A leadership competence framework for sustainable development in the manufacturing industry in a developing country context: the bicycle metaphor

Ruwanika, Eliot Quinz Farai; Massyn, Liezel Article A leadership competence framework for sustainable development in the manufacturing industry in a developing country context: the bicycle metaphor Cogent Business & Management Provided in Cooperation with: Taylor & Francis Group Suggested Citation: Ruwanika, Eliot Quinz Farai; Massyn, Liezel (2024) : A leadership competence framework for sustainable development in the manufacturing industry in a developing country context: the bicycle metaphor, Cogent Business & Management, ISSN 2331-1975, Taylor & Francis, Abingdon, Vol. 11, Iss. 1, pp. 1-19, https://doi.org/10.1080/23311975.2024.2364849 This Version is available at: https://hdl.handle.net/10419/326337 Standard-Nutzungsbedingungen: Die Dokumente auf EconStor dürfen zu eigenen wissenschaftlichen Zwecken und zum Privatgebrauch gespeichert und kopiert werden. 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If the documents have been made available under an Open Content Licence (especially Creative Commons Licences), you may exercise further usage rights as specified in the indicated licence. https://creativecommons.org/licenses/by/4.0/ Cogent Business & Management ISSN: 2331-1975 (Online) Journal homepage: www.tandfonline.com/journals/oabm20 A leadership competence framework for sustainable development in the manufacturing industry in a developing country context: the bicycle metaphor Eliot Quinz Farai Ruwanika & Liezel Massyn To cite this article: Eliot Quinz Farai Ruwanika & Liezel Massyn (2024) A leadership competence framework for sustainable development in the manufacturing industry in a developing country context: the bicycle metaphor, Cogent Business & Management, 11:1, 2364849, DOI: 10.1080/23311975.2024.2364849 To link to this article: https://doi.org/10.1080/23311975.2024.2364849 © 2024 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group Published online: 19 Jun 2024. Submit your article to this journal Article views: 1566 View related articles View Crossmark data Citing articles: 1 View citing articles Full Terms & Conditions of access and use can be found at https://www.tandfonline.com/action/journalInformation?journalCode=oabm20 ManageMent | ReseaRch aRticle Cogent Business & ManageMent 2024, VoL. 11, no. 1, 2364849 A leadership competence framework for sustainable development in the manufacturing industry in a developing country context: the bicycle metaphor eliot Quinz Farai Ruwanika and liezel Massyn Business school, university of the Free state, Bloemfontein, south africa ABSTRACT the article presents a leadership competence framework for sustainable development (lcFsD) contextualized to the United nations’ sustainable Development goals (sDgs), to drive businesses to contribute to the achievement of these goals. a synthesis of metatheories and leadership theories produced a three-pillar draft leadership competence framework (lcF) that informed the field enquiry. Face-to-face interviews were conducted with 12 executives (five ceOs; six executives; one former executive) in the beverage manufacturing industry in Zimbabwe using the snowball sampling technique. Data were transcribed and analysed thematically. the results were incorporated in the development of a reconstructed lcF. Four experts validated the lcFsD, confirming its applicability and transferability; thus, their suggestions were incorporated. the outcome is a lcFsD depicted by a bicycle metaphor comprising five pillars, namely strategic competences (presencing, intergenerational systemic behaviour, reflexivity, stakeholder engagement, strategic awareness, sustainability thinking, knowledge of metrics of measurement, inclusivity skills, multiple leadership styles); core competences (social responsiveness, ecosystem thinking, self-leadership, knowledge of sDgs, innovative thinking); core values (ethical; caring for all, respect for all, doing the best for local communities, diplomacy, beliefs in sustainable development); collaborative competences (build diverse teams, partnering skills); and person-leader competencies (leadership competences at exercised at personal level). Introduction a leadership competence framework (lcF) is a form of an inventory of elements on what leaders can and should do that enable effective leadership (gigliotti, 2019). Whereas nel etal. (2011, p. 145), considers an lcF as “a grouping of behaviours into sets for the purpose of accomplishing strategic objectives”. in this article, an lcF is defined as a set of skills, behaviours, qualities and values (Bolden et al., 2003) that contributes to performance (shRM, 2008) and represents an integral part of an organization’s strategy (thompson et al., 2013). a literature review found that existing lcFs were too broad to give the required impetus to the Un sustainable Development agenda 2030 (gigliotti, 2019; Mazibuko et al., 2015; tavitiyaman et al., 2014). the lcFs did not mainstream sustainable development. a global empirical study organized by ashridge Business school on 194 business leaders revealed a knowledge performance gap for sustainability leadership skills in all the organizations surveyed (gitsham et al., 2008). an iBM global study concluded that business leaders were not fully equipped to address sustainability issues, and many ceOs doubted their own capabilities to manage sustainability (strandberg, 2015). literature on sustainable leadership is still underdeveloped. however, recently there has been notable contributions from authors such as armani © 2024 the author(s). Published by informa uK Limited, trading as taylor & Francis group CONTACT Liezel Massyn [email protected].za Business school, university of the Free state, Po Box 339, Bloemfontein 9301, south africa. https://doi.org/10.1080/23311975.2024.2364849 this is an open access article distributed under the terms of the Creative Commons attribution License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. the terms on which this article has been published allow the posting of the accepted Manuscript in a repository by the author(s) or with their consent. ARTICLE HISTORY Received 21 January 2024 Revised 12 april 2024 accepted 28 May 2024 KEYWORDS leadership competence framework; sustainable development; sDgs REVIEWING EDITOR Jose-luis Rodriguez-sanchez, Rey Juan carlos University, spain SUBJECTS Business; Management and accounting; corporate social Responsibility & Business ethics; human Resource Management 2 e. Q. F. RUWaniKa anD l. MassYn etal. (2020), cheng etal. (2021), gerard etal. (2017), Kantabutra and saratun (2013), Mattos etal. (2022), iqbal and ahmad (2021), and iqbal et al. (2020). according to Kantabutra (2022), corporate sustainability is now an all-embracing goal for corporates to survive and succeed because they are dealing with uncertainties emanating from the high-velocity environment. the uncertainties result from the deep interconnectedness amongst society, the environment and the economy. in this regard, sustainability is regarded as an underlying contemporary change driver bringing together other forces in the changing business environment (najam et al., 2007) through the 17 sustainable development goals (sDgs). thus, nidumolu et al. (2009) argue that competitive advantage will accrue to companies that make sustainability a goal. Pätäri etal. (2015) and garbie (2014) add that sustainability is the new mega-force driving change and will affect the ability of business to succeed. Moreover, companies that will succeed in the future will be those managed by leaders who possess adaptive and flexible skills to respond quickly to the changing business environment (Brown & harvey, 2011). in september 2015, the Un general assembly (2015) approved the sustainable Development agenda 2030, which is anchored on 17 sDgs. countries, organisations and individuals are expected to implement the agenda (cesário et al., 2022) in collaborative partnership (general assembly, 2015). garbie (2014) explains that there are two levels of sustainability: the first one is the macro level, referred to as sustainable development, and is government driven; while the other is on the micro level, which encompasses the private sector, and which is considered vital to pursuing the big picture of sustainable development. according to the general assembly (2015), the 17 sDgs are global, integrated, and indivisible. they are premised on the 5 P framework (people, planet, prosperity, peace, & partnerships). When profit is added to the list, the result is a 6 P framework that can act as a successor to the 3 P framework (triple bottom line) propounded by elkington (2004); this 3 P framework is centred on people, planet and profit. elkington (2004) admitted the inadequacy of the triple bottom line, in that it is not comprehensive enough to address business sustainability premised on sustainable development and environmental protection. hence, there is a need for a 6 P framework – the sextuple bottom line. there is also a need to ensure that leadership possesses competences that synchronize with changes in the business environment that are driven by sustainable development. given this contextual background this article addresses the problem of existing corporate lcFs that are considered inadequate to drive companies to effectively contribute to the achievement of the sDgs. the outdated lcFs were viewed as too broad and do not mainstream sustainable development to give the required impetus to the sDgs agenda. hence, the envisaged lcF should give confidence to business leaders to manage sustainability because the framework will act as a reference point. therefore, a research gap exists because there is no leadership competence framework that is based on sustainable leadership competences contextualized to sDgs and that is targeted at the manufacturing industry in a developing country. secondly, this article contributes to a gap in literature on sustainable leadership, which is still in its infancy. to contribute to the two gaps, this article sought to answer the following overarching research question: how can an lcF be developed that optimizes sustainable development in the manufacturing industry in a developing country? the following secondary research questions are pertinent: i. how can leadership theories and metatheories be synthesized to derive leadership competences that inform a draft lcF? ii. how can the broad draft lcF be used to develop a final lcF that ensures sustainability of the manufacturing industry in a developing country? therefore, to develop the draft lcF, a synthesis of metatheories and leadership theories was conducted through a literature review. Literature review Synthesizing metatheories and leadership theories to derive leadership competences in this section metatheories and leadership theories were synthesized to derive leadership competences that are suitable for sustainable manufacturing cOgent BUsiness & ManageMent 3 Table 1. Metatheories and leadership theories contributing to the development of an LCF. theory orientation Leadership competencies/competences Metatheories Quantum Bohm (1952); Boje (2012); Dyck and greidanus (2017); scharmer (2007) Reconciles needs of business with demands of the social and ecological environment Knowledge of entanglement, indeterminism and indivisibility of quanta; presencing; and learning from evolution systems theory Hernandez et al. (2015); Mele et al. (2010); Paulin (2014); scharmer and Kaufer (2013); Von Bertalanffy (1969) Connectedness and interdependence systems thinking; ecosystems awareness; concerned with the well-being of all global communities; inter-generational systemic behaviour; and linking current and future generations adaptable leadership theories Contingency/ situational Bairantus and agapitou (2016); Fiedler (1986); Hickson et al. (1971); House (1971); House and Mitchell (1974); Peretomode (2012); Reddin (1970); tannenbaum and schmidt (1975) Variety of competencies and ability to engender flexibility Problem solving; decision making; rational thinking; reasoning; task focus; uncertainty coping; skill uniqueness; and interpersonal relationship implicit Leadership theory Chaleff (2003); Dixon and Westbrook (2003); epitropaki et al. (2013); Favara (2009); Fein et al. (2015) Mental models held by followers on their leaders and vice versa. sense making; implicit beliefs; convictions; morality; power; sensitiveness; skilfulness; impressiveness; dedication; intelligence; dynamism; interpersonal; goal efficiency; versatility; industry; enthusiasm; conformity; good citizen; incompetence, insubordination; team player; proactive; positive attitude; obedience; expressing opinion; flexibility; dependable; communication; supportive; dependable; taking ownership; integrity; mission conscience; decisive; confidence; authentic; charismatic; diplomatic; servanthood; facilitator; passion; resilient; humour; and humbleness transformational Bairantus and agapitou (2016); Bass (1985); Burns (1978); Krishnan (2005); shirazi et al. (2014) Motivating followers to achieve more inspirational; influential; considerate; intellectual stimulation; and pro-activeness Managerial Leadership Flanagan and thompson (1993); Langford (1979) integrates situational, transactional; and transformational skills situational sensitivity; transactional; and transformational spiritual leadership Fachrunnisa and adhiatma (2014); Fry (2003); Fry et al. (2005); Jeon et al. (2013) elevated spirits for leader and followers and is inspirational and transformational High spirits; visionary; motivate self and others; commitment; employee wellbeing; faith; altruistic love; and calling sustainable development leadership akins et al. (2013); armani et al. (2020); Cheng et al. (2021); gerard et al. (2017). grooms and ReidMartinez (2011); iqbal and ahmad (2021); iqbal et al. (2020); Kantabutra and saratun (2013); Martinez (2011); Mattos et al. (2022), Peterlin (2016); Peterlin et al. (2013) emphasises well-being of the present and future generations and is key to implementation of sustainable development agenda 2030 Multiple intelligences; recognising intricate systems; wellbeing of future generations; deal with stakeholder conflict; sustainability learning; social justice; developing human and material resources; developing environmental diversity and capacity; activist engagement with the environment; develop deep learning attitudes that spread and last; higher order thinking skills; socially responsive; reflexivity; open monitoring and evaluation; sensitive; cognition; humility; ethical behaviour; honesty; integrity; reflecting; engaging; empowering; ecosystem awareness; resilient response; information competency; psychological empowering; focus on sustainability; and dynamic capability. Complementary Leadership theories Democratic/Participative Blake and Mouton (1961); Choi (2007); Fadare (2013); greenleaf (1977); Huang et al. (2010); Mohamad et al. (2009); northouse (2016); Vincent (2016) Rallying followers or teams to focus on objectives or goals Facilitating; consulting; consensus building; encouraging; supporting; influencing; empowering; and ethical authoritarian/autocratic amini et al. (2019); Kalu and okpokwasili (2018); northouse (2016) giving directives to followers for achieving goals task knowledge; goal setting; power retention; decisiveness; and transactional skills authentic Bakari et al. (2017); Walumbwa et al. (2008) Promotes positive psychological abilities and ethical climate ethical; self-awareness; internalised morality; relational transparency; and balanced information processing servant greenleaf (1977); Parris and Peachey (2013) selflessness of the leader for the good of followers Honesty; integrity; visionary; role modelling; listening; teaching; authenticity; humbleness; power and status sharing; and stewardship; ethical Brown etal. (2005); toor & ofori (2009); Wu (2017) Premised on social learning theory and emphasises morals Role modelling; moral standing; interactional fairness; rewarding and disciplining; honesty; kindness; and courage Psychological or 3 P Model scouller (2016) self-identity, purpose and feelings emotional intelligence, resilience, presence, authenticity, and servant ship Responsible leadership Bass and Bass (2008); Cameron (2011); Ruwanika and Massyn (2019); teodorescu (2015); Walsh et al. (2003) emphasises relationships with all stakeholders and ecology based on ethics, values and norms stakeholder engagement; sustainability centered organisational culture; learning oriented towards sustainability; measuring and reporting sustainability results; exploration and assertion; attachment and affiliation; sense of enjoyment; justice; recognition; and care 4 e. Q. F. RUWaniKa anD l. MassYn in table 1, a summary is provided from the metatheories as well as adaptable and complementary leadership theories that were used in identifying potential leadership competences. Management theory, from which leadership theory stems, uses both quantum and systems theory as its building blocks (Olusoji, 2015). therefore, these two metatheories were included in the analysis from a metatheory perspective. leadership theories were classified into adaptable and complementary theories. the theories that are adaptable are contingency/situational; implicit leadership; transformational; managerial leadership; spiritual leadership; and sustainable development leadership. these theories possess attributes that enable them to respond to the changing business environment; whereas complementary theories are not adaptable to the changing business environment on their own but strengthen adaptive theories. the theories that complement adaptable theories are democratic/participative; authoritarian/autocratic; authentic; servant; ethical; psychological or 3 P model; and responsible leadership. this mixture of adaptable and complementary theories is necessary, because the environment is driven by multiple forces of change. in table 1, the theories are listed, together with their orientation and the leadership competences/competencies that could potentially be incorporated in the leadership competence framework. Review of existing LCFs a review of lcFs found in the literature showed that the lcFs contained leadership competences that corroborate competences derived from the leadership theories in table 1. these lcFs are from the hospitality industry (Weerakit & Beeton, 2018); the health sector (nhs, 2011); global industry (Kim & Mclean, 2015); manufacturing (Van Beek & grachev, 2010); organizational sustainability (Faruk & hoffmann, 2012); and a changing business environment (strandberg, 2015). these lcFs have competences that make them adaptable to a changing business environment. On average the lcFs had three pillars namely, values, core leadership competences, and strategic leadership competences as shown in table 2. the significance of table 2 is that it provides an orientation for the envisioned draft lcF, based on the three-pillar structure namely: strategic-level leadership competences, core leadership competences and core values. this three-pillar structure is the support base for the draft lcF. the theoretical framework for this research was premised on leadership theory contextualised to sustainable development and anchored on quantum theory (Bohm, 1952) and systems theory (Von Bertalanffy, 1969). From a business perspective, sustainable development is viewed from a 6Ps framework (people, prosperity, planet, peace, partnerships & profit) as opposed to the 3Ps (triple bottom line). Table 2. LCFs in literature that are adaptable to a changing business environment. Derived From LCF Characteristics orientation Competences/Competencies Hospitality industry Hotel management Core self-management; interpersonal skills; problem-solving; strategic orientation; communication; decision-making; ethics and integrity; and cultural authenticity operations Language skills; computer skills; and teamwork strategic Concern for community; challenging others; taking calculated risks; intellectual stimulation; role model; and inspirational motivation Health sector Healthcare management Core Values-driven; relationships; management skills; and leading strategic Create vision; and strategic global industry Changing world Core Cultural contingency, task oriented; relationships; and awareness strategic global business knowledge; and purposefulness Manufacturing (unilever) Competences for growth Values Passion for growth; breakthrough thinking; organisational awareness; seizing the future; change catalyst; developing others; holding people accountable; empowering others; team commitment; strategic influencing; and team leadership theory Competences for organisational sustainability Lower level understanding global impact; effective dialogue; political and policy orientation; passion; optimism; analytical thinking; creative thinking; creating accountability; developing people; promoting best practices; delegating; empowering; team leadership; and team working Values ethics and integrity Medium Decision making; judgement; managing innovation; partnership building; courage; persistence; and securing buy-in strategic supra environmental awareness; visioning; strategy formulation; risk management; stakeholder engagement; flexibility; and adaptability; theory Competences for a changing business environment Core sustainability literacy; and active values strategic systems thinking; external collaboration; social innovation cOgent BUsiness & ManageMent 5 Quantum and systems are the metatheories identified for synthesis with leadership theories, that contributed to the draft lcF from literature. Quantum theory is viewed from an entanglement, indeterminism, and indivisibility perspectives. Whereas, systems theory is dissected into systems thinking, ecosystems, intergenerational systems. the relationship between these metatheories and leadership theory is premised on the collaborative tension between quantum and systems theories, cemented by interconnectedness and entanglement (Dyck & greidanus, 2017; scharmer, 2007), which is essential as the base that supports leadership theory. Whereas, U-theory (presencing) connects quantum theory, system theories and sustainable development (scharmer & Kaufer, 2013). leadership theory was considered appropriate because the research sought to identify leadership competences that would drive companies in the manufacturing industry to effectively contribute to the achievement of sDgs. leadership theory is the study of how people influence and facilitate individuals and team efforts to accomplish shared objectives Yukl’s (2012). a study of leadership theory requires understanding the various schools of leadership thought namely, trait, behavioural, contingency/situational, followership, and contemporary leadership theories. sustainable leadership is a new area of effective leadership, established recently to cope with matters related to sustainable development (iqbal & ahmad, 2021) that falls under the school of contemporary leadership thought; hence, the quest for sustainable development leadership competences. Figure 1 represents the theoretical framework of this research. The draft leadership competence framework this draft lcF draws from the basket of theories (table 1 and table 2) to identify leadership competences that could drive sustainable manufacturing. the existing lcFs (table 2) formed the basis on which the framework was built. From the metatheories and leadership theories, competences were divided into three categories, namely core values, core leadership competences and strategic leadership competences. the identification of the leadership competences to be included in the draft framework, had to take into consideration the current business context and therefore needed to be responsive to the current trends in the external environment and be able to measure the contribution to organizational goals, the sDgs and future generations. the 6 P framework is used as a tool to bring in accountability. the draft lcF has the following values that are suitable for sustainable manufacturing, mainly derived from the metatheories and complementary leadership theories: ethical, caring for all and everything, integrity, and respect for all. the values provide person-leader competencies (elements/indicators) for each key value. the core leadership competences are as follows: ecosystems awareness, multiple Figure 1. theoretical Framework. 6 e. Q. F. RUWaniKa anD l. MassYn intelligences, knowledge of sustainable manufacturing patterns and practices, systems thinking, and socially responsive. these core competences are required of every leader and every leadership position. the strategic leadership competences are as follows: presencing, intergenerational systemic behaviour, reflexivity, stakeholder engagement, and strategic awareness. the strategic competences are required at the top level of leadership. the contributions of this literature synthesis, coupled with the broad draft lcF, informed the empirical study and the design of questions used in the field enquiry. Methods the draft lcF from literature was the basis of the research design whose research approach was a qualitative inquiry of a phenomenological nature. the phenomenological approach sought to establish the lived experiences of leaders in the beverage manufacturing industry guided by questions formulated from a draft lcF derived from literature review. the reconstructed lcF, after field enquiry, was subjected to validation by experts culminating into the leadership competence framework for sustainable development (lcFsD). semi-structured interviews were conducted with 12 participants from the beverage manufacturing companies listed on a stock exchange in Zimbabwe. table 3 shows the profiles of participants. this sample was purposively selected using the snowball technique targeting four ceOs as the nucleus. these companies were targeted because they were obliged to do sustainability reporting in compliance with stock exchange regulations. it was believed that such participants could inform understanding of leadership competences in the context of sustainable development. the focus was on the experiences of participants with lcFs; the meanings they attach to lcFs for sustainable manufacturing; and their subjective views. the draft lcF was subjected to a field inquiry to test its viability based on interview questions derived from the draft. Data was audio recorded, transcribed, analysed and interpreted leading to some themes from the draft lcF being confirmed, de-confirmed or new ones added resulting in a reconstructed lcF. the process as well as the reconstructed lcF were validated by four experts: an academic in lesotho, a telecommunications industry executive in Zimbabwe, a construction industry ceO in Zimbabwe, and a ceO and board chair of various companies in Zimbabwe. the validators were selected according to anney’s (2014) argument that transferability of findings is aided by purposively selecting experts. suggested changes from validation experts were incorporated leading to the lcF for sustainable development (lcFsD) depicted by the bicycle metaphor. Data analysis and interpretation the data was dissected into three category themes and nine subcategory themes, producing results shown in table 4. the initial category themes were deducted from the draft lcF; whereas subsequent category themes were identified from interview data. the three category themes are sustainable development, integrated leadership competences development, and effective leadership competences. the category or subcategory themes in bold font in table 4 are new themes arising from the field inquiry, whereas the rest are from the draft lcF. the new category theme is integrated leadership competences development, and the new subcategory theme is collaborative leadership competences. the category themes and their subcategory themes are discussed next. Table 3. Profile of participants. gender Job title status in this research gender Job title status in this research Male Ceo Former executive Female Divisional director executive Male Retired Ceo Former executive Male Ceo non-executive Male Ceo Ceo Male Divisional executive executive Male Ceo Former Ceo Male general manager executive Male Divisional executive executive Male Divisional director executive Male Ceo Ceo Male general manager executive cOgent BUsiness & ManageMent 7 Sustainable development Knowledge of sustainable development is important, because it provides the context in which leadership competences were contemplated. Kawulich (2004) emphasizes the importance of understanding context, because it enables one to respond appropriately to the questions of a study. Most participants who declined to participate reviewed the interview questions supplied in the invitation, then replied that they had little knowledge of sustainable development, or of sDgs. For example, ceO D1 replied: thank you for inviting me to participate in your leadership in the context of sDgs research. to derive value from participants, it seems to me the participants must be familiar with sDgs. i am not very familiar. Without that context, i do not believe the research will benefit from my input. however, knowledge of context helped participants, because they understood that sDgs impact and are impacted by the corporate world. Participant P9 explained: i know sDgs developed from millennium development goals (MDgs). i think at that point, which is three or four years back and beyond, it was just academic. We thought these are ngO and Un issues. But i know for a fact [that], over the last year or two we have focused on sDgs, which we think, at least, are relevant to our industry. Integrated leadership competences development this theme focuses on how to develop leadership competences to optimise sustainable beverage manufacturing. the theme is important to the study, because leadership competences need to be developed that respond to a business environment premised on sustainable development as indicated in table 4 item 3. Participants agreed unanimously that existing leadership competences were not effective, and they suggested methods to develop organizational leadership competences and person-leader competencies. On organizational leadership competences, participant P8 made a representational statement saying: We need to clearly define, which goals are key to the company; set minimum standards to be met on each goal; learn and develop; set specific training for the set standards; and inculcate a culture of ownership of the sustainability agenda. Participants P3 and P4 suggested national dialogue that includes all economic sectors. Participants P2, P8 and P12 called for the inculcation of a sustainability culture and culture change. Most participants advocated for capacity development, with participant P6 saying: Table 4. Data categories and outputs. Category theme subcategory themes outputs – themes, competences or elements 1 sustainable development Context sDgs; livelihoods; future generations; responsible management; quantum; ecosystems; intergeneration systems; and presencing Knowledge Relevancy of sDgs; the changing business environment; partners in sustainable development; and resource management 2integrated leadership competences development Organisational leadership competences Dialogue; culture change; capacity building; programmes for developing leadership competences; and channels for developing leadership competences Person-leader competencies Training; personal development; conscience development; performance management; mentorship; coaching; and counselling 3effective leadership competences strategic leadership competences Presencing; intergenerational systemic behaviour; reflexivity; stakeholder engagement; strategic awareness; sustainability thinking; knowledge of metrics of measurement; inclusivity skills; and multiple leadership styles Core leadership competences social responsiveness; ecosystem thinking; self-leadership; knowledge of SDGs; and innovative thinking Core values ethical; caring for all; respect for all; doing the best for local communities; diplomacy; and beliefs in sustainable development Collaborative leadership competences Build diverse teams; and partnering skills Person-leader competencies the competences in this table become competencies when viewed from the personal level of the leader; hence, there is no need for duplication. the focus of this article is on organisational competences and not person-leader competences. 14 e. Q. F. RUWaniKa anD l. MassYn the rear wheel drives the sustainable development agenda, as one cycles the gear pedals. it is backed by the following metatheories: ecosystems; intergenerational systems; presencing; and quantum theories. the 6 P framework is the template for strategic planning that embeds sustainable development into business strategy. however, to develop the leadership competences desired for sustainable development, an integrated leadership competences development framework is required (middle frame). this middle frame helps the organization to develop competences at both organizational and personal levels (table 4 item 2). therefore, the article proposes a lcFsD using key leadership competences based on the contingency situational leadership approach (front wheel), which comprises nine strategic leadership competences, five core leadership competences, seven core values, and two collaborative leadership competences. these competences should assist to optimize sustainability in the manufacturing industry. Figure 3 zooms out the triangle in the front wheel of the bicycle (Figure 2), to show, in metaphorical form, the key leadership competences. Figure 3 shows that the core values (middle circle), as a front gear, drive the rest of the leadership competences. sustainability living as a value is an input by the validation experts. the person-leader competencies are found in every leadership competence pillar, because organizational leadership competences require people to drive them. therefore, with this new revelation, person-leader competencies become sub-pillars of leadership competences at organizational level, and not stand-alone pillars. Conclusion Practical implications for business Business should adopt the lcFsD as a toolkit for developing leadership competences that will enable the organization to contribute to sDgs, for the benefit of future generations. start by exploring using the integrated leadership competence development framework, to develop institutional competences and person-leader competencies. this will result in developing leaderful organizations with a collective responsibility for leadership, as opposed to the traditional approach of developing competent leaders. this potentially could accelerate a future where sustainable development is part of the fiber of organizations. Figure 3. Key leadership competences for sustainable development. cOgent BUsiness & ManageMent 15 secondly, to attain sustainable leadership, business could simply adopt the generic key leadership competences espoused in Figure 3 comprising 16 leadership competences and seven core organizational values. the leadership style recommended for this framework is contingency/situational style. Theoretical implications lcFsD is a new term developed from the results that is contextualized to sDgs and resonates with sustainable development leadership, which is in its infancy. hence, this research contributed the lcFsD to the discourse on sustainable leadership where a literature gap exists. Limitations of the research the study was confined to executives and former members of beverage manufacturing companies and not to the various levels of stakeholders in the organizations. Directions of future research considering that the study was confined to executives and former members of beverage manufacturing companies, research can be extended to the testing of the lcFsD to the various levels of stakeholders in organizations. Whilst the validation experts believed the lcFsD is applicable to the manufacturing industry and transferable to other industries, applying the framework to other industries will test the validation results. Further research is required on how the sextuple bottom line (6 P) framework can be operationalized, and whether it should be the successor to the triple bottom line (3 P) framework. Disclosure statement the authors declare that they have no known competing financial interests or personal relationships that could have appeared to influence the work reported in this paper. About the authors Eliot Quinz Farai Ruwanika is a consultant in business strategy, change management organisational restructuring, and management/leadership mentor and coach. he holds a PhD in Business administration from the University of the Free state, south africa where he is affiliated. his research interests are in sustainable leadership and management and loves bridging the gap between theory and practice. Liezel Massyn is an associate professor and programme director for the Bachelor of Management and leadership (BMl) programme designed for working adults at the University of the Free state Business school. she has s supervised more than 150 undergraduate research projects and more than 50 Master and PhDs to graduation. her research interests are adult learning and development, leadership and skills development, well-being and work-life integration. Funding the work was supported by the University of the Free state. ORCID eliot Quinz Farai Ruwanika http://orcid.org/0000-0002-1954-5372 liezel Massyn http://orcid.org/0000-0002-5131-3336 Data availability statement the data that support the findings of this study are available on request from the first author. the data are not publicly available due to the data containing information that could compromise the privacy of the research participants. 16 e. Q. F. RUWaniKa anD l. MassYn References akins, R., Brigh, (iqbal & ahmad, 2021), B., Brunson, t., & Wortham, W. (2013). effective leadership for sustainable development. Journal of Organizational Learning and Leadership, 11(1), 29–36. amanchukwu, R. n., stanley, g. R., & Ololube, n. P. (2015). a review of leadership theories, principles and styles and their relevance to educational management. Management, 5(1), 6–14. amini, M. Y., Mulavizada, s., & nikzad, h. 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