No abstract

Increasingly, federal organizations must work together with other organizations to jointly produce public value. Thus, it is important for public employees to develop critical collaborative skills. The National Academy of Public Administration affirmed this by calling for a focus on collaborative competencies, but the question remained: What are collaborative competencies? Many skills are theoretically connected to collaboration, but these links have not been tested empirically. Following the methodology developed by McClelland and furthered by Spencer and Spencer, this article presents the results of a collaborative competency study. This investigation involved the use of matched criterion samples (superior versus average collaborators) from the federal government. Individuals in the criterion samples were interviewed using the behavioral event interview design to identify differentiating competencies and create a competency model for future validation.

This exploratory study surveys the public service leadership literature from a selection of leading public administration journals over a 25-year period (1987-2012). Patterns in methods used to study public leadership are explored, along with how those methods vary across settings within the public service sector and the treatment of leadership in the analysis. While the number of empirical studies of public service leadership has grown, the diversity of theoretical approaches, methods and measures challenges the ability to synthesize findings in order to advance the knowledge base on this topic. This article provides a map of leadership studies within the field of public administration over time and offers prescriptions for future research.

Trust is often touted as both an element of success and an outcome of interest in collaboration research, usually without defining the term or acknowledging the possibility of collaborating when trust is diminished or absent. This article broadens our theoretical understanding of the concept of trust, and the ability to collaborate in the absence of trust, by looking at it through the lenses of conflict resolution, psychology, and law. The disciplines examined in this article emphasize diverse approaches to examining trust on the interpersonal, interorganizational, and regime levels. While agreeing that trust is an asset, these disciplines also offer practical strategies for collaborating when trust is diminished or absent. Drawing on the theory and literature of conflict resolution, psychology, and law, we offer the following definition of collaborative trust: Collaborative trust is an individual perception that is the product of one’s assessments, experiences, and dispositions, in which one believes, and is willing to act on, the words, actions, and decisions of others. This can include a reliance on principles, rules, norms, and decision-making procedures that articulate collective expectations.

As local governments across the United States adapt to economic shifts, workforce reshaping, and continued demand for services, training to confront these challenges has become more important. However, training resources are limited, investment in these programs is not always prioritized, and evaluating outcomes is difficult. This study analyzes data from a local government leadership development program to examine training impacts over time. It focuses on leadership skills and the ways in which individual's self-assessments change over time. The findings indicate that although leadership training is an important factor in the development of both conceptual and interpersonal leadership skills, the long-term effects of training on these two types of skills vary significantly. Understanding the training effect decay associated with leadership skills development can help human resource managers and public organizations strategically plan, evaluate, and invest in these training activities to better prepare their workforce to meet future challenges.