Hanna Kim

Topic

Exploring the “White Space” Between Leadership Training and Leadership Development Outcomes in the British Columbia Public Sector

School of Public Administration

Date & location

• Wednesday, May 15, 2024
• 11:00 A.M.
• Virtual Defence

Examining Committee

Supervisory Committee

• Dr. Richard Marcy, School of Public Administration, University of Victoria (Supervisor)
• Dr. A.R. Elangovan, Gustavson School of Business, UVic (Outside Member)

External Examiner

• Dr. Lynne Siemens, School of Public Administration, UVic

Chair of Oral Examination

• Dr. Haris Ishaq, Department of Mechanical Engineering, UVic

Abstract

Many public sector employees take leadership training to become better leaders. However, employing the knowledge learned to produce real-life outcomes does not happen automatically. A developmental space exists between acquiring leadership knowledge and the desired leadership outcomes, also called the “white-space.” This study explored this space between post-training and desired leadership outcomes to investigate how British Columbia public sector employees draw from leadership training and other experiences to become better leaders. This study conducted in-depth one-hour-long interviews with 21 public sector employees in leadership roles across various organizations in B.C. The study addressed how individuals attempt to achieve multidimensional, first, second, and zero-order leadership learning outcomes, what individual, group, and organizational attributes affect the “white-space,” and how individuals learn from their daily life experiences to further their leadership.

Significant findings from the interviews include several ways in which B.C. public sector employees attempt to achieve multidimensional and/or first, second, and zero-order learning outcomes in the ‘white space’ post-leadership training. Individuals strive to attain these learning outcomes by supporting team members, nurturing others’ personal development, actively seeking avenues to augment leadership competencies, developing confidence, actively utilizing acquired skills and more. Findings also reveal the intrinsic motivators that drive public sector employees to pursue leadership development, such as the desire to grow and develop others, achieve tangible positive changes for the public, and foster positive relationships within their teams and organizations. Another key finding is the interplay between individual traits and interpersonal dynamics in shaping leader identity, particularly in the B.C. public sector context. While all participants viewed themselves as leaders, their perceptions of leadership and leader identity were influenced by their perception of their individual traits and who they are in relation to others.

Some crucial findings related to individual, team, and organizational attributes that impact the public sector leadership development post-training have also emerged. For example, positive team attributes were supervisory support and peer support, successful collaboration on team projects and ideas, and clarity in roles and responsibilities within the team. Some of the critical negative team factors included uncollaborative team environment, “bad leaders/supervisor,” and lack of social interactions. Concerning organizational attributes, being provided with a mentor or a coach, organizational commitment to leadership development, and opportunities to practice leadership skills were deemed vital, such as opportunities for jobs, new projects, and tasks critical for leadership development. Key findings related to the negative organizational attributes in the public sector included factors such as lack of follow-up discussions or further training, public sector’s hiring and talent management culture that discourages leadership development process and disconnect between training and real-life situations.

The last part of the study explored how participants develop leadership through daily life activities through participating in external committees or groups, coaching or volunteering, seeking out leadership training outside of work, reading books or listening to podcasts on leadership, and engaging in self-care activities.

Overall, the study demonstrates a complex interplay between these factors that ultimately shape B.C public sector employees’ leader identities and the leadership development process post-training and ends with practical recommendations for public sector leadership development, particularly in the Canadian context.