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