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

1. Introduction to the New Leadership Development and Excellence in Management (LDEM) Program Kellie Murray LDEM Program Manager January 2011

2. LDEM Leadership Development Philosophy • Everybody is a leader – leadership is everybody’s 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

3. 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

4. Some Key Details Four integrated programs that fulfill the competencies and skills in the Statement of Work Competencies and skills traceable to OPM’s Executive Core Qualifications (ECQs) and NASA’s Leadership Competencies Cohort leadership development for 16-26 people for Programs A-C and 10-16 for Program D 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 At least 4 hours of individual coaching plus group coaching Assessment Feedback Optional Creative Learning Groups to continue learning

5. Integrated LDEM Learning Framework

6. Leadership Program Architecture

7. Top-Level Competencies

8. Planned Cohort Workshops Workshops range in length from ½ day to 3 days

9. More about Leading Self: “Influencing When You are Not in Charge” • 8.5 workshop days 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 • Mentor , Protégé, Supervisor, and Coach Orientation • 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 • Individual and Action Learning coaching • Limited learning outside the workshop setting via Core Learning Teams • Designed for individual contributors with a grade GUIDELINE of GS 11 and below. Scope and type of job responsibilities should be the major determinant when deciding if this is the appropriate program!

10. More about Leading Groups and Teams: “Expanding Your Sphere of Influence” • 12.5 workshop days focusing on building deeper skills, learning to influence group/team dynamics, and influencing others when not in charge • Four workshops [tentative titles]: • Establishing the Cohort Learning Community, Program Overview, and the Impact of Temperament On-the-Job • Mentor , Protégé, Supervisor, and Coach Orientation • Language of Leadership and Emotional Intelligence • Feedback Reports; Communication For Understanding; Diversity & Inclusion; • Self and Interpersonal Applications • Group & Organizational Dynamics; Facilitating Individual & Team Conflict and, Program Close • 360-Degree leadership assessment aligned to program objectives • Individual and Action Learning coaching • Learning continues outside the workshop setting • Designed for team leaders and key team members. Grade GUIDELINE GS 12-13, and may include GS 14

11. More about Leading Organizations: “Creating and Leading Adaptive Organizations” 18 workshop days focusing on deepening skills at all five levels of human performance through practice in workshops and on the job application Individual, Group, and Action Learning coaching 360-degree leadership assessment aligned to program objectives Focus on becoming effective leaders at the organization level Program will enhance ability to work within and across functions to lead people and manage change and transition Learning continues outside the workshop setting Designed for GS14-15 managers, supervisors, or senior staff members

12. More about Leading Leaders: “Responding to a Rapidly Changing Environment” • 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

13. Application Process A complete application package must be received by 5:00 p.m. on January 19, 2011 at GSFC-Code111-LDEM-Program@mail.nasa.gov to be considered Your supervisor is expected to provide the Supervisor’s Endorsement separate from the submitted application via email to GSFC-Code111-LDEM-Program@mail.nasa.gov by January 19, 2011

14. Selection Process Programs A & B: Selection of program participants will be made by the applicant’s directorate management along with a representative from either the Equal Opportunity Programs Office or the Special Assistant for Diversity. Program C: Selection of program participants will be made by the Goddard Executive Development Advisory Panel (EDAP). This panel is chaired by the Associate Center Director and includes senior management representatives from each directorate, the Equal Opportunity Programs Office, the Office of Human Capital Management (OHCM), the Special Assistant for Diversity, and the Office of the Chief Financial Officer.

15. Application Questions (1) List training and development classes/programs currently enrolled or completed.   (2) Describe your position and how it contributes to your organization’s mission.  (3) Describe any significant recognition (e.g. awards, positive feedback on your skills/abilities). (4) Describe your purpose for wanting to participate in this program and how this program will benefit you.

16. Application Questions (5) Describe how participating in this program will benefit your organization. (6) Describe your level of influence in your organization and/or on the program/project in which you work. What is your scope of influence over decisions, results, and accountabilities? (7) If applicable, describe your previous level of leadership experience over individuals, groups and teams.

17. Application Questions (8)Describe your commitment to fulfill all of the program requirements, including 100% attendance at ALL workshops in their entirety.

18. Supervisor’s Endorsement Applicant’s supervisor may copy and paste the following paragraph and send via email to GSFC-Code-111LDEM-Program@mail.nasa.gov separate from the applicant’s submittal. The Supervisor’s Endorsement must be received by January 19, 2011. I endorse ________________________’s participation in the 2011 LDEM Program. I have reviewed the program details in Enclosure 1 of this Announcement, including the program calendar, and I am aware that participation in the program requires attendance at all scheduled workshops and other required program activities. I am also aware that there will be learning activities outside the workshops ( i.e., Core Learning Team meetings, mentoring, and coaching sessions) estimated at approximately 5-10 hours a month. I will arrange the participant’s work, travel, and meeting schedule to permit attendance at all workshops, in their entirety, and all Core Learning Team meetings. I will also adjust the employee’s workload to accommodate all other program requirements. I understand that successful program completion and certification is contingent upon their completing all assignments, including attendance at all workshops in their entirety. I am also aware that participation requires attendance at the Exploring Leadership Colloquia presentations and completing a team project. I commit to actively supporting the employee’s fulfillment of these program obligations, while enabling the employee’s leadership learning on the job.

19. Selection Criteria • The applicant’s ability to commit to fulfilling all program responsibilities, and motivation to improve knowledge and skills • The applicant’s technical excellence and depth of experience • Expected benefits to be derived by the individual and the organization • The applicant’s ability to influence in the organization • Supervisor’s endorsement and management support

20. Any Questions or Observations? For future questions, contact Kellie Murray, 301-286-2282, Kellie.J.Murray@nasa.gov

21. Back-up Charts

22. 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 one’s 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 organization’s 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 organization’s effectiveness in the broader political, social, and economic context; maintaining effective relationships with external stakeholders; anticipating external changes and their impact on the organization.

23. 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.

24. 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