Evaluation of the Effectiveness of an Initiative to

Evaluation of the Effectiveness of an Initiative to Develop Leadership Skills among Women in Africa: A Case Study Jane Wakahiu, Lsosf, Ph. D. November 3, 2011 Sisters Leadership Development Initiative (SLDI) Program Marywood University 1

Background and context Leadership in sub-Sahara Africa frequent political instability few social services limited technological networks inequality in resource management and distribution § 380 million live at poverty line = $ 1. 25/ day § § Collier, 2007; Hyde, 1998; Ochola, 2007; Moss, 2007; Kuanda, 1994; Chen & Ravallion, 2008; Katel, 2005; World Bank, 2009 2

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The Sisters Leadership Development Initiative (SLDI) Program Initiated in 2007 at Marywood University Funding from the Conrad Hilton Foundation A $2 million grant. Leadership needs and essential tracks and competencies are delineated. § Trainee and instructors recruited. § Program commences in five countries (Ghana, Kenya, Nigeria, Uganda, Tanzania) § § 4

Women religious leadership in Africa § Few leadership studies on women, particularly in SSA § On study examined the factors affecting women’s participation in leadership in 213 countries § Few women in top-management in SSA. § No studies have empirically examined in Africa § leadership development § management experiences § performance of women religious § This study is first to examine all of these factors Sikazwe, 2006; Salvaterra et al, 2009; Bullogh, 2008; Caffer, 2006 5

Rationale § “The case: ” skills = change § Functional skills help § planning § envisioning § leading § making pro-growth decisions § Develop role models, “mentors” § Contribute to literature on leadership in SSA § Provide a “reframing agenda” 6

Purpose The purpose of this qualitative case study was to evaluate the Sisters Leadership Development Initiative (SLDI) program. o Determine o impact o effectiveness o changes that resulted o Assess the pedagogical practices o Describe sustainability strategies 7

Assumptions § A structured, skills-based leadership program would result in change of human behavior. § Impact Assessment (IA) strategies can § evaluate the activities and effectiveness of the SLDI program. § judge the significant changes brought about by the program activities Hulme, 2000; Kevane, 1994 8

Objectives of the SLDI Program § Transfer knowledge and skills § Encourage creative and effective practices § Identify, mobilize resources § Expand knowledge of development issues § Enhance skills in human relations § Develop skills in strategic planning § Ensure sustainability of the projects SLDI Program Handbook, 2007 9

Research Questions 1. Have the goals and objectives of the Sisters Leadership Development Initiative program been attained? a. Did the program delivery in the five African nations match the initial strategy outlined in the funding proposal? b. What pedagogical strategies are considered most effective? 2. What is the impact of the SLDI program on the ministries of the participants? a. What projects evolved from the three-year program? b. What benefits have evolved for the community and the stakeholders? 3. Are strategies in place to sustain the program for the future? a. What do the participants perceive as lasting effects of the training? b. What plans are in place to assure the continuity of the program? 10

Theoretical perspective Hofstede et al, 2005; Rogers, 2003; Bass, 1986 11

Rogers, 2003 12

Literature Review § § § leadership inefficiency Historical leadership influence negligible motivation in organizations weak social & economic sustenance cultural and historical issues lack of training inhibiting development Kuanda, 2010; Komache, 1997; Kuanda, 1994; Edoho, 2001; Bolden & Kirk, 2009; Ochola, 2007 13

§ Changes in the traditional leadership landscape demands training in new approaches to leadership and integrating both cultural & modern values in leadership propagating a united front, by development programs § Increase in leadership and managerial skills enhances productivity and innovation Salvaterra, et al, 2009; Gordon, 2002 14

Integrated Model of Theoretical Perspectives New leader 15

Methodology § Research design: qualitative case study. § Case study: intensive, holistic analysis of a single entity, phenomenon, or social unit § In-depth exploration of the context, perspectives, and details of the activities § Exploratory, descriptive and explanatory Merriam, 2001; Creswell, 2007 16

Site and Participants § Sub-Saharan Africa § § § Kenya Uganda Tanzania Ghana Nigeria § +United States § Recruitment: criterion (purposeful) sampling § Interviewees (45) • 32 trainees • 10 instructors • 3 administrators 17

Instrumentation; participant protection § Pilot study § Instrument § Demographic inventory § Nine question items § Trainees § Administrators § Instructors § Protection § § Access letter Consent form IRB approval Relevant documents obtained 18

Data recording and processing § Face-to-face and phone interviews § Site-visit observations § Document analysis § Field notes, taperecorded interviews § § § Transcribed verbatim Excel data base “Conversing” with data Open-coding Axial-coding categories w/sub-categories 19

Data Analysis § Forming meaningful units, categories and sub-categories § Comparing responses of trainees, instructors and administrators § Identifying similar units to form core concepts § Matching the core concepts with research questions 20

Data verification • Trustworthiness – criterion to judge the quality or goodness of qualitative study • Credibility - accuracy and interpretation of the research findings based on a logical, observable and documentable inquiry process • Dependability - extent to which a research can be relied on in terms of the quality in data collection processes, analysis and findings • Confirmability - how the researcher controls the biases in the research Schwandt, 2001; Denzin, 2000; Lincoln & Guba, 1985 21

Findings § Participants o Trainees o Instructors o Administrators § Seven emergent core concepts o Sub-categories 22

Percent trainee participants by country of origin Nigeria 13% Ghana 12% Tanzania 19% Kenya 34% Uganda 22% Finance 25% Administrative 41% Project Management 34% Percent trainee participants by track 23

Percent trainee level of education 24

Percent trainee sample professions 25

Administrators § Three program administrators interviewed, including the program director from the United States and two coordinators, one from East and West Africa respectively § Vast experience in leadership in managerial and congregational leadership 26

Emergent Core Concepts of the Evaluation 27

Concept: Functional indispensable knowledge and skills Sub-categories: (a) leadership capacities (b) resource mobilization capacities (c) transfer of skills and (d) community transformation 28

Sample leadership competencies and practices 29

Resource mobilization capacities I have become a more refined and responsible planner, a team leader and a facilitator … poultry, cows, gardening or farming and a coffee farm… projects for the community … fundraising activities and was able to raise $4000 to invest in farming … harvested over 370 bags of corn … feed the students in the schools we are managing (T) 30

Transfer of skills Mentoring skills have enabled me to impart some of the knowledge I gained from the training to the staff and colleagues, especially in the area team building, communication, leadership styles, facilitation, and report writing … we have prepared a strategic plan for the schools - nursery, primary and high school of (Trainee) 31

Concept: Meaningful Pedagogical Strategies (a) Participatory strategies (i) Case studies (ii) Group discussion (iii) Questioning (b) project-based strategies (i) Action plan (ii) Practical and sharing experiences (iii) Computer use (c) useful materials (i) Mp 3 materials (ii) Reading materials and note taking 32

Instructional strategy and skill elicited - trainees 33

Concept: Program Impacts SLDI Leadership Development Impacts 34

Water reservoir Improved farming methods www 35

(a) Development projects 36

b) Development project Purchase an ambulance for community outreach medical services: Nigeria $10, 000 37

Core Concept: Sustainable strategies § Mentoring (career functions and psychosocial support) § Conducting seminars § Innovative projects § Practicing leadership and grant writing skills to ensure change § Initiating alumni organizations and § Improving existing programs 38

What were the impacts of the SLDI program on the participants and their ministries? § Measurable and observable social, economic gains § Provision of improved services § Sharpened trainee skills § Mentoring and professional development initiatives. § Improved accountability and documentation 39

What benefits for the community and stakeholders? § Individual growth; empowerment § Quality services § Mentorship programs; agents of change § Social economic benefits to underprivileged § Employment and services § Influencing strategic priorities Hulme, 2000; Goetz & Sen Gupta, 1996; Kevane, 2006; Peace & Hulme, 1994; Hulme & Mosley, 1996; Chen & Dunn, 1996 40

program delivery in the five nations match the initial strategy outlined in the funding proposal? Did the § Program was effectively delivered in the five countries § Three tracks administration, project and financial management were offered § 267 graduated from the three-year SLDI. § Competencies stated at the initial grant were observed and reported by interviewees as practiced by the trainees 41

Trainee enrollment by country and by track 42

Total enrollment and graduation by country 96 % retention rate was reported and 93% graduation rate. 43

SLDI Theoretical Perspective Model Jane Wakahiu 2/23/2011 44

Implications of the Study § SLDI program has produced favorable returns on investment. § Change in leadership styles by challenging the status quo to adapt new managerial styles § Leadership skills broadened trainees’ ability to improve performance § Benefit of using international and local faculty to promote cross-cultural fertilization in leadership development 45

Conclusions § Enhanced insights about individual growth and ministerial transformation § Women religious are agents of change § Leadership programs provide a “moral campus” § Building confidence and self-confidence § Community and societal transformation leading to development. 46

Conclusions continued… § Reframe organizations by adapting best leadership practices § Use relevant instructional strategies § Consider cultural components in design § Borrow from the SLDI model § Leadership development program is a necessity in sub-Sahara Africa. 47

Evaluation of the Effectiveness of an Initiative to Develop Leadership Skills among Women in Africa: A Case Study Questions? Project Manager, Sisters Leadership Development Initiative (SLDI) Jane Wakahiu, Lsosf, Ph. D [email protected] edu November 3, 2011 48

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