An analysis of vertical leader development practices at a higher education institution in the North West Province, South Africa.

Abstract

Vertical leader development practices are an important aspect of the learning and development function, particularly as leadership is becoming more complex. Emerging research suggests that there is a trend of dissatisfaction among human capital development strategists, who believe leader development interventions are largely unable to match the demands of a VUCA world. This is particularly relevant for higher education institutions in South Africa as the sector is going through large-scale transformation. There is consensus that effective leadership abilities can be developed. However, many leader development programs do not yield the desired outcomes. The most important reason why leader development programs tend to fail is due to a strong focus on horizontal leader development approaches that emphasize knowledge, skills and technical competencies. Thus, recently there has been a shift towards vertical leader development where the focus is on qualitative sense-making leaders learn as opposed to strictly what they learn, and how this qualitative process adds value to the organization. The aim of this study therefore was to investigate the practices of vertical leader development at a higher education institution in the North West Province, South Africa. Furthermore, the study sought to describe the role and importance of vertical leader development practices and furthermore to identify challenges as experienced by the leaders at a higher education institution from a Complexity Leadership Theory perspective. The study also aimed to provide recommendations on how to deal with challenges posed by vertical leader development practices in a higher education institution. An interpretive qualitative approach was adopted, using an exploratory and interpretive description research design to explore and describe the lived-experiences of participants. A purposive sampling approach was followed to obtain qualitative data from participants who are well-acquainted with the organization and have decision-making responsibilities. A total number of 15 participants responded to semi-structured interviews and the data thematically analyzed. The main contribution of the study was proposing Complexity Leadership Theory principles as facets of vertical leader development which may serve as a basis for further empirical research. To date no such research was found in peer-reviewed scholarly publications. For the organization concerned, some recommendations are suggested to improve its own vertical leader development practices. This included specific focus on vertical leader development in the L&D strategy, drafting policies that guide the implementation of vertical leader development strategies, conducting thorough needs analysis, adopting a leadership philosophy based on a complexity mind-set and investing in partnering with vertical leader development specialists.