PRESENTED By GAIL S' Williams

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Introduction to the New Leadership Development
and Excellence in Management (LDEM) Program

• PRESENTED By GAIL S. Williams
• LDEM Program Manager, Code 110
• June 2009

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LDEM Context
LDEM Contract
External Opportunities
On the Job Training
Management and Supervisory Training
and Development
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Old versus New Approach
LDEM Goal A state of the art, fully
integrated, transformational leadership and
management development program
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LDEM Leadership Development Philosophy

• Everybody is a leader leadership is everybodys
  business
• No matter where you sit, you influence
• When you know what to look for, leadership
  opportunities abound
• Self awareness, personal growth, skill-building,
  feedback, and conceptual awareness are the five
  major components of leadership development and
  learning
• Leaders make choices and take responsibility for
  their own learning and actions
• Leadership can be learned through a
  developmental, as distinct from training, program
• Adults learn best in a safe setting and in the
  context of real world issues and concerns

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LDEM Program

• Formal leadership development, from the
  inside-out for all grades and skills
• State of the art program
• Fully integrated and layered learning in a wide
  variety of learning modalities
• Supports Agency and Center succession planning
  and management
• Builds on success of past GSFC leadership programs

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Some Key Details

• Four integrated programs that fulfill the
  competencies and skills in the Statement of Work
• Competencies and skills traceable to OPMs
  Executive Core Qualifications (ECQs) and NASAs
  Leadership Competencies
• Cohort leadership development for 16-24 people
  for Programs A-C and 10-16 for Program D in
  Greenbelt
• All learning offered in the context of the real
  world
• Program is Center funded, except travel is
  Directorate funded
• Mentoring for Programs A-C
• Shadowing for Programs B and C
• Minimum 4-hours individual coaching group
  coaching, including Action Learning Coaching
• Assessment Feedback
• Optional Creative Learning Groups to continue
  learning
• External customers may pay to participate in
  Programs A-C

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The Five Levels of Human Performancein Goddards
Leadership Framework

• Leaders must be increasingly
• competent as they rise
• through the organization,
• while broadening their
• perspective

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Integrated LDEM Learning Framework
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Leadership Program Architecture
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Top-Level Competencies
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Competency Progression

• Diversity with Inclusion
• Self Ensuring the leader is aware of the impact
  of his/her own group identity on him/herself, as
  well as demonstrating a commitment to fairness
  and inclusion of all
• Interpersonal Ability to establish a
  relationship where both parties are fully engaged
  and able to effective use their diverse talents
• Group/Team Creating and sustaining an
  environment where all group members are fully
  engaged, influential, and able to use their
  diverse talents
• Organization Ensuring the organization
  cultivates diversity and practices inclusion

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Illustrating One Competency and Skills

• Cognitive Skills Applies critical and
  appropriate judgment, decision-making, and
  thinking strategies to effectively contribute to
  organizational accomplishments competency
• Critical Thinking skill with 7 behaviors
  defined
• Problem Solving and Decision Making skill with
  6 behaviors defined
• Strategic Thinking skill with 6 behaviors
  defined
• Clearly delineates desired outcomes and goals and
  focuses energy and attention on achieving them.
  Skill Building for A and B Application/Expansion
  for C and D
• Thinks strategically to get from the current
  situation to the desired future state effectively
  and efficiently. Introduction for B, Skill
  Building for C, and Application/Expansion for D
• Anticipates potential threats and opportunities
• Balances short-term with long-term needs and
  priorities
• Devotes appropriate time and attention to
  strategic issues
• Understands the distinction between what she/he
  can and cannot control or influence and focuses
  his/her energy on what is within his/her
  influence and control

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Proposed Cohort Workshops

• Program A
• July 13-14, 2009
• August 6-7, 2009
• September 10-11, 2009
•  

• Program B
• July 23-24, 2009
• August 19-21, 2009
• September 14-16, 2009
• October 19-22, 2009

Workshops range in length from ½ to 4 days,
with most being 2 or 3 days
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More about Program A

• 5.5 workshop days over 2-3 months focusing on
  building cognitive and affective skills in the
  self and interpersonal levels of human
  performance
• Three workshops
• Establishing the Cohort Learning Community,
  Program Overview, and Introduction to Developing
  and Leading the Self
• Building Self Awareness and Insight into How
  Others, the Organization, and I Are Mutually
  Influential
• Enhancing Personal Problem Solving Skills,
  Strengthening Emotional Intelligence, and
  clarifying Personal and Career Development Goals
• 180-Degree Assessment aligned to program
  objectives
• 4 hours Individual Coaching
• Limited learning outside the workshop setting
• Pilot offering July September 2009. Again
  beginning March 2010
• Tentative Program Name Leading Self
  Influencing When Youre Not in Charge
• Designed from GS 11 and below

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More about Program B

• 12 workshop days focusing on building deeper
  skills, learning to influence group/team
  dynamics, and influencing others when not in
  charge
• Four workshops
• Establishing the Cohort Learning Community,
  Program Overview, and the
  Impact of Temperament On-the-Job
• Feedback Reports Communication For
  Understanding Diversity Inclusion
  and Using Emotional Intelligence to Enhance
  Leadership Presence
• Self and Interpersonal Applications
• Group Organizational Dynamics Facilitating
  Individual Team Conflict
  and, Program Close
• 360-Degree leadership assessment aligned to
  program objectives
• Individual coaching and Learning Team coaching
• Learning continues outside the workshop setting
• Pilot offering July October 2009. Again
  beginning in March 2010
• Tentative Program Name Leading Groups and
  Teams Expanding Your Sphere of Influence
• Designed for GS 12-13

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More about Program C

• 19 workshop days focusing on deepening skills at
  all five levels of human performance through
  practice in workshops and on the job application
• Seven workshops
• Establishing the Cohort Learning Community and
  Program Overview Setting the Context for
  Learning Assessing Leadership Effectiveness
  Personal Vision
• Critical Thinking, Cognitive and Emotional
  Intelligence Skills for Leaders
• Diversity/Inclusion Using the Whole Self
  Organizational Power, Developing Others
• Personal Power, Influence, Negotiation, Conflict
  Management. Leading Groups and Teams
• Strategic Thinking and Leading Change
• Strategy into Action Dealing with Complexity
• Managing Performance and Planning for the Future
  Integrating Lessons Learned and Planning for
  On-going Development
• Individual coaching provided, along with
  group/team coaching
• 360-degree leadership assessment aligned to
  program objectives
• Learning continues outside the workshop setting
• Pilot offering in January October 2010
• Tentative Program Name Creating and Leading
  Adaptive Organizations
• Designed for GS13-15

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More about Program D

• Program will focus on
• Pragmatic discussions of shared leadership
  opportunities and challenges in managing
  strategy, performance, and innovation
• Using personal and organizational power to create
  viable, complex organizations
• Expanding and applying leadership skills and
  behaviors to all five levels of human performance
• Workshop content and focus will be heavily
  influenced by input obtained from interviews with
  potential participants AND will be consistent
  with SES Career Development Program and the SES
  ECQs
• Pilot program beginning in April 2010 ( Sessions
  to be determined)
• Individual coaching and peer/group coaching
• 360-degree assessment aligned to program
  objectives
• Learning continues outside the workshop setting
• Tentative Program Name Leading Leaders
  Responding to a Rapidly Changing Environment

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Hybrid Workshop to Bridge the Gap

• Proposed hybrid workshops for participants who
  did not attend the previous programs to equip
  them with the skills and knowledge needed to
  fully participate and benefit from Programs B, C,
  or D
• Will assess the participants to determine
  skill/knowledge gaps
• Completed prior to the launch of the cohort
  workshops

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Highlights of Selected Contractor Partner

• Greystone Consulting Group, Inc. of Annapolis, MD
• Small, women-owned business
• Past Goddard experience includes design and
  delivery of GLES, organizational development, and
  coaching support, as well as 360-degree
  assessments for LAP and GLES
• Teamed with consultants who designed and
  delivered ALP as well as other organizational
  management development initiatives at GSFC
• All coaches possess coaching experience either at
  GSFC or with another engineering and science
  organizations

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Nomination and Selection Process

• Submit hard copy, with original signatures, by
  500 p.m. June 24 to Gail Williams, Building 8,
  Room 436
• Three references
• Written statement addressing six issues
• Supervisors endorsement and signature have
  specific conversation about time commitment
• Ensure the package is complete!
• Two diverse panels established to evaluate and
  recommend selection for Programs A and B
• Reference check
• Review of all submitted materials
• Conversation with supervisor
• Interview individual for Program A and group
  for Program B

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Written Statement

• Your career and leadership goals where do you
  want to be in 3-5 years
• Your motivation to lead
• Your greatest leadership accomplishment in any
  aspect of your life, i.e., work, community
• Goddards three greatest leadership challenges
• A list of benefits both you and Goddard will
  derive from your participation in the program
• Your commitment to fulfill all of the program
  requirements, including 100 attendance at ALL
  workshops

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Supervisors Endorsement

• Demonstrate unequivocal support for your
  participation in the program
• Recognition of the program requirements,
  including number of workshop days and
  non-workshop activities
• Commitment to rearrange your workload, travel,
  and meeting schedule to permit attendance at
  workshops
• Commitment to actively support your learning and
  fulfillment of the program requirements
• Written statement reflecting their reasons for
  supporting your participation

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Selection Criteria

• The following factors will be considered in the
  selection of program participants
• The interviewees ability to commit to fulfilling
  participant responsibilities
• Expected benefits to be derived by the individual
  and the organization
• How well the interviewee articulates his/her
  leadership and career goals
• Performance rating. All applicants must have a
  minimum rating of fully successful in their
  current position for the last performance period
• Supervisors endorsement and input from
  references

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Any Questions or Observations?

• For future questions, contact Gail Williams,
  301-286-0159, Gail.S.Williams_at_nasa.
  gov

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Back-up Charts
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Five Levels of Human Performance Defined

• Self An individual in relationship to his or
  her own cognitive, emotional, and physical
  functioning. A strong foundation in the skills
  of managing ones own belief systems, thoughts,
  emotions, and behaviors is requisite for
  leadership quality skill at all of the other
  levels. Skills include Awareness of automatic
  emotional responses gaining full use of
  emotions clear goals focus and energy
• Interpersonal Two people in relationship the
  arena of interpersonal influence. The amount of
  influence that leaders are accorded by those who
  would follow is directly proportionate to the
  strength of their interpersonal skills and the
  greater the mutuality of influence, the more
  efficiently work is accomplished. Skills
  include Building/maintaining high-quality
  relationships obtaining agreement of others to
  apply their energy toward our goals using
  appropriate channels of influence with conscious
  intent exercising independent choice in response
  to others attempts to influence us.
• Group Two or more persons who interact with one
  another and interact with the group as a whole.
  The fundamental unit of organizations is the
  group in the form of people coming together in
  meetings, workgroups, and teams. This is where
  the bulk of an organizations work is done, for
  better or worse, depending on the group
  management skills of the leader. Group-level
  skills involve leveraging what is known about how
  humans behave in small groups. These skills are
  important to the effectiveness of all kinds of
  groups, from informal one-time meetings to
  project teams. A team is a special type of
  group, with a common purpose, shared goals,
  collective product, interdependent tasks, and
  mutual accountability to shared operating
  principles. Skills include Creating safety in
  a group eliciting sound and current data in the
  group developing conflict competence of the
  group developing a powerful team.
• Organization A coordinated system of groups and
  individuals working toward common goals. The
  effective leader at this level is able to align,
  harmonize, and energize diverse components that
  make up his or her organization. Organizations
  are often part of larger organizations e.g., at
  GSFC, both a branch and the entire Center are
  organizations. Skills include Developing
  mission and vision attracting followers
  generating/maintaining organizational energy
  creating a strong leadership team creating
  functional and flexible organizational
  structures involving followers in developing
  structures and policies ensuring accountability
  and recognition developing and empowering
  followers aligning work assignments with
  organizational objectives
• Environment The social, political, and economic
  milieu surrounding the organization. Effective
  leadership at this level allows an organization
  to respond proactively to continual changes in
  its environment rather than simply be subject to
  them. (Often the environment of an organization
  includes the rest of a larger organization of
  which it is part.) Skills include Developing
  organizational strategy sustaining the
  organizations effectiveness in the broader
  political, social, and economic context
  maintaining effective relationships with external
  stakeholders anticipating external changes and
  their impact on the organization.

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Three Learning Levels Defined

• Introduction This level exposes people,
  cognitively and perhaps even experientially, to
  leadership concepts without the expectation of
  their developing new behaviors and skills.
• Skill Building This level focuses on the
  development AND practice of new behaviors and
  skills. It involves a combination of theory,
  experiential learning, reflection, and practice
  that results in new ways of thinking and acting.
  Skill building requires sufficient practice for
  the new skills to begin to become habitual or
  embodied.
• Application/Expansion Application involves
  deepening learning through review and reflection
  and putting skills into practice, in work
  settings, this deepened learning. Most of the
  applications occur outside of workshops, such as
  through action learning activities and on-the-job
  learning, aided by coaching and mentoring. Some
  of the reflection could be in workshops or cohort
  learning settings. Expansion involves adding
  more complexity or dimensions to a skill, by
  applying it in more complex settings, with review
  and reflection.