Leadership academy for excellence in disability services: evaluation of outcomes for state employees

Abstract

As the United States’ first disability-specific leadership academy in state government, the Leadership Academy for Excellence in Disability Services is a year-long competency-based training experience designed for employees who manage programs that impact the lives of Tennesseans with intellectual and developmental disabilities and their families. The Tennessee Department of Human Resources, in collaboration with the Tennessee Council on Developmental Disabilities, began implementing this program in 2017. The lasting impact of such a training experience on the practices of state employees once they complete the program is not known; this was the aim of the study. A follow-up survey examining graduate perceptions and outcomes was sent to 71 graduates; 48 completed the measure. The results reveal an increase in knowledge of disability service systems and a perceived ability to lead and advocate for others. Leadership competencies deemed most important to graduates’ current efforts in state government included developing direct reports, managing diversity, organizational agility, and innovation management. Graduates’ written comments cited the variety of subject matter experts, networking opportunities, and small group projects as fundamental in breaking down barriers to cross-agency collaboration in their disability work. The impact of this experience continues to be seen years after completing the leadership academy.

Introduction

Across the United States, state governments differ significantly in their agency infrastructures, organizational culture, and implementation models for service delivery to their citizens (Enos 2021, Wolf-Fordham 2020). These differences create a propensity for many agencies to operate as silos within state bureaucracies (Kaufman et al. 2014). As a result, it is not uncommon for multiple agencies to be working to address a similar problem or serve a similar clientele, but not communicating with each other about their efforts or collectively leveraging their resources to the same end. In addition, agencies may have different approaches to supporting their customers, resulting in a confusing array of policies and procedures for citizens to navigate when trying to access resources and services. It has been demonstrated that active collaboration across governmental units can enhance service delivery systems, streamline supports, reduce system-level inefficiencies, and decrease barriers to citizens (Hussain et al. 2021).

Another challenge faced by state governments is their aging workforce. State governments have more older workers than most other business sectors; the mean age of their workforce has risen nearly as much as that of the federal civil service. Between 1980 and 2005, the mean age of state government employees increased by 5.5 years (Lewis and Cho 2011). Across state health agencies, for example, employees are about six years older than their private sector contemporaries, with median ages of 45 and 39 years, respectively (Flood et al. 2020). The increased age and subsequent retirement rate of these employees have resulted in a loss of experience, institutional memory, and key relationships across state agencies. Succession management, including the recruitment and development of the next generation of leaders in disability-informed services, is paramount, especially for employees working effectively across organizational silos (Enos 2021, Intagliata et al. 2000).

Disability services within Tennessee state government

There are approximately 158,000 Tennesseans with an intellectual or developmental (e.g. autism spectrum disorder, cerebral palsy) or acquired (e.g. traumatic brain or spinal cord injuries) disability that require some form of services, supports, or accommodations over the course of their lives (Larson et al. 2021). When one considers the prevalence of all disabling conditions, the number of affected citizens in Tennessee approaches one million (Tennessee Department of Intellectual and Developmental Disabilities 2017). Most of these programs are managed across a broad range of government agencies, utilizing thousands of state employees who are expected to regularly interact with customers with disabilities in a variety of ways. The sheer number of programs, policies, and personnel illustrate the bureaucracy’s complexity. In 2019, there were 23 state agencies with 154 unique disability-related programs throughout state government; most programs have their own eligibility criteria. Even the state’s own Department of Intellectual and Developmental Disabilities, organizationally elevated to the status of an independent state department in 2012, has thirteen distinct divisions within this organization (Tennessee Department of Intellectual and Developmental Disabilities n.d.). Perhaps not surprisingly, when nearly 900 Tennessee citizens were surveyed, less than 22% knew where to find specific disability services when they needed them (Tennessee Council on Developmental Disabilities n.d.). Studies have shown a strong correlation between the difficulties families experience with accessing disability services and an increase in the direct and indirect costs to society when needs are unmet (Shahat and Greco 2021). Lindly et al. (2016) highlight indirect costs, such as financial strain when a family member must reduce work hours or stop working completely to care for a family member with an intellectual or developmental disability. When there are delays connecting to support services, the risk of acquiring additional comorbid conditions increases and can cause a rise in direct costs to healthcare systems and families that can have long-lasting impacts on overall wellbeing and quality of life.

Leadership academy for excellence in disability services

The creation of a leadership academy came about to address the need for more streamlined and coordinated disability service provision within the Tennessee state government. A second goal of the program was to provide additional grounding in the key values of the intellectual and developmental disability community (e.g. hiring people with disabilities, person-centered practices, fostering an inclusive workplace) across all state departments and agencies. In 2015, the Tennessee Council on Developmental Disabilities surveyed the leadership of all state agencies to inquire how many employees might benefit from a training experience designed to address these concerns. The feedback was uniformly positive: delivering disability-informed values, knowledge, and mentorship to new leaders is foundational to an effective statewide disability service system.

When taken together, and with the support of the state Governor, these concerns led to the creation of the nation’s first Leadership Academy for Excellence in Disability Services. The Academy was developed by the Council on Developmental Disabilities with input from the Tennessee Department of Human Resources to promote a shared set of values, goals, and principles in the provision of disability services and to strengthen cross-agency collaboration (Shouse 2016). The Academy is a year-long leadership development program for employees who work in state government in any capacity that serve citizens with intellectual and developmental disabilities and their families. A primary goal of the Academy is to ‘ensure that these agency leaders could begin operating from a shared set of values, goals, and principles, and to strengthen commitments to cross-agency collaboration’ (Cone 2017).

The goal was to develop a training program that would use a customer-focused approach to improve the collective impact and cross-sector alignment of resources and efforts of disability services. An advisory group was created, the Executive Leadership Council, consisting of senior-level government leaders within the Administration (e.g. Commissioners) from the Tennessee Departments of Intellectual and Developmental Disabilities, Education, Health, Human Services, Human Resources, Mental Health and Substance Abuse Services, and Veterans Services as well as the Commission on Aging and Disability, the Council on Developmental Disabilities, and others.

The leadership curriculum exemplifies adult learning principles (Allen et al. 2020, Page and Margolis 2017) with a philosophy that each meeting, or summit, be (a) engaging and interactive and (b) experiential and relevant for participants. The Executive Leadership Council guided the structure of the Academy, developed the curriculum, and selected the leadership competencies which anchor the program (Shouse 2016). Eleven competencies (e.g. managing diversity, organizational agility) were chosen from the Lominger Leadership Architect® to guide the curriculum’s creation. The Architect is a compendium of 67 competencies drawn from research on the characteristics demonstrated by successful leaders (Lombardo and Eichinger 2009). The Department of Human Resources led the advisory group through a two-part card sorting exercise (Padek et al. 2015) to determine the most salient competencies to feature in the leadership academy. The competencies do not reflect specific content knowledge or technical skills in disability services but represent ‘measurable characteristics of a person that are related to success at work’ (Lombardo and Eichinger 2009). Self-assessment of these competencies is an effective tool for identifying and reconciling personal and organizational gaps in leadership development (Jantti and Greenhalgh 2012). Discussion of these competencies was complemented by a foundation of promising practices and current trends in the field of intellectual and developmental disabilities.

The inaugural class in 2017 consisted of 28 participants from seven agencies across Tennessee state government. The Academy consisted of six bimonthly summits held over twelve months; each overnight two-day experience was held at a state park, focused on one or two leadership competencies, and featured subject matter experts and departmental leaders as presenters and group facilitators. Topics included self-determination (Cudré-Mauroux et al. 2020), the lifespan perspective (Banks 2003), community-based and integrated supports (Winsor and Butterworth 2008), universal design (Washington et al. 2021), and a person-centered approach to services (Glicksman et al. 2017). The Academy culminated in a final project that focused on improving a facet of state programs or services for people with intellectual and developmental disabilities. Participants who completed the Academy received a certificate at a graduation ceremony.

A second cohort was held in 2018 and consisted of 32 participants from seven state agencies. During this iteration of the leadership academy, two additional curricular components were added. The first was the inclusion of small group projects that allowed participants to apply the skills learned during the Academy to current work-related challenges in state government identified by the Executive Leadership Council. Examples included evaluating agency resources to fully comply with the Americans with Disability Act, creating a marketing plan to increase the number of people with intellectual and developmental disabilities who work within state government, and developing a statewide strategy for cross-system alignment of department efforts on improving employment and community living opportunities for Tennesseans with intellectual and developmental disabilities (Solomon 2019). At the conclusion of the leadership academy, these work teams presented their projects to the Executive Leadership Council and other leadership from the participating state agencies. Another added feature during the second year of the Academy was presentations by additional subject matter experts on a variety of best-practice topics in intellectual and developmental disabilities deemed relevant by the Executive Leadership Council. These topics included supported decision-making (Shogren et al. 2017), person-centered planning (Hasnain et al. 2003), and the Supporting Families LifeCourse framework (Gotto et al. 2019).

The third class in 2021 consisted of 21 participants from nine state agencies. Secondary to the COVID-19 pandemic, this Academy was held virtually through web conferencing technology. The curriculum remained largely unchanged; six day-long summits were held over eleven consecutive months. Five team projects were developed over the course of the year and are now being implemented by the graduates. Projects focused on using enabling technology to navigate the state’s disability service systems, including the use of the MyTN application (Tennessee State Government n.d.), which provides a single point of access for state services on mobile electronic devices.

As the Academy prepares for a new cohort, an assessment of the program’s impact on graduates is needed to understand meaningful outcomes and identify areas for improvement. One of the most common ways this type of assessment can be conducted with public sector organizations is through program and planning evaluations (Guyadeen and Seasons 2018). An online survey was developed to measure graduates’ long-term implementation of the curriculum’s leadership competencies, their perceived leadership abilities, knowledge of disability service systems, cross-agency collaboration, advocacy skills, and personal satisfaction with the training program.

Methods

Participants

Contact information was available for 71 current and former Tennessee state employees who completed the Leadership Academy for Excellence in Disabilities Services between 2017 and 2021. Of the original 81 participants, two dropped out of the Academy secondary to taking another position outside of state government. Another eight were lost to follow-up as they did not provide their former state employer with a forwarding email address.

Research design

A mixed-methods approach (Shorten and Smith 2017) was used to anonymously survey graduates to clarify how completing a year-long leadership academy in disability service coordination and provision would impact long-term outcomes for cross-agency communication and collaboration among state employees who serve people with intellectual and developmental disabilities and their families.

Measures

Academy graduates completed the 33-item Leadership Academy for Excellence in Disability Services Long-Term Evaluation (see Appendix), which obtained quantitative data on respondents’ perceived expertise in the disability field, leadership and advocacy skills, and knowledge of the statewide disability service system. Graduates were also asked to endorse the degree to which they employ the eleven leadership competencies from the Academy in their current work along a 5-point Likert-type scale which used Strongly Agree, Agree, Neutral, Disagree, and Strongly Disagree as response anchors. A five-point Likert scale using these terms was employed as it reduces the frustration level of respondents while increasing response rate and response quality (Sachdev and Verma 2004).

The survey included five open-ended items for written responses. These items asked respondents to describe aspects of the Academy that were particularly relevant to them, professional accomplishments or success stories attributed to their participation, competencies thought to be the most impactful, organizational obstacles faced when implementing aspects of the program in their place of work, and suggestions for improvement to the Academy. Efforts were made to construct items and response selection to optimize language accessibility, including definitions for each leadership competency to aid the respondents. Descriptive statistics were used to analyze the quantitative items, while a content review helped to codify the graduates’ written comments. The survey, informed consent, and recruitment email were approved by the University of Tennessee Health Science Center Institutional Review Board (application 22-08639-XM), which ensured the protection of participant welfare, rights, and privacy.

Procedure

Academy graduates who completed the program between 2017 and 2021 were recruited for participation in the study using a database maintained by the Tennessee Council on Developmental Disabilities. Graduates with an active email address received a request to complete the Leadership Academy for Excellence in Disability Services Long-Term Evaluation as an anonymous online survey. The use of an anonymous survey provided graduates with the opportunity to refuse participation without negative consequences, thereby helping to ensure willingness to participate and a degree of trustworthiness of the respondents (Shenton 2004). There was no compensation for participation in the study. After one week, an automated second email request was sent to all graduates who had not yet completed the survey.

Results

Respondent demographics

From the available sample of 71 graduates, 48 individuals completed the 33-item Leadership Academy for Excellence in Disability Services Long-Term Evaluation, a 67.6% response rate. Slightly less than half of the participants indicated that it had been between four and six years (47.9%) since completing the leadership academy. In comparison, 12.5% of graduates completed the experience 2-3 years ago with the remaining 39.6% percent of the sample completing the program 0-1 year ago. The mean age was 45.8 years (SD = 9.87; range 30 − 73), and most respondents identified as women (83.3%). The obtained sample closely matched the racial and ethnic demography of Tennessee (United States Census Bureau 2021) with the following racial distribution: Caucasian (66.7%), African American (18.8%), and two or more races (2.1%) with 10.4% electing not to disclose. Most respondents (87.2%) identified as non-Hispanic.

Representation across the West (14.6%), Middle (72.9%; location of the state capital), and East (12.5%) Grand Regions of the state was attained, including urban (29.2%), suburban (41.7%), and rural (29.2%) locales. The majority of respondents had a master’s degree or higher level of education (75.0%) and reported their connection to disability being as a professional in the field of disability services (97.9%). However, thirty-two percent of the sample also identified themselves as a person with a disability or a family member of a person with a disability. Table 1 displays the nine state departments and agencies where respondents were employed when they completed the Leadership Academy for Excellence in Disability Services. The majority of survey respondents described themselves as experienced (68.2%) or highly experienced (15.9%) in the field of disabilities.

Table 1.

State departments and agencies represented in the surveyed sample of academy graduates.

Organization	Percent of sample (%)
Commission on Aging and Disability	2.08
Department of Correction	2.08
Department of Education	8.33
Department of Health	12.50
Department of Human Services	20.83
Department of Intellectual and Developmental Disabilities	20.83
Department of Mental Health and Substance Abuse Services	8.33
Department of Safety and Homeland Security	2.08
Division of TennCare (Medicaid)	22.92

Leadership development and disability expertise

A majority of Academy graduates agreed (47.7%) or strongly agreed (27.3%) that the training experience increased their ability to lead in disability-related efforts within their respective department or agency. Similarly, graduates agreed (45.5%) or strongly agreed (25.0%) that the training experience increased their ability to effectively advocate for themselves and others. Most respondents agreed (54.6%) or strongly agreed (36.4%) that their knowledge of disability service systems within state government increased significantly because they participated in this leadership program. While sixteen percent of respondents considered themselves ‘neutral’ in their disability experience before the Academy, only seven percent did so after graduation. Comparably, graduates who rated themselves ‘highly experienced’ in disability work rose from 15.9% before the training program to 29.6% upon completing the Academy. Across all these survey questions, no respondents ‘disagreed’ or ‘strongly disagreed’ with any of these items. When asked whether graduates thought the training they received was worth the cost of their time away from their work and personal life, 70.5% strongly agreed or agreed with this sentiment.

Leadership competencies

Survey respondents rated the degree to which they currently practice each of the eleven leadership competencies featured within the Leadership Academy for Excellence in Disability Services curriculum. Across all of the competencies, a majority of graduates agreed or strongly agreed that they utilize these perspectives and skills in their work, including Decision Quality (79.5%), Developing Direct Reports (76.7%), Process Management (86.4%), Managing Diversity (90.9%), Integrity and Trust (86.4%), Composure (77.3%), Command Skills (86.4%), Drive for Results (84.1%), Organizational Agility (77.3%), Innovation Management (88.6%), and Managing Vision and Purpose (75.0%). When asked to identify the leadership competencies that respondents thought most directly related to their ability to lead in their organizations successfully, the top selections were Organizational Agility (maneuvering through complex political situations, getting things done through formal and informal channels; 46.3%), Developing Direct Reports (41.5%), Innovation Management (inspiring organizations through a compelling and inspiring vision; 39.0%), and Managing Diversity (recruiting and supporting diverse employees to improve community trust and business productivity; 39.0%).

Qualitative responses

One hundred and sixty-five written comments were received from Academy graduates, sharing their perspectives on the year-long training program. Several distinct themes emerged from the comments that are detailed below.

Program highlights

Favorite aspects of the program for participants included the variety of subject matter experts in intellectual and developmental disabilities who presented to the cohorts, network opportunities among staff from a variety of state government agencies, and the use of small group projects, which created opportunities for team building to address shared challenges across the state bureaucracy.

Comments included:

I really enjoyed the speakers. Not only were they very knowledgeable in the field of disability, but they were executive-level employees [in state government]. So, I received both information on how to serve people with disabilities and mentorship from executive-level staff.

• Bringing in experts to share their experiences and help us think differently. Every speaker offered something that drove home the shared goals we have.

• The featured presenters provided important information about their programs and resources. It opened my eyes to how those with disabilities can adapt and learn with the support of programs that aim to help them improve their lives. Sadly, some people fall through the gaps, and that is where we need to do more. We need to bridge the gap by working collaboratively on these efforts.

• Bringing together unique professional backgrounds within disability services. Some interact with individuals with disabilities on a daily basis, others are in programming, others work at disability-focused agencies but have different [areas of specialization]. The range of responsibilities for people among the group was beneficial.

• The entire program went well, but the one thing which stands out to me is the networking. The ability to network with other people was exceptional; I learned so much from others during my session.

• Provided an opportunity to learn about other state agencies, their services, and how Tennesseans may have to interact with siloed state agencies.

• Offered the opportunity to network across State agencies and make connections that were helpful personally and professionally to further the goals of supporting people with developmental disabilities.

• The networking aspect of the program is an example I can point to. Due to the relationships that I developed during the Academy, I have been more successful in connecting the individuals we serve to resources that I may not have known about prior to the Leadership Academy for Excellence in Disability Services. Additionally, my team’s work on our project continued after completing the program, and I still reference the research we did to this day.

• The group exercises were thoughtful and purposeful.

Integrated planning and care coordination

Academy graduates have been able to use the leadership skills and knowledge of disability service systems they acquired to improve systems of care for people with intellectual and developmental disabilities and their families. Examples included:

I work with a population of adult learners with disabilities to increase employment opportunities via a career and technical education model. I immediately shared the knowledge learned with staff at [my agency] and assisted families, students, and partnering agencies in designing a better way to access services…Although we are ever evolving, we have been very successful with the change and even quite successful in designing virtual delivery of services during the COVID pandemic.

• After graduation, there were opportunities to work on projects with agencies and staff… [the] Leadership Academy for Excellence in Disability Services offered context to those agencies’ disability services and removed the need to start at zero in terms of collaborative knowledge about what each agency could do to help.

• I reference information from the Charting the LifeCourse presentation at least once a quarter. Even today, it greatly informs my current work and helps me think about inclusivity from a more informed perspective.

• Often, I work with older adults with mobility issues. I help them identify simple devices that improve their driving experiences and work with others collaboratively to help older or aging drivers before, during, or after an automobile accident. The Leadership Academy for Excellence in Disability Services program has helped me identify additional ways to help older adults and those with cognitive impairments.

• I remember learning about how customized accommodations could help people with certain needs live more independent lives. It helped me reframe how we approach people with differences [in our agency].

• I found the insight from the personality/leadership styles presentation helpful in understanding different approaches that people take and what drives them. It has helped reduce conflict and deepen my understanding of peers and colleagues. I also appreciated the content from speakers related to person-centered practices and often consider, ‘Would this be good enough for my loved one?’ as a guidepost in my work.

• With the support of a co-worker who was also a graduate of the program, I was able to bring back information from the Leadership Academy for Excellence in Disability Services and share it with our management team, using real-life stories to show the diversity of how we all learn differently to improve our networking ability. Promoting networking has been a big help with our agency; it has proved successful.

Critical leadership competencies

When asked to reflect upon the eleven leadership competencies which guide the leadership academy curriculum and why they identified particular ones as most important to their success as a leader within their state agency, graduates elaborated on their choices. Examples include:

I selected Innovation Management because the Academy really helped me think about larger-scale issues in the disability field. It helped me understand the impact I could have on that issue, even though it spanned across multiple agencies. I use those skills to challenge my teams to come up with new ideas, and we try things and know there may be changes or obstacles before it is working well.

• [The competency of] Managing Diversity enables us to have a workplace that represents our community and understands how each of us contributes to identifying problems and working together to help those we serve in the state.

• Integrity and Trust were a huge reminder for me to be honest with my internal and external customers.

• …talking about Managing Vision and Purpose and asking for input shows everyone they have a vested stake in the program.

• The Leadership Academy for Excellence in Disability Services helped my understanding of effective engagement and involvement, both formally and informally. Additionally, the Academy provided connections in state government that I still use today to help navigate political environments and/or get ideas on system change.

• There was a complete discussion on Developing Direct Reports, which I found particularly enlightening…

Implementation challenges and areas for improvement

Obstacles that impeded graduates’ ability to implement aspects of the leadership academy in their workplace included lack of managerial support within their own agencies, limited financial and personnel resources, the COVID-19 pandemic, systemic resistance to change, and finding time during the workday to put newly acquired knowledge and skills into practice. Suggested areas for improvement to the training program included expanded accommodations for virtual (online) delivery, additional dedicated meeting time for team-based activities, and structured opportunities for graduates to maintain periodic contact with each other after graduation. Comments included:

When implemented virtually [due to the COVID-19 pandemic], the time frame was a little long in my opinion. I would prefer half days instead of full days.

• The online-only program [implemented in 2021 during the COVID-19 pandemic] was challenging. It should be a hybrid model or in-person only because so much is lost without the personal connection piece.

• I think the program would be more engaging with face-to-face meetings. Safety was the primary concern with COVID-19, but there was no opportunity to learn more about each participant or find ways to collaborate with the virtual sessions. I also feel that the experience of working on a project together would have been a great learning experience; however, there just wasn’t enough time to build upon what we started to do at that time. Perhaps one or two more sessions. Also, it was difficult to set aside time after the virtual meetings to work with those on our team. In a face-to-face meeting, the venue would have supported more collaboration of the team members.

• More interactive activities. The ones they utilized were great, and I have used several of them with my team members.

• I think understanding what the small group project is, in the beginning, would help the participants critically think through the various meetings to figure out what their topic will be. The group project felt rushed and unclear at the end of the program.

• The project was the most challenging for me. The idea was good, and I enjoyed learning more about our focus area, but we were required to do the work outside of the Academy time. This meant trying to find time during the workday or working at night, and it posed a challenge. It would be helpful if there were dedicated meeting days just for project work. Maybe an extra day should be added to the speaker days. Otherwise, I enjoyed and learned so much from the Academy.

• I would have preferred more time dedicated to the actual collaboration among agencies and brainstorming more opportunities for shared work relative to our missions.

• I’d like to have an annual refresher with the group.

• Encouraging groups to maintain contact once the Leadership Academy for Excellence in Disability Services is completed would be helpful.

Discussion

Graduates of the Leadership Academy for Excellence in Disability Services uniformly agreed that participation in this unique training program increased their knowledge, skills, and competencies when working with Tennesseans with intellectual and developmental disabilities and their families. Written comments reflected a heightened awareness and adoption of key disability values, including self-determination, a lifespan perspective, principles of home- and community-based supports, and a person-centered approach to service provision. The addition of small group projects in year two created opportunities for cross-agency problem solving and the development of personal networks among the participants. As a capacity building activity, these teams focused on sharing ideas and evidence-based solutions to enhance the quality of services for people with disabilities and their families. This type of broad collaboration could be construed as the beginnings of new demonstration models or Communities of Practice (Pyrko et al. 2017) across state government.

The Academy ensures that emerging state government leaders who work in programs that serve Tennesseans with intellectual and developmental disabilities and their families operate from a shared set of values and goals that strengthen commitments to cross-agency collaboration. The high response rate to the long-term survey is a testament to the enduring interest and value held by graduates of this unique leadership development program. This engagement was particularly evident across agencies that provide direct services and supports to people with intellectual and developmental disabilities, including the Division of TennCare (Medicaid), the Department of Health, and the Department of Intellectual and Developmental Disabilities. Indeed, a commitment by executive leadership is key to successful and sustainable outcomes for this type of leadership development program (Jantti and Greenhalgh 2012).

Future improvements include broadening subject matter experts and best practice concepts to include the history of disability services in the United States, content on personnel self-care, expanded advocacy training, dissemination of plain language materials (Hollomotz 2018), and using the State as a Model Employer framework (The Council of State Governments n.d.). In addition, eligibility for this training opportunity will be broadened to include not only state agencies that directly serve Tennesseans with intellectual and developmental disabilities (e.g. health, human services) but also those whose work impacts the overall quality of their lives (e.g. transportation, housing). Given that participants had a mean age of 45 years with most having earned a graduate degree, efforts should be made to recruit early career professionals for future cohorts. This will help ensure that the values of the disability community and a spirit of cross-collaboration will be infused within the state bureaucracy for years to come.

The leadership competencies of Developing Direct Reports and Managing Diversity were rated as highly relevant by the graduates in their current agency work. The retirement of an aging generation of state employees has created an opportunity to infuse greater diversity in the state workforce, increasing creativity and updating skill sets (Lane et al. 2003). In addition, by working to create a bureaucracy that better reflects the composition of its citizenry, there is an opportunity for the government to be viewed as more legitimate and responsive to the needs of the communities it serves (Meier and Bohte 2007).

This study has several limitations. While the response rate for the survey was robust when considering the use of anonymous online questionaries for summative evaluation (Nulty 2008), the result may not reflect the views of all state employees who have participated in the Academy since its inception. For example, representation was attained from only nine of the eleven state agencies participating in the training program. Further, the authors cannot conclude that the outcomes reported by the participants were solely the result of their participation in the Academy and not the result of accumulated experience or unrelated relationship-building efforts over the intervening years. Over the three cohorts, some changes existed in the curriculum and the manner in which it was delivered. Additional elements (e.g. small group activities, new subject matter expert presentations) were incorporated during the second and third years of the leadership academy that weren’t present during the inaugural year of the program. In addition, secondary to the COVID-19 pandemic, all Academy programming changed from an in-person to a virtual format for the 2021 (third) cohort. While this allowed the Academy to continue, concerns with online fatigue and a sense of being disconnected from fellow participants were identified among participants, as have been reported in the literature (Nadler 2020). As a result, the next cohort of the Academy will be delivered using a hybrid format so that in-person networking can return to the experience. Future studies should compare measures of leadership and program outcomes in Academy graduates with the skills and efforts of state employees who have not participated in this training program.

Appendix.

Leadership academy for excellence in disability services (LAEDS) long-term evaluation

Consent information

The Tennessee Council on Developmental Disabilities has contracted with the University of Tennessee’s Center on Developmental Disabilities to evaluate the outcomes of the Leadership Academy for Excellence in Disability Services. To help us with this evaluation, we ask you to complete the following brief questionnaire. It is estimated that the survey will take 10 minutes to complete. It is part of a research study and your responses will be confidential and collected without identifiers. This means that your name will never be used in any report of the results. The information you provide will help the Council plan for future Academies and may be disseminated in a future publication. Your participation is voluntary, and if you choose not to participate or stop participating at any time, your decision will not result in a penalty or affect your rights. By completing this survey online, you consent to participate. There are no foreseeable personal benefits or risks in participating. If you do not wish to be included, you may decline with no adverse consequences.

Your participation is much appreciated!

Consent to participate:

o Agree (Begin survey)

o Disagree (End survey)

1. How long ago did you participate in the LAEDS program?

o 0-1 years

o 2-3 years

o 4-6 years

2. What is your age? _____

3. What is your race?

o American Indian or Alaska Native

o Asian or Asian American

o Black or African American

o White or Caucasian

o Two or more races

o Race unknown

o I would rather not say

o Another race not listed above _______________

4. What is your ethnicity?

o Hispanic, Latino, or Spanish origin

o Not Hispanic or Latino

o Ethnicity unknown

o I would rather not say

5. How do you currently describe your gender identity? (check all that apply)

o Agender

o Genderqueer

o Gender fluid

o Man

o Non-binary

o Questioning or unsure

o Transgender

o Trans man

o Trans woman

o Woman

o I would rather not say

o Another gender category not listed above _______________

6. What is the highest level of education you completed?

o Less than a high school diploma

o High school diploma/GED

o Some college or associate/trade degree

o Bachelor’s degree

o Master’s degree or higher

7. When you completed LAEDS, where did you live?

o East Tennessee

o Middle Tennessee

o West Tennessee

o In another state

8. Which best describes your community?

o Rural

o Suburban

o Urban

9. Which state department were you employed with during LAEDS?

o Commission on Aging and Disability

o Department of Correction

o Department of Education

o Department of Environment and Conservation

o Department of Health

o Department of Human Services

o Department of Intellectual and Developmental Disabilities

o Department of Mental Health and Substance Abuse Services

o Department of Safety and Homeland Security

o Department of Veterans Services

o Division of TennCare

o Other (please specify) _______________

10. What is your connection to disability (check all that apply)?

o A person with a disability

o A family member of a person with a disability

o Other/professional in the field of disability services

o None of the above; LAEDS was my first experience in the disability field

11. Before completing LAEDS, how would you rate your expertise with disability?

o Highly experienced

o Experienced

o Neutral

o Inexperienced

o Highly inexperienced

12. The LAEDS training and experience increased my ability to lead.

o Strongly Agree

o Agree

o Neutral

o Disagree

o Strongly Disagree

13. The LAEDS training and experience increased my ability to advocate for myself and others.

o Strongly Agree

o Agree

o Neutral

o Disagree

o Strongly Disagree

14. The LAEDS training increased my knowledge of the disability service systems in the state.

o Strongly Agree

o Agree

o Neutral

o Disagree

o Strongly Disagree

15. After completing LAEDS, how would you rate your expertise with disability?

o Highly experienced

o Experienced

o Neutral

o Inexperienced

o Highly inexperienced

16. The benefits of the LAEDS training outweigh the costs of the training (e.g. time away from work or personal life, loss of productivity, etc.).

o Strongly Agree

o Agree

o Neutral

o Disagree

o Strongly Disagree

17. What is one thing the LAEDS did well? _______________

18. Please describe an example of when you could apply something you learned from LAEDS. Were you successful? _______________

19. What is one thing the LAEDS program could improve? _______________

This next section has questions about the leadership competencies and outcomes for the Leadership Academy for Excellence in Disability Services. Please answer to the best of your knowledge and memory.

As a result of my experience with the LAEDS program:

20. I use analysis, wisdom, experience, and logic to make good decisions, solve difficult problems with effective solutions, and incorporate multiple inputs to establish shared ownership and effective action (i.e. decision quality).

o Strongly Agree

o Agree

o Neutral

o Disagree

o Strongly Disagree

21. I keep talent management activities focused and efficient, provide incentives to develop leaders, and guide employees with high potential toward future career opportunities (i.e. develop direct reports).

o Strongly Agree

o Agree

o Neutral

o Disagree

o Strongly Disagree

22. I apply knowledge, skills, tools, techniques, and systems to define, visualize, measure, control, report, and improve processes to meet requirements successfully (i.e. process management).

o Strongly Agree

o Agree

o Neutral

o Disagree

o Strongly Disagree

23. I can manage individual strengths and mentor weaknesses. I realize employees are my best resource and I am willing to influence them. I understand with diversity comes more productivity and I can align diversity with business strategies (i.e. managing diversity).

o Strongly Agree

o Agree

o Neutral

o Disagree

o Strongly Disagree

24. I gain the trust of others by taking responsibility for my actions (i.e. integrity and trust).

o Strongly Agree

o Agree

o Neutral

o Disagree

o Strongly Disagree

25. I am calm and collected under pressure, and I do not become defensive when things do not go as planned. I handle stress well, stay balanced in unexpected events, and am a settling influence in a crisis (i.e. composure).

o Strongly Agree

o Agree

o Neutral

o Disagree

o Strongly Disagree

26. I respect my employees and accomplish goals with a team on a timely basis. My expectations of myself and others are met (i.e. command skills).

o Strongly Agree

o Agree

o Neutral

o Disagree

o Strongly Disagree

27. I pursue everything with energy, drive, and a need to finish. I do not give up before finishing even in the face of resistance or setbacks. I steadfastly push myself and others for results (i.e. drive for results).

o Strongly Agree

o Agree

o Neutral

o Disagree

o Strongly Disagree

28. I am knowledgeable about how organizations work and I can get things done through formal and informal channels. I can effectively maneuver through complex political situations (i.e. organizational agility).

o Strongly Agree

o Agree

o Neutral

o Disagree

o Strongly Disagree

29. I am receptive to new ideas, adapt to new situations, and adopt best practices and processes in my work unit. I seek opportunities to improve, streamline, and reinvent work processes and I target important areas and develop solutions that address workplace issues. I create a work environment that encourages creative thinking (i.e. innovation management).

o Strongly Agree

o Agree

o Neutral

o Disagree

o Strongly Disagree

30. I communicate a compelling and inspiring vision or core purpose. I can inspire and motivate entire units or organizations (i.e. managing vision and purpose).

o Strongly Agree

o Agree

o Neutral

o Disagree

o Strongly Disagree

31. Of the LAEDS leadership competencies, which increased your ability to be a leader the most? (check all that apply)

o Decision Quality

o Developing Direct Reports

o Process Management

o Managing Diversity

o Integrity and Trust

o Composure

o Command Skills

o Drive for Results

o Organizational Agility

o Innovation Management

o Managing Vision and Purpose

32. Please explain why you selected those competencies. _______________

33. Please describe any obstacles that restricted you from performing the LAEDS competencies and their accompanying behaviors at your place of employment. _______________

Thank you for completing this survey.

Funding Statement

This work was supported by the Tennessee Council on Developmental Disabilities and the U.S. Administration for Community Living under Grant 90DDUC0058.

Disclosure statement

No potential conflict of interest was reported by the authors.