| The most recent edition of Public Personnel | | | | leadership skills within public organizations is the |
| Management, Winter 2004, focused solely on one | | | | use of action learning. Action learning is a typical |
| of the hottest issues facing today's public sector | | | | educational approach where participants learn by |
| human resource professionals: workforce and | | | | addressing issues that are unique to their own |
| succession planning. During the 2004 IPMA-HR | | | | organization and/or community. The format |
| International Training Conference, numerous | | | | involves a continuous process of learning and |
| sessions focused on the growing need to | | | | reflection, built around learning groups of |
| implement workforce and succession planning | | | | colleagues, more often with the aim of getting |
| systems in order to address the mass exodus of | | | | work-related initiatives accomplished.The City of |
| workers that is anticipated in the next five to ten | | | | San Jose is using action learning as part of their |
| years. In both Public Personnel Management and | | | | new leadership development effort. The program |
| at the conference, the issue of leadership | | | | participants are divided into six, functionally-diverse |
| development was cited as a primary tool for | | | | teams. Each team is assigned one of the city's |
| preparing the workforce for the future.Numerous | | | | corporate priorities which include:- |
| agencies are incorporating leadership development | | | | Performance-driven government |
| as an element of their workforce planning efforts. | | | | - Support for effective council policy-making |
| Notable leadership development programs that | | | | - Effective use of technology |
| have been documented include those implemented | | | | - Customer service |
| in San Diego County, CA; Henrico County, VA; | | | | - City as an employer of choice |
| Hennepin County, MN; City of Las Vegas, NV; City | | | | - Neighborhood-focused service deliveryTeams |
| of Phoenix, AZ; and City of San Jose, CA. In my | | | | are guided by team sponsors, who are all |
| observation, many of the best practice elements | | | | members of the City's executive team. Over a |
| in public sector leadership development are | | | | period of six months each team is expected to |
| consistent between agencies. The purpose of this | | | | identify a City issue or project that needs |
| article is to share ten practices that appear to be | | | | attention. The teams research the issue, |
| common threads among agencies that are | | | | benchmark approaches with other jurisdictions, |
| developing leaders internally to fill anticipated | | | | propose solutions the City could consider, develop |
| vacancies in the future.The following tips are | | | | a formal written report, and make a formal |
| provided as guidance to public sector organizations | | | | presentation in the City Council chambers as part |
| that may be interested in developing their own | | | | of their program conclusion. The City Manager and |
| leadership development programs.Tip One: Base | | | | other top executives will receive their |
| the program on a competency model.Before any | | | | presentations and provide feedback to each team. |
| training or development activities can take place, it | | | | Whenever possible, the team will be given the |
| is critical to identify the skills and competencies | | | | authority to implement or participate in the |
| that will be developed as a result of the effort. | | | | implementation of their recommendations which |
| As discussed in the Public Personnel Journal, | | | | may have citywide or regional implications. As a |
| Winter 2004, Henrico County developed 20 core | | | | result, the participants are able to practice their |
| leadership competencies including communication, | | | | communication and team skills as part of the |
| critical thinking and decision making, organizational | | | | process, receive feedback on their report writing |
| astuteness, and personal integrity. These | | | | skills, and practice making presentations in a |
| competencies provided the framework for their | | | | forum that is new to many of them. They also |
| development efforts. Other agencies, including the | | | | have the opportunity to showcase their skills |
| County of San Diego base their leadership | | | | related to issues that they may not otherwise |
| academy on the same model as the multi-rater, | | | | have the opportunity to explore.Tip Six: Use |
| 360-feedback tool that is used in the | | | | internal and external resources.As mentioned in |
| program.Whether your organization has an | | | | Tip Two above, it is important to make full use of |
| established competency model that is used | | | | your organization's executive leadership team |
| throughout your human resource programming or | | | | sessions that directly relate to the organization's |
| not, it is critical to spend some time defining the | | | | strategic plan, culture, and expectations. However, |
| skills that leadership program participants are | | | | other concepts may be better presented by |
| expected to develop. For example, the City of | | | | individuals outside of the organization, who provide |
| San Jose conducted a survey of top managers, | | | | an outside or neutral perspective. You may also |
| followed by round-table discussions to determine | | | | find that your organization does not have the |
| the competencies to be developed in their | | | | capacity or expertise to address all the |
| leadership program called The Art and Practice of | | | | competencies included in your model. A balance of |
| Leadership.Tip Two: Allow participants to | | | | internal and external presenters provides |
| self-select.Each agency must determine for itself | | | | participants with the opportunity to compare and |
| the best method for selecting leadership | | | | contrast the agency's approach with practices and |
| development program participants. Factors | | | | methods used outside of the organization.Tip |
| including collective bargaining influences, time, and | | | | Seven: Maximize internal publicity.In every case, |
| the intended target audience may impact the | | | | leadership development program participants |
| process you use to identify participants. Some | | | | dedicate a great amount of time and energy to |
| organizations are targeting potential future | | | | these kinds of programs. Not only is it a |
| executives only while others are offering | | | | commitment of the participant's time, it is a |
| leadership development opportunities | | | | commitment of their manager and staff's time |
| organization-wide.In my experience, the highest | | | | that cover for the participant when they are |
| levels of success in terms of participant | | | | attending program activities. You can |
| commitment result from a competitive process | | | | communicate the goals and outcomes of the |
| where interested participants apply to be involved. | | | | program and recognize the importance of the |
| By self-selecting, rather than by being appointed, | | | | effort by using internal communicating tools like |
| participants are more likely to clarify their purpose | | | | email, newsletters and Intranet postings. Everyone |
| for wanting to take part in the program. When | | | | who is touched by the program should understand |
| participants are mandated to attend a leadership | | | | its importance to the organization's goals.Prior to |
| development program, they are often reluctant | | | | the start of the program, formally introduce the |
| to commit the time and energy into their | | | | participants to the organization and encourage |
| development, and oftentimes, they do not fully | | | | each organizational member to support them. |
| understand why they are being asked to | | | | After the program, each graduate should be |
| participate.The selection process you choose will | | | | recognized using the same communication tools |
| depend upon the target audience for the program | | | | (email, newsletters, Intranet, etc.) and their |
| (entire workforce vs. middle managers). You may | | | | managers and staffs should be thanked for |
| choose to use a written application, manager | | | | supporting them. Internal publicity can help garner |
| nomination, personal interviews, assessment | | | | support and enthusiasm for the program and its |
| centers, or other means by which participants | | | | goals.Tip Eight: Continuously adjust.The first |
| compete for entrance into the program. | | | | version of any comprehensive program like this is |
| Nevertheless, it is highly recommended that | | | | rarely perfect. It is important to continually modify |
| participants have a choice in whether or not they | | | | the program based on the feedback received not |
| participate in your leadership development | | | | only from the participants, but from their |
| efforts.Tip Three: Involve executives and elected | | | | managers as well. By continually improving the |
| officials in the development and implementation of | | | | program, it will meet the needs of the |
| the program.It has been said in numerous articles | | | | organization, even as the organization changes. In |
| about employee and leadership development that | | | | every leadership development program I have |
| without the full support and involvement from the | | | | developed and managed, the agenda and |
| executive leadership team, the program will fail. | | | | curriculum is modified during the program and |
| Top management must be involved in the | | | | after graduation to reflect the changing needs of |
| development of the curriculum, the selection of | | | | the participants and the organization. It is critical to |
| the attendees, and in the presentation of the | | | | be flexible and to listen to the program |
| program. Their support is critical for the success | | | | participants and their managers in order to ensure |
| and long-term viability of any leadership | | | | the program continuously improves and maintains |
| development program.Likewise, many agencies | | | | its credibility and relevance.Tip Nine: Celebrate the |
| are finding that involvement by an elected official | | | | achievement.A learning opportunity such as a |
| can also supplement the curriculum of a public | | | | leadership academy or leadership development |
| sector leadership development program. For | | | | program requires a commitment of time and |
| example, the City of Las Vegas invited a | | | | resources, not only on the part of the |
| councilmember and the City of San Jose invited | | | | coordinators, but on the part of management and |
| the Mayor to address their recent leadership | | | | the participants. A graduation or other public |
| academy programs. The official in each case | | | | celebration is critical to recognize the |
| addressed the class of leaders for up to one hour. | | | | achievements of all the parties involved. The |
| They were asked to give their expectations for | | | | graduation does not need to be elaborate or |
| public sector leaders, and program participants | | | | lengthy. A brief lunch with informal presentations |
| were allowed to ask questions. The dialogue | | | | will do the trick. Nevertheless, finishing a program |
| created in these forums allowed the organization's | | | | like this without some recognition is like going to a |
| future leaders to see the organization through the | | | | movie that doesn't include the credits at the |
| eyes of an elected official. A facilitated | | | | end.Tip Ten: Measure and track outcomes.While |
| conversation that followed the presentation | | | | each organization determines the level and extent |
| encouraged the participants to identify meaningful | | | | to which the results of a leadership development |
| "take-aways" from the elected official's | | | | program are measured, a variety of tools can be |
| comments. Because program participants have | | | | used to determine the impact of the program. |
| not likely interfaced extensively with an elected | | | | Such measures include:- Knowledge of leadership |
| official, but will likely be expected to as their | | | | concepts as measured via a pre- and |
| leadership responsibilities increase, this has become | | | | post-assessment tool- Perceived change in |
| a critical element in public sector leadership | | | | selected leadership skills as measured by a |
| development programs.Tip Four: Use 360-degree | | | | multi-rater, 360-degree feedback tool |
| feedback, individual development planning, and | | | | administered at the beginning of the effort and |
| coaching as the core around which other | | | | again one year later- Number of participants |
| development opportunities revolve.360-degree | | | | retained over one, three, and five years- Number |
| survey tools provide feedback enabling leaders to | | | | of participants promoted over one, three, and |
| realize strengths and areas for development | | | | five years- Perception of participant's supervisor |
| based on their own and other's perceptions. | | | | related to the participant's change in behavior |
| Typically such feedback comes from the | | | | after attending the leadership development |
| participant's direct supervisor, direct reports, and | | | | program- Reaction to the leadership development |
| peers. Today, such processes can easily be | | | | program curriculum as measured by end of |
| facilitated on-line and feedback reports are | | | | session evaluationsHowever your organization |
| comprehensive and detailed. Numerous vendors | | | | decides to measure the outcomes of your |
| can now customize survey tools to reflect your | | | | development efforts, it is recommended that the |
| organization's competency model (see Tip One | | | | measurements be established prior to the start of |
| above).The feedback process, however, is only | | | | the program and that they be monitored closely. |
| the start of the development process. It is | | | | Such measures will allow you to make appropriate |
| recommended that the feedback be delivered in | | | | adjustments to future programs and will assist |
| conjunction with opportunities for one-on-one | | | | you in showing the impact of the effort on your |
| coaching, as many participants find the feedback | | | | organization's strategic objectives.If your |
| difficult to translate into everyday behaviors. A | | | | organization has not yet embarked on a leadership |
| trained coach can assist the participant in making | | | | development effort, it is likely that you will in the |
| sense of the data. In addition, the participant | | | | near future. Changing demographics, an impending |
| should be expected to develop their own individual | | | | "brain drain," and a need to enhance retention |
| development plan that addresses competencies | | | | levels are driving public organizations of all sizes to |
| that are highlights in the feedback report. The | | | | explore tools for ensuring the stability of their |
| individual development plan, once endorsed by the | | | | workforce. And, while many organizations are |
| participant's direct supervisor, should then become | | | | exploring these efforts, each must find a solution |
| the blueprint for the participant's leadership | | | | that works best for their organization's culture |
| development efforts.Because the feedback | | | | and goals. The elements presented in this article |
| process can be so powerful, it is recommended | | | | reflect the common practices in public sector |
| that any leadership development program begin | | | | leadership development efforts today.Marnie E. |
| with this element, as it will provide the direction | | | | Green is Principal Consultant of the Arizona-based |
| that each participant will need as they pursue the | | | | Management Education Group, Inc. She is the |
| program. With their feedback, the participant can | | | | author of Painless Performance Evaluations: A |
| customize their leadership development | | | | Practical Approach to Managing Day to Day |
| experiences to address the identified needs. | | | | Employee Performance (Pearson/Prentice Hall). |
| Because of this flexibility, 360-feedback is a highly | | | | Green is a speaker, author, and consultant who |
| recommended and popular tool.Tip Five: | | | | helps organizations develop leaders today for the |
| Implement action learning through project | | | | workforce of tomorrow. Contact Green at offer |
| teams.Another popular tool for enhancing the | | | | this article on a nonexclusive basis. |