IDENTIFYING A NATIONAL LEADERSHIP SKILLS TRAINING AND DEVELOPMENT STRATEGY FOR LEADERS WITHIN SECTOR EDUCATION TRAINING AUTHORITIES

Through a literature survey and a qualitative survey of the views of a selected sample of key role-players in the implementation of the South African Skills Development Strategy a number of transformational leadership competencies were identified that influence the effectiveness of Sector Education and Training Authorities (SETAs). A subsequent quantitative survey of the views of a random sample of SETA managers and Board members ranked the identified leadership competencies in terms of relevance to and importance for effectiveness of SETA leadership teams. The research results were applied to propose a learning programme strategy to develop the identified transformational leadership competencies amongst SETA leaders.

The effectiveness of SETAs Since March 2000 to date, the success record of the proposed solution to develop skills in South Africa has been mixed.Over the last few years media reports have mirrored successes and failures.The Star carried an upbeat series of articles in October 2001 (Star, 2001) that gave the impression that the new system is ready for successful implementation.In contrast, the same newspaper reported in February 2002 that "Government is going to get tough with companies that are not training their employees, thus leaving millions of Rand in skills development funds unspent" (Star, 2002, p.27).
A Business Day article under the headline "Some SETAs work, others are a disaster" (Business Day, 2002) quotes Sam Morotoba the Exuctive Officer of the National Skills Authority as saying that "leadership disputes have emerged as the common element in the SETAs where problems have been identified".This comment attributed to an individual involved at the highest level with the process seems to point to problems around leadership competencies within SETAs as an important contributing cause of implementation failures.
An understanding of the relation between leadership competence and SETA effectiveness is clearly in the national interest.This paper reports on a study that investigated three related questions that may be asked in this regard: "how important is leadership competence as a factor influencing SETA effectiveness?"; "what are the leadership competencies relevant to and important for SETA effectiveness?"; and "how can the required SETA leadership competencies be developed?".

Theoretical framework and approach
SETAs are statutory bodies established in terms of an Act of Parliament.However, they function under the authority of a board that is made up of elected employer and trade union representatives from the relevant sectors, thereby making the SETA more relevant and responsive to the needs of the customers within the different sectors.In this way SETAs are similar to any organisation that operates and serves a specifically demarcated market segment.
The approach in this study was thus to locate the analysis of leadership competencies within the current theoretical

IDENTIFYING A NATIONAL LEADERSHIP SKILLS TRAINING AND DEVELOPMENT STRATEGY FOR LEADERS WITHIN SECTOR EDUCATION TRAINING AUTHORITIES (SETAS)
Requests for copies should be addressed to: A. Lategan, andries@mail.ngo.za understanding of organisational dynamics.The organisational dynamics model developed by Veldsman (2002) was adopted as the appropriate theoretical framework for this purpose.Veldsman (2002) views organisations operating in the postmodern world as a "network of dynamically interdependent nodes within a force field of effects and counter-effects which must be fused".He describes each one of these nodes or contextual factors as follows: Ecosphere -the setting in which an organisation is embedded such as markets, clients, products, services, suppliers, communities and the broader society.The departure point for this study was that the anecdotal evidence from newspaper reports referred to above gives a strong indication that leadership -defined as activities related to future creation, actualisation and continuity in an organisation -should be ranked as the most critical independent variable or contextual factor influencing SETA effectiveness in relation to the others nodes in the Veldsman model.

RESEARCH AIMS
The primary aim of this study was to identify transformational leadership competencies that are applicable, important and relevant to the effectiveness of SETAs in South Africa.The final aim was to apply the findings in the first part of the study to arrive at recommendations for a strategy to develop the identified transformational leadership competencies amongst SETA leaders.

Research approach
The ontology of the qualitative research strategy was based on grounded theory.The research is the first of its kind due to the fact that SETAs are very new organizational structures within the country, having been established by law in March 2000.A set of transformational leadership competencies from a literature review were related to the functions of the SETA as described in the law.This formed the basis for observations from a selected group of persons through an interview and discussion guide.This approach resulted in a set of applicable transformational leadership competencies linked to SETA functions being identified inductively.
The epistemology of the qualitative approach thus has its foundation on transformational leadership competencies within the scope of what is applicable to the functions of a SETA.The validity of the competencies was confirmed through the interview process to check for applicability of each transformational competency in relation to the functions of the SETA.

Research methodology
Participants in the study Seven subject matter experts in the field of South African skills development and SETA related issues were selected for interviews and discussions.These included employees within the Department of Labour who have regulatory oversight over the SETAs, a members of the National Skills Authority that advise the Minister of Labour on skills development, employees of the South African Qualifications Authority responsible for quality of skills development programmes and private skills development consultants who work on a daily basis with the SETAs.
The group selected consisted of very experienced individuals in the 40 to 55 age group, all at senior executive levels within their organizations.

Data gathering methods
Data was gathered using a structured interview process (an interview schedule) based on the use of carefully designed interview and discussion guide.

Procedure of gathering the data
The procedure to collect the data was carefully controlled and followed the following sequence: An interview and discussion guide was developed to ensure that each interview followed the same process, thereby ensuring consistency of data gathering.Each interviewee was contacted telephonically or in person to explain the process and request the person to participate.The interview and discussion guide was e-mailed or faxed to the interviewee who completed it to the best of their ability and retuned to the researcher.The researcher reviewed the interviewee's comments and then contacted the interviewee telephonically or in person or by e-mail to check and confirm the comments of the interviewee.

Treatment of the data
All the data was first captured on the interview and discussion guides and analysed against the criteria included on the guide.The data was categorised into three sections: First section related to the competencies that were applicable to SETA leaders.Through the review of the comments from interviewee each competency was found to be not applicable, partially applicable or very applicable.
The second section related to contextual factors within SETAs and how important each factor was in relation to transformational leadership competencies.
The third section was based on subjective comments from the interviews.A General trend analysis was used to pick up reoccurring themes in the data submitted.

Survey of leadership theories and competencies
Following van Maurik ( 2001), four generations of leadership theories developed in the latter part of the twentieth century may be identified: Trait Theories based on the premise that all leaders had certain basic "traits" in their personalities.
Behavioural Theories based on the assumption that leadership could be taught and that good leadership was a matter of adopting the right sort of behaviour.
Contingency Theories based on "transactions" between leader and followers.Leadership styles which are "contingent or dependent" on the situation and transactions between leaders and followers.
Transformational Theories based on the idea of the leader as an agent of change.
The transformational leadership competencies identified in the fourth generation of leadership theories are critical for SETA leaders.However none of the insights of the other generations can be completely ignored, especially the transactional generation.Table 1 summarises generic leadership competencies from a literature review of the above leadership theories.Contextual competence -handle the complexity of a situation at the appropriate level.

Madi (2000)
Build a sense of mission -be certain of where you are going, set goals, actively promote the mission Be a conqueror or be apprenticed to a conqueror -look for and approach mentors, use books as mentors.
Mission is more important than convention -focus on the mission, achieve it at all costs Lead the charge from the front -stick you neck out, dictate the direction that the company must follow Build a fanatical team -surround yourself with people that will help you make your dream come true

Be a good strategist or get one -plan you work and then work your plan
Go where angels fear to tread -courage is needed for any kind of leadership, take up challenges Know the battlefield better than the enemy -know the industry, know the market, know the competitors Be obsessed with world-class technologies -Use the best tools you can afford to grow the business Never believe your own PR -never think you have arrived, always seek ways to improve

SETA functions and leadership competencies
The functions of the SETAs are listed in Chapter 3, Section 10 of the Skills Development Act (Republic of South Africa , 1998).These functions were linked to the most relevant generic leadership competencies identified in the literature search as summarised in Table 1.The linkages are shown in Table 2.

Transformational leadership competencies applicable to SETAs
A qualitative research approach was used to contextualise the generic competencies to the South African SETA leaders.This qualitative approach was implemented through a series of openended interviews with seven carefully selected individuals involved with SETAs and the implementation of the National Skills Development Strategy.
From the interviews conducted the competencies that were identified as Applicable are shown in Table 3.
The interviewees also indicated that the other contextual factors described by Veldsman (2002) have to be considered, not only leadership competencies.However, the interviewees recommended that the contextual factors should be explained in a simpler manner for participants in further research.Such simpler descriptions are shown in Table 4.
The applicable transformational leadership competencies and contextual factors were used in a questionnaire based quantitative research process to establish importance and relevance of each competence and contextual factor to SETA leaders.
The research sample selected was four SETA managers per SETA and four Board Members per SETA, a total of eight persons per SETA.The total number of research questionnaires that was sent out for the survey amounted to two hundred.This questionnaire that had been designed was piloted at one specifically selected SETA.Each person in the pilot study was asked to complete the questionnaire and comment on whether it was firstly understandable and secondly not too time consuming to complete.Seven out of the eight persons approached returned the questionnaire with favourable and positive comments.The primary quantitative research process was implemented from 21 January 2003 until 28 March 2003.

Results
The total number of questionnaires recovered amounted to a total of 35 a 17,5% recovery rate.An analysis of the returns from SETAs is shown in Figure 1.
The percentage of questionnaires returned by SETA is shown in Table 5.
A total of fifteen out of the current twenty five SETAs responded.Research results thus include input from 60% of the SETAs.This research result gives validity to the research since more than 50% of the SETAs had input to the research.
The research findings and the conclusions reached from the research findings will as a result of the 86% input from SETA Managers be considered more the views of SETA Management members rather than the views of SETA Board members.
The research showed that SETAs mostly employed between 21-40 full time employees countrywide.Figure 2 illustrates this.
An analysis of the respondents to the survey shows the gender, race and ages breakdown of the SETA Management members that responded to the survey.Figures 3,4,5 show these breakdowns.
Table 6 shows the percentages of respondents that ranked each transformational leadership competency for SETA Managers as very relevant and very important.
As may be expected, the correlation coefficient between the two sets of data shown in        The close correlation between relevant and important competencies allows for an accurate ranking of the competencies from MOST relevant & important to LEAST relevant & important.Using the VERY important as primary index the competencies are ranked in Table 7.
Leadership Competency is only one of five contextual factors that impinge upon the effectiveness of any organisation.During the research process the other four factors were also evaluated by the SETA Managers.The research analysed if the other factors were as important, more important or less important than leadership competencies.The research results are shown in Figure 6.
The middle section of each bar in Figure 6     To further analyse this comparison between leadership competencies and other contextual factors, the respondents were also requested to rank each contextual factor including leadership competencies in importance.This research result is shown in Figure 7.
By referring to the actual percentage data as shown in Table 9 below, leadership competencies are considered most important by 51,4% of the respondents and second most important by 37.1% of the respondents.That totals 88,5% of respondents that believe that leadership competencies are most or second most important of the contextual factors in a SETA.External environment and organisational culture are also important while organisational structure and resources were considered less important.

Discussion
The research validates the hypothesis that transformational leadership competency is currently the most important of the SETA contextual factors.A close correlation exists between very relevant and very important leadership competencies for SETA Managers.This allows for an accurate ranking of the leadership competencies in terms of most critical to least critical.A strategy for the leadership competency development for SETA Management members must address the competencies as listed in the priority sequence in Table 4.This can be achieved through a structured learning programme that requires SETA Managers to develop competencies in the same sequence as listed in Table 7.
Leadership competencies are clearly considered more important than other contextual factors, but others should not be ignored.SETA Managers see the need for the development of transformational leadership competencies as more important than other contextual factors.A strategy for the leadership competency development for SETA Management members must focus on the development of leadership competencies primarily, but must consider the contextual factors of the external environment and organisational culture as analysed in Figure 8 and Table 9.

CONCLUSION
In conclusion the research study for Identifying a national leadership skills training and development strategy for leaders within sector education training authorities (SETAs) clearly points to the need for a carefully planned structured learning programme for developing leadership competencies of SETA leaders.Such a learning programme can take the format of a formal institutionally based qualification or a more vocationally based learnership programme.Either learning process will need to be carefully assessed through actual workplace competency based assessment.
A structured learning programme for all SETA leaders (Board members and Managers) should be developed and implemented within the next twelve to eighteen months for all SETAs to develop leaders with the specific transformational leadership competencies in the priority order as sequenced in Table 7 of this report.
The learning programme should be developed and implemented through a process that involves and commits all SETA leaders to the process.The learning programme and process will need to include the following critical factors: develop SETA staff capacity implement and achieve national employment equity targets Link development of leadership competencies to development of other related contextual factors as listed in Figure 16 allow leaders within specific SETAs to develop at their own pace.
LEADERSHIP COMPETENCIES Trait Theories (van Maurik, 2001) Ideological security -strong sense of conviction you are right Moral courage -could stand alone if required Constancy -could not easily be turned An iron will -could go things alone A low need for love -respect was more important than love Behavioural Theories (van Maurik, 2001) Man has a will Man is open to good and evil Situation drives man Reason motivates man Interdependence is man's basic mode of interaction Interaction is man's social unit of importance Objective best describes man's view of man Transactional & Transformational Theories (van Maurik, 2001) with a more assertive character, strong achievement orientation Sociability -people with the trait of extroversion, people's people Receptivity -people who are open to new ideas and experiences Agreeableness -people who are flexible, likable, positive people Dependability -people who are conscientious, who deliver Analytical intelligence -people with more than average intelligence, think strategically Emotional intelligence -people who manage own and read other's emotions Veldsman (2002) Wisdom -to know when, how, and with whom to do what Ethical competence -act consistently, coherently from moral convictions Personal competence -qualities of a person enabling a style of conduct Transformational competence -change the existing into something new Transactional competence -build, maintain and improve existing systems Technical competence -use knowledge, expertise and skills in a technical domain Capacity to learn -distil knowledge & wisdom from experience and change of mission in all SETA Stakeholders Developing the analytical skills of your staff Creating an openness to new ideas from others Creating structures and processes for control Developing problem solving skills of your staff Having tenacity Having moral courage Developing the assertiveness of your staff Developing the social skills of your staff Developing strategic planning skills in yourself Developing organising capacity in yourself Building a dynamic team Developing the capacity to learn in yourself and your staff Creating an agreeable spirit among your staff Developing staff that are dependable

Figure 6 :
Figure 6: Importance of transformational leadership competencies in relation to other organisational contextual factors from responses of SETA Managers

Figure 7 :
Figure 7: All contextual factors ranked in importance

TABLE 5 PERCENTAGE
OF QUESTIONNAIRES RETURNED BY SETAS is significantly larger than the bottom or top sections.The implication is that other contextual factors are as important as leadership competencies within SETAs.A closer look at the results indicates that the External Environment and Resources are considered more important than Organisational Culture and Organisational Structure.This is confirmed in the percentages shown in Table8.

TABLE 8 OTHER
CONTEXTUAL FACTORS COMPARED TO LEADERSHIP COMPETENCIES

TABLE 9 PERCENATGE
ANALYSIS OF IMPORTANCE OF ALL CONTEXTUAL FACTORS