rank comparisons

Analysis of variance revealed statistically significant gender differences, where females on

average reported more extraversion and agreeableness, and males on average reported higher


17/73

TABLE 4Results of ANOVA Analysis

a

Dependent variable: Gender

Total Males Females

Variables: Mean SD Mean SD Mean SD F

Extraversion 4.01 1.05 3.85 0.96 4.19 1.11 7.05**

Agreeableness 5.19 0.89 5.08 0.89 5.34 0.88 5.76*

Numbers and

logic

4.90 0.94 5.02 0.87 4.73 1.01 6.27*

a n = 284 * p < .05 ** p < .01

Statistically significant differences also appeared for the education, where those with doctoral

degree valued an exciting life higher than did those with university degree. Participants with

masters degree valued happiness higher than did those with doctoral degree. Significant

differences occurred also with pleasure, which people with doctoral degree assessed as less

important than did people with masters and university degrees. People with doctoral degree

reported higher values for personal traits than did those with high school degree or less.

Significant differences also appeared for multicultural skills, where people with doctoral degree

reported having more of them than did those with university and high school degree. We also

found that people with masters degree reported having more multicultural skills than did peoplewith high school degree (Table 5).


a

Dependent variable: Education

Total Doctoral

Degree (1)

Masters

Degree (2)

University

Degree (3)

High School

Degree or less(4)

Stat. signif.

diff.

Variables Mean

SD Mean SD Mean SD Mean SD Mean SD F

An exciting

life

8.32 5.3

1

10.36 4.84 8.43 5.37 7.24 4.99 8.13 7.12 3.27

*

1-3

H i 10 6 4 5 9 00 4 40 11 21 4 51 10 43 4 65 11 88 4 45 2 66 1 2


18/73

We also performed analysis of variance for differences between the ranks. Statistically significant

differences were found for training, where top managers reported higher values than did middle

managers. Top managers valued a sense of accomplishment more, while middle managers valued

a world of peace more. Top managers on average reported higher values for people skills,

understanding, innovating, and changing the organization, emotional intelligence and self-

control, numbers and logic, and new cultural values, but also reported lower values for fear and

resistance than did their middle management counterparts (Table 6).


a

Dependent variable: Rank

Total Middle management Top managementVariables: Mean SD Mean SD Mean SD F

Training 4.14 0.90 4.06 0.88 4.29 0.92 3.90*

A sense of accomplishment 9.52 4.87 8.96 4.80 10.30 4.88 4.95*

A world of peace 10.35 5.41 10.87 5.29 9.69 5.51 3.14*

People skills 5.16 0.72 5.06 0.79 5.32 0.57 7.56**

Understanding, innovating,

and changing theorganization

5.31 0.71 5.21 0.77 5.49 0.57 9.46**

Emotional intelligence andself control 5.38 0.70 5.33 0.73 5.48 0.63 2.85*

Numbers and logic 4.90 0.94 4.78 0.96 5.09 0.88 6.76**

Fear and resistance to

change

3.44 1.10 3.59 1.14 3.19 0.98 8.49**

New values 4.54 0.95 4.34 1.01 4.86 0.75 17.52**

*a n = 284 * p < .05 ** p < .01 *** p < .001

Differences among countries

In this analysis, we first excluded all the countries with fewer than six respondents. We then

performed analysis of variance for all the variables included in our study, with country as a

l ifi i bl


19/73

Valuing freedom (F=1.63; p=.06) marginally significant differences Valuing inner harmony (F=1.80; p=.03) Valuing mature love (F=1.58; p=.08) marginally significant differences Valuing salvation (F=4.04; p


20/73

Stepwise regression analyses

First, we performed a stepwise regression analysis for those characteristics of the PA institutions

associated with the traditional values. The analysis revealed that among all independent variables,

planning and decision making had the greatest influence on the presence of traditional values,

followed by chance, gregarious traits, multicultural skills (negative influence), inner harmony,

work experience in PA (negative influence), powerful others, and gender (Table 8).

TABLE 8Results of Stepwise Regression Analysis

a

(Dependent variable Traditional values)

Step Variable entered R2 R2 F p

1 Planning and decision making .2123 .2123 39.88 < .0001

2 Chance .0843 .2965 17.60 < .0001

3 Gregarious traits .0366 .3331 8.01 .00534 Multicultural skills (-) .0306 .3637 6.97 .0092

5

6

78

Inner harmony

Total amount of work experience in PA (-)

Powerful othersGender (-)

.0228

.0188

.0177

.0100

.3865

.4053

.4230

.4330

5.35

4.52

4.352.49

.0222

.0351

.0387

.1168a

n = 284

In other words, people with higher competencies for planning and decision making, who believe

in chance and powerful others, who have more gregarious traits and value inner harmony more,

who are of male gender and poses less multicultural skills, and who have less work experience in

PA, are more likely to be found in PA institutions which were judged to be more traditional.

We then performed a stepwise regression analysis for characteristics of PA institutions associated

with the new cultural values. The analysis revealed that training had the greatest influence on

presence of the new cultural values, followed by emotional intelligence and self control, rank in


21/73


a

(Dependent variable New values)


1 Training .2938 .2938 56.59 < .00012 Emotional intelligence and self-control .0926 .3865 20.38 < .0001

3 Rank in PA .0512 .4377 12.21 .00064 A sense of accomplishment .0304 .4681 7.59 .00675

6

7

89

A world of peace

Highly regulated legal environment (-)

Gregarious traits

Planning and decision making (-)Numbers and logic

.0322

.0118

.0095

.0139

.0109

.5003

.5121

.5216

.5355

.5464

8.51

3.17

2.58

3.863.08

.0042

.0773

.1105

.0515

.0815a n = 284

This means that the participants, who have more training, who are more emotionally intelligent

and have a higher rank in PA, who value a sense of accomplishment and the world of peace

more, who work in a less regulated legal environment and have more gregarious traits, who have

less competencies for planning and decision making, but more for numbers and logic, are more

likely to be found in organizations with the new cultural values.

Finally, we conducted a stepwise regression analysis for characteristics of PA institutions

associated with fear and resistance to change. Analysis revealed that among all independent

variables, chance had the greatest influence on the estimated presence of fear and resistance.

Chance was followed by sense of accomplishment (negative influence), rank in PA (negative

influence), highly regulated legal environment, salvation, extraversion, social recognition

(negative influence), emotional intelligence and self-control (negative influence), planning and

decision-making, self-respect, training (negative influence), and increasing competition from the

private sector (Table 10)


22/73


a

(Dependent variable Fear and resistance to change)


1 Chance .1041 .1041 17.31 < .00012 A sense of accomplishment (-) .0737 .1778 13.27 .0004

345

6

7

Rank in PA (-)Highly regulated legal environmentSalvation

Extraversion

Social recognition (-)

.0265.0217

.0157

.0160

.0168

.2043.2260

.2603

.2763

.2931

4.894.103.06

3.16

3.38

.0285.0447

.0823

.0777

.0679

89

10

Emotional intelligence and self-control (-)Planning and decision making

Self-respect

.0151

.0253

.0121

.3082

.3278

.3399

3.085.31

2.58

.0812

.0227

.1107

11

12

Training (-)

Competition from the private sector

.0114

.0153

.3513

.3666

2.44

3.32

.1203

.0705a n = 284

This tells us that the participants who believe that events depend on chance, who do not value a

sense of accomplishment and social recognition, who have lower rank in PA, who work in a

highly regulated legal environment, who value salvation and self-respect more, who are more

extraverted, who have lower emotional intelligence and more competencies for planning and

decision making, who have less training, and who experience greater competition from the

private sector, are more likely to work in PA institutions with higher levels of fear and resistance

to change.

While the findings of the stepwise regression analyses are interesting, they are less clear, as they

represent an unstructured mixture of different variables. To introduce some more conceptual

clarity, we performed several hierarchical regression analyses, where the researcher determines

the order in which groups of variables are entered in a model.


23/73

TABLE 11Results of Hierarchical Regression Analysis

a

Dependent variable: Traditional values

Functional competencies R2 =.25 R2 =

.25

F = 16.20****

Planning and decision making = .55****

Multicultural skills = -.24**

Learning and using new technologies = .07Personal / Social competencies R2 = .26 R2 =

.01

F = 0.68

Cognitive competencies R2 = .27 R2 =

.01

F = 1.41

Understanding, innovating, and changing the

organization

= -.22*

Numbers and logic = .01

Training R2 = .27 R2 =

.001

F = 0.23

Training = -.04Terminal values (only significant shown) R2 = .36 R2 =

.09

F = 1.06

A sense of accomplishment =-.25**A world of beauty = -.17*

Equality = -.17*

Individual traits R2 = .40 R2 =

.04

F = 3.44**

Personal traits = -.11

Gregarious traits = .34**Locus of control R2 = .47 R2 =

.07

F = 5.54***

Internality = .06

Powerful others = .20**

Chance = .14*

The Big 5 Factors of Personality (only sig. shown) R2 = .49 R2 =

.02

F = 0.89

Agreeableness = .19*

Demographics R

2

= .51

R

2

=.02 F = 0.60

Environment R2 = .52 R2 =

.01

F = 1.04

a n = 284 * p < .15 ** p < .05 *** p < .01 **** p < .001


24/73

gregarious traits, a belief that life is determined by chance and powerful others, as well as

agreeableness. Taken together, these variables explain more than half (52%) of variance in

traditional values.

Table 12 shows the results of hierarchical regression analysis for dependent variable Fear and

resistance to change.TABLE 12

Results of Hierarchical Regression Analysisa

Dependent variable: Fear and resistance to change

Functional competencies R2 =.05 R2 = .05 F = 2.58*Planning and decision making = .23**

Multicultural skills = -.19*

Learning and using new technologies = .02Personal / Social competencies R2 = .08 R2 = .03 F = 2.26*People skills = .08

Emotional intelligence and self control = -.26*

Cognitive competencies R2 = .11 R2 = .03 F = 2.24*Understanding, innovating, and changing the

organization

= -.29**

Numbers and logic = -.04

Training R2 = .12 R2 = .01 F = 2.96*

Training = -.14**Terminal values (only significant shown) R2 = .27 R2 = .15 F = 1.47*A sense of accomplishment = -

.32***

Individual traits R2 = .27 R2 = .001 F = 0.40

Locus of control R2 = .33 R2 = .06 F = 3.39**

Internality = -.00

Powerful others = .08

Chance = .21**

The Big 5 Factors of Personality (only sign. shown) R2 = .36 R2 = .03 F = 1.10Extraversion = .19**

Demographics R2 = .38 R2 = .02 F = 0.50

Environment R2 = .42 R2 = .04 F = 3.12**

Highly regulated legal environment = .23**

Increasing competition from the private sector = 11


25/73

sense of accomplishment (negative influence), a belief in the importance of chance, extraversion,

and highly regulated legal environment. Taken together, these variables were able to explain 42

percent of variance in fear and resistance to change.

Table 13 shows the results of hierarchical regression analysis for dependent variable New

cultural values.

TABLE 13Results of Hierarchical Regression Analysis

a

Dependent variable: New cultural values

Functional competencies R2 =.10 R2 = .10 F = 5.11***

Planning and decision making = .09Multicultural skills = .23**Learning and using new technologies = .06

Personal / Social competencies R2 = .22 R2 = .12 F = 10.04****People skills = .35**Emotional intelligence and self control = .17

Cognitive competencies R2 = .25 R2 = .03 F = 2.71*Understanding, innovating, and changing the organization = .22*

Numbers and logic = .16*

Training R2 = .42 R2 = .17 F = 37.24****Training = .44****

Terminal values (only significant shown) R2 = .54 R2 = .12 F = 1.74**A sense of accomplishment = .26**

A world of peace = .17*

Individual traits R2 = .55 R2 = .01 F = 0.89

Locus of control R2 = .55 R2 = .001 F = 0.38

The Big 5 Factors of Personality R2 = .56 R2 = .007 F = 0.31

Demographics (only significant shown) R2 = .61 R2 = .05 F = 1.42

Rank in PA = .18**Environment R2 = .61 R = .002 F = 0.82a n = 284 * p < .15 ** p < .05 *** p < .01 **** p < .001


26/73

Correlation analysis for the outcome variables

Finally, we investigated the correlations among the outcome variables, namely traditional

values, fear and resistance to change, and new cultural values (Table 14).

TABLE 14Correlations among the Outcome Variables

a

Variables 1 2

1. Traditional values2. Fear and resistance to change .32**

3. New values -.16* -.60**a n = 284 * p < .05 ** p < .001

As expected, there is a significant negative correlation between traditional and new cultural

values. The more the traditional values are present, the less the new cultural values exist in a

certain PA institution, and vice versa.

A significant positive correlation exists between traditional values and fear and resistance to

change. The more the traditional values exist in a certain PA institution, the more fear and

resistance to change exist in this institution, and vice versa.

And finally, a significant negative correlation exists between new cultural values and fear and

resistance to change. The more the new cultural values exist in a PA institution, the less fear and

resistance to change exist in this institution, and vice versa. This correlation is the strongest

among all three.


27/73

2.4 ConclusionThe results indicate the following:

Traditional values and new cultural values coexist in PA institutions; they are negativelycorrelated.

Traditional values are positively correlated with fear and resistance to change; new culturalvalues are negatively correlated with fear and resistance to change.

Traditional values are positively associated with planning and decision-making skills, beliefsin powerful others and chance, agreeableness and gregarious traits. They are negatively

associated with multicultural skills, understanding, innovating and changing the organization,

as well as with appreciation of a sense of accomplishment, world of beauty, and equality.

Fear and resistance to change are positively associated with planning and decision-makingskills, beliefs in chance, as well as with extraversion and highly regulated environment. They

are negatively associated with multicultural skills, emotional intelligence and self-control,

understanding, innovating and changing the organization, training, as well with appreciation

of a sense of accomplishment.

New cultural values are positively associated with multicultural and people skills,understanding, innovating and changing the organization, numbers and logic skills, rank in

PA, as well as with appreciation of a sense of accomplishment and world of peace, but

above allwith training.

The results stress the importance of the following competencies:

Multicultural skills Understanding, innovating and changing the organization Emotional intelligence and self-control


28/73

The results also stress the importance of the locus of control, especially the beliefs in powerful

others and chance (and their association with traditional values and fear and resistance to

change).

One of the very important findings was that training has positive effects above and beyond its

impact upon the competencies. It is important to note, however, that when we talk aboutindividual variables, such as training, one should interpret them in terms of the individual items

constituing a particular variable. For example, when we emphasize the importance of training,

we are actually emphasizing the importance of all the items within this variable, namely:

Initial on-the-job training

Formal training in all aspects of work position Availability of a formal personal coach Initial formal mentorship Initial informal mentorship Formal management training

Availability of services of a consulting agency Formal training in teamwork Attending conferences, seminars, workshops, etc. Availability of funds for daily operations Availability of funds for development and innovation

Money invested in research Strong work ethics in the institution.All the variables included in this study should be understood and interpreted in this way.


29/73

3 REFERENCESAllio, R. J. (2005). Leadership development: teaching versus learning. Management Decision, Vol. 43,

No. 7/8, pp. 1071-1077.

Cugmas, Z. (1991). Vpliv izobraevalnega okolja na otrokovo samovrednotenje in razumevanje

kognitivne kompetence. Sodoba pedagogika, Vol. 5, No. 6, pp. 287-309. Ljubljana: Zveza drutev

pedagokih delavcev Slovenije.

Donnellan, M.B., Oswald, F.L., Baird, B.M., & Lucas, R.E. (2006). The mini-IPIP scales: Tiny-yet-

effective measures of the Big Five factors of personality. Psychological Assessment, 18, 192-203.

Gruban, B. (2003). Kompetence: moda, ki traja e tiri desetletja. Finance, 168/1596, str. 19.

Harris, P. R. (2001). Ensuring European leadership in the global marketplace. European Business Review,

Vol. 13, No. 6, pp. 336-345.

Jokinen, T. (2005). Global leadership competencies: a review and discussion. Journal of European

Industrial Training , Vol. 29, No. 3, pp. 199-216.

Kim, S. (2007). Learning goal orientation, formal mentoring, and leadership competence in HRD Aconceptual model.Journal of European Industrial Trainig, Vol. 31, No. 3, pp. 181-194.

Levenson, H. (1981). Differentiating among internality, powerful others, and chance. In H. M. Lefcourt

(Ed.). Research with the locus of control construct, Vol. 1, pp. 15-63. New York: Academic Press.

Lorenzi, N. M., Riley, R. T. (2000). Managing Change An Overview. Journal or the American Medical

Informatics Association , Vol. 7, No. 2, pp. 116-124.

Manning, T. T. (2003). Leadership Across Cultures: Attachment Style Influences. Journal of Leadership

& Organizational Studies, Vol. 9, No. 3, pp. 20-30.May, A. S. (1997). Think globaly act locally! Competences for global management. Career

Development International , Vol. 2, Iss. 6, pp. 308-311.

Medve, Z. (2006). Informativni in formativni nivo v kurikularnem nartovanju. Vzgoja in izobraevanje,

Let. 37, t. 1, pp. 19-21.

OECD (2007). Understanding change in government. Working material. Paris: OECD.

Rappe, C., Zwick, T. (2007). Developing leadership competence of production unit managers. Journal

Management Development, Vol. 26, No. 4, pp. 312-330.

Rokeach, M.R. (1967). Value Survey. Sunnyvale, Ca: Halgren Tests.

Suutari, V. (2002). Global leader development: an emerging research agenda. Career Development

International, Vol. 7, No. 4, pp. 218-233.

S tlik I (2005) O k t h V P di M S ( ) K t k d ki k i 12 27


30/73

4. APPENDICES

A The Questionnaire

B The Results of Factor Analyses

C A Summary of the Responses


31/73

Appendix A

The Questionnaire

1 .


32/73

Thank you for taking your time to complete this survey on leadership competencies regardingthe change management in the EU. This survey is being carried out by the Ministry of PublicAdministration of Slovenia, during the Slovenian Presidency of the EU.

As you will see, the majority of questions are asking about you personally: your skills, yourtraits, your abilities, etc. We could not avoid that, as competencies are individualphenomena. To protect your privacy, there is no need to disclose your name. All datacollected by this survey will be treated anonymously and confidentially. The data is collectedsolely for the purpose of scientific research and the results will only be shown in a summaryform. Therefore, nobody will be able to identify neither your identity nor your responses. Inother words, nobody will ever know what your individual answers were.

The results of this research will increase our understanding of leadership competencies, theirantecedents, as well as their role in the successful management of change in the EuropeanPublic Administration.

The survey takes about 45-60 minutes to complete. We understand that you are all pressedfor time, and we sincerely appreciate your time investment in filling-out this survey.

2 .


33/73

First, we would like you to answer a few questions about yourself.

W hat is your gender?

How old are you?

Country w here you live: (Select your country from the drop-dow n menu.)

W hat is the highest educational degree that you ha ve achieved? ( Select only one answe r.)

W hat is your job tit le?

W hat is your rank ( level) in Public Administration ( PA)? (Select one answ er.)

W hat is a total amount of your work experience?

W hat is a total am ount of your w ork experience in Public Administration?

W hat is a total amount of your w ork experience at the current PA institution ( Ministry, Secretariat,

Agency, etc.) ?

Your age in years:

Please calculate the time in

months:


months:


months:

Male

nmlkj

Femalenmlkj

Doctoral Degreenmlkj

Master's Degreenmlkj

University Degree (Diploma, B.A., B.Sc., etc.)nmlkj

High School Degree or lessnmlkj

Middle managementnmlkj

Top managementnmlkj

3 .


34/73

Below you w ill f ind several statements. Please indicate to w hat extent you agree w ith each of them.

Strongly

DisagreeDisagree

Slightly

Disagree

Neither

Disagree

nor

Agree

Slightly

AgreeAgree

Strongly

Agree

As I started to work in my current position, I received

appropriate on-the-job training.

nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj

I was formally trained in all aspects of work in my

current position.


I have a formal personal coach available in my current

position.


As I started to work in my current position, I had aformal mentor appointed by the PA institution.


As I started to work in my current position, I had an

informal mentor.


During my career, I received formal management

training.


I may use services of a consulting agency when I think

that is necessary.


During my career, I received formal training in

teamwork.


I keep my knowledge and skills current by regularly

attending seminars, workshops, and conferences.


I work in a highly regulated legal environment. nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj

In our PA institution, funds for current daily operations

are readily available.


In our PA institution, funds for development andinnovation are readily available.


Our PA institution invests a lot of money in research. nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj

People in our PA institution have a strong work ethics. nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj

In our work, the PA institution is facing an increasing

competition from the private sector.


4 .


35/73

Below you w ill f ind several state me nts. Please indicate to w hat ext ent you agree or disagree that each

statem ent is true for YOU. Do not answer how you think things should be but rather how they actually

are.

Strongly

DisagreeDisagree

Slightly

Disagree

Neither

Disagree

nor

Agree

Slightly

AgreeAgree

Strongly

Agree

Whether or not I get to be a leader depends mostly on

my ability.


To a great extent my life is controlled by accidental

happenings.


I feel like what happens in my life is mostly determinedby powerful people.


Whether or not I get into a car accident depends

mostly on how good a driver I am.


When I make plans, I am almost certain to make them

work.


Often there is no chance of protecting my personal

interests from bad luck happenings.


When I get what I want, it is usually because I am

lucky.


Although I might have a good ability, I will not be given

leadership responsibility without appealing to those in

positions of power.


How many friends I have depends on how nice a person

I am.


I have often found that what is going to happen will

happen.nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj

My life is chiefly controlled by powerful others. nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj

Whether or not I get into a car accident is mostly a

matter of luck.


People like myself have very little chance of protecting

our personal interests when they conflict with those of

strong pressure groups.


It is not always wise for me to plan too far ahead

because many things turn out to be a matter of good or

bad fortune.


Getting what I want requires pleasing those people

above me.


When I get what I want, it is usually because I worked

hard for it.



36/73

In order to have my plans work, I make sure that they

fit in with the desires of people who have power over

me.


My life is determined by my own actions. nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj

It is chiefly a matter of fate whether or not I have a

few friends or many friends.


5 .


37/73

Below there a re 1 8 va lues listed in alphabetical order. Your task is to arrange the m in order of the ir

importance to YOU, as guiding principles in YOUR life. Study the list carefully and w rite num ber 1 8 next

to the value w hich is the m ost importa nt for you. Then pick out the value w hich is the least important

for you and write nu mber 1 next to it . Then pick out the second most important va lue for you and write

num ber 17 next t o it . Next, pick out the second least import ant value for you and assign number 2 toit. Then do the same for e ach of the rem aining values.

A comfortable life (a prosperous life)

An exciting life (a stimulating, active life)

A sense of accomplishment (lasting

contribution)

A world of peace (free of war and conflict)

A world of beauty (beauty of nature and the

arts)

Equality (brotherhood, equal opportunity for

all)

Family security (taking care of loved ones)

Freedom (independence, free choice)

Happiness (contentedness)

Inner harmony (freedom from inner conflict)

Mature love (sexual and spiritual intimacy)

National security (protection from attack)

Pleasure (an enjoyable, leisurely life)

Salvation (saved, eternal life)

Self-respect (self-esteem)

Social recognition (respect, admiration)

True friendship (close companionship)

Wisdom (a mature understanding of life)

6 .


38/73

Below you w ill f ind a list of characteristics. Please indicate to w hat ex tent you agree or disagree tha t

each characteristic is true for YOU. Do not answer how you think you SHOULD BE but rat her how you

ACTUALLY ARE.

Strongly

DisagreeDisagree

Slightly

Disagree

Neither

Disagree

nor

Agree

Slightly

AgreeAgree

Strongly

Agree

Ambitious (hard-working, aspiring) nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj

Broadminded (open-minded) nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj

Capable (competent, effective) nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj

Cheerful (lighthearted, joyful) nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj

Clean (neat, tidy) nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj

Courageous (standing up for your beliefs) nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj

Forgiving (willing to pardon others) nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj

Helpful (working for the welfare of others) nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj

Honest (sincere, truthful) nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj

Imaginative (daring, creative) nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj

Independent (self-reliant, self-sufficient) nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj

Intellectual (intelligent, reflective) nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj

Logical (consistent, rational) nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj

Loving (affectionate, tender) nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj

Obedient (dutiful, respectful) nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj

Polite (courteous, well-mannered) nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj

Responsible (dependable, reliable) nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkjSelf-controlled (restrained, self-disciplined) nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj

Passionate (feeling very strongly about a subject or

person)


Compassionate (empathizing with others) nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj

Ethical (adhering to moral standards) nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj

7 .


39/73

Below you w ill f ind several state me nts. Please indicate to w hat ext ent you agree or disagree that each

stateme nt is true for YOU. Do not answ er how you think you SHOULD BE but rather how you ACTUALLY

ARE.

Strongly

DisagreeDisagree

Slightly

Disagree

Neither

Disagree

nor

Agree

Slightly

AgreeAgree

Strongly

Agree

I am the life of a party. nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj

Sympathize with others feelings. nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj

Get chores done right away. nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj

Have frequent mood swings. nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj

Have a vivid imagination nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj

Don't talk a lot. nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj

Am not interested in other people's problems. nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj

Often forget to put things back in their proper place. nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj

Am relaxed most of the time. nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj

Am not interested in abstract ideas. nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj

Talk to a lot of different people at parties. nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj

Feel others emotions. nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj

Like order. nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj

Get upset easily. nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj

Have difficulty understanding abstract ideas. nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj

Keep in the background. nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj

Am not really interested in others. nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkjMake a mess of things. nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj

Seldom feel blue. nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj

Do not have good imagination. nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj

8 .


40/73

I n this section, you w ill be asked to indicate t o w hat ex tent you posses certain know ledge, skills,

abilit ies, and characteristics. I t is very im portant that you asses yourself HONESTLY and as

ACCURATELY as possible. Keep in m ind tha t th is surve y is anonym ous, so do NOT answ er m ore

favorably or the w ay you w ould like t o be, but rat her the w ay YOU ACTUALLY ARE.

Strongly

DisagreeDisagree

Slightly

Disagree

Neither

Disagree

nor

Agree

Slightly

AgreeAgree

Strongly

Agree

When I face a problem, I look at it from all possible

angles before I attempt to solve it.


When I face a problem, I take enough time to think

before I attempt to solve it.


When I face a problem, I brainstorm to generate a large

number of alternatives for solving it.


When I face a problem, I consider all theoretical and

practical implications of each of the possible solutions.


I try to break down complex problems to several smaller

more manageable problems.


I always verify my assumptions before making a

decision.


When I face a problem, I study what has been written

about it and if a similar problem has been solved before.


When I face a problem, I work on identifying the causes

before I try to solve it.


In solving a problem, I calculate the potential loss or

risk for the PA institution.


I see each problem as an opportunity for learning,

improvement, and development.


I am very innovative in approaching and solving

problems.


When things go well, I always ask myself how I could

make them better.


I can do complex calculations by heart (without using a

calculator).


I have a good sense for and understanding of numbers. nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj

I am very good at making complex decisions. nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj

In solving a problem, I employ a systematic set of steps

to reach a solution.


I am very successful in evaluating performance and nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj

I hi i i l l b k d i di h i k l d kill

9 .


41/73





Strongly

DisagreeDisagree

Slightly

Disagree

NeitherDisagree

nor

Agree

Slightly

AgreeAgree

Strongly

Agree

I have a thorough knowledge and understanding of legal

regulation in my line of work.nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj

I have a thorough knowledge and understanding of

financial concepts and principles.



Human Resource Management.



accounting principles and practice.


I have a thorough knowledge and understanding of the

EU issues in my line of work.nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj

I am well versed in using a personal computer. nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj

I extensively use the Internet in doing my work. nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj

I make use of video/audio conferencing in doing my

work.


I feel confident conducting a meeting in a foreign

language.


I extensively use multimedia in making presentations. nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj

I posses good personal communication skills. nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj

I feel confident working with and/or supervising people

from other cultures.


I posses a thorough understanding of cultural

differences within EU.


I am a quick learner. nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj

I learn from my experience (I seldom make the same

mistake twice).


I successfully plan my personal and professionaldevelopment.


I am very efficient in acquiring new knowledge and

skills.


I have a talent for turning organizational liabilities into nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj

I am successful in conserving organizational resources

while solving problems.nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj


42/73

I n this section you w ill be asked to indicate t o w hat ex tent you posses certain know ledge skills

10 .


43/73





Strongly

DisagreeDisagree

Slightly

Disagree

NeitherDisagree

nor

Agree

Slightly

AgreeAgree

Strongly

Agree

I have great tolerance for ambiguity and uncertainty. nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj

I have a talent for selecting and retaining the right

people for our PA institution.


I am very successful in motivating my employees andcolleagues for excellence.


I am very skillful negotiator. nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj

I participate effectively in multicultural teams. nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj

I have a genuine respect for other countries. nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj

I have great ability to understand and manage myself. nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj

I have great ability to maintain confidence and

objectivity under difficult circumstances.


I tend to be proactive. nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj

I am willing to take personal risks for the benefit of our

PA institution.


I am a very optimistic person. nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj

I have great ability to control or redirect disruptive

impulses and moods.


I am able to see the big picture beyond a particularproblem or situation.


I am very sensitive to othersneeds and assumptions. nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj

I have genuine concern for others. nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj

I am very successful in managing conflicts. nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj

I posses great expertise in building and leading teams. nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj

I have great skills for teamwork and collaboration. nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj

I have great listening skills. nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj

I have great persuasiveness and ability to influence. nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj

I have great ability for building bonds and finding a

common ground with all kinds of people.


I d i i fi t i i

I n this section you w ill be asked to indicate t o w hat ex tent you posses certain know ledge skills

11 .


44/73





Strongly

DisagreeDisagree

Slightly

Disagree

NeitherDisagree

nor

Agree

Slightly

AgreeAgree

Strongly

Agree

I am very good in bringing out the best in people. nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj

I have great ability to attract and develop talent. nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj

I am very good in building and maintaining networks. nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj

I am very good in building partnerships and alliances. nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj

I am very good in creating a sense of community within

the public administration.


I am very good in recognizing the key constituencies

and decision makers.


I have a thorough understanding of key organizational

processes, systems, procedures, and methods.


I have a thorough understanding of training needswithin our PA institution.


I have a thorough understanding of strategic roles of

different units within our PA institution.


I thoroughly understand the need, goals, demands, and

problems of our PA institutions constituents and

clients.


I am very good in recognizing the skills of others. nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj

I am very good in creating safe, positive environment

for change.


I have great ability to understand and manage my

emotions.


I have great ability to understand and manage other

peoples emotions.


I have no problems expressing my emotions at work. nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj

I am very good at controlling my impulses. nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj

I am very good at managing stress in myself. nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj

I am very good at managing stress in others. nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj

I have very high self-esteem. nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj

I bl i i i d i i

All PA institutions, to a larger or smaller ext ent, undergo a process of change and tr ansformation.

12 .


45/73


Below you w ill f ind several state me nts regarding th is process and its outcomes. Please indicate to

w hat ext ent you agree or disagree that e ach statem ent is true for YOUR PA I nstitution. Do not answe r

how you think things SHOULD BE but rat her how they ACTUALLY ARE.

Strongly

DisagreeDisagree

Slightly

Disagree

NeitherDisagree

nor

Agree

Slightly

AgreeAgree

Strongly

Agree

Our PA institution relies heavily upon a strict hierarchy

of control.


Conformity to the existing ways of doing things is highly

valued in our PA institution.


In our PA institution, we value uniformity; personality

should be kept out.


In our PA institution, authority is mainly derived from

ones formal position.


In our PA institution, authority is mainly derived from

ones expert knowledge.


A dominant approach to managing our PA institution

falls under the command control paradigm.


In our PA institution, very high value and importance is

placed on each employees accountability.


All important issues in our PA institution are openly

discussed and shared with the public.


Anything we do in our PA institution is done very

transparently.


Effectiveness is a very important performance-rating

criterion in our PA institution.


Senior ranking officials in our PA institution are judged

by the employees based on their leadership abilities.


There is a strong managerial culture in our PA

institution; people and resources are planned,

organized, led, and controlled according to the

principles of management theory.


In our PA institution, we believe in citizens

empowerment; we encourage citizens to be involved in

all aspects of our PA institutions work.


In our PA institution, we believe in a lifelong career in

public administration; employees should enter the PA

i i i h l l l d d h i i


in our PA institution.

Our PA institution is decentralized; higher ranking

officials delegate their authority to lower levels.



46/73

Our PA institution is very performance-oriented. nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj

Our PA institution has subtle leadership; our leaders

lead without being overpowering and overbearing.


Our PA institution enjoys strong support of allstakeholders (politicians, financial groups, public

servants, civil society, etc.).



13 .


47/73

Below you w ill f ind several state me nts regarding th is process and its outcomes. Please indicate to

w hat ext ent you agree or disagree that e ach state me nt is true for YOUR PA institution. Do not answe r

how you think things SHOULD BE but rat her how they ACTUALLY ARE.

Strongly

DisagreeDisagree

Slightly

Disagree

NeitherDisagree

nor

Agree

Slightly

AgreeAgree

Strongly

Agree

In our PA institution, peoples mindsets, culture, and

attitudes are well adapted to a new environment that

public administration is facing in our country.


In general, citizens are very satisfied with our PA

institution and its performance.


Our PA institution has a strong, trusted, and committed

leadership.


Leadership of our PA institution is successful in

obtaining peoples commitment through persuasion,

negotiation, and influencing their values and culture.



transforming organizational culture.


Changes in our PA institution are coherent with the

broader socio-economic reform policies.



providing information which allows stakeholders to

understand the necessity of change its rationale and

the ways of achieving it.



generating the necessary structures for capacity-

building.


Among the employees in our PA institution, there are

high levels of fear and uncertainty associated with

change.


The resistance to change in our PA Institution is high,

because change has not been clearly explained by

leaders and managers.


Change led by our PA institution produces confusion

and generates opposition due to lack of coherence of

the reform and consistency with other reform

initiatives.


Ch l d b PA i i i d i

Organizational climate in our PA institution is very

positive.


There is a steep learning curve in our PA institution; we nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj


48/73

learn from our mistakes and successes.

Our PA institution is very successful in achieving its

goals.


Our PA institutions leadership is very successful in

managing change.nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj

Employees in our PA institution have a very high level of

job satisfaction.


Employees in our PA institution are highly motivated. nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj

Employees in our PA institution are very adaptable. nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj

The supervisory institution, to which our PA institution

reports to, is very satisfied with our work, performance,and outcomes.


Thank You for participating in this survey!

14 .


49/73


50/73

Appendix B

The Results of Factor Analyses

R l f F A l i f C i


51/73

Results of Factor Analysis for Competencies

Items Peopleskills Understanding,innovating,changing the

organization

Emotionalintelligence

and self

control

Planning anddecision

making

Numbersand logic Multiculturalskills Learningand using

new

technologies

I see each problem as an opportunity for learning, improvement, and development. 0.38

I am very innovative in approaching and solving problems. 0.51

I have a thorough knowledge and understanding of Human Resource Management. 0.42

I posses good personal communication skills. 0.45

I have a talent for turning organizational liabilities into assets. 0.40

I have a talent for persuading others within the PA institution to join and help in

fulfilling our vision.

0.51

I have great tolerance for ambiguity and uncertainty. 0.24

I have a talent for selecting and retaining the right people for our PA institution. 0.42

I am very successful in motivating my employees and colleagues for excellence. 0.59

I am very skillful negotiator. 0.44

I am a very optimistic person. 0.50I am very sensitive to others needs and assumptions. 0.58

I have genuine concern for others. 0.60

I am very successful in managing conflicts. 0.48

I posses great expertise in building and leading teams. 0.62

I have great skills for teamwork and collaboration. 0.65

I have great listening skills. 0.44

I have great persuasiveness and ability to influence. 0.42

I have great ability for building bonds and finding a common ground with all kinds

of people.

0.65

I am very good in managing first impressions. 0.38

I am very good in bringing out the best in people. 0.60

I have great ability to attract and develop talent. 0.58

I am er good in b ilding and maintaining net orks 0 58


52/73

I am very good in building and maintaining networks. 0.58

I am very good in building partnerships and alliances. 0.57

I am very good in creating a sense of community within the public administration. 0.62

I am very good in creating safe, positive environment for change. 0.54

I have great ability to understand and manage other peoples emotions. 0.64

I have no problems expressing my emotions at work. 0.52

I am very good at managing stress in others. 0.69

In solving a problem, I calculate the potential loss or risk for the PA institution. 0.44

I am very successful in evaluating performance and strategic options. 0.36

I have an ability to promote our PA institutions vision with enthusiastic passion. 0.56

I have a talent for changing our PA institutions vision into reality. 0.63

I am successful in conserving organizational resources while solving problems. 0.41

I tend to be proactive. 0.41

I am willing to take personal risks for the benefit of our PA institution. 0.61

I am able to see the big picture beyond a particular problem or situation. 0.54

I am an agent of change in our PA institution. 0.58

I am able to express myself with a distinctive and compelling voice. 0.47

I have a thorough understanding of key organizational processes, systems,

procedures, and methods.

0.38

I have a thorough understanding of training needs within our PA institution. 0.49

I have a thorough understanding of strategic roles of different units within our PA

institution.

0.62

I thoroughly understand the need, goals, demands, and problems of our PA

institutions constituents and clients.

0.54

I am very good in recognizing the skills of others. 0.44

I encourage diversity of approaches in carrying out our PA institutions tasks. 0.55

I invent new approaches to resolving challenges in our PA institution. 0.57

I learn from my experience (I seldom make the same mistake twice). 0.45

I am persistent in attempting to solve a problem until I succeed. 0.53

I have a genuine respect for other countries 0 44


53/73

I have a genuine respect for other countries. 0.44

I have great ability to understand and manage myself. 0.53

I have great ability to understand and manage my emotions. 0.61

I am very good at controlling my impulses. 0.60

I am very good at managing stress in myself. 0.51

I have very high self-esteem. 0.48

I am able to integrate my emotions in my decision making. 0.32

I have very high degree of integrity (my actions never deviate from my beliefs). 0.61

I have a strong will to do good. 0.34

When I face a problem, I look at it from all possible angles before I attempt to

solve it.

0.65

When I face a problem, I take enough time to think before I attempt to solve it. 0.60

When I face a problem, I brainstorm to generate a large number of alternatives for

solving it.

0.52

When I face a problem, I consider all theoretical and practical implications of each

of the possible solutions.

0.60

I try to break down complex problems to several smaller more manageableproblems.

0.63

I always verify my assumptions before making a decision. 0.65

When I face a problem, I study what has been written about it and if a similar

problem has been solved before.

0.54

When I face a problem, I work on identifying the causes before I try to solve it. 0.55

When things go well, I always ask myself how I could make them better. 0.40

I successfully plan my personal and professional development. 0.38

I can do complex calculations by heart (without using a calculator). 0.58

I have a good sense for and understanding of numbers. 0.63

I am very good at making complex decisions. 0.50

In solving a problem, I employ a systematic set of steps to reach a solution. 0.51

I have a thorough knowledge and understanding of legal regulation in my line of 0.40

work


54/73

work.

I have a thorough knowledge and understanding of financial concepts and

principles.

0.70

I have a thorough knowledge and understanding of accounting principles and

practice.

0.60

I have a thorough knowledge and understanding of the EU issues in my line of

work.

0.58

I make use of video/audio conferencing in doing my work. 0.38

I feel confident conducting a meeting in a foreign language. 0.74

I feel confident working with and/or supervising people from other cultures. 0.51

I posses a thorough understanding of cultural differences within EU. 0.52

I have valuable skills and abilities not often found in public administration. 0.39

I participate effectively in multicultural teams. 0.55

I am well versed in using a personal computer. 0.66

I extensively use the Internet in doing my work. 0.59

I am a quick learner. 0.44

I am very efficient in acquiring new knowledge and skills. 0.45I extensively use multimedia in making presentations. 0.53

n = 284


55/73

Results of Factor Analysis for Successful change management

Items Traditio-nal values

Fear and

resistance

to change

New

values

Our PA institution relies heavily upon a strict hierarchy of control. 0.73

Conformity to the existing ways of doing things is highly valued in our PA

institution.

0.63

In our PA institution, we value uniformity; personality should be kept out. 0.59In our PA institution, authority is mainly derived from ones formal position. 0.71

A dominant approach to managing our PA institution falls under the command

control paradigm.

0.72

In our PA institution, we believe in a lifelong career in public administration;

employees should enter the PA institution at the lowest level and spend their entire

career within public administration.

0.62

Among the employees in our PA institution, there are high levels of fear and

uncertainty associated with change.

0.57

The resistance to change in our PA Institution is high, because change has not been

clearly explained by leaders and managers.

0.73

Change led by our PA institution produces confusion and generates opposition due

to lack of coherence of the reform and consistency with other reform initiatives.

0.72

Change led by our PA institution produces uncertainty and distrust due to lack of

information.

0.62

There is a high level of conflict within our PA institution. 0.56

In our PA institution, authority is mainly derived from ones expert knowledge. 0.48

In our PA institution, very high value and importance is placed on each employees

accountability.

0.65

All important issues in our PA institution are openly discussed and shared with the

public.

0.66

Anything we do in our PA institution is done very transparently. 0.63

Effectiveness is a very important performance-rating criterion in our PA institution. 0.72

Senior ranking officials in our PA institution are judged by the employees based on

their leadership abilities.

0.68

constituencies and stakeholders.


56/73

Normalization of employment conditions has high priority in our PA institution. 0.50

Our PA institution is decentralized; higher ranking officials delegate their authority

to lower levels.

0.63

Our PA institution is very performance-oriented 0.70

Our PA institution has subtle leadership; our leaders lead without being

overpowering and overbearing.

0.56

Our PA institution enjoys strong support of all stakeholders politicians, financial

groups, public servants, civil society, etc.).

0.54

In our PA institution, peoples mindsets, culture, and attitudes are well adapted to a

new environment that public administration is facing in our country.

0.68

In general, citizens are very satisfied with our PA institution and its performance. 0.51

Our PA institution has a strong, trusted, and committed leadership. 0.66

Leadership of our PA institution is successful in obtaining peoples commitment

through persuasion, negotiation, and influencing their values and culture.

0.64

Leadership of our PA institution is successful in transforming organizational culture. 0.62

Changes in our PA institution are coherent with the broader socioeconomic reformpolicies.

0.49

Leadership of our PA institution is successful in providing information which allows

stakeholders to understand the necessity of change its rationale and the ways of

achieving it.

0.70

Leadership of our PA institution is successful in generating the necessary structures

for capacitybuilding.

0.67

The medias perceptions of the reform initiatives of our PA institution are very

positive.

0.45

The level of productivity in our PA institution is very high. 0.66

There is a high quality of relationships among all ranks in our PA institution. 0.68

There is a high level of cooperation among all units and individuals in our PA

institution.

0.59

Organizational climate in our PA institution is very positive. 0.66

There is a steep learning curve in our PA institution; we learn from our mistakes and

successes.

0.59

Our PA institution is very successful in achieving its goals. 0.68

Our PA institutions leadership is very successful in managing change. 0.64

Results of Factor Analysis for Individual traits


57/73

y

Items Personal traits Gregarious traits

Ambitious 0.52

Broadminded 0.61

Capable 0.74

Clean 0.44

Courageous 0.56Honest 0.55

Independent 0.65

Intellectual 0.62

Logical 0.66

Responsible 0.67

Self-controlled 0.43

Ethical 0.46

Cheerful 0.44Forgiving 0.68

Helpful 0.66

Imaginative 0.50

Loving 0.72

Obedient 0.58

Polite 0.54

Passionate 0.65

Compassionate 0.76n=284


58/73

Appendix C

A Summary of the Responses

Whatisyourgender?


59/73

n=183

How old are you?

Answ er OptionsResponseAverage Response Total

ResponseCount

Your age in years: 46,13167 12963 281

answered question 281

skipped questi on 3Whatisthehighesteducationaldegreethatyouhaveachieved?

Whatisyourrank(level)inPublicAdministration(PA)?


60/73

n=281What is a t otal amount of your w ork experience?


ResponseCount

Please calculate the time in years: 22,34 6321 283


skipped quest ion 1

What is a total amount of your w ork experience in Public Administ ration?


ResponseCount

Please calculate the time in years: 18,15 5137,8 283


skipped quest ion 1

What is a tot al amount of your w ork experience at the current PA institut ion (Ministry,Secretari at, Agency, etc.)?

A O tiResponseA R T t l

ResponseC t


61/73

Whether or not I get into a car accident depends mostly on how gooda driver I am.

6 22 25 49 68 101 6 4,73 277


62/73

When I make plans, I am almost certain to make them work. 1 3 4 24 73 154 19 5,53 278

Often there is no chance of protecting my personal interests from bad

luck happenings.

15 88 58 63 27 22 1 3,25 274

When I get what I want, it is usually becau

Leadership Competencies - Final Report

Documents

Transcript of Leadership Competencies - Final Report