Leaders' Self-Regulation in Leading Public Sector Change: The Contribution of Conceptual Skills

There is limited research examining the dimensions of conceptual skills that enable leaders to lead public sector change more effectively, although there is a widespread consensus on their importance. As conceptual skills... [ view full abstract ]

There is limited research examining the dimensions of conceptual skills that enable leaders to lead public sector change more effectively, although there is a widespread consensus on their importance. As conceptual skills are often ambiguous and difficult to understand, the purpose of this study is to focus on how conceptual skills can influence a leader’s self-regulation, and its efficacy in leading public sector change. A leader’s self-regulation is a necessary individual capacity to manage one’s self and others, especially in times of change. Drawing from Self-Determination Theory (SDT) and authentic leadership theory, we propose several attributes of a leader’s self-regulation that encompasses (i) his/her competencies in dealing with the environment, (ii) his/her ability to formulate and achieve intrinsic aspirations, goals and plans, (iii) his/her consistent values in leading change, and (iv) his/her compassion in leading change.

Data collection for the study involves interviews and focus groups with top managers of government organisations in the United Arab Emirates (UAE), supported by field observations of public leaders at work and secondary documents on public sector change. The study contributes to the literature on the leadership of change and adds to knowledge on the role of conceptual skills in public sector leaders’ self-regulation.

Keywords: self-regulation, leadership, public sector, change, conceptual skills

Introduction to self-regulation and conceptual skills

General models of self-regulation subdivide the process into several components. For example, Markus & Wurf (1987) categorise self-regulation into three processes: (1) Goal selection, (2) preparation for action, and (3) A cybernetic cycle of behaviour.

Review of the literature on leading change reveals that there is a consensus amongst researchers for over 50 years on the importance of conceptual skills. There is however only a limited amount of quality data on how public sector leaders think during the leadership of change and how their conceptual skills impact on their role performance and effectiveness. Moreover, it is not altogether clear in what ways conceptual skills are a necessary element of leadership competence, in contexts of leading change. The primary emphasis in the literature is to link conceptual skills with cognitive processes, not least because in this field of study their potential relevance for conceptual thinking and problem solving is self-evident. Researchers have not often examined areas where conceptual skills are less obvious such as in the soft skills of interpersonal communication and emotional intelligence, and in intrapersonal processes such as individual self-regulation.

This research aims to provide a comprehensive theoretical framework and model of the role of conceptual skills in leading change. The identification and selection of just one out of the numerous dimensions of leadership-self-regulation-is based on a substantial review of the literature. The dimension chosen for this research study has been advocated by researchers as essential to change leadership. Rahschulte (2010) argues that self-regulation is a necessary individual capacity to manage one’s self and others, especially in times of change. Similarly, Goleman (2004) indicates that truly effective leaders are distinguished by a high degree of self-regulation.