From theory to practice: Enhancing public administration leaders’ capacities through collaborative training programs

Abstract

Education and training of public leaders are critical for public administration performance and achieving the Sustainable Development Goals (SDGs). Public leaders act as a bridge between political power and public administration, serving as catalysts for change, directly influencing public organizations and policies. Investment in leadership development is essential to prepare leaders for Volatility, Uncertainty, Complexity, and Ambiguity (VUCA) environments, fostering shared management language and collaborative problem-solving across organizations. This article analyzes reforms to the Portuguese leadership training model, adapting it to contemporary challenges through collaborative strategies. Using a mixed-method approach — literature review, document analysis, mega-trend analysis, expert interviews, and focus groups — the study identifies effective instructional strategies and highlights ongoing challenges in public administration training. The outcome is a legally grounded, competency-based training framework that prioritizes collaborative learning, integrating masterclasses, individual assignments, and group discussions using active pedagogies. A consortium, including the National Institute of Administration (INA) and universities, governs the program, ensuring alignment with formal education pathways, partially recognizing training within master’s programs in public administration and awarding European Credit Transfer and Accumulation System (ECTS) credits. Preliminary results indicate increased satisfaction among managers and organizations, alongside enhanced professionalization and perceived public value creation. The collaborative, practice-oriented model represents a change in basic assumptions in public administration training in Portugal.