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Leadership Development in Oromia Region 2012

Addis Ababa University 1

AN INVESTIGATION OF LEADERSHIP DEVELOPMENT STRATEGY IN SELECTED

GOVERNMENTAL BUREAUS IN OROMIA NATIONAL REGIONAL STATE

By

BEHAILU MENGISTU BOGALE

A THESIS SUMITTED TO

THE DEPARTMENT OF EDUCATIONAL PLANNING AND MANAGEMENT

PRESENTED IN PARTIAL FULFILMENT OF REQUIRMENTS FOR THE DEGREE OF

MASTER OF ART IN EDUCATIONAL LEADERSHIP AND MANAGEMENT

ADDIS ABABA UNIVERSITY

ADDIS ABABA, ETHIOPIA

JULY, 2012



ADDIS ABABA UNIVERSITY

SCHOOL OF GRADUATE STUDIES

This is to certify that the thesis prepared by Behailu Mengistu, entitled: An investigation of

leadership development strategy in selected governmental Bureaus in Oromia National Regional

State and submitted in partial fulfillment of the requirements for the degree of Degree of Masters

of Arts (Department of Educational Leadership and Management) complies with the regulations

of the university and meets the accepts the standards with respect to originality and quality.

Signed by the Examining Committee:

Examiner Ato Hussien Kedir Signature ________ Date 03-July-2012 Examiner Dr. Wube Kassaye Signature _________ Date 03-July-2012 Advisor Dr. Yekunoamlak Alemu Signature _________ Date 03-July-2012 _Ato Befikadu Zeleke (Ass. Proff.)__________________________ Chair of Department or Graduate Program Coordinator



ABSTRACT AN INVESTIGATION OF LEADERSHIP DEVELOPMENT STRATEGY IN SELECTED GORVERNMENTAL BUREAUS

(IN OROMIA NATIONAL REGIONAL STATE)

________________________________________________________________

Behailu Mengistu

Addis Ababa University, 2012 This study tried to investigate the leadership development strategy in selected governmental Bureaus in Oromia Region, Ethiopia. Descriptive type of research was employed. Purposive and simple random sampling technique were preferred for 2133 population whereby a total of 177 sample population were taken and questionnaires were circulated and 153 questionnaires were returned which accounts for 86.44% return rate. The data sources were primary and secondary data while data gathering tools were questionnaire, structured interview, and document analysis. Subjects participated in this study include Bureau leaders, process owners and experts/performers. The researcher has used alternatives, Likert-scale, open-ended questions and interview to gather data and frequency, percentage, and mean to analyze the data. Hence, the study revealed that development activities are being -to some extent-carried on for leadership development. The current practice of leadership was in poor performance. The strategies for leadership development are not integrated and well performed. Those programs or strategies currently implemented for leadership development in the Bureaus were restrained by various factors like personal and organizational. The study also pointed out that Bureaus have an inconsistent leadership development philosophy that does not properly support and promote a leadership development. This contributes to poor performance of the leadership and organizations as well. And this has low contribution in building capacity and deepens good governance of the region. Therefore, the leadership of the Bureaus shall be improved and developed through combination of an integrated leadership development strategies and programs to build and develop their future leaders.



ACKNOWLEDGEMENTS

My cordial appreciation goes with particular pleasure that I express my affectionate and deeply-

felt gratitude to all department Instructors. I am no less grateful to my advisor Dr. Yekunoamlak

Alemu, who were kind enough to read and comment an entire paper, and who have made an

enormous contribution at all stage of the write up of this paper.

I am unequivocally indebted to give a special recognition to my parents, sisters and brother, who

put with my many long hours of isolation during my learning. Their constancy and love have

been my strength and their patience support can never be repaid. All my success should go to

them.

I should like to thank my debt to Oromia Regional Government Bureau participants and thank

many of them with whom I have worked right through the study.

And finally, I owe a huge debt to give heartfelt and loving thanks to all my colleagues who have

been with me during those years of good and bad times. A special place in acknowledgment is

left for me, myself (Behailu Mengistu) for my best determination and great effort one could have

to succeed.

Most of all my gratitude goes to the MOST HIGH,

My GOD-cum-Father, who is the source of all wisdom.



TABLE OF CONTENTS PAGE

LIST OF TABLES

LIST OF FIGURES

LIST OF ACRONYMS AND ABREVATIONS

CHAPTER ONE

INTRODUCTION

1.1 Background of the study ...........................................................................................1

1.2 Statement of the study .............................................................................................7

1.3 Significance of the study ..........................................................................................12

1.4 Objectives of the study .............................................................................................13

1.5 Delimitation of the study ..........................................................................................14

1.6 Limitations of the study ............................................................................................14

1.7 Operational definition ...............................................................................................15

1.8 Organization of the study .........................................................................................15

CHAPTER TWO

REVIEW OF LITERATURE

2.1 The Nature and Purpose of Leadership Development ...............................................17

2.2 The Assessment of Leadership Development Needs .................................................24

2.3 The Leadership Development Strategy ......................................................................25

2.4 The Environment that Facilitate or Hinder Leadership Development ......................34

2.5 The Leadership Development Practices in Ethiopia ................................................39

CHAPTER THREE

THE RESEARCH DESIGN AND METHODOLOGY

3.1 The Research Design ...............................................................................................43



3.2 Research Setting .......................................................................................................44

3.3 Sources of Data .......................................................................................................45

3.4 Sample Population and Sampling Techniques .........................................................45

3.5 Instrument of Data Collection .................................................................................47

3.6 Ethical Considerations ..............................................................................................51

3.7 Procedure of Data Collection ...................................................................................51

3.8 Methods of Data Analysis .........................................................................................51

CHAPTER FOUR

PRESENTATION, ANLAYSIS AND INTERPRETATION OF DATA

4.1 Characteristics of Respondents ..................................................................................54

4.2 Summary of Questionnaires Distribution and Collection ...........................................49

4.3 An Overall Leadership Development Activities .........................................................50

4.3.1 Respondents Response on Development Needs of Leaders ...............................51

4.3.2 Respondents Response on Programs, Effectiveness and their Purpose .............52

4.3.3 The Criteria of Recruitment, Budget of Leadership Development Programs

and Sufficient Supply of Capable Leaders ........................................................54

4.3.4 The ways of Coming to Leadership Position and their Procedure and Criteria .66

4.3.5 The Perception of Young Graduates for Leadership and on ways of

Developing Young and Inexperienced ones .....................................................68

4.4 Current Practice of Leadership in Oromia Regional Bureaus .....................................70

4.5 Strategies for Leadership Development in Oromia Regional Bureaus .......................72

4.6 The Policies, Practices and Experiences in Developing Leaders for Leadership

Positions and Development........................................................................................75

4.7 The Overall Quality of Leadership in the Organizations Today ..................................77

4.8Is Leadership Development Practices well Established and Stable - or Changing? .....78

4.9 Challenges related to Leadership Development in the Organization ...........................80



CHAPTER FIVE

SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

5.1 Summary of the Findings ...........................................................................................82

5.2 Conclusions ................................................................................................................87

5.3 Recommendations .....................................................................................................90

Reference……………………………………………………………………………………………...93

APPENDICES

Appendix 1

Appendix 2



LIST OF TABLES

Tables Pages

1. Leadership Development Methods ............................................................................29

2. Type of Integrated Leadership Development Options ..............................................31

3. Sample Population, Techniques and Questionnaires Distribution and collection .....40

4. Characteristics of Respondents .................................................................................54

5. Questionnaires Distribution and Collection ..............................................................56

6. Respondents Response on Development Needs of Leaders ......................................58

7. Respondents Response on Programs, Effectiveness and their Purposes ...................59

8. The Criteria of Recruitment, Budget of Leadership Development Programs and on

Sufficient Supply of Capable Leaders .......................................................................63

9. The ways of Coming to Leadership Position and their Procedure and Criteria. ......66

10. The Perception of Young Graduates for Leadership and on ways of Developing

Young and Inexperienced Ones ................................................................................68

11. Mean Score & Standard Deviation of Respondents about Current Practice of

Leadership Status ...................................................................................................... 70

12. Mean Score & Standard Deviation of Respondents about Leadership Development

Strategies ................................................................................................................. 72



LIST OF FIGURES

Figures Pages

1. Leadership Strategy ...............................................................................................20

2. The evolution in Leadership Development ............................................................32



ACRONYMS AND ABREVATIONS

CSGG Civil Service and Good Governance

ECSC Ethiopian Civil Service College

EMI Ethiopian Management Institute

GDP Gross Domestic Product

GTP Growth and Transformational Plan

ILI International Leadership Institute

NGO’s Non- Governmental Organizations

OECD Organization for Economic Cooperation and Development

PASDEP Plan for Accelerated and Sustainable Development to End

Poverty



CHAPTER ONE

INTRODUCTION

This chapter tries to look at the background of the study, statement of the problem, significance

of the study, objectives of the study with its delimitation, limitations, and operational definitions

and shows the organizations of the study.

1.1 Background of the study

In order to achieve the intended goal of an organization, developing the competency, knowledge,

skill and ability of leaders and employees is inevitable. Organizations are expected to cope with

the current situation by adapting themselves with constant change. This allows them to satisfy

customers and achieve their objectives. These can be realized through leaders and employees

continuous development (John and others, 2005)

Nowadays in organizational environment, organizations have found that it is crucial to convert

their organizations from organizations that simply earn a profit to organizations that try to find

the ways to keep a competitive advantage. In these days, organizations not only undertake

leadership development to come up with profit earning activities, but also they undertake

strategies to motivate and connect employees to give back more to the organization in order to

reach the desired results. In organizational environments where unpredictability and uncertainty

are created by changes and there are many complex problems, the need for leadership

development is very important. Leskiw and Singh (2007) emphasized that in the organizations

environment, leadership development is a perception that becomes more and more critical and



increasingly strategic for organizations. Despite the importance of leadership development in

organization, leadership development practices are often fragmented and lack an overall strategy

that is embedded successfully within the organization.

Leadership development is defined as “every form of growth or stage of development in the life

cycle that promotes, encourages, and assists the expansion of knowledge and expertise required

to optimize one’s leadership potential and performance” (Brungardt, 1996). Thus, leadership

incorporates the accomplishment of the task, which is the organizational requirement and the

satisfaction of employees, which is the human resource requirement (Okumbe, 1999).

Furthermore, Maicibi (2005) contends that, without a proper leadership, effective performance

cannot be realized in organizations. Even if the organization has all the required materials and

financial resources, it will not be able to use them effectively, if the employees are not directed

in their use, or if the leaders who guide in their usage are not properly trained to implement them

effectively.

Experience shows that many people today are seeking to understand the concept and practices of

leadership. An organization that has no good leadership is like a ship on the high sea without a

captain. Resources both man and material will be bound to be wasted despite their scarce nature.

If organizations leaders are developed, economic development and growth in developing

countries will be enhanced (Chima, 2007). Organizations are faced with uncertainties like never

before; the concept of leadership is relevant to any aspect of ensuring effectiveness in

organizations and in managing change. Thus, there is a need for strengthening of leadership

development.



The nature of management and leadership has changed significantly and organizations are

experiencing an increased number of outcome-based demands on their time and resources.

Organizations also are committing to an increased number of managerial leadership development

strategies and take for granted that those strategies enhance their organization’s effectiveness.

But, there remains a void as to what is known about managerial leadership development and the

contribution of managerial leadership development strategies to individual knowledge and

expertise as well as organizational performance (Lynham, 2000).

Research shows that the management and leadership of people have a greater effect on

productivity and profitability than the combined effects of strategy, quality, manufacturing

technology, research and development. Emerging research links an organizations ability to

develop its leadership capacity to its competitive advantage. Leadership development is

necessary to cope with the challenges of a complex business environment, the need to deliver

results on many levels and the high expectations of leaders (Weiss and Molinaro, 2006).

However, Klenke (1993) pointed out that leadership development is still lagging far behind the

demand curve for organizations. Even though leadership development strategies are pervasive,

research indicates that organizations are spending little time in implementing and evaluating the

effectiveness of their strategy and, more specifically, evaluating whether those strategy improved

the organization’s performance. That leadership development efforts will result in improved

leadership skills appears to be taken for granted by many corporations, professional management

associations, and consultants. In essence, many organizations naively assume that leadership

development efforts improve organizational efforts.



A majority of global organizations executives believe that leadership shortages are threatening

corporate performance. This shortage specifically affects their ability to adapt and respond to

organizations risks such as increased competitive pressures, rapidly changing market conditions,

innovation and customer expectations. Many organizations have become concerned about

leadership inadequacies of their employees, and as a result, are committing to education and

training that deepening the skills, perspectives, and competencies of their leaders (Conger and

Benjamin, 1999). Researches predicted that annual budgets for leadership development would

continue to grow throughout the next decade as organizations “recognize the shortage of talented

managers, the importance of developing ‘bench strength’, and the need to widen perspectives in

order to compete globally.”

Ethiopia’s vision which guides the GTP is; “… to be a country where democratic rule, good-

governance and social justice reigns, upon the involvement and free will of its peoples; and

once extricating itself from poverty and becomes a middle-income economy. (P.21).” Therefore,

for achievement of these visions leadership plays a central role. We can concur that leadership is

the key to successfully overcoming these visions, pressures and challenges. Consensus exists

amongst all scholars that the pressures and challenges facing organizations are increasing and

getting more complicated. They all agree however, that leadership is scarce and needs to be

developed, but doing so is just as challenging. Organizations need to equip leaders to be able to

share what’s possible for employees at their organizations.

The feeling by many people, including the researcher, is that this is a shallow understanding of

organizational performance. The researcher is of the view that performance of any organization

should not only be considered from the availability of resource only, but should also focus on



leadership development. Unfortunately the lack of these qualities is the annoyance of indigenous

governmental organizations in developing countries like Ethiopia. Given this background, it

seems logical for Oromia Regional Bureaus to invest in leadership development. As a result

there is some urgency in attempts to develop a new generation of leaders, and to provide relevant

support to existing and future leaders in the region. It is therefore expected that the findings of

this study will go a long way in contributing for development of leadership through investigating

the Oromia Regional State Bureaus strategy.

For this study, Oromia Regional Bureaus were attempted. To forward some background of the

area, Oromia is the largest and most populous regional state in the country. It has a land area of

359,620 square kilometers, straddling the middle of the country, and has a very varied

topography. The region is characterized by immense geographical and climatic diversity with

altitudes ranging from below 500m up to over 4300 m. The climatic types prevailing in the

region may be grouped into three major categories: the dry climate, tropical rainy climate, and

temperate rainy climate. The rainfall amount is variable reaching up to 1600–2400 mm in the

highland part of the region, and less than 400 mm annually in the semi-arid lowlands. Oromia

shares borders with most of the other regional states (except Tigray and Harari) and with Kenya

and Sudan. Oromia’s economy is based on agriculture (mainly rain-fed, subsistence), accounting

for 69 percent of Oromia’s GDP and employing 89 percent of the labor force. Based on the 2007

Population and Housing Census, the population of the region was estimated at 27,

158,471million in 2007, accounting for over 36.7 percent of the population of the country.

The Oromia Regional Government is geographically divided into 17 zonal administrations,

which function as de-concentrated agencies of the regional bureaus headquartered in Addis



Ababa. Within the geographical area of each zone administration fall several woreda

governments and urban administrations, which, under Ethiopia’s decentralized system of

government, have their own governing councils. Altogether there are 304 woredas (out of which

39 are towns structured with the level of woredas and 265 rural woredas), more than 6,342

peasants associations and 482 Urban Dwellers (Kebeles).

When the researcher was at work, there was increasing poor performance in leadership position

in the region. The poor performance in these levels was attributed partly to poor leadership at the

zonal and woredas level. We believe the turmoil we are currently observing has something to do

with leadership, and that if we don’t change our current approach to develop leadership, we will

see even more of the same. From this we can understand that the steady growth in the present

and the aggressive growth projections for the future present the region with a need for many new

leaders as well as new leadership skills for its existing leaders. A continuing need also exists for

leadership skills to support regional project initiatives. Once leaders are selected to position the

organization has a responsibility to prepare and develop them. If organizations do not have the

tools and information to support the emerging leaders, they cannot effectively contribute to their

development. In Oromia Region the case was in opposite position. Part of the reason is that

current approach or strategies to develop leaders are failing to hit the mark, and many senior

leaders have little confidence in their organizations leadership position.

The above mentioned issues initiate the researcher to investigate the leadership development of

the region. Therefore, the researcher will be tried to investigate leadership development

strategies in selected governmental Bureaus of Oromia Region.



1.2 Statement of the problem

Strong leadership is the cornerstone of all organizations that are able to achieve and maintain

long term success. As organizations dynamics become more complex in response to mergers and

acquisitions, work force shortages, rapid technology changes and increased foreign competition,

only those organizations with great leadership will be able to successfully compete. Few

organizations are prepared for the challenge. Nearly any business journal or magazine is likely

to include an article on the leadership shortage. Whatever the type of organization--government,

education, or business and industry--it seems that effective leadership is in short supply. The

problem is likely to escalate as predicted labor shortages increase (Drengler, 2001).

Organizations must take pro-active approaches in the development and retention of leadership

talent. They must find ways to prepare their current employees for the leadership challenges of

the future.

Over all, research shows that leadership development continues to be a top priority within

organizations. However, there is clearly still a lot work to be done. Organizations need to focus

more on developing leadership functions and the team of leaders who can lead the organization

which are changing in the competitive world. In spite of this fact that leadership development is

one of the key factors in the success of organization, some studies show that in many cases there

is a lack of experiential evidence and systematic approach in leadership development. While the

challenges related to leadership development have been studied in many organizations

worldwide, in many developing countries it seems to be more important (Mehrabani and

Mohamad, 2011).



Various studies have concluded that 60-70 percent of all strategies fail to be successfully

implemented (Weiss and Molinaro, 2006). Top leadership development organizations seem to

have discovered that one way to beat these odds is to ensure that everyone in the organization

understands the strategy, the reasons for it, and their role in making it happen. These

organizations also understand that effective developmental activities can be an effective means

of sharing the information and providing some of the tools for successful implementation.

Researches like Bleak & Fulmer (2009) has shown that when leadership development is seen as

a strategic objective, in and of itself, and when this development is tied closely to the strategy

and needs of the business, excellent organizational results follow.

(“Leadership”, n.d) suggested that there are many governmental problem in most countries

around the world and it is really quiet difficult to control such incidence of government

employees poor performance since there are no direct control and only the employees themselves

can monopolize such resources. Challenges related to leadership development can be recognized

in many world organizations. The importance of this subject in many developing countries like

Ethiopia is an undeniable fact. In fact, ineffective leadership in several organizations has been

identified as one of the most serious difficulties confronting developing countries. As indicated

in the GTP (2010),

“…many experiences have been gained during PASDEP on leadership and

management. There were capacity constraints among leaders and public servants

at different administrative level. To address this problem, the government

launched a number of training programs to improve skill and ensure appropriate

implementation capacity. (P.20)”



In this case it really requires a need for leadership development and good governance in a

government office. Many organizations have responded to these competitive pressures by

downsizing, restructuring and transformation, and thus created a less secure organizational

climate.

The Oromia Regional States in Ethiopia is no exception to the abovementioned environment. For

years, the region have been concerned about the looming talent crisis, specifically as it relates to

the next generation of leaders and whatever they will be prepared to lead their respective

organizations forward. After the leader was assigned to the position of leadership, the strategy or

programs the organizations have implemented to develop the leaders was not effective because

they are failing to hit the mark, and many senior leaders have little confidence in their

organizations leadership position. In addition, the region was faced with a growing demand for

qualified leaders with requisite skills in leadership position. Another challenge facing the region

is the lack of trained and qualified manpower in the area of local and regional leadership

position. In most of these regional Bureaus, leaders are in short supply, and therefore regional

leadership activities are often undertaken by personnel who lack the necessary skills and

expertise in the region and thinking of those personals as they will cope up and doing with the

uncertainties was difficult.

Due to this, customers and employee satisfaction, and organizations performance and

profitability were not increased. For this problem, proactively designating a whole host of

leadership development programs or strategies to meet the development needs of their

organizations was a response. Recognizing this along its sector wide capacity building program,



the Oromia government has been exerting efforts to ensure that every sector leaders possess

resolute skill and knowledge that enables them discharge or effectively perform their duties and

responsibility (BOCB, 2009).

There is a study which shows as there is a well recognized leadership problem in Ethiopia like

Woldesenbet (2009) and Ephrem (2010). Their finding stated that citizens complain very much

that it has crippled the civil service system and the poor implementation of leadership

development respectively. This problem is more serious in case of Oromia Region. The

researcher believes that Oromia Regional Bureaus shares this systematic problem. Nonetheless, a

number of efforts have been made, the achievement of the proposed objectives of the leadership

development was in question, and as a result more relevant leadership development strategies or

programs need to be developed to enable the governmental bureau more conducive for in order

to achieve its objective in terms of leadership development.

The researcher believes that conducting a research on leadership development must not be

ignored because in the researcher experience, the region was not strategically in order to develop

their leaders. Consequently, poor performance both in leadership and organizations, lack of

manpower in leadership and other problems are observed. In this respect, leadership

development is required at all levels of the administrative hierarchy, including at the regional and

sub-zonal levels. The attitude to, and understanding of the researcher, leadership has to be

developed in the Region strategically. Because of this issue the researcher initiated to investigate

leadership development strategies in selected governmental Bureaus of the Oromia Region.

Thus, after completion of the study, this research is supposed to answer the following questions:



1. What strategies do Regional Bureaus employ for effective leadership development in

the Region?

2. What is the overall leadership development activities the Regional Bureaus employ

for effective leadership development in the Region?

3. What are the perceived obstacles for the success of effective leadership development

in Regional Bureaus?

1.3 Significance of the study

After many years of neglect, most developing countries now appreciate the leadership for the

government bureaus. Studies on applicability and necessity of leadership development are

therefore increasing. The present study attempts to add to the existing ones by probing into the

leadership development strategy of Oromia Region, which is considered as the neglected area of

this sub-sector.

Practically, the study will be useful to individual employees and government officials. Oromia

Region will be exposed to the usefulness of some leadership development strategies. Through the

findings of the present study, Oromia Regional Bureau leaders will become more knowledgeable

and successful in the leadership of their organizations.

Theoretically, it will add to the existing knowledge on Regional leaders by providing empirical

evidence on Oromia Region leadership practices and their relationship with organizational

effectiveness. The findings of this research should be of theoretical interest to researchers as

well as of practical use to organizational policy/decision-makers. Organizations will hopefully



use results of this type of research to design more effective leadership development strategy or

programs and justify the return on their training investment.

To this end, this study will hopefully have its own contribution in;

Unveiling some ways of developing leadership in the Region in order to better develop leaders,

and helping the Regions to revisit the existed leadership development strategies.

To this end, it is hoped that the study may serve as a tipping point for strategic change in the way

the Oromia Region can identify, select, professionally develop, evaluate, and place its special

leaders by generating meaningful discussions at the right levels to the Region.

1.4 Objective of the Study

1.4.1 General Objective

The general objective of the study was to investigate the leadership development strategies in

selected governmental Bureaus of Oromia National Region State with particular emphasis on

leadership development. Hence, the specific objectives of the study are as follows.

1.4.2 Specific Objectives

To determine various types of leadership development strategies adopted by Bureaus

To identify the overall leadership development activity and the current practice of leadership

that reflects the status of leadership practice of the region.

To assess the possible challenges that influences the magnitude of leadership development in

the Region.



1.5 Delimitations of the study

It is practically impossible due to various resource related constraints and geographical setting to

make a thorough investigation in each and every place. Therefore, this study confined itself to 17

selected governmental Bureaus of Oromia Region to investigate leadership development

strategies using purposive sampling techniques where the researcher shall be easy access to

information on the problem under study and due to the belief that focusing on specific area foster

accuracy and better quality of data collection work.

1.6 Limitations of the study

During the course of a study, limitations in the methods used likely surface. Some of the

limitations of the study were noted. First of all, the researcher agrees that the inclusions of a

large population and comprising other additional Bureaus could have more value so as to get

more credible information. However, because of time, the researcher was not able to conduct

such an in depth study. Secondly, the researcher also feels that in conducting the study, it was

difficult to gather the whole distributed questionnaires from respondents as many of them had

left their work place to attend meeting outside the research place and other cases. Thus, the

response rate of the respondents becomes low. Finally, limited number of reference materials

which did reveals the recent practice of leadership development in the local context of the region

and this were made difficulties to the researcher to get the leadership trends of the area.

However, the researcher tried to overcome the problems reviewing the available documents

related to the topics.



1.7 Operational Definitions

Leadership:

: is mobilizing the actions and efforts of others to achieve common goals.

Leadership development:

: the expansion of a person’s capacity to be effective in leadership roles and

process.

: the expansion of the organization’s capacity to enact the basic leadership

tasks needed for collective work: setting direction, creating alignment and

maintaining commitment.

Strategy:

: is about how to get from where we are now to where we want to be ways.

: are of pursuing the vision, identifying and exploiting opportunities.

1.8 Organization of the study

The format of the thesis report consists of five chapters. The first chapter deals with the back

ground, statement of the problem, objectives, significant of the study and scope and limitations

of the study. Chapter two was used to review literatures related to the research topic.

Methodological issues including description of the study area are presented in chapter three. The

fourth chapter presented the results of the study and their interpretation. The final chapter

summarizes, concludes and presents policy implication and recommendations.



CHAPTER TWO

REVIEW OF LITERATURE

Leadership is critical for good governance. Today, government organizations are over managed

and under led. What makes a leader, leadership challenges in the era of globalization and

liberalization, how do we develop leaders in our government organizations are some of the major

challenges facing government organizations today (OECD, 2011).

In these volatile economic times, it is often the quality of leadership in organizations that

determines their success or failure. Therefore, demand for great leaders is growing in modern

times, as society and technology is becoming increasingly advanced. The ever changing

organizations environment has created a need for leaders who can meet the demands and

challenges of organizations functioning in complex competitive environments (Lockwood,

2006). Environmental dynamism and changing nature of work have led to the quest for

leadership development.

Thus the broad objective of this research, as discussed in chapter one, is to investigate the leadership

development strategy in Oromia region of selected Bureaus. In order to examine this notion, some

insight with regard to leadership development and strategies within an organizational context is

required. The discussion in this chapter initially describes the nature and purpose of leadership

Development. Then leadership development strategy is discussed after giving some painted

about the need assessment. In addition to this the environments that facilitate or hinder

leadership development is identified and discussed. Finally, the infrastructures and practice of

leadership development in Ethiopia will be highlighted.



2.1 THE NATURE AND PURPOSE OF LEADERSHIP DEVELOPMENT

There are almost as many definitions of leadership as there are persons who have attempted to

define the concept. There are central defining elements of organizational leadership that have

some consensus in the literature and provide a unifying perspective for the ideas offered here.

Most definitions of leadership reflect the assumption that it involves a process whereby

intentional influence is exerted by one person over other people to guide, structure, and facilitate

activities and relationships in a group or organization (Yukl, 2006). The work of leaders is thus

all about influence, which encompasses pointing people in a certain direction and pushing them

for specific results, about inspiring them to think, to imagine new possibilities, and create novel

solutions to problems. With one person, instructions may be necessary, you need to guide them

carefully and be specific about priorities, methods, tools, etc. With another, a leader will do best

by defining the goal, then standing back and letting them get on with it. Adaptability and

flexibility are better than a rigid approach.

Positions of leadership are established in work settings to help organizational subunits to achieve

the purposes for which they exist within the larger system. Organizational purpose is

operationalized as a direction for collective action. Leadership processes are directed at defining,

establishing, identifying, or translating this direction for their followers and facilitating or

enabling the organizational processes that should result in the achievement of this purpose.

Organizational purpose and direction becomes defined in many ways, including through mission,

vision, strategy, goals, plans, and tasks. The operation of leadership is inextricably tied to the



continual development and attainment of these organizational goal states (Stephen and Richard,

2010).

The primary goal of leadership development is to build leadership capacity as a proactive

measure against unforeseen challenges or developments. Leader development, on the other hand,

is focused on human capital that allows the leader to act in new ways and is created by learning

individual-based knowledge, skills, and abilities associated with formal leadership roles. To

build the leadership capacity necessary for a successful organization or community, the learning

environment and activities must nurture both individual leader and collective leadership

development Day, 2000 (cited in Kaufman et.al, 2010). This is certainly true in the organizations,

and it is the reason why many leadership programs were founded.

There is agreement in the literature (Maritz, 1995; Bass, 1997) that leadership is a critical factor

in the success or failure of an organization; excellent organizations begin with excellent

leadership, and successful organizations therefore reflect their leadership. Leaders are effective

when the influence they exert over their subordinates works towards achieving organizational

performance. Furthermore, leadership is often regarded as the single most critical success factor

in the success or failure of an institution (Bass, 1990). Furthermore, (Dimma, 1989) believes that

leadership is undoubtedly the critical determinant of the success of an organization, and thus

determines organizational performance in the competitive global market.

In this climate of change, leadership is viewed by many as the key to organizational success.

Today’s leaders need to become more adaptable, making sense of uncertainty and managing

change. Leaders of the future need to be able to adapt their effectiveness to the situation and



context, ensuring the results needed are achieved. The qualities of self - awareness, empathy,

trust, drive and emotional intelligence are coming to the fore. In addition to coping with

environmental challenges, the personalities and behaviors of leaders will determine their degree

of achievement. As expectations rise, leaders in the future will increasingly have to win the right

to lead others.

Effective leadership is essential to an organization’s success, but the qualities of a great leader

are often difficult to define. Moreover, how an organization can help develop these qualities in

its people is often unclear. Leaders that inspire action and commitment have unique outlooks,

approaches, skill sets, and practices, and all these can be learned and internalized. It is imperative

for leaders to have a thorough understanding of their organizations, their people, and themselves

(www.chatsworthconsulting.com). Those organizations that support and allow learning,

emotional awareness, risk, and failure are most prepared to develop strong leaders.

As Richard (2010) stated, while developing leaders it is important to develop all of the skills

with a contextual appreciation of the cultural and organizational environment. When considering

leadership development the primary emphasis is on enabling people to think beyond the apparent

restrictions of their current role and to develop the critical capabilities to move between

operational and strategic modes as required - to balance an attention for detail with an

understanding of the bigger picture. All in all, leadership development within management

education should develop the 'character', integrity, skills and discursive intelligence necessary for

the responsible exercise of power.



Source: William (2009). Developing a Leadership Strategy

Leadership development also looks at an organization from a much larger picture. Every aspect

of an organizational problem is investigated, and honest answers are encouraged from all

individuals involved (Nayab, 2010). While a large part of good leadership is to go after situations

immediately that require cleanup, leadership development is not limited to problem solving or

situational conflict. The greater goal of this part of training and coaching is to shift managers into

real leaders. Leadership development is character development. Managers become leaders who

guide, encourage, and model the characteristics required to be true leaders - for the leaders of

tomorrow. They are people who care about people and genuinely want others to succeed.

Nayab (2010) also argued that unfortunately until recently, leadership development has been a

much too uncommon attitude in the corporate environment. But organization is changing, and

management must change with it. People are the greatest resources of any organization, and it is

time they were "led" not "managed." True leadership insures continued success in the

Thus, when we describe the leadership of an organization, at a minimum we should consider:

A. The quantity of leaders needed, as indicated by current and projected formal leadership positions depicted on an organization chart (number, level, location, function, business unit, reporting relationships, etc.)

B. The qualities desired in selection (demographics, diversity, background, experience level)

C. The skills and behavior that are needed to implement the business strategy and create the desired culture (skills, competencies, knowledge base)

D. The collective leadership capabilities of leaders acting together in groups and across boundaries to implement strategies, solve problems, respond to threats, adapt to change, support innovation, etc.

E. The desired leadership culture, including the leadership practices in use, such as collaboration across boundaries, engagement of employees, accepting responsibility for outcomes, creating opportunities for others to lead, developing other leaders,

learning how to learn, etc.



competitive marketplace. Leadership development is not limited to those who are currently

"managers" needing to make the shift to "leadership," or to corporate environments where a

problem exists requiring a solution. The processes described here are also an excellent way for

those who already function as good leaders to become great leaders. Executive coaching around

leadership development can stimulate amazing growth and opportunity for new levels of

achievement and leadership.

The strength and depth of the leadership talent pool is a key predictor of organizations success. A

strong leadership pipeline requires attention to the attraction, development and retention of

leaders at all levels – from project team leader to general manager to top executive. When many

organizations think about developing the next generation of leadership, they often think only

about those seasoned professionals who are nearly “ready now” replacements for the senior

management team. In today’s highly competitive world, it is more important than ever for

organizations to identify and groom employees who represent the longer-term leadership of the

organization (Mercer and Wyman, 2007). When considering employees at this level, the

numbers can get very large. So an organization must have: a clear understanding of the current

leadership capabilities that will likely remain important, an educated view of the future

leadership success profile based on future business challenges and a way to identify these current

and future capabilities in workers who are early in their careers.

It is clear, for example, that developing individual leaders in isolation is unlikely to be sufficient

to improve leadership across the entire organization. Furthermore, building networks and

relationships may prove unproductive if the individuals within them do not have the necessary



knowledge, skills or competence to exert influence, or find themselves faced with inflexible and

unsupportive organizational structures.

Leadership research tells us that the lack of interpersonal skills and the inability to adapt are the

two principal derailment factors in careers. Today, there is a growing body of knowledge that

clearly shows that proper understanding and use of emotions can be critical in helping us become

more effective leaders and better communicators. It was also found that most organizations were

weak in terms of both the numbers and quality of leaders Ramnarayan and Kumar (2004) added

that many organizations may be adequately managed, but they are under led. With the

environment becoming more demanding leadership development has become even more critical

for organizations.

As Richard (2010) indicated the key to successful leadership development, it would appear, is

achieving an appropriate balance between knowledge-exchange, action and reflection, and

alignment between the needs and wants of the individual and those of the organization. From an

extensive review of the literature concluded that: the evidence on how management and

leadership works is that it works in different ways in different situations. The practical

implication of this is that to get the benefit of management and leadership development requires

the design of appropriate approaches or strategy for specific situations rather than the adoption of

a universal model of best practice”– a case of not so much what you do but how you do it.

Today, though, the demand for effective leadership and systematic leadership development in

Africa is growing more rapidly than ever before. Regina and Simon (2010) stated that there is no

doubt that the need for effective leadership in Africa is high. But traditionally, talented leaders



have not received much structured support for developing their full leadership potential. For this

reason, many organizations in Africa are underperforming. By strengthening leadership skills,

they could improve their business results and strengthen their prospects for sustainable growth

and prosperity.

We argue that leadership development is about deploying and using leadership capability as well

as the nature of leadership and its development. The latter is interconnected with processes such

as job design, career management, performance management and reward. A current idea is that

leadership capability needs to be thought of as a collective asset of organizations, not just as a

property of its individuals. Developing this idea, how can leadership be embedded into the

culture, structure and the traditions of organizations? What can be done to develop and sustain

this embedding? This requires strategies.

Generally, mostly leaders are busy in making programmed decision which is included in their

work plan as well as non-programmed decisions which may not necessarily included in their

work plan but require their involvement in organizations and group activities. They deal with

people, managing resources and other organizational matters. Unless they are updated and

introduced with changes in the environment and technology they cannot be efficient and

effective in their performance. Thus, leaders need to develop their knowledge and skills that

would help to improve their performance thereby improve organizational profitability or

productivity. Besides, leadership development is not a onetime action rather it is a continuous

intervention and process as the environment is in a state of dynamic change.



2.2 THE ASSESSMENT OF LEADERSHIP DEVELOPMENT NEEDS

A needs assessment can be defined as determining the gap between what an employee must be

able to do and what he or she can or is currently doing. A needs assessment (also called a “needs

analysis”) therefore identifies the gap between what the job expects an employee to do, on the

one hand, and what the employee is actually doing, on the other. A need assessment can be an

important tool for any trainer or organization planning a programs or course. Accurate needs

assessment can help develop a programs or course based on the real needs of the people that it is

serving. As time is often limited in training programs, a course which takes learners’ needs into

account can ensure that what is most useful for learners is covered (“Training,”2007).

Martineau (2004) states that identifying leadership development needs involves discussing with

stakeholders where change is needed to solve a organizations problem or meet an organizational

challenge. What do individuals or groups need to do differently? In what ways do they need to

think or interact differently? Leadership development needs can be assessed using questions such

as these: what three changes in individual or group leadership would address the organizational

challenges and why? What are individuals or groups doing or not doing, that prevents the

organization from overcoming these challenges? What are the consequences of not addressing

these leadership needs?

An assessment centre is one method to determine the leadership development needs. The

assessment centre is a method of evaluating individual’s knowledge and skills using a series of

exercises or activities designed to elicit a range of responses. Starting with a thorough job

analysis, key competencies are identified. Then activities are developed that are intended to elicit



the behaviors deemed most crucial for job success. Researchers have concluded that the

assessment centre method has sufficiently high criterion related validity to be considered a

reliable indicator of an individual’s future performance. When systematically developed with

clear outcomes in mind, collective judgments about a much broader and more complex level of

assessed performance can be attained. Problems however can arise if the centre is poorly

designed, if the link between the organizational values assessment activities is weak, or if the

assessors are not trained (Brownell, 2005), 360 degree feedback or full circle feedback process

provides another means of obtaining the leadership development needs assessment. This

feedback enables participants to compare their own perceptions of their leadership skills and

personal style with the perceptions of important observers in their work environment.

2.3 THE LEADERSHIP DEVELOPMENT STRATEGY

The proposition of this topic is that effective leaders develop, get commitment to, and ensure the

implementation of rational and intelligent strategies that both enable people to pursue the vision

and mission and reflect the values they share. Just as there are many definitions of leadership,

there are many different approaches to the development of leadership. Each of them is informed

by particular assumptions or theories of what leadership is and how it comes about. Most of all

strategy is about how to get from where we are now to where we want to be. Strategies are ways

of pursuing the vision, identifying and exploiting opportunities, anticipating and responding to

threats, and not only responding positively to the need for change but also creating change.

Roger (2006) studies show that the lack of strategic thinking and strategies is a common

management weakness, except in the most admired organizations and those that are most



successful. Strategies can be developed at several levels; corporate, organizational and

functional. Developing strategy entails strategic conversation in the organization- a participative

approach- and alignment of people’s tasks and actions. Leadership is also about ensuring that

strategy is implemented effectively. This entails enabling and ensuring commitment to it through

ownership of it as well as the control mechanisms that are part and parcel of management.

Leaders who focus on strategy in pursuing a vision or set of long term goals can be called

strategic leaders.

Leadership starts with a dream- a vision of where or what we want to be, if leadership is about

showing or even sharing the way, then what is the way? The way is the strategy. So leadership

necessarily entails deciding the strategy. And the strategy concerns choices that determine

whether an organization survives, prospers or dies.

Strategy development Eden, 1993 (cited in Roger, 2006) says is about discovering how to

manage and control the future. It is concerned with capturing the experience and wisdom of

organizational members about how they believe an attractive vision of the future can be attained.

The challenging nature of organizations today requires exceptional leadership skills. However

these leadership skills are a scarce commodity and companies need to develop leadership to

ensure a pipeline of leadership talent that can cope with the challenges facing business. This task

however is quite daunting as there are many methods but few certainties about what works and

what does not. Thus many organizations struggle to find the right strategy to bridge the

leadership gap.

(“Leadership,” n. d) indicated no matter the quality of an organization’s strategy, when leaders

fight for their soloed interests, rather than cooperate with peers for the betterment of the



organization, the strategy becomes nothing more than a piece of paper. But when leaders are

developed within the context of the organization’s strategy, i.e., when the training and coaching

they receive relates directly to their specific responsibilities for implementing strategic

initiatives, then the strategy becomes a practical roadmap leaders successfully implement

together.

A good leadership strategy takes all of the factors into account William (2009). Simply having all

of the leadership positions on the organization chart filled will not produce the leadership that is

required to implement strategies, adapt to change, support innovation or other important

organizational agendas. It is not just having the right number of bodies, it is what those bodies do

and how they relate to one another that matters. A leadership strategy makes explicit how many

leaders we need, of what kind, where, with what skills, and behaving in what fashion

individually and collectively to achieve the total success we seek. Very few organizations have

an explicit leadership strategy.

William (2009) also added that strategy can be formulated to produce the desired future state, and

implications for talent management processes can be identified. When the strategy is

implemented, organizations results will provide feedback on how well the leadership strategy is

working and help shape what new business strategies can be considered with the leadership

talent that has been developed. Several leadership development models that have continued to be

valued by organizations identified a system of leadership practice based upon a Leadership Engine

that builds teachable points of view on leadership practice from successful leaders to aspiring leaders

at every organizational level. Based upon successful development and application of the model at the

organizations, advocated developing organizational learning cultures to support leadership practice.



John and others (2005) provides an accessible overview. It describes the multiple methods

available, although it does not address content in detail. Categories include; leadership courses,

facilitated workshops, coaching, counseling and mentoring, reflective writing and personal

journals, action learning, role play and simulations, leadership exchange schemes, 360 degree

feedback, e-learning. For example, methods like coaching are partly moving from professional

coaches doing things for leaders, to leaders using coaching for the performance management and

development of their staff. The implication is that leaders do need to acquire knowledge and

expertise in development practice.

In addition, leaders can go from being good to being great, from being seen as adequate to being

seen as extraordinary. This notion tells us leadership is a learning exercise that can be learned

and developed through variety of development methods. However, there is a difference in

individuals for becoming effective as well as ineffective in a number of determining factors.

Some of leadership development methods include formal education and training, challenging

experiences, action learning, coaching and mentoring, feedback, job rotation, self development,

reflection and succession (Phillips and Schmidt, 2004).



Table 2. 1 A summary of leadership development methods

Practice Description Development Target

Formal program Classroom-based learning. Shell for

including a variety of practices.

Skill development, Self-knowledge,

Leadership principles

360 feedback Multi-source ratings of performance

organized and presented to a

manager.

Self-knowledge. Behavioral change.

Coaching Practical, goal-focused form of one-

on-one learning.

Self-knowledge. Behavioral change.

Career development

Job assignments Providing “stretch” assignments in

terms of role, function, or geography.

Skills development, Broader

understanding of the business

Mentoring Advising/developmental relationship,

usually with a more senior manager

Broader understanding Advancement

catalyst. Lessons learned / avoid

mistakes.

Networks Connecting to others in different

functions and areas.

Better problem-solving Learning

who to consult for project help.

Socialization.

Reflection In-depth thinking about personal

experience.

Understanding lessons of experience.

Self-understanding.

Action learning Project-based learning directed at

important business problems.

Socialization, Teamwork, Implement

strategy.

Outdoor challenge Team-building experiences in

outdoor/wilderness settings.

Team work, self understanding

Source: David, and Stanley (2001). Leadership development

Many leadership development methods are effective but they must be situation-specific. And,

while the choice and variety of methods is vast, the trick is to understand the underlying

mechanisms that determine what will work well in what situation. When we see these

approaches in Ethiopia learning has widely practiced. There are organizations showing coaching.

But it is not practiced widely. Practicing those varies approaches is not widely observed.



Research indicates that leaders respond best when they learn about themselves, learn skills that

help improve their team leadership and learn how to substantially contribute to the organization’s

success. Rapidly changing business competition, new technology and new concepts have resulted

in new approaches to leadership development. Use of strategies such as 360-degree feedback

(including a global focus), computer simulations, outdoor learning, personality questionnaires,

and real world projects are increasing in current leadership development programs Cacioppe,

1998 (cited in Gretchen H. 2000). These strategies assist managers to see relevance in using

these skills in the workplace.

Many organizations have recognized that the single-solution approach to leadership development

is insufficient to build leadership capacity. These organizations implement a more evolved

approach by utilizing an array of leadership development options. We refer to this as the

multiple-solution approach to leadership development. This approach recognizes that simple

single-solutions are insufficient and multiple-solutions are necessary to overcome the leadership

gap. Today, organizations have a wide array of development options available (Weiss and

Molinaro, 2006).

Table 2.2 summarizes the more prominent multiple-solutions development options emerging in

the leadership development landscape. Organizations use four broad types of leadership

development options when developing their leaders: Assessment options, Coaching options,

Learning options, and Experience options.



Table 2. 1 A summary of leadership development methods

Assessment Coaching Learning Experience

Psychometric Individualized Stretch assignments Assessment Internal development planning High profile Outside options Multi-rater feedback External learning event and projects Leaders developing leaders Competency Mentoring Action learning Assessment Partnering with though leaders Technology-based learning Assessment centers Business school affiliation Development of intact teams

Source: Weiss & Molinaro (2006). Integrated leadership development

The multiple solutions approach represents a more evolved approach to leadership development.

Since leaders are exposed to a greater number of development options, organizations are more

effective at building their leadership capacity. Unfortunately, in Ethiopia in general and in

Oromia Region these options are often implemented in a fragmented manner, thereby limiting

their potential value. It is obvious that to develop leadership the widely utilized approaches is

learning approaches. There are institutions providing with this methods of leadership

development.

Weiss and Molinaro (2006) said that we believe that organizations must implement what we

refer to as an ‘‘integrated-solution’’ approach to leadership development. We define this

approach as one that brings together and unites an array of development options so that they add

value to one another. But there is more. The integrated-solution approach is more

comprehensive, rigorous and long-termin focus. It also is more complex and requires greater



commitment on the part of organizations. In the end, it is the most effective approach to building

leadership capacity and overcoming the leadership gap.

Figure 2.1 The evolution in leadership development

Assessment Coaching Learning Experience

Psychometric Individualized Stretch assignments Assessment Internal development planning High profile Outside options Multi-rater feedback External learning event and projects Leaders developing leaders Competency Mentoring Action learning Assessment Partnering with though leaders Technology-based learning Assessment centers Business school affiliation Development of intact teams

Source: Weiss & Molinaro (2006). Integrated leadership development

There are three reasons for this. The reasons can be summarized in three ‘‘Ss’’:

Strategic: The integrated-solution ensures that all development options are focused on helping

the organization gain competitive advantage. This approach involves creating a comprehensive

strategy for leadership development and implementing the strategy effectively.

Synergistic: Instead of implementing a hodgepodge of discrete development options, the

integrated-solution approach is more synergistic. It strives to select and implement development

options in a seamless manner so that they add value to one another.

Sustainable: The integrated-solution approach is sustainable in that it takes a long-term

perspective to leadership development. It recognizes that leadership development today is an

emergent and iterative process that needs constant attention, focus and resources.



As indicated by Lockwood (2006) leadership development program should be tailored uniquely

to that organization based on its assessments and resources. Linking leadership development to

the organizations mission and strategic goals is a smart business strategy. Leadership

development must first be aligned with the business of the organization before its value can be

determined. The integrated strategic approach with its holistic and strategic focus, works best to

transfer vital skills and ideas to leaders, enhance performance, reinforce corporate culture and

values, drive business results, and adapt to changing business realities. Alignment to

organizational strategy with long term planning for the best use of resources requires serious

commitment on the part of the organization, senior leaders and the human resources department.

With its comprehensive strategy, the value of the integrated solution approach is that it focuses

on the selection of appropriate development options, and most importantly aligns them with

business goals and objectives, ensuring that organizations can be proactive and responsive

because they are aware of what is happening in the business. Again, (Lockwood, 2006) further

recommends that rather than focusing on what’s lacking, it is important to leverage and develop

strengths, minimize weaknesses and look at the whole person. The emphasis should be on

ongoing development efforts that are supported by formal reward programs and the frequent use

of competency models.

To sum up, no organizations is good enough to succeed without strong leadership. And this

strong leadership has been shown to be at the essence of exceptional organizational performance.

Leadership development and learning can play a critical role in helping move a company from its

current reality to it’s to a desired future destination. Part of closing the gap between these two



places is developing leaders who are flexible, collaborative, able to learn and adapt to changing

circumstances, and willing to continue their learning journey to becoming better strategic

thinkers and doers. Thus, the leadership strategy is committed to ensuring excellent leadership at

all levels in organization and leaders who work together to improve outcomes for all

organization and young people regardless of their ability levels. The essence of the leadership

strategy is to ensure that the leadership capacity in the region is secure and will drive system

wide improvement into the future.

2.4 THE ENVIRONMENT THAT FACILITATE OR HINDER LEADERSHIP DEVELOPMENT

Leadership helps make changes happen by opening channels of communication with the public

and other stakeholders. It achieves integration across different departments and different levels

of the government. It utilizes technological advances effectively to improve performance, and

modifies organizational processes to promote newer ways of delivering service. It develops

individual, team and organizational capacity for taking on challenges. And it brings together

public and private actors to achieve developmental goals and strategies in a sustainable manner.

To sum up, leadership is a critical component of good public governance (Ramnarayan and

Kumar, 2004).

Organizations are all the time challenged by market dynamics; lots of changes, fierce

competition, technological evolutions. A major attribute that makes an organization stand out is

the quality of leadership, which can drive up both personal and corporate performance. That’s

why investment in management and leadership is a crucial mandate for success and sustainability

(Regina & Simon, 2010)



Over a period of time, tools and techniques of management have evolved in large measures to

ensure organizational stability, operational efficiency and predictable performance. Formal

planning systems, centralized decision making processes, hierarchical organizational structures,

procedures and rules help maintain stability in the levels of performance in organization. But

these traditional tools cannot meet the challenge of change that confronts our public

organizations today. Ramnarayan and Kumar (2004) stated that the traditional tools provide little

or no guidance on how to meet the challenges of increasing demands for responsiveness to

external environment, continuous adaptation and giving people in the organization a sense of

direction and confidence in the face of all the turbulence. It is leadership that addresses these

challenges. Thus, leadership prepares organizations for change and helps facilitate the process of

transition to achieve intended goals.

In addition to the above, (Roger, 2006) enlists eight great challenges for top public executives:

the leadership challenge, the strategy challenge, the performance challenge, the motivation

challenge, the collaboration challenge, the accountability challenge, the learning challenge and

the external-communication challenge. They argue that leadership challenge requires the

articulation of an inspiring mission, personal persistence and a commitment of generating

enthusiasm among employees. Strategy challenge requires leaders recognize the true purpose to

be achieved and an understanding of how people and organizations behave and also the ability to

match behavior to purposes by crafting concrete yet subtle organizational endeavors that will,

directly, indirectly, influence people to help achieve those purposes.

Owen (2011) stated that leadership turnover for non-performance or other leadership

dissatisfaction issues continues to be higher than planned, especially since choices regarding



senior leadership could be considered some of the most important corporate decisions a company

can make. The factors believed to contribute to failure of leadership development are; fails to

build relationships and a team environment, a mismatch for the corporate culture, failure to

deliver acceptable results, unable to win company support, lack of appropriate training, poor

management skills, lack of political savvy, poor communication, job mismatch, lack of

drive/motivation, lack of vision,.. etc.

There are a number of reasons why typical leadership development programs and initiatives fail.

These include: ineffective, irrelevant training, lack of integration with ongoing business

functions, no structure for developing new habits, clashing management styles, meaningless

metrics, and organizational resistance to committing resources (“Leadership”, no date).

Harrison (2010) unfortunately, implementing a leaders developing program is more complicated

than it appears. Historically, organizations and leadership and development practitioners have

faced challenges associated with truly incorporating seasoned leaders into the leadership

development strategy and framework. Research sought to identify those barriers and develop

strategies to remove them once and for all. The following data demonstrate the key barriers that

face when it comes to involving an organizations seasoned leader in the development of

emerging leaders.

Lack of Accountability: organizational leaders are simply not being formally held accountable

for their contributions related to developing others. Without the formal accountability, leaders

will not make the time and will not contribute meaningfully to leadership development programs

— especially given all of their competing priorities.



Lack of Skills: leaders do not have the skills to properly teach or coach emerging leaders and

feel uncomfortable and unsupported to do the work of developing others effectively..

Lack of Interest: one of the top barriers is the fact that leaders do not consider teaching or

coaching others as part of their job and think it should be delegated to human resource. This

barrier signifies the need for a clearly communicated leadership development philosophy

throughout the organization that emphasizes the role of current leaders in the development of

new leaders.

Lack of Information and Infrastructure : The development of emerging leaders is a broad

concept that spans from developing technical and functional skills and leadership attributes, to

advising and guiding emerging leaders’ career development. These barriers represent significant

obstacles that organizations face in truly incorporating their current leaders into the overall

development process of their emerging leader population.

Lack of Consistent Leadership Development Philosophy: Without a straightforward, clearly

communicated philosophy, it is no surprise that leaders do not necessarily associate the

development of emerging leaders with their role expectations. It is difficult to prescribe a

philosophy for all organizations as it relates to the leaders’ role in developing others because this

varies across organizational culture and core values. However, one common thread across top

leadership organizations is the recognition that leaders promoting and participating in the

development of others must become part of the organizational culture before it can be wholly

embraced by participants.

According to OECD, (2011) from the country experiences, we have noticed some pitfalls of the

leadership development strategies, to which special attention should be paid. First of all,



developing an elite leadership cadre has many advantages. However, there are some possible

dangers in developing leadership in this way. If a group of leaders begins to pursue their own

interests rather than the national interest, the country may suffer. Such a group may become

closed and insufficiently responsive to wider changes in society. So, new issues on the agenda

are how to build a leadership cadre that is more responsive or representative, and also, how to

reorient and refresh existing cadres if they have begun to get out of step with the society they

represent.

Secondly, many member countries are looking to the strengthening of leadership as the solution

to national public challenges. How they approach leadership however needs to be viewed in the

context of the kinds of problems being faced. It seems important for leadership strategies to be

based on a clear diagnosis of the national challenges being faced, and the current characteristics

of the public sector culture – pursuing “leadership” development without that diagnosis and

strategy is likely to be ineffective.

Thirdly, any successful leadership strategy involves culture change. We know both that culture

change is very difficult, and that where it does take place it is over a long period and in response

to a variety of powerful pressures. In strengthening efforts in this area it is clear that we need

better quality information on the degree to which past public sector leadership promotion

strategies has actually changed behavior. On this basis, countries will be better placed to

diagnose the current problem and formulate strategies which are likely to be effective.

In general, the continuous changes taking place in the governmental organizations environment

make leaders to strategically think and find ways to manage changes in their organizations. The



change factors could be different and viewed from national and international perspectives.

However, these challenges can bring opportunity as well as threats to any concerned body. With

effective leadership development process, the leadership will be able to convert threats in to

opportunity. However, this come to realize by investing a large sum of capital for leadership

development as it is an expensive business.

2.5 LEADERSHIP DEVELOPMENT INFRASTRUCTURES AND PRACTICES IN ETHIOPIA

Governance is the way in which the underlying values of a nation (usually articulated in some

way in its constitution) are institutionalized. This may include formal aspects such as separate

powers, checks and balances, transparency, accountability and responsiveness. However, for

these values to be realized in actual practice, they must guide the actions of public officials

throughout the system. They must become a part of the culture. That is why leadership is

considered as the flesh on the bones of the constitution in Ethiopia. It is at the heart of good

governance. Without this important and crucial variable, we cannot achieve enhanced

management capacity as well as organizational performance. With renewed efforts to drive

reform, there is increasing interest in the subject of leadership in Ethiopia. Especially

organizations realize that it is the quality of leadership, more than any other single factor that

determines the success or failure of an organization. It is required at different levels of our

governmental and public organizations.

To enhance the effectiveness of the government leader, the country has undertaken structural and

management reforms to better align services with the needs of contemporary society. But it was

found that attempts to actually implement these reforms and improve things after such reforms

run into predictable hurdles of ‘mindset’ and ‘culture’ problems. A common complaint is lack of



dedication and lack of commitment to the underlying values of service and the interests of the

citizens served. To align the mindset and culture to the demands of organizational challenges,

leadership is often suggested as a solution.

Many Ethiopians used to believe the civil service system is extremely backward, in 1996 a task

force organized in the office of the prime minister assessed the system and confirmed the critique

(Ephrem, 2010). Based on the findings Ethiopian government has designed and launched a

package of civil service reform program to reverse the problem. One of the projects in the

program is top leadership reform. Because of implementation of top leadership reform project,

several government agencies have set organizational vision, core values, and started preparing

and executing strategic plans. Efforts made to improve service delivery and to establish

accountability are some of the positive results of this attempt. This was good leadership

development program ever attempted. However, it was very general to continue to use it in every

organization. Implementing organization did not own it and continue to consider it as an

encumbered burden from outside. This has limited its applicability.

In addition to the capacity building program and projects on going in the country, there are

institutions for leadership development-right now; there are about 30 government universities in

Ethiopia. There are significant number of private colleagues and universities too. Departments

related to Leadership of these universities can be good collaborators to work with private

consulting firms are also on flourishing. These are also institution specifically focusing on




For instance, the Ethiopian management Institute has been working for more than fifty years in

this area. It provides tailor made and predesigned on job trainings. Government organization don

not use it as intensively as supposed to be. Ethiopian Civil Service Colleagues (ECSC) and

International Leadership Institute (ILI) also have a unit exclusively focus on leadership

development. The unit is claiming to have trained so many participants. The clients of these

institutions are mainly governmental bureaus, business enterprise, national and international

NGOs.

Regarding existing practice, the effort Bureau of Civil Service and Good Governance (CSGG) of

Oromia regional state has made deserves appreciation. It has persistently made various efforts to

transform governmental sectors in the region and the leadership system. It has sponsored and

facilitated the Degree and Masters Degree course in organizational leadership development,

which several top officials of the regional government has studied.

Generally, in Ethiopia there are efforts made to improve organizational performance and

leadership competencies. Organizations arrange training programs and other ways as part of the

human resource development package. However, the rate of return out of organizational

investment for this purpose is the most important issue as far as leadership development program

is concerned.



Summary

Despite the lack of consensus about what constitutes leadership, organizations generally agree on

one point -there isn't enough of it. The ongoing thing with the leadership theme reflects the

widespread belief that developing leaders and leadership is a sure means of transforming

organizations for the better. As a result, there is a need to redefine and broaden organizations

leaders’ development practices. This means changing the way organizational leadership is

developed and supported. It implies strengthening different leadership development approaches

or strategies and to help leaders face these new roles.

The organization must be committed to leadership development and the organizational culture

must support that initiative. Senior leaders must be held accountable for growing future leaders.

Country practices and evidence from different sources show that leaders need specific strategy to

respond to broadened roles and responsibilities. Strategies need to focus on developing and

strengthening skills related to improving organizations outcomes and provide room for

contextualization.

In the above literature review, there are so many methods but few certainties about what works

and what does not. Goals for the strategy, development methods, and the leadership development

environment have all been reviewed and the themes are overwhelming, confirming again why

many organizations struggle to find the right strategy to bridge the leadership gap. In this study

literatures in line with the basic questions such as the leadership development activities and

current practices, leadership development strategies and their challenges were reviewed.



CHAPTER THREE

RESEARCH DESIGN AND METHODOLOGIES

The purpose of this chapter is to provide a detailed review of research design and methodology

used. Researching setting, data source, sampling techniques and instruments was discussed.

Finally data collection procedures and the approach to data analysis are described.

3.1 Research Design

The investigation of leadership development requires a research method that enables the

researcher to develop a complex detailed understanding of the issue. This through understanding

is fostered through the collection and analysis of data gathered from various sources.

Since the objective of this study is to investigate the leadership development strategies,

descriptive method was employed. Descriptive method is an appropriate in investigating the

leadership development practices or trends in selected governmental Bureaus of the Region.

To illustrate the descriptive type of research, Creswell (1994) argues that descriptive method is

to gather information about the present condition. The purpose of employing this method is to

describe the nature of a situation, as it exists at the time of the study and to explore the causes of

particular phenomenan. In the light of the above evidences and description using this method for

this study was found appropriate and sound. The researcher opted to use this kind of research

considering the desire of the researcher to obtain first hand data from the sources so as to

formulate rational and sound conclusion and recommendation for the study.



3.2 Research Setting

The research was conducted in Oromia Rregional State in Regional Government Bureaus. There

are a total of 44 (16 Bureaus, 1 President Office, 7 Commissions, 6 Agencies and 14 others) in

the region. The Bureaus are located in Addis Ababa, Ethiopia. From the Region, 17 Bureaus

were selected through purposive sampling techniques. The Bureaus are named as President

Office, CSGG, Education, Health, Finance and Economic Development, Agriculture, Work and

Urban Development, Revenues, Youth and Sport Affairs, Land and Environmental Protection,

Culture and Tourism, Communication, Administration and Security, Justice, Water, Mineral and

Energy, Trade and Market Development, and Women and Children Affairs Bureaus. Then,

Bureau leaders were selected through purposive sampling techniques were as, the process

owners and performers/experts from the chosen Bureaus were selected through simple random

sampling techniques. Thus, the research was conducted in those selected Bureaus of the region.

Through these times, especially while the researcher was serving as a supervisor, he observed

leadership problems among leaders on their working office and he came to understand that the

problem is worth dealing with the regions. Poor performance is among the major problems. As

stake (1995) states, ‘’ If we can, we need to pick cases which are easy to get to and hospitable to

our inquiry, perhaps for which a prospective informant can be identified and with actors (the

people studied) willing to comment…”

In addition, the researcher also hoped that the regional Bureaus represents the other zone bureaus

and ‘’ illuminates a particular trait or pattern or… represents other cases’’ (stake, 1995). ‘’In a

different situation, we will have a research question, a need for general understanding, and feel

that we may get insight into the question by studying a particular case’’. In this case, Oromia



Regional Bureaus were selected to be an instrument because, as mentioned earlier, that is, to the

regions zones and woredas in Ethiopia. This, however, does not mean that the primary objective

was to extend the study to other cases.

3.3 Data Source

The primary data was generated from Bureaus Leaders, process owners and performers/Experts

through interviews and questionnaires, while secondary data were obtained from official

documentations. Existing findings on journals and existing knowledge on books were used as

secondary research. The interpretation was conducted which can account as qualitative in nature.

Primary and secondary data was integrated. Hence, a combination of primary and secondary data

through questionnaire administration, interviewing, and document analysis were used. The use of

this approach helped for triangulating the data as well as fill gaps on the limitations of one

technique over the other.

3.4 Sample Population and Sampling Techniques

A sample is a part of something larger, called a population; the latter is the totality of entities in

which we have an interest, that is, the collection of individuals about which we want to make

inferences (Dawson, 2002). The rationale for sampling is that by checking part of a whole we

can say something about the whole.

There are total of 44 (16 Bureaus, 6 Agencies, 7 Commissions, 1 President Office, and 14 others)

governed by Oromia regional state. As stated above, the research was conducted in 17 Bureaus

which were purposively selected from the above mentioned population. They are relatively



potential for leadership development and have a lot of opportunities for leadership development.

The targeted populations for this study are professionals. From the 17 Bureaus, all (47) leaders

were purposively selected. The reason for choosing this technique is because the Bureau heads

would believe to provide the reliable and relevant data about the leadership development. Sing

(2006) stated that purposeful sampling is one where sample members are chosen with a specific

purpose or objective in mind; the sample is thus intentionally selected to be representative.

On the other hand, process owners and performers/Experts were selected by simple random

sampling technique because of their involvement in the administration of their respective offices

and also it is known to be representative of the total population. A simple random sample is in

which each element of the population has an equal and independent chance of being included in

the sample of the study (Singh, 2006). The study had given due attention for data sources and its

sampling techniques to ensure proper representation of population from all perspectives.

______________________________________________________________________ Table 3.1 Summary of Sample Population, Techniques and Questionnaires

Distribution and collection

N

1 Leaders 47 47 purposive 34 72.34%

2 Process owners 92 55 Simple

Random

51 92.73%

3 Performers/Experts 1994 75 Simple

Random

68 90.67%

Total 2133 177 - 153 86.44%

Source: Sampling

Population Sample

taken

Techniques Name of

Respondents

Questionnaires

Collected

Responses

Rate



For purpose of this study, total of 177 questionnaires were distributed to Leaders, Process

Owners and Performers/Experts of selected Bureaus which were selected purposively and by

simple random sampling techniques respectively, of which 153 questionnaires were collected,

resulting in a response rate of 86.44% and 24 (13.56%) questionnaires were not returned due to

the respondents situation that is few of them are so busy that they are unwilling to commit the

necessary time.

Accordingly interview respondents 3 leaders and 2 process owners were selected from the

Bureaus through purposive sampling in order to obtain holistic view of the leadership

development practiced in the Bureaus.

3.5 Data Collection Tools

The instruments that were used for this study includes questionnaire, interview and document

analysis so as to collected relevant and reliable data from the respondents. The data collecting

techniques were selected based on the nature of the study, type of respondents, data processing

mechanism and the type of the data itself.

3.5.1 Questionnaire

Questionnaire is used as a major instrument to collect information from the data sources of the

study. It is preferred because questionnaires are advantageous in that participants can respond to

questions with assurance that their responses will be anonymous, and thus will be truthful and

also appropriate instrument to collect information about conditions from relatively large sample

studies. It was used to gather quantitative as well as qualitative data regarding the research topic.



To do this, both close and open-ended questions were developed and administered to gather data

respondents.

Two types of questionnaires were prepared in order to collect data from the leaders, process

owners, and performers. The questionnaire had two parts. The first part was used to gather

information regarding the respondents’ general information, that is, their Organization name,

Current position, experience, sex, age, and educational qualification. The second part of the

questionnaire comprised items about overall leadership development activity, the current practice

that reflects the status of leadership practice, possible leadership development strategies, and

some open ended questions related to policies, practices, experiences, and challenges of


The first section of the questionnaires consisted of 14 close ended questions concerning the

overall leadership development activities with a few open ended questions. The second section

which is related to current practice of leadership and the third section which is related to

leadership development strategy, took the form of the likert scale. The likert scale is one of the

most widely used response scale in research and is used to evaluate behavior, attitude or other

phenomenon on a continuum. Rating scales simply and more easily quantify people behaviors,

characters, practices or attitudes (Dawson, 2002).

In this study, leaders completed the self-rater; by rating themselves in terms of the current

practice of leadership and strategy of leadership development. Process owners also completed

the rater version of the same questionnaire. The leaders were rated in terms of the same criteria

on which they have rated themselves.



3.5.2 Interview

Personal interviews were used as a data collection technique because it can yield a great deal of

useful information about facts, peoples beliefs and perspectives about the facts, feelings,

motives, present and past behaviors, standards for behaviors and conscious reasons for actions or

feelings. Interviews allow a researcher to clarify ambiguous answers and seek follow up

information.

The researcher made use of interview aiming to make out the how of leadership development

and what of the problem (as regards on leadership development at the region). Specifically, the

researcher were employed a semi structured interview-guide that enabled him to raise questions

that came into discussion during the actual interview (refer to Appendix 2). They can however

take time but due to the small sample size was not a drawback in this research project. The

interview with the respondents was conducted face to face. This form of interview enables the

researcher to establish rapport with the participants and gain their cooperation thus yielding the

highest response rate.

After preparing the draft for all the data gathering instruments, the tools were given to ILI-

International Leadership Institute, for major executives so that they could give comments on the

appropriateness of the items and to make them check if the items are fit to elicit responses that

could help to attain the target objectives. Based on the comments given, a necessary modification

to the first 14 questions and likert-scale questions were made and the instruments were

administered to the subjects of the study accordingly.



Reliability and validity are two key components to be considered when evaluating a particular

instrument. According to reliability is concerned with the consistency of the instrument and an

instrument is said to have high reliability if it can be trusted to give an accurate and consistent

measurement of an unchanging value. The validity of an instrument refers to how well an

instrument measures the particular concept it is supposed to measure (Singh, 2006).

Self-developed questionnaires were used for the study, as no established instrument could be

found that suited the objectives of this study. The questions were based on the objectives of this

study and a review of the relevant literature. Cronbach’s Alpha coefficient, used to determine the

reliability of three section questionnaires namely the overall leadership development activity,

current practice of leadership and leadership development strategy. The result scores 0.70 were

obtained. These result shows that the questionnaires could be reliably measure.

3.5.3 Document analysis

To substantiate the data that obtained from the respondents, minute about leadership

development and strategy in use would be assessed. In addition, published and unpublished

books, Journals and proceedings were used to reveal the background of the study, to organize

relevant literature review and to design the research methodology and procedures.

3.6 Ethical Issues

In planning a research work involving human participants, it is important to consider the ethical

guidelines designed to protect the participants (Creswell, 1994). Hence, in this study a particular

consideration was given to ethical principles that were developed by different researchers.

Participation in the study was voluntary and anonymity was assured. Participants were informed



that all data would be treated as confidential and only the researcher would have access to the

data collected. Consent was given to participate with the return of the questionnaire. Thus, as

much as possible effort was made by considering ethical issues in conducting this research.

3.7 Procedures of data collection

After the researcher recruited the participants; were explained the informed consent to the

participants; collect and secured the informed consent; distribute, collect and secure the

questionnaires; conduct participant interview and researcher were take notes at the same time;

conduct the data collection; and manage, analyze, and interpret the data.

3.8 Methods of Data Analysis

Both quantitative and qualitative data analysis method were employed in order to answer the

research questions and to attain the objectives. The quantitative data were collected, coded,

tabulated, analyzed, described, and interpreted. The data collected through close-ended

questionnaire from respondents were analyzed quantitatively by using frequency and percentage

for independent variables (Sex, Age, Educational level, Leadership Development Activities) and

mean value for both independent variables (strategies) and dependent variable ( leadership

practice) of each item using SPSS software. The data collected through interview and open-

ended questionnaire were analyzed qualitatively using narrative form.

Most questionnaires were developed by using five point likert-scales. The five points of scales

were weighed according to the degree of agreements and occurrences. The scaling of the degree

of agreements and occurrences were coded as: strongly agree (SA)=5, agree (A)=4, undecided



(UD)=3, disagree (DA)=2, and strongly disagree (SD)=1; always(A)=5, frequently(F)=4,

occasionally(O)=3, seldom(S)=2, and never(N)=1 respectively. Depending on the coding, the

mean value for each item was computed. To arrive at the result, the collected data were analyzed

by properly classifying, tabulating and calculating the statistical values used for inference. The

data were organized by using tables. After the data were analyzed and discussed, conclusions and

recommendations were drawn based on the findings. These have a chance to obtain information,

opinions and attitudes from such a large population for the problem under study.



CHAPTER FOUR

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter deals with the analysis, interpretation and presentation of the data that have been

obtained through questionnaires, interview, and document review methods. Data were collected

from a total of 34 Bureau Leaders, and 51 Process owners and 68 Performers/Experts of Oromia

Regional Bureaus through purposive sampling and simple random sampling techniques

respectively.

Findings of the study are presented in four parts. The first part deals with general information of

respondents that is the characteristics and back ground of respondents. The second part focused

on findings gathered through questionnaires from selected respondents of Oromia Bureaus. The

analysis is classified in to three sections that are related to the overall leadership development

activities, current practice of leadership and leadership development strategy in the Bureaus.

The third part deals with analysis of findings gathered through Interviews and open ended

questions from purposely selected respondents. Any aspects that respondents added regarding

leadership development practice and strategy was presented.

Finally, analysis of the data collected from documents review regarding leadership of the region

were tried to inculcate.



I. General Information of Respondents

The characteristics and background of respondents were examined in terms of sex, age,

educational background, years of experiences and field of study. All respondents to this study

were from Oromia Regional Bureaus.

Source: Sampling

Characters

Respondents

Leaders Process

owners

Experts/

Performers

Total

No % No % No % No %

Sex

M 28 82.35 44 86.27 44 64.70 116 75.8

F 6 17.65 7 13.73 24 35.3 37 24.2 Total 34 100 51 100 68 100 153 100

Age

Below 20

21-25 2 2.94 2 1.3

26-30 5 9.8 14 20.59 19 12.4 31-35 7 20.59 23 45.1 28 41.18 58 37.9

36 & above 27 79.41 23 45.1 24 35.29 74 48.4

Total 34 100 51 100 68 100 153 100

Educational

Background

Diploma 8 11.8 8 5.2

Degree 21 61.77 40 78.43 48 70.58 109 71.2

Masters & above 13 38.23 11 21.57 12 17.64 36 23.5 Total 34 100 51 100 68 100 153 100

Work

Experience

Less than 5

6-10 13 19.11 13 8.5 11-15 8 23.52 22 43.13 27 39.70 57 37.3 16-20 16 47.05 20 39.21 21 30.9 57 37.3

Above 21 10 29.41 9 17.64 7 10.23 26 16.1 Total 34 100 51 100 68 100 153 100

Field of

Study

Management & leadership 14 41.18 26 50.99 18 26.47 58 37.9 Non-management & leadership

related

20 58.82 25 49.01 50 73.52 95 62.1

Total 34 100 51 100 68 100 153 100

Table 4.1 Characteristics and Background of Respondents



In this research, among a total of 153 (86.44%) participants, as can be seen in Table 4.1, the

study on the occupation of participants showed that 82.35% were found to be male and 17.65%

were female leaders; 86.27% were male and 13.73% were female process owners and the

remaining 64.70% were male and 35.3% were female performers/experts in their respective

Bureaus, and the total of gender wise distribution of sample respondents indicates male

respondents were significantly higher, constituting 116 (75.8%) and the remaining 17 (24.2%)

were female participants in the study. This big variation is due to the small number of women

holding leadership position in the region.

On the other hand, among the study population, 74 (48.4%) respondents disclosed that their age

were found to be 36 & above, 58 (37.9%) of respondents were between 31-35 years; whereas, 19

(12.4%) of respondents were between 26-30 years and two of the respondents were between 21-

25 years. Hence, majority of them has an advantage of life experience to contribute for


Concerning leaders, process owners and performers/experts educational background, those who

hold diploma, those with first degree, and those with masters degree and above account for 8

(5.2%), 109 (71.2 %), 36 (23.5%)’s respectively. This shows as there is an opportunity for

leadership development since leadership position requires educational exposure.

With respect to their service year (experience), 10 (29.41%) Bureau leaders and 9 (17.64%)

process owners, 7 (10.23%) experts/performers had an experience of 21 years and above. 16

(47.05%) leaders, 20 (39.21%) process owners, and 21 (30.9%) experts/performers had an

experience that range from 16-20 years; whereas, 57 (37.3%) respondents and 13 (8.5%)



respondents had experience that range from 11-15years and 6-10 years respectively. So the

experience is less and can affect leadership development.

The last item related to the characteristics and background of respondents is their field of study.

As can be seen from table above, the 58 (37.9%) were found to be management and leadership

related graduates and 95 (62.1%) were non- management and leadership graduate in the selected

Bureaus. This implies as field of education required for the position is not filled with necessary

skill and knowledge and as a result leadership development were low.

II. Analysis of data gathered through questionnaires

A total of 177 questionnaires were distributed to Leaders, and Process Owners and

Performers/Experts of Oromia Regional Bureaus selected purposively and simple random

respectively, of which 153 questionnaires were collected. A sample of 177 participants was

targeted from a population of approximately 2133. A total of 153 questionnaires were completed

and returned, resulting in a response rate of 86.44%. The total number of responses analyzed was

153 participants.

N

1 Leaders 47 47 34 72.34%

2 Process owners 92 55 51 92.73%

3 Performers/Experts 1994 75 68 90.67%

Total 2133 177 153 86.44%

Population Sample

Taken

Questionnair

es Collected

Names

Responses

Rate

Table 4.2 Summary of Questionnaires Distribution and Collection



4.3 The overall leadership development activity in Oromia Bureaus

To develop the abilities of others leadership to lead, you need to encourage your organization to

conduct activities in a conscious and organized way. A well designed leadership development

activities will institutionalize processes for the continual development of leaders at all

organizational levels (Chima, 2007). Organizations are faced with uncertainties in organizations

and in managing change. Thus there is a need for strengthening leadership development

activities.

A literature shows that leadership is woven throughout every aspect of the program. Giving

leaders a chance to sharpen and deepen leadership skills through leadership development

activities inside and outside of work can benefit an organization through increased morale and

productivity, as well as better decision making. It is through programs of leadership activities

that leader grow and develop and realize their potential to transform the community they are

serving, their community back home, and the world. However, most of the time implementation

of those activities is questionable.

Though leadership development has become a driving force behind successful Oromia Bureaus

performance, tight Bureaus program activities often force the researcher to examine their

activities worth of their programs. Therefore, it has become vitally important that the researcher

need to examine the leadership activity implementations that is how to design their programs,

their effectiveness, purpose, and etc through this study and the finding presented as follows.



Table 4.3.1 Summary of respondents’ response on development needs of leaders

As might be seen in the Table above the majority of the respondents that is 62% responded that

there is no formal process of assessing the need of development for leadership position. This

shows that the Bureaus are less likely to use need assessment. Their response showed that as to

18.9% and 18.8% respondents, for leadership development identification, the Bureaus has formal

training need analysis and monitoring and evaluation respectively. And also 9% of respondents

stated that appraisal process is used to identify development need of leaders in their Bureaus

where as 1.9% of respondents mentioned that the career development reviews was utilized as a

process of need identification.

As clearly seated in (“Training”, 2007), demand driven leadership development program is

considered as a key success factor in leadership development. It is important to ensure that the

need assessment to support the emerging leaders and offer them resources to be successful.

Moreover, assessing the current level of leadership capabilities is required to provide ongoing

development. It is clear that to begin to develop leadership development programs, it is

particularly important to have some idea of what leaders needs are in the organizations currently.

Q1Q1Q1Q1

Responses

Which of the following process used to identify the development needs of leaders in your Bureau?

No of respondents %of respondents

Formal training needs analysis 10 18.8

Monitoring and evaluation 29 18.9

Career development reviews 3 1.9

Appraisal process 14 9

No formal process used 95 62

Total 153 100



Based on the findings even though some participants responded as there is formal training need

analysis and monitoring and evaluation as well, the majority of respondents shows as the

Bureaus do not have formally designed need identification process before selection of

participants for any training programs might be available in the Bureaus. This implies that most

of the Bureaus in the study area were not effectively utilized need assessment method in

identifying the leadership gaps and development needs of the participants.

Table 4.3.2 Summary of respondents’ response on programs, effectiveness and their Purpose

Q2

Responses Is there a program or strategy that provides leadership development in your Bureau?

No of respondents %of respondents Yes 58 37.9

No 76 49.7

I don’t know 19 12.4

Total 153 100

Q5

Responses

How you evaluate overall effectiveness of those leadership development strategy or program conducted so far?


Highly effective 21 13.7

Averagely effective 84 54.9

Not effective 48 30.7

I don’t know

Total 153 100

Q6

Responses

What do you think is the purpose of the program (if there is any)?


Improve quality level and performance development of employee

8 5.2

Improve only performance development

28 18.3

Improve both performance and organization development

117 76.5

There is no defined purpose

Total 153 100



As one can see in Table 4.3.2, only 37.9% of the respondents stated that there is a strategy or

program for leadership development in their Bureaus like learning. However, 49.7% of the

respondents affirmed that there is no strategy which was designed for leadership development in

their Bureaus. The remaining 12.4% of the respondents did not know whether the leadership

development strategy was implemented or not.

On the basis of the findings, it was in opposition with what the literature said that in the selected

Bureaus there is only 37.9% respondents responded as there are programs such as training,

education and support (including internships, apprenticeships) for leaders. But majority of them

i.e. 49.7% responded as there is no program or strategies of leadership development, designed to

enable leaders to acquire the relevant competences and meet their work targets and personal and

career objectives. Therefore, this shows that the majority of respondents reveals as there was no

strategy or program amongst Bureaus for focus and support of leadership development.

As most literature shows in order to effectively respond to these varying issues and demands,

leadership development programs need to be individually and uniquely designed with partner

priorities. The competencies that are required to address immediate commitments and challenges

should be targeted. Further, leadership development programs need to be innovative and flexible

(David and Stanley, 2001). Recognizing that today's uncertain organizations climate calls for

competent leaders, the Programs for leadership development presents an integrated view of the

fundamentals of management.

Therefore, to answer a question of how do organizations develop leaders? A well designed

leadership development program or strategy can be helpful to have more effective leaders. There

is a wide variety of approaches to leadership development. However, while there is evidence that



the regions now provide Bureaus leaders with significantly more training, and support related to

political issues than they received in the past, the study noted as leaders had do not received

formal or structured program for leadership development .

In regard to the effectiveness of the currently existed programs, the overall perception of

respondents indicates that 54.9% responded averagely effective while a considerable percentage

of 30.7% said it happens not effective. The remaining 13.7% said that the strategies or programs

are highly effectives. The overall perceptual rating ones again indicate that the Bureaus strategy

is somewhat not effective in producing the leader. On the whole, respondents believe that the

existed program or strategies are not communicated clearly to leaders, and also there was no strong

agreement that programs were consistently upheld across the Bureaus. And also there are no leaders

who stated their needs were met and increases in the percentage of organizational or program

objectives achieved. This might be the reason for most of respondents who said their leadership

development is averagely effective.

As Watson and others (2008) noted one of the biggest criticisms of many leadership

development programs is that they do not contribute to the organizations objectives. They may

develop leadership skills but they do not substantially contribute to organizations success. A

literature shows that leadership development programs should use real organizational issues to

provide challenges, feedback, and support. Early in the establishment of a program, core leadership

groups needs to determine how the success or effectiveness of the program is. Another measure also

is the degree to which leaders throughout an organization are practicing their leadership function

after they attend the program. In addition consistent leadership development over time must

contribute to the achievement of the organizations planned results.,



However, the study foster in dissimilar to above mentioned point that the effectiveness of the

leadership development is in question in contributing to perform both the development of leadership

and organizational performance. Based on this one conclude that the Bureaus need better quality

programs on the degree to which different preparation and development programs have actually

contributed to improved organizations leadership development.

When we see their purpose, it is evident from Table 4.3.2 that about 76.5% of the respondents

disclose that the program was purposeful in improving both the performance development and

organization. On the other hand, as the result shows on the same table, about 18.3% and 5.2% of

the respondents locate that the program is purposeful in improving performance and

organizational development and improves quality and performance development of employee in

the Bureaus respectively.

Numerous purposes can be available in leadership development program. Here, the study

indicates some common ones. There are several apparent purposes of leadership development

programs. In many cases, the Bureaus use these, improving both performance development and

organizations development. It is noticeable that leadership development program helps

organizations to develop managers who lead with a vision of a better future. Secondly, the

program provides improvement in performance of the participants, allowing them to improve

themselves for future programs. Thirdly, the programs are on the way to improve quality level

and performance development of trainers for overall effectiveness of the organization. However,

there is poor performance in realizing the above aforesaid purposes.



Table 4.3.3 Summary of respondents response on criteria of recruitment, budget of

leadership development Programs and on sufficient supply of capable leaders

A review of the Table 4.3.3 shows that although the majority of respondents, or around 56.2% of

the respondents said there are no clear criteria made for recruiting participants for leadership

program, there was a time when potential for assuming future responsibility (22.2%) and

Q7Q7Q7Q7

Responses

If there has been some sort of leadership development program, what were the criteria to recruit participants?

No of respondents %of respondents Position 4 2.6

Assessed skill, knowledge and experience gap

30 19.6

Potential for assuming future responsibility

34 22.2

There is no clear criteria made 86 56.2

Total 153 100

Q8

Responses

How much of your total budget spend for leadership development program? No of respondents %of respondents

Very high 10 6.5

High 27 17.6

Medium 59 29.4

Low 45 38.5

Not known 2 1.3

Total 153 100

Q9

Responses

Do your Bureaus have a sufficient supply of capable leaders to meet tomorrow’s organizations challenges?


Yes 24 15.6

No 101 66

I don’t know 28

18.3

Total 153 100



assessing skill, knowledge and experience gap (19.6%) has been taken as a criteria to participate

in leadership program and only 2.6% of the respondents were preferred position.

Most literatures exemplify that a variety of tactics can be used to recruit and retain participants

for leadership development program. Especially it is preferable if it is based on assessed skill,

knowledge and experience gap. However, the study implies that the participants selected for any

existed program was not based on criteria rather it is because of the policy direction a given

leader who is assumed to be participated in the program. From this one can clearly conclude that

organizations were not have a criterion to make any training programs of leadership development

might conduct in the Bureaus i.e. it’s not based on identifying the skill, knowledge and

experience gap found.

A look at Table 4.3.3 reveals that the Bureaus total budget spend for leadership development

programs have rated by low 29.4% while it was rated as medium 38.5% by other respondents.

Interestingly, the number of 17.6% and 6.5% for total budget spend for leadership development

program is high and very high respectively whereas 1.3% of respondents said it was not known.

These shows although the total budgets spend for leadership development program is low, most

of the Bureaus have operational budget to carry out leadership development program.

Researchers predict that annual budget for leadership development would continue to grow. A

leadership development program requires a great amount of organizational resources, including

but not limited to time and money (Duke, 2008). And also to ensure a return on the investment,

the organization must be committed to the initiative of leadership development.



According to the study lack of budget is the biggest challenge Bureaus faced in this area. The

organizations did not invest in leadership development for leadership development and as a

result they are unable to increase their ability to adopt to change. So that if the allocated budget

is low, leaders can not able to achieve results and maintain high quality services despite the

obstacle they face through varies leadership development program. The study eminent as the

Bureaus allocated lowest proportion of budget for leadership development programs. This

implies that the Bureaus have given less priority for the leadership development programs.

Based on the data in Table 4.3.3, it is possible to conclude that the supply of capable leaders by

the Bureaus is deficient because the percentage shares of the respondents that are inadequate

were 66%. As the result shows 15.6% of the respondents said that there is sufficient supply of

capable leaders whereas 18.3% of the respondents reported that they do not know whether their

Bureaus have sufficient supply of capable leaders or not to meet tomorrow’s organizations

challenges.

As Conger and Benjamin, (1999) indicated many organizations have become concerned about

leadership inadequacies of their organization. The rapid change in business, technology, political

and social factors has required the development of effective leadership and an implicit

assumption that leadership is important, that leaders make a difference, and that positive group

and organizational effects are produced by leaders and the leadership process (Watson and

others, 2008).

One can easily understand that leadership is viewed as the key to organizations success. Thus

when we talk about leadership of Bureaus, the quantity of leaders needed as indicated by current

and designed formal leadership position depicted on organizations chart need to be considered in



order to meet the organizations challenges. However, as the study put in the picture what is

found in the oromia regional Bureaus is not with right way of this idea i.e. there is insufficient

supply of capable leaders in the Bureaus. This clearly shows as there are no enough leaders with

the right number of Bureaus required.

Table 4.3.4 Summary of respondents response on ways of coming to leadership position

their procedure and criteria

It is observable from Table 4.3.4 that about 45.8% of the respondents stated that political

assignment is used as way of selecting a leader for the position and 44.4% of the respondents

disclose that the leaders come to position through promotion. Only 9.8% of the respondents

Q11

Responses

How do all level leaders in your organization come to position? No of respondents %of respondents

Based on competition through internal and external vacancy announcement

15 9.8

Through promotion 68 44.4

Political assignment 70

45.8

Total 153 100

Q12

Responses

How you describe the procedure and criteria used to recruit participants for leadership position?


Fair and transparent 30 19.6

somehow fair and transparent 75 49

Transparent but not fair 43 28.1

Not fair and transparent 5 3.3

Total 153 100



result indicates that the leaders come to leadership position based on competition through

internal and external vacancy announcement in the Bureaus.

As most literature shows there should always be a relationship between receiving a leadership

position and fulfilling the requirements demanded by it. One of the main requirements is based

on competition through internal and external vacancy announcement. However, the study shows

that most of the time when a leaders hold a leadership position, it was based on political

assignment because it was granted or appointed by some other person in authority. That probably

seems obvious. From this one can conclude that leadership positions hold in the Bureaus

revolved more on political connection but professional interest were not considered.

An observation of Table 4.3.4 reveals that the majority of respondents (49%) said that the

procedure and criteria used to recruit participants for leadership position is somehow fair and

transparent. About 28.1% of the respondents preferred the transparent but not fair choices and

19.6% of the respondents said that the procedure and criteria used was fair and transparent

whereas about 3.3% of them responded as it was not fair and transparent.

Leadership development is a key factor in successfully recruiting, retaining, and growing

talented individuals (Bernthal and Wellins, 2006). The criteria and policies you develop for

participation of the position should be consistent with the long-range goals and the mission of the

program. If you are committed to broadening the leadership base in your community and seeing

leadership developed at all levels, then you must deliberately recruit and select participants that

represent this philosophy.



In the study, Bureaus criteria and procedure was somewhat not clearly fair and transparent in

selecting leaders for the position. From this we can understand that Bureaus contend with the

predicted problem of selection criteria and procedures. They are not recruited based on the

organization and/or take advantage of the existing human capital already in the Bureaus. This

will most likely result in paying an increased premium for experienced leaders.

Table 4.3.5 Summary of respondents response on perception of young graduates for

Leadership on ways of developing young and inexperienced ones

Based on the data in the Table 4.3.5 it is possible to conclude that the lack of experience and

organizations policy requirement is highly considered as a major problem for young graduates

not take leadership positions. Their response showed that as to 46.4% of respondents, for

leadership position, lack of experience is considered as the major factor, and 43% of the

respondents said organizational policy requirement restriction is ranked as the second factor for

Q13

Responses

What do you think about the perception of young graduates for leadership positions?

No of respondents %of respondents Lack experiences 71 46.4

Organizational policy requirement restriction e.g. Years and experience requirement

66 43

Absence of trend 16 10.5

Total 153 100

Q14

Responses

How do young and inexperienced leaders to develop their skill, behaviors and competencies of leadership in your organization?

No of respondents %of respondents Short term training 9 5.9

Coaching and mentoring 21 13.7

Long term higher level leadership course 33 21.7

Extend leadership opportunities 32 20.9

There is no mechanism 58 37.9

Total 153 100



young graduates as not take leadership position, 10.5% believed that absence of trend is also

ranked in least factor.

It is important to simply pay attention to your high performers and employees who demonstrate

an ability to innovate and lead within the context of their current role in the organization (Leskiw

and Singh, 2007). By helping participants develop a broader vision for organizations success,

most organizations helps groom the next generation of high potential leaders. Young executives

reap extraordinary personal and professional growth, while organizations benefit from sustained

corporate advantage. However, the study let us to realize that the Bureaus lack to give

opportunities to facilitate leadership development knowhow for young and inexperienced

employees. Thus, it is possible to conclude that this can be a one cause for insufficiency of

leaders existed with necessary skill and knowledge in the Bureaus.

The observation of data in Table 4.3.5 shows that there is no mechanism (37.9%) was perceived

as the major priority by respondents. The data further indicate that the long term higher level

leadership course (21.7%) and extends leadership opportunities (20.9%) are chosen to develop

the skill, behavior and competencies of leadership of young and inexperienced leaders. This was

followed by the coaching and mentoring with 3.7% and short term training with 5.9% with least

intensity by the extension personnel were accorded as least.

The one thing about leadership that leaders must keep in focus is that they should invest in the

growth and development of others. Leaders, who fail to train and empower their people, are not

true leaders (Leskiw and Singh, 2007). In addition to coaching and mentoring, provide various

development opportunities like short term training, leadership courses and extending leadership

opportunities for their staff. It is necessary for every individual within an organization to be



encouraged to exercise leadership from time to time, under circumstances where their particular

knowledge, skills, and circumstances make it advantageous to do so.

As the study signify encouraging creativity and developing the skills and knowledge of young

and inexperienced employees are not as such taken in to consideration in the Bureaus. Some of

the Bureaus a valuable thing is they provide long term higher level leadership course. If you

want your organization to be competitive and to excel, and making sure that employees are

developing new skills helps them see their value and know that the organization is looking out

for them as well. Thus the result implies that the Bureaus are not know that working on the next

generation of leaders as it was critical to sustaining competitive advantage and achieving

corporate growth over the long term.



4.4 Current practice of leadership in Oromia Regional Bureaus

Questionnaire was administered to leaders and process owners in order to gather data on the

current practice of leadership. Items were presented for leaders and process owners to determine

the current practice of leadership and to identify the status. Each item has own five statements.

All of them were close-ended questions. Thus, in the following table and bar graph, the

responses of close-ended questions were presented.

Table 4.4.1 Mean Score & Standard Deviation of Respondents

about Current practice of leadership status.

Subjects

Practices

Providing

direction

Leading

Courageous

ly

Fostering

T-work

Championi

ng Change

Coaching

&

Developing

Motivating

others

Building

relationship

Acting with

Integrity

N X SD X SD X SD X SD X SD X SD X SD X SD

Leaders 34 21.8 1.17 16.23 1.8 17.1 4 1.6 14.08 1.3 15.9 2.3 18.6 1.52 15.9 2.01 18.6 1.4

Process owners 51 16.9 2.51 12.7 3.9 15.17 2.3 14.00 2.7 11.5 3.14 14.9 3.2 14.5 2.8 15.4 3.2

N=Number of respondents X=Mean SD=Standard deviation

From above Table and Bar graph finding, it can be inferred that the calculated total mean of

current status of leadership practice in sampled leaders and process owners in the Bureaus.

Leaders identify providing direction (x=21.8) as a current leadership practice while the mean

score for process owners is x=16.9, for providing direction as current leadership practice. In the

second practice of leadership, leaders (x=18.6) select motivating others and acting with integrity

in equal mean to show their current leadership practice. The mean score for process owners,

fostering team work and acting with integrity, presented in table 4.4.1 are as follows: x=15.17



and x=15.4 respectively. Thirdly, leading courageously, and coaching and developing and

building relation also appears x=16.23, x=15.9 and x=15.9 respectively by the leaders where as

the process owners also rate (x=14.9) for motivating others, (x=14.5) for building relationship

and (x=14.00) for championing change in third place. Finally, championing change (x=14.08) by

leaders and leading courageously (x=12.7) and coaching and developing(x=11.5) by process

owners shows their current status of leadership practice as last but not the least.

Leaders were asked to identify the critical leadership characters they are practicing currently.

Providing direction remains the number one priority for both groups over their current practice.

Motivating others and acting with integrity is another priority rising to the second by leaders

where as the number of process owners citing fostering team work and acting with integrity in a

second as to show their current practices. The remaining points are lastly putted.

Thus, in response to all practices, providing direction has high mean score than other characters

of leadership practice. The results of both groups of respondents vary in terms of degree of

practice; the result indicated that there are areas that need improvement related to current

practice of leadership in the Bureaus. All practices have always played an important role in

showing leadership success. However, the respondents downturn has put a spotlight on providing

directions practice. Bureau leaders now understand that they need to develop those leadership

characters to address organizations concerns that their current practices were in poor

performance.



4.5 Strategies for developing leadership in Oromia regional Bureaus

Questionnaire was administered to leaders and process owners in order to gather data on the

strategies of leadership development. Four items were presented for leaders and process owners

to investigate the leadership development strategies and to identify the strategies that are

employed. Each item has own statements. All of them were close-ended questions.

Thus, in the following table and bar graph, the responses of close-ended questions were

presented.

Table 4.5.1 Mean Score & standard Deviation of Respondents

about leadership development Strategies.

N=Number of respondents X=Mean SD=Standard deviation

An observation of above Table and Bar graph signifies that the sampled respondents calculated

total mean in the application of tested strategies for leadership development. Leaders show

preference in the application of learning(x=12.85) as a leadership development strategy in the

Bureaus. The mean score for process owners in x=13.8, in the application of learning as a

leadership development strategy. In the application of the second strategy, leaders (x=12.20)

appear more involved in the application of the experience as a leadership development strategy

where as the mean score for process owners was x=13.4 as a strategy in developing leadership.

Assessment is also applicable for a leadership development strategy which was rated x=10.23

and x=8.3 by leaders and process owners respectively. Moreover, coaching is also identified as a

Subjects

N

Strategies

X SD X SD X SD X SD

Leaders 34 10.23 1.01 7.14 1.07 12.85 1.50 12.20 1.40

Process owners 51 8.3 2.13 7.2 1.4 13.8 3 13.4 2.6

Experience Assessment Coaching Learning



strategy in the following mean score: leaders(x=7.14) and process owners(x=7.2). Thus, in

response to all strategies, learning and experience have high mean score than other strategies.

This implies even if these strategies are selected as priority that the all strategies had poor

consideration in implication for the development of leadership in the Bureaus.

The leadership development strategy employed better to fit the leaders and organization’s goals,

environment, and overall strategies. Having varying purposes different approaches can be

employed in the organization as to develop leadership. Thus the study indicates the following

strategies as rated based on their utilization in the selected Bureaus.

As the study indicates firstly, learning strategy is mostly utilized for the leadership development

in the Bureaus. This shows as the most Bureaus are employing learning approach as strategy

means to ensure that the organization’s leadership development objectives will achieved. The

Bureaus can help to reinforce the importance of learning and development through learning

approach. However, involving the young and inexperienced ones within this leadership

development approach is not observed. Great leaders are often great teachers with an ability to

transform their followers into great leaders themselves.

The Second approach is experience. This response is supported with the idea of (Richard, 2010)

who shows that the leadership development would appear in achieving a balance between

knowledge exchanges that is experience. Most Bureaus are recognizing their senior leaders as

valuable tools in the development of future leaders. That is experiences were somewhat held

accountable for the leadership development process.



Thirdly, built upon leadership development, assessment approach is assumed within lowest

number. This also can help to identify an individual’s strengths and weaknesses and provide a

baseline to determine an individual’s development needs (Sandra, 2007). If a needs assessment

approach is conducted on an individual and group level, one can easily determine what is desired

to develop. But the study indicates that the Bureaus did not utilize the assessment approach for

identifying the gap in developing their leaders.

Finally, coaching approach is found as a last leadership development approach. Coaching is a

formal, practical, and goal-focused relationship established for the purpose of training the

individual through the leadership development process (Leskiw and Singh, 2007). But the study

reveals that the Bureaus were not practiced coaching in creating an individual leadership

development.

The respondents stated that the problems related to leadership development strategy reveals that

even though learning and experience approaches have a high score in the utilization, the

integrated the leadership development strategies were found in poor implementation. In line with

this Weiss and Molinaro, (2006) stated organizations must implement integrated approach to

leadership development. It is a most effective approach to build leadership capacity on the part of

organization. The implementation of these strategies in integrative way is imperative to the long-

term effectiveness of leadership development.

However, generally, in the view of leadership development strategy and based on the findings of

this study, the Bureaus seems to be far behind.



III. Analysis of data gathered through interview and open ended questions

4.6 The policies, practices and experiences in developing leaders for leadership

positions and development

Leadership has become a priority in organizational policy agendas in local and international. It

plays a key role in improving organizations outcomes by influencing capacities of followers, as

well as the organizations climate and environment (Ramnarayan and Kumar, 2004). Effective

leadership is essential to improve the efficiency and equity of any organizations. Policy makers

and practitioners need to ensure that the roles and responsibilities associated with improved

organizational outcomes are at the core of organizations leadership practice. Based on this the

researcher were asked a question about policies, practices and experiences related to leadership

development in both interview and open ended questions purposing to confirm the above

findings. The response of respondents found through interview and open ended questions is

summarized as follows;

There is a need to strengthen the leadership development in the regional frameworks, to develop

through different mechanism to improve their performance in their position, and to extend

leadership training and development to middle-level management and potential future leaders in

the Bureaus. There is a need to reflect on modifying development mechanisms to match

leadership structures by the policy for position and targeting development as well. Thus, capacity

building programs is one. But even though it is clearly stated in the policy in such ways, when it

is observed in practice the implementation of the programs amongst the Bureaus lead us to put in

question. Most of the time only learning approach is taken as a program to develop leadership.

Experience sharing through coaching and training is also observed. However this is not always

practiced in the most Bureaus. More specifically, there is no evaluation of those programs



whether they improves leaders and organizations performance or not after implementation. But

providing only such programs as a method did not guarantee for leadership development.

Involving different approach is vital for developing the leadership in the Bureaus.

This reveals that the Bureaus leadership development policy is in problem of implementation.

Developing the organization’s leadership involves identifying the critical skills leaders need to

succeed and then providing leaders with opportunities to develop and apply those skills

effectively. Therefore, the existence of the need for development of leadership by the policy did

not assure its development but ensuring its implementation also another area that support

development. And also leadership development cannot be existed by single methods. But what is

observed in the above response is that only learning and experience sharing is considered as

methods which are involved in capacity development program. When only these are functioning,

the result will not satisfactory in leaders who can need effectively enhance people outcomes as

well as drive their organizations impact.

From indication of the above it is possible to articulate that in the Bureaus policy there is a need

of developing leaders to respond to broadened roles and responsibilities. But they are in poor

implementation. Not involving the integrated method of development lets the leaders to poor

performance. Thus, leadership development is still lagging far behind the demand curve for the

Bureaus.



4.7 The overall quality of leadership in the organizations today

Effective leadership is essential to an organizations success, but the qualities of a great leader are

often difficult to define. Moreover, how an organization can help develop these qualities in its

people is often unclear. Most of literatures like (Regina and Simon, 2010) affirmed that the

quality of leadership, more than any other factor, determines the success or failure of an

organization. Leaders need to honestly discuss the current and the future bench strength required.

With this in mind, identifying and improving the quality of leaders should be a top priority to

ensure a filled pipeline of experienced employees ready to be placed in leadership positions. This

includes recognizing the high-potential individuals and accelerating their development. Based on

this an interview and open ended question were provided to participants which helps the

researcher to determine the current quality of leadership. Accordingly, the response given be

tried to summarize below;

Leaders at different levels varied in their evaluations of the overall quality of leadership. It seems

that the higher the leader is in an organization, the more favorable is his or her view of leadership

quality. Some leaders likely have a different view of leadership quality than other leaders

because they are more exposed to and interact regularly with capable colleagues but they are still

poor in performance. Another possible explanation is that they have more accountability for

developing leaders and are hesitant to admit fault for low leadership quality. Many of leaders

have never had experience of training leaders and that means their knowledge base is insecure.

Another point is there are leaders which are effective in political issues. Generally, a leadership

quality of the Bureaus is ineffective. And in few Bureaus there is just ignorance of how to



develop leadership with required knowledge and skill. This brought poor performance among

leaders and this affects the organizations performance widely.

Respondents to this point were not alone in their concern about the current state of leadership

quality. According to Bersin and Associates, 2011 as cited in (Boatman and Richard, 2011)

more than half of organizations state that their organization is being held back by a lack of

leadership talent and that their top priority in the next year is to improve leadership skills. During

the recession many organizations were guilty of losing their focus on talent, and the

consequences of that are evident. Furthermore, (Ramnarayan and Kumar, 2004) added that many

organizations were weak both in terms of number and quality of leaders. Organizations don’t

have the leaders they need today or, more importantly, for the future. Progress in improving

leadership quality has been stagnant for far too long.

Thus, from this one can conclude that the quality of leadership in some organization is very

good. But the majorities are not. This means that the majority of organizations are missing the

opportunity to use their most critical asset to its fullest potential. In today’s highly competitive

global economy, this is a liability that organizations can no longer afford.

4.8 Leadership development practices well established and stable - or changing because of

revision or new needs

A successful leadership development program is aligned with the other aspects of the

organization and prepares future leaders to cope with the challenges of the future. Every

organization should ensure that the leadership development programs/strategies are aligned with

the organizations with need of the leaders (Roger, 2006). Senior leaders understand and accept



that leadership development is a lengthy process. They ensure their involvement in establishing a

common set of leadership needs that permeate everything the organization does. Questions were

provided to respondents through interview and open ended question and according to the

respondents, who participated in this study, the following responses were summarized below;

In fact, leaders in organizations are not with effective leadership development practice. Their

capability is weak due to years of focusing on organizations objectives that did not include

developing leaders. However, learning and training are the leading determinant of leadership

development. Yet, some respondents rated their organization’s leadership development is not

stable and continual, and there has been virtually no progress in this area over the previous years.

This is bad news for leaders, the people they lead, and the organization, as the role of a leader

continues to become increasingly critical. It’s easy to assume that leadership development

program is suffering because development budgets are suffering and other factors. In addition,

standards for reaching leadership positions are not clear to everyone in the organization. Even

those of the methods are not with consideration of change or need exist by the participants.

Thus, the responses reveal that the leadership development strategy was not well developed and

well implemented in the Bureaus. But there are some strategies utilized like learning programs.

Though their aims were to retain critical skills, develop internal leadership talent and enhance

overall organizational performance, they are not stable or continuously practiced. Another

weakness is that recognizing change and planning to revise based on the change were not

practiced.



This helps to understand that the Bureaus did not need focus on developing leaders through

formally designed and stable programs which will be critical for future leadership success. And

considering the change and the different types of need leaders may have in the work,

organizations need so as to revolutionize leadership development practices were not significantly

putted in action.

4.9 Challenges related to leadership development in the organization

In the organization various methods can be employed for capacity development of leadership.

However a number of problems can challenge it from its objectives (Harrison, 2010). In order to

be a successful leader you need to be able to recognize the fact that challenges will emerge.

Accordingly, the researcher asked a question related to challenges of leadership development in

the Bureaus and the following responses were responded through interview and open ended

questions, and tried to summarized below;

The barriers to leadership development at the Bureaus are insufficient time and budget devoted

to leadership development; unsupportive organizational culture. Again we did believe that poor

role modeling by existing leaders, insufficient support from senior managers, lack of consistent

reinforcement of the leadership development program, poor links between the leadership

development initiative and Bureaus strategy and lack of will to develop new leaders were

barriers to leadership development.

Therefore, the above mentioned challenges imply that the problems were originated from both

personal and organizational perspectives. The personal perspectives such as poor role modeling,

insufficient support from senior managers, lack of consistent reinforcement, unrealistic



expectations of outcomes and results, where as the rest like insufficient time and budget devoted

to leadership development, unsupportive organizational culture are related to organizations

problems. From this one conclude that the leadership development programs/strategies cannot be

implemented successfully due to the factor identified in both personal and organizational sides.

Following the above question, the researcher asked the respondents to try to suggest the solution

for the mentioned problems. Accordingly the following possible solutions were forwarded from

the respondents in the study and the summarized below;

The design, development, implementation and administration of a leadership program just make

good organization sense. With the ability to achieve such important organizational and talent

benefits cost-effectiveness; instilling the right leadership skills and values necessary for success;

strengthening the organizational culture; driving organizations results by ensuring strategic

alignment between leaders and emerging leaders; and promoting positive change of the program

at the core of their leadership development strategies.

Thus, their response sought if the above mentioned solution are practically solved and

implemented, the objective of the leadership development can be easily achieved.



CHAPTER FIVE

SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

5.1 Summary of the Findings

The research study was conducted in Oromia Region, situated in selected Bureaus. The Bureaus

are found in the Addis Ababa, Ethiopia. Among 44 Bureaus of the region, 17 Bureaus were

purposefully selected. They are relatively potential for leadership development and have a lot of

opportunities for leadership development. The research has been focused to investigate the

leadership development strategies in the selected Bureaus of Oromia Region. From the selected

Bureaus, 47 leaders, 55 process owners and 75 performers were participated in responding

questionnaires. In addition, the researcher made an interview with 3 leaders and 2 process

owners for the study in order to obtain holistic view of the overall leadership development

present in the Bureaus. After gathering the data from both primary and secondary sources, the

data were entered in to a computer and processed through SPSS software. Then different

qualitative and quantitative results were obtained and analyzed in percentage, descriptive statics

and mean, and presented.

This study sought answers to the following questions:-

1. What strategies do Regional Bureaus employ for effective leadership development in

the Region?

2. What is the overall leadership development activities the Regional Bureaus employ

for effective leadership development in the Region?



3. What are the perceived obstacles for the success of effective leadership development

in Regional Bureaus?

The following main findings are presented in the form of summary, however detailed findings of

the study is still under chapter four of this report.

The demographic characters of respondents have shown that there is there is small number of

women holding leadership position. The proportion of men and women respondents had

shown that 75.8% and 24.2% of respondents are men and women respectively in the selected

Bureaus. Among this only the 17.65% of the respondents is females in leadership position.

Hence, the study depicts that women have less placed in leadership position which shows a

greater degree of gender disparity though organizations have been advocating gender equity

in their internal policy. In relation to their experience, the majority of the respondents have

advantage of life experience to contribute to leadership development. Respondents

educational backgrounds also have show that there is an opportunity for leadership

development since leadership position requires educational exposure. However, the field of

education required for the position is not filled with necessary skill and knowledge that is the

majority of them have graduated with non-management and leadership field of study. In

addition, the ranges of experience of respondents were much lesser as a result

Demand driven leadership development program is considered as a key success factor in

leadership development. The study revealed that even though Bureaus had conduct some

formal training need analysis and monitoring and evaluation, most of the Bureaus in the

study area were not effectively utilized need assessment method in identifying the leadership

gaps and development needs of the participants.



Recognizing that today's uncertain business climate calls for well developed leaders, the

organizations need to develop or capacitate their leaders through leadership development

strategies or Programs. According to this survey, 49.7% of respondents revealed that there

was no strategy or program amongst Bureaus were about leaders focus and support for leadership

development. On the other hand, other respondents said that there are programs or strategies for

leadership development purposing to improve both performance and organization

development. However, those programs are not highly effective in developing the leaders and

improving the performance of both leaders in particular and organization in general.

When organizations invest in leadership development for leadership development they can

capacitate the through conducting varies programs. Most of respondents revealed that the

Bureaus allocated small portion of their budget for leadership development programs. This

implies that the Bureaus have given less priority for the leadership development programs.

Many organizations have become concerned about leadership insufficiency of their

organization to meet tomorrows challenges. The supply of capable leaders by the Bureaus is

deficient because the percentage shares of the respondents that are inadequate were 66%.

This clearly shows as there are no leaders with the right number of Bureaus needed.

The study depicted that leadership position were given for people in the Bureaus mostly in

two ways. Most of the time when a leaders hold a leadership position, it was based on

political assignment and promotion because it was granted or appointed by some other

person in authority. In line with this the study shows that the criteria and procedures were

somehow fair and transparent in selecting leaders for the position.



Bureaus lack to give opportunities to facilitate leadership knowhow for young and

inexperienced employees due to the lack of experience and organizations requirement like

years and experience. To develop their skill, knowledge and leadership competencies

facilitating and providing leadership development methods is highly recommended by the

respondents. However, as to most of respondents depicted that the bureaus did not have any

mechanism for developing the young and inexperienced leaders. But, long term higher level

leadership course that is learning and extending leadership opportunities were sometimes

taken as a ways of development.

The study depicted that providing direction remains the number one priority for leaders by

giving 21.8 of highest mean value and 16.9 of highest mean value by process owners over

their current practice. Motivating others and acting with integrity were another priority rising

to the second by leaders whereas process owners cite fostering team work and acting with

integrity in a second as to show their current practices. Even if the results of the both groups

of respondents vary in terms of degree of practicing, the result indicates that the leader didn’t

play the required practice effectively.

There are strategies that the Bureaus were taken in order to develop their leaders. As the

study indicates learning strategy with mean value of 12.85 and 13.8 by leaders and process

owners is mostly utilized for the leadership development in the Bureaus by giving the highest

mean value. In addition, organizations recognize their senior leaders as valuable tools in the

development of future leaders. That is experiences are held accountable for the leadership

development process by leaders and process owners by giving 12.20 and 13.4 of mean value

respectively. On the other hand, the least strategies were coaching and assessment. Thus,



Bureaus lacks the integrated leadership development strategies and this contributes to the

poor performance of the leaders and organizations as well.

An interview finding indicates that Bureaus leadership development policy is in problem of

implementation. From practice of the Bureaus, only learning and experience strategies were

only considered as methods involving in capacity development program. The result shows

that what is practiced in the Bureaus didn’t effective in leaders who can need effectively

enhance people outcomes as well as drive their organizations impact. This brought the

Bureaus as not to succeed and fulfilled leaders need of development.

Effective leadership is essential to an organization’s success, but the qualities of a great

leader are often difficult to define. The interview response related to the quality of

respondents depicted that Bureaus didn’t have the leaders they need today or, more

importantly, for the future. Most leaders reporting that the quality of leadership is low and

bench strength alarmingly weak, progress in improving leadership quality has been stagnant

for far too long.

The interviews reveal that the leadership development strategy was not well developed and

well implemented in the Bureaus. But there are some strategies utilized like learning

programs. Though their aims were to retain critical skills, develop internal leadership talent

and enhance overall organizational performance, they are not stable or continuously

practiced. Another weakness is that recognizing change and planning to revise based on the

change were not practiced.



Regarding the challenges, the leadership development programs/strategies cannot be

implemented successfully due to the factor identified in both personal and organizational

sides.

In view of leadership development and based on the findings of this study, the Oromia

Regional Bureaus seems to be far behind.

5.2 Conclusions

Based on the key findings of the study, the following conclusions are made.

The guiding policy is that when leaders need is prioritized first, they will provide the highest

possible service and development and profit will follow. Most Bureaus were didn’t

effectively utilized need assessment method in identifying the leadership gaps and

development needs of their leaders. The existing programs were not provided based on need

based and identifications of the leadership gap. This notably have an effect on poor

leadership performance of the Bureaus

The selected Bureaus have provided their leaders with limited or no opportunities for

leadership development. It seems that regular programs or strategies are not apparent.

Structured programs in formal setting either in workplace or in a location outside the

organization were not designed for leadership development. Even though, some approaches

are existed, they are not effective. This means that there are some tremendous programs but

some are failing miserably. As a result the Bureau leaders were unable to respond to the

varied demand of organizations development with the required skill.



The conceptual dichotomy still exist that in which, while there is an increasing attention to

improve leadership development in policy, there is insufficiency of leadership still prevails

and the need for adequate and qualified leadership has been typify in the Bureaus. Thus many

Bureaus leaders did not contribute to organizations objectives achievement as it is needed

and they are also unable to make a difference.

Leadership practices are often fragmented and lack an overall effectiveness. The problem is

that little is known about the current practice of leadership within the selected Bureaus. Their

current practice has tells that Bureau leaders has not been effective to lead and manage the

future of their organizations. This has low contribution in building capacity and deepens

good governance of the region policy.

The Bureaus policy shows that improving the capacity of leadership is the main target. There

are specific strategies and actions that the Bureaus take like learning in order to develop

leadership. But, Bureaus lacks the stable and well designed integrated leadership

development strategies and this contributes to the poor performance of the leaders and

organizations as well.

A leadership development program requires a great amount of organizations resource

including other but inadequate to money due to small proportion of budget allocated to the

programs from the Bureaus. This was continued in making not to learn leaders to reinforce

leadership values and apply leadership practice for organizations success.

The leadership positions given to the peoples in the selected Bureaus have been used through

political assignment and promotion. This neglects as mostly professional interest didn’t not



considered as a key element of prerequisite for leadership position. And this problem is

costly and the Bureau leaders have low degree of potential in leading.

There was weak tendency of expanding leadership development opportunities for young and

inexperienced employees due to lack of experience and organizations policy restriction.

Conversely to the policy stated promoting youth empowerment and equity, the Bureaus have

given low attention for developing young leaders for leadership position. This has caused

insufficiency of leaders in the Bureaus.

Any leadership development program/strategy must always guard against barriers that can

hinder the success of any program. The many barriers recognized in the Bureaus were can be

categorized as personal and organizational. These challenges make bringing the

organizations leaders toward the accomplishment of organizations objectives very difficult.



5. 3 Recommendations

Based on the findings of this study, the following issues are forwarded as recommendations that

assist the leadership development of the Bureaus.

There has been a great degree of gender disparity in leadership position in the selected

Bureaus which is in opposition with the policy said expanding local and statewide

opportunities for womens leadership growth for prospective and current position that will

enhance their effectiveness and leadership skills. Thus Bureaus revisit their implementation

and devise a mechanism such as womens empowerment and other approaches to ensure

gender equity in all positions across all levels.

The Bureaus should develop leadership development need assessment tools and techniques

for identifying the gap of the leaders and to make need based any leadership program. To be

effective, the program must first be preceded by a needs assessment to ensure that the

program objectives meet the specific needs of the leaders and organization as a policy

specifies it. The assessment method need to be utilized to identify leadership gaps, and the

feedback from the assessment also should utilized by the participants of the leadership

development program to draw up a need based learning and development plans.

There are numerous methods which depend on the aims of the leadership development and the

aspects of leadership to be developed. It is also recommended that programs be put in place to

develop, disseminate and promote relevant competencies in leadership to complement their

development in effectiveness of practice. The key is to use a combination of methods and to

ensure the various methods are integrated.



As stated in the Bureaus policy, there is a need for more adequate and qualified leadership

and developing the capacity of leaders to sustain organizations performance development.

However, organizations didn’t accomplished or fulfill the need of sufficient and more

effective leaders. Therefore, a more integrated leadership development strategy such as

learning, coaching, experience and assessment strategies or approaches with more effective

implementation and stability need to be implemented in all Bureaus.

Leadership development is ongoing and constantly evolving. Leadership effectiveness does not

happen overnight. Add to this the ever changing circumstances in which organization operates

and these equate to a developing paradigm for leadership development. The strategy should

continuously be implemented, evaluated, and revised to fit the circumstances as they change.

The Bureaus were allocated little amount of budget which hinders the way of leadership

development programs conducted. Therefore, the organizations need to give attention by way

of allocating sufficient budget or finding means of financing for the programs or other

interventions. At the level of entire organizations, Bureaus need to invest in the right amount

budget related to leadership development programs by the government funding mechanism

be focused and designed for the programs. Bureaus should have a written policy on leadership

development and a dedicated budget for development.

Bureaus need to develop a robust selection process that includes professional consideration

and other critical criteria such as competency, leadership knowledge and skill for leadership

position and the selection criteria have to be fair and transparent among the staffs. Thus,



Bureaus will have the proper selection for leadership position that is capable of taking

control.

The policy stated that integrating young people into leadership positions and other

institutional leadership opportunities has to get a due attention. Accordingly, the Bureaus

have to establish and implement different methods to expand and integrate leadership

opportunities for youth. Having a key plan and creating an appropriate culture of developing

young leadership are important issues. In addition, to develop future leaders, the youth

should be given the opportunity to exercise their leadership skill through empowerment and

self development. To this end, the Oromia Bureaus should evaluate the ability of current

leaders nurturing the leadership qualities of their subordinates.

Leadership development should be used to address the most important challenges.

Finally, the researcher would like to suggest further study be conducted which involves

improvement of leadership development towards the personal and organizational objectives

so that remedial action could be taken to increase the leaders performance there by the

advancement of the leadership at large.



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(To be filled by leaders, process owners and performers of governmental Bureaus of Oromia Region)

The purpose of this questionnaire is to obtain information about leadership development strategies in

your organization. The study aims to generate valid and empirically based statements about the current

practice of leadership, types of strategies, and barriers of leadership development in your organization.

The research output is to fulfill the partial requirement for M.A. The information gathered will be used

fully and with due attention to academic purpose only. I therefore would like to assure you that the

data collected will not be misused in any way. In the study, your real and genuine responses to each

item do have an essential role for its accuracy and reliability. Therefore, you are kindly requested to go

through all questions and respond appropriately.

Thank you in advance for your cooperation!

Part I. General Information

Note: please, before you get a head of the questions fill the following biographical information

1. Organization name : ______________________

2. Your current position: ______________________

3. Service year in current position: ____

4. Sex : _____

5. Age : _____

6. Educational back ground: ___________________

7. Field of study:

Management and leadership related Non management and leadership

Don’t write your name.

An Investigation of Leadership Development Strategy in Selected Governmental Bureaus in

Oromia National Regional State.



Part II. Research Related Information

INSTRUCTION I. The following are some awareness questions of leadership development activity prepared for Respondents.

1. Which of the following process used to identify the development needs of leaders in your Bureau?

A. Formal training needs analysis D. Appraisal process B. Monitoring and evaluation E. No formal process used C. Career development reviews If other, please specify _________________

2. Is there a program or strategy that provides leadership development in your organization?

A. Yes B. No C. I don’t know

3. If you know the program or strategies of leadership development that are available at your organization can you mention them? ________________________________________________________________________________________________________________________________________________

4. If your answer is “No” for question No.2, why? ________________________________________________________________________________________________________________________________________________

5. How you evaluate overall effectiveness of those leadership development strategy or program conducted so far?

A. Highly effective B. Averagely effective C. Not effective D.I don’t know

6. What do you think is the purpose of the program (if there is any)?

A. Improve quality level and performance development of employee B. Improve performance and organization development C. Improve both performance development and organization D. There is no defined purpose

7. If there has been some sort of leadership development program, what were the criteria to recruit participants?

A. Position B. Assessed skill, knowledge and

experience gap

C. Potential for assuming future responsibility

D. There is no clear criteria made

If other, please specify …………………………



8. How much of your total budget spend for leadership development program?

A. Very high B. High C. Medium D. Low E. Not known

9. Do your Bureaus have a sufficient supply of capable leaders to meet tomorrow’s organizations challenges?

A. Yes B. No C. I don’t know 10. If your answer is “No” for question No.8, what do you suggest to improve the problem?

________________________________________________________________________________________________________________________________________________

11. How do all level leaders in your organization come to position?

A. Based on competition through internal and external vacancy announcement

B. Through promotion

C. Political assignment

If other, please specify …………………………………

12. How you describe the procedure and criteria used to recruit participants for leadership position?

A. Fair and transparent B. somehow fair and transparent C. Transparent but not fair

D. Not fair and transparent

If other, please specify ……………………………

13. What do you think about the perception of young graduates for leadership positions?

A. Won’t take the responsibility B. Lack confidence to perform

well C. Lack experiences

D. Organizational policy requirement restriction e.g. Years and experience requirement

E. Absence of trend If other, please specify ……..

14. How do young and inexperienced leaders to develop their skill, behaviors and competencies of leadership in your organization?

A. Short term training B. Coaching and mentoring C. Long term higher level

leadership course

D. Extend leadership opportunities

E. There is no mechanism

If other, please specify……………………


Addis Ababa University | 111

INSTRUCTION II. The following statements describe your current practice characters as a

Leaders and process owner

Please read each statement carefully. Then rate yourself in terms of how well you think you possess the attribute or perform the leadership by circling the statement that best reflects your view.

Indicate the extent to which you agree that each statement characterizes

your own current practice of leadership

5

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4=

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3=

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2=

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1=

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dis

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Providing Direction 1. I articulate my organization’s vision and mission to others. 2. I foster the fulfillment of a common vision. 3. I clarify roles and responsibilities. 4. I define priorities for our organization. 5. I make planning strategically a high priority.

Leading Courageously 1. I take a stand for my values. 2. I understand the ethical responsibility that comes with leadership and act

accordingly.

3. I deal with issues and concerns promptly. 4. I challenge others to make right choices. 5. I make tough decisions regardless of people’s approval or rejection.

Fostering Teamwork 1. I prefer to work on tasks with a team versus individually. 2. I regularly build team spirit and morale and get results. 3. I encourage interaction and collaboration among team members. 4. I lead the celebration of team accomplishments. 5. To gather diverse perspectives, I solicit input from my team members.

Championing Change 1. I recognize the value of leading change. 2. I actively involve others in the change process. 3. I motivate others to embrace change. 4. I assess readiness and resistance to change. 5. I provide the energy that propels people along the change process, no

matter how great the difficulties.

Coaching and Developing People 1. I identify and seek to tap people’s potential. 2. I consider and offer developmental challenges. 3. I develop leaders at all levels of our organization.



4. I find ways to support and encourage others. 5. I invest in people development in my organization.

Motivating Others 1. I inspire and provoke others to excel. 2. I trust in people’s competence. 3. I establish high performance standards. 4. I lead by setting a positive example that inspires others. 5. I reward performance and provide constructive feedback.

Building Relationships 1. I initiate relationships with others 2. I work effectively with others who are different from me. 3. I prioritize successful resolution of conflict with others. 4. I leverage networks of people to resource and strengthen my tasks. 5. I keep others informed about what I’m doing if it affects them.

Acting with Integrity 1. I understand that leading begins with leading from the heart (with

compassion, sensitivity, with integrity).

2. I value the heart, character, and integrity of myself and others 3. I follow through on the promises and commitments that I make. 4. I am open to making significant changes in my behavior when necessary. 5. I am able to exert self-discipline when needed.

If you have any other points you need to add about your current practice, please specify _____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

___________________________________________



INSTRUCTION III: The following statements describe possible leadership development strategies.

Consider situations in which you find your wishes differing from those of another person. How do you usually respond to such situations?

Simply choose the response that fits your best to rate your leadership

development strategies that currently implemented by your organization

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Assessment 1 2 3 4 5 1. There is psychometric assessment 2. There is a multi-source ratings of performance organized and presented to a

manager(360 feedback)

3. There is competency assessment 4. There is leadership performance evaluation and feedback mechanism

Coaching 1 2 3 4 5 1. There is internal coaching 2. There is external coaching

Learning 1 2 3 4 5 1. Through individualized development planning(self directed learning) 2. There is classroom learning including variety of practice(Formal program) 3. Through leaders developing leaders 4. Through partnering with though leaders 5. Through technology-based learning 6. Through business school affiliation 7. Though development of intact teams(Interacting with colleagues)

Experience 1 2 3 4 5 1. There is providing stretch assignments in terms of role, function, or

geography(Job assignment)

2. There are team-building experiences in outdoor/wilderness settings(outside options and projects or working experience in outside)

3. There is Project-based learning directed at important business problems (Action learning)

4. There is connecting to others in different functions and areas (Networks) 5. There is In-depth thinking about personal experience (Reflection) 6. There is Advises/developmental relationship, usually with a more senior

manager(Mentoring)

If other than the above listed strategies of leadership development ways your organization implemented

please specify

__________________________________________________________________________________________________________________________________________________________________________



What are the policies, practices and experiences in developing leaders for leadership positions and development? _____________________________________________________________________________________________________________________

_____________________________________________________________________________________________

_____________________________________________________________________________________________

_____________________________________________________________________________________________

_______________________________________________________________________

What is the overall quality of leadership in your organizations today? ________________________________________________________________________________________________________

________________________________________________________________________________________________________

________________________________________________________________________________________________________

________________________________________________________________________________________________________

____________________________________________________

Are leadership development practices well established and stable - or changing because of revision or new needs?

________________________________________________________________________________________________________

________________________________________________________________________________________________________

________________________________________________________________________________________________________

________________________________________________________________________________________________________

____________________________________________________

What are challenges related to leadership development in your organization? _____________________________________________________________________________________________

_____________________________________________________________________________________________

_____________________________________________________________________________________________

_____________________________________________________________

Dear Data Source

If there is any other data or information you would like to provide me with please use the space

provided below

_____________________________________________________________________________________________

_____________________________________________________________________________________________

_____________________________________________________________________________________________

_____________________________________________________________________________________________

_____________________________________________________



Appendix 2

Interview

1. What are the policies, practices and experiences in developing leaders for leadership

positions and development?

2. What is the overall quality of leadership in your organizations today?

3. Are leadership development practices well established and stable - or changing because

of revision or new needs?

4. What are challenges related to leadership development in your organization?



STATEMENT OF DECLARATION

I declare that this thesis is my own work and that all sources of materials used for this thesis have

been duly acknowledged. This thesis has been submitted in partial fulfillments of the

requirements for a Masters degree at the Addis Ababa University. I solemnly declare that this

thesis is not submitted to any other institution for the award of any academic degree, diploma, or

certificate. In all instance, permission must be obtained from the author.

Name: Behailu Mengistu

Signature: __________

Email: [email protected]

Place: Addis Ababa University

Date of submission: 03-July-2012

Confirmed by:

Name: Dr. Yekunuamlak Alemu Advisor Signature: ____________

Date: 03-July-2012

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