CORPORATE LEADERSHIP COUNCIL
JULY 2003
www.corporateleadershipcouncil.com
Fact Brief
Leadership Training for Experienced
Supervisors in the Government
Profiled
Institution
Industry
Employees
Budget
10,000-50,000
$10billion-$50billion
2,000-10,000
$500M - $2 billion
C
100,000-250,000
$10billion-$50billion
D
2,000-10,000
$500M - $2 billion
A
B
Government Agency
Key Questions:
How are leadership training programs
structured?
What content is included in such
programs?
What are the delivery methods for
leadership content?
Issue Overview: Increased Focus on Leadership Training
Table of Contents
Executive Summary
2
Structure & Content
3
Supervisor Participation
8
Delivery
10
Research Methodology
15
Three-quarters of the government’s top executives will be eligible for retirement by 2005,
but many agencies will not be prepared to replace them when they leave, according to a
2000 report prepared by the General Accounting Office.
Aging baby boomers—those born between 1946 and 1964—who now hold key
management positions in agencies will drain vast amounts of expertise from
government when they retire across the next five years. Agency officials must prepare
for a substantial exodus of senior leaders by developing leadership training for
experienced supervisors, who may soon be called to fill the upper ranks.
Since birth rates in the late 1960s and 1970s were relatively low compared with baby
boomer rates—14.8 births per 1,000 people in 1973, compared with 25.3 in 1954—there
is a smaller pool of younger talent available to succeed GS-level retirees. Government
agencies are implementing leadership development training programs for experienced
supervisors to build competent leadership bench strength at all levels of the organization.
This brief examines profiled organizations’ leadership development programs for
experienced managers to learn how these organizations are responding to the potential
gap in governmental leaders. The brief examines in detail program structure, content,
and methods of delivery.
Catalog No.:
CLC113OWXU
 2003 Corporate
Executive Board
This project was researched and written to fulfill the specific research request of a single member of the Corporate Leadership Council and
as a result may not satisfy the information needs of other members. In its short-answer research, the Corporate Leadership Council
refrains from endorsing or recommending a particular product, service or program in any respect. Sources are contacted at random within
the parameters set by the requesting member, and the resulting sample is rarely of statistically significant size. That said, it is the goal of
the Corporate Leadership Council to provide a balanced review of the study topic within the parameters of this project. The Corporate
Leadership Council encourages members who have additional questions about this topic to assign short-answer research projects of their
own design.
LEADERSHIP TRAINING FOR EXPERIENCED SUPERVISORS IN THE GOVERNMENT
JULY 2003
PAGE 2
EXECUTIVE SUMMARY
This brief details the structure, content, delivery methods, and means of evaluating leadership training for experienced supervisors at
four government agencies. The following summary provides an overview of key findings related to leadership training at government
agencies.
Structure and Content
Supervisor Participation
Delivery
LEVEL-SPECIFIC LEADERSHIP TRAINING
MANDATORY AND OPTIONAL TRAINING
TRAINING DELIVERY MEDIUMS
Profiled organizations develop
leadership training explicitly designed
to meet the training requirements of
experienced supervisors. Profiled
organizations use various program
structures, ranging from highly
structured programs to more informal
structures.
All profiled organizations offer
mandatory leadership training
complemented by optional courses.
Mandatory training programs at
profiled organizations are:
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Classroom based
Delivered in a central locale
Usually 2-5 days in duration
GENERAL LEADERSHIP TRAINING
Profiled organizations develop a caché
of leadership training options available
to all supervisors. Leadership
developmental opportunities include:
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Rotational Programs
Shadow Programs
Mentor Programs
Optional training at profiled
organizations includes the following
elements:
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ATTENDANCE
TRAINING CONTENT
All profiled organization cover basic
leadership and management topics
such as:
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Emotional Intelligence (EI)
Situational Leadership
Performance Management
Communication
360-degree Assessments
EVALUATION METHODS
Profiled companies use metrics to
accurately gauge and calculate the
effectiveness and efficiency of
implemented models. Evaluation
methods used include:
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Computer-based
Self-paced
Desktop accessible
Shorter in duration
Just-in-time learning
Profiled organizations institute
mandatory training to alleviate the
pressure and stress of having to
request for time away from the office.
Profiled organizations report that
mandatory sessions are well attended.
Profiled organizations also increase
participation in optional training
through the following methods:
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Fostering a culture of development
Highlighting business-related
Incentives (e.g., promotional
opportunities, exposure to senior
leadership)
Participant Feedback
360-degree Assessments
Course Evaluations
Kirkpatrick Levels
 2003 Corporate Executive Board
Profiled organizations use blended
training delivery:
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Classroom learning
Self-paced learning
Computer-based learning
Each medium provides specific
advantages which combined,
ensure that employees are taught
in an effective manner that is
tailored to their development needs.
TRAINING DELIVERY STRATEGIES
Profiled organizations use the
following training strategies as
opportunities for leadership training:
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Rotational programs
Shadow programs
Mentoring
LEADERSHIP TRAINING FOR EXPERIENCED SUPERVISORS IN THE GOVERNMENT
JULY 2003
Structure &
Attendance
Content & Delivery
PAGE 3
Evaluation
Formalized Leadership Program Structure
Spotlight On: Syncrude’s
Leadership Training1
Challenge: Syncrude Canada Limited
faced a double-edged imperative to
build the leadership capability of its
workforce: an unprecedented corporate
growth trajectory and the impending
attrition of a significant portion of its
current leadership cadre.
Solution: Syncrude developed the
Leadership Basics Workshop, an
internal course of foundational
leadership skills and awareness training
for all first- and second-level leaders.
The participant population comprises
approximately 400 first- and secondlevel leaders and managers, who may
be newly hired, newly promoted, or
tenured leaders.
The Leadership Basics Workshop
includes face-to-face training sessions
at local facilities, plus interim individual
assessment exercises, all conducted
over a period of two months. Following
the Workshop, participants engage in
ongoing individual leadership
development and planning. The
structure of the program is as follows:
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Event 1—Orientation, half-day
session
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Event 2—Learning about Self, one
and a half-day session
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Event 3—Learning and
Application, 5 day session
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Event 4—Targeted Development
and Planning
Organizations must consider many factors when designing leadership training for
experienced supervisors. Some organizations offer minimal mandatory training
combined with experiential learning opportunities (e.g., job rotations), while other
organizations offer highly structured mandatory training in tandem with multiple
optional opportunities. Many organizations tailor leadership training to supervisor
1
level.
At profiled organizations, leadership training structures vary in degree of formality,
type of offerings, and level of individualization to meet development styles and needs:
Highly Specific
Leadership
Training
Less Formal
Leadership
Training
•
Organization A, Organization C, and Organization D offer
leadership training that is specific to supervisor level
customized according to individual learning styles and skill
gaps.
•
At Organization B, a caché of leadership strategies is available
to all supervisors. Each engagement is tailored to individual
leadership goals.
Organization A developed a formally structured leadership training program for all levels of
leadership. Three separate leadership courses, 40 hours in length, are offered to managers
according to GS level, as detailed below:
CASE IN POINT—LEVEL-SPECIFIC LEADERSHIP TRAINING PROGRAM
Leadership training at Organization A is offered through the Leadership and
Management Institute and is organized into three levels, which correlate with GS
grades. Each level consists of a one-week (40 hour) course which covers basic
leadership and management topics at varying degrees of complexity:
Basic
GS 13
Intermediate
GS 14
Advanced
GS 15
Program elements:
Mandatory leadership training:
•
•
One week classroom course conducted separately from orientation and new manager
programs.
Course is offered approximately 80 times per year to accommodate volume of
participants.
Optional leadership training:
•
1-2 day courses on various leadership topics are open for experienced managers;
attendance is voluntary.
Program delivery:
Centralized:
•
Due to the decentralized nature of the workforce, training is offered at a central locale
frequently across the year. This facilitates the experiential learning environment that
best suits leadership development training at Organization A.
 2003 Corporate Executive Board
LEADERSHIP TRAINING FOR EXPERIENCED SUPERVISORS IN THE GOVERNMENT
JULY 2003
Structure & Content
Supervisor
Participation
PAGE 4
Delivery
Formalized Leadership Program Structure (Continued)
Delivering leadership training in multiple formats can enhance self-driven leadership
development by allowing supervisors to select training methods most applicable to
their developmental needs.
Organization C’s leadership training program focuses on providing an array of
learning tools to cater to the diverse learning preferences of experienced supervisors.
Additionally, e-learning initiatives and an online knowledge management portal work
2
well with Organization C’s dispersed workforce:
CASE IN POINT—ADAPTABLE LEADERSHIP TRAINING PROGRAM
Spotlight On: NCR’s Virtual
Corporate University2
NCR developed a virtual university that
utilizes online technology to make
training content available on-demand
on a global basis. NCRU also acts as a
portal for online learning management
tools that NCR provides to foster
self-driven development. Learning
9
management tools include:
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Curriculum Mapping—identifies
sequences of learning activities
that are appropriate to individual
development needs.
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MyNCRU—personalized
homepage for the NCRU Web site,
presenting information tailored to
the learning interests of the
individual employee.
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Personal Learning News—
a monthly e-mail newsletter
emphasizing tailored learning
news and information to
employees.
The Center for Leadership at Organization C also organizes leadership training
program by level of leadership. While the format and delivery of training is
continuous across level, the actual course work and development opportunities are
adapted not only to supervisor level, but to individual development preferences.
Primary leadership training outlined below:
First Line
Primary
Advanced
Command
Executive
The individual assigned the leadership roles and responsibilities for
planning and executing divisional functions; to include the
professional and personal growth of those personnel assigned within
that division.
Program elements:
Mandatory leadership training:
•
•
•
A 3-5 day residential Capstone program is required prior to assuming the position of
primary leader. The Capstone is considered a certification event.
All supervisors complete a self-assessment from which an individualized learning plan is
formulated.
The learning plan is mandatory, but the developmental activities are tailored to specific
needs and preferred methods of delivery.
Optional leadership training:
Supervisors are encouraged to use the following opportunities to supplement
leadership training:
What is an IDP?
Individual development plans
(IDPs) target specific skill gaps
and detail methods used for
attaining developmental goals.
•
•
•
•
Online courses offered through the knowledge portal and are desktop accessible
Case studies in small groups developed through internal subject matter experts or
external vendors, such as Harvard Business School
Mentor relationships with superiors
Facilitated chat rooms offered through the knowledge portal and are desktop
accessible
Program delivery:
Blended:
•
•
•
Residential programs are offered in centralized locales tied to predominant
workforce concentration areas
Supervisors have access to online courses through the organization’s knowledge
portal
Training through external vendors is optional should the supervisor receive funding
 2003 Corporate Executive Board
LEADERSHIP TRAINING FOR EXPERIENCED SUPERVISORS IN THE GOVERNMENT
JULY 2003
Structure & Content
Supervisor
Participation
PAGE 5
Delivery
Informal Leadership Program Structure
Spotlight On: MTA’s Job Rotation
Programs3
Challenge: The Metropolitan
Transportation Authority (MTA) needed
to develop an effective method to deliver
critical leadership training to experienced
managers.
Solution: New York City-based
Metropolitan Transportation Authority
(MTA) created The Future Managers
Program (FMP) to develop managerial
candidates across all five of its agencies.
The groundwork for the program was
based on evaluating other organization’s
managerial internship programs. The
program combines management training
sessions with a demanding job rotation.
Also, the classroom brings together
employees from the five different MTA
agencies in order to create a sense of
interelatedness and to encourage
exchange of information. Each of the
five agencies’ technical advisers design
a job rotation schedule. In the case of
four of the agencies, specific slots are
kept in mind for their FMP members
from the beginning of their training, so
rotations are tailored to meet the needs
of each future manager.
Leadership training at Organization B includes a minimal amount of mandatory leadership
training activities, combined with a caché of optional development activities and
opportunities that supervisors can opt into at will. All experienced supervisors particpate in
standardized mandatory training, while the optional training strategies are highly
customized to fit individualized skill gaps and needs. Organization B’s leadership training
3
program structure is detailed below:
CASE IN POINT—GENERAL LEADERSHIP TRAINING PROGRAM
Leadership training at Organization B consists of sixteen total hours of mandatory
training, including three supervisor meetings, one annual one-day offsite, and three
online courses. While mandatory training is minimal and fairly generic, optional training
includes a rotational program and a shadow program that are highly customized to the
developmental needs of each supervisor.
Mandatory Elements
Supervisor
Meetings
Annual offsite
Online courses
Optional Elements
Rotational
Program
Shadow
Program
Program elements:
Mandatory leadership training:
Successful Rotation Programs
“The rotation program has been
very successful; quite a number of
participants choose to stay in their
new positions.”
•
•
•
Supervisor meetings—three per year, hosted by senior leadership.
Annual off site—one day in length, introduced by senior leadership.
Online courses—4-5 total hours, to be completed across the course of a year.
Optional leadership training:
•
•
Rotational program—one year job rotation with the option to stay in new position.
Shadow program—one week shadow session in a number of areas.
Program delivery:
—Organization Development
Specialist, Organization B
Blended:
•
Supervisor meetings are held at a centralized locale as is the off site, but rotational and
shadow programs occur across the organization in every office. Computer-based
training is desktop accessible.
 2003 Corporate Executive Board
LEADERSHIP TRAINING FOR EXPERIENCED SUPERVISORS IN THE GOVERNMENT
JULY 2003
Supervisor
Participation
Structure & Content
PAGE 6
Delivery
Training Content
Competency based leadership
development:
Organization C developed
leadership training content based
on five categories of core
leadership competencies:
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Working with People
Leading Change
Resource Stewardship
Leading People
Accomplishing Mission
Leadership content for experienced supervisors should aim to provide a strong
foundation of key leadership skills. Organizations should identify core competencies
that enable leaders to effectively lead their teams, and should develop content around
these capabilities.
Organization C identified five core competency areas around which all of their
leadership training content is developed:
Accomplishing Mission
Responsibility, Authority, &
Accountability
Decisiveness/
Risk Management
Problem Solving Technical
Credibility
Leading Change
Creativity & Innovation
External Awareness
Flexibility
Service Motivation
Strategic Thinking
Vision
Resource Stewardship
Financial Management
Leveraging Technology
Human Resource
Management
Leading People
Developing People
Conflict Management
Leveraging Diversity
Professionalism
Team Building
Combat/Crisis Leadership
Working with People
Influence/negotiating
Oral Communication
Partnering
Political Awareness
Written Communication
All profiled organizations address basic leadership topics such as emotional
intelligence, situational leadership, performance management, communication, and
360 assessments. Outlined below are sample topics of online and skills based
learning at Organzation D:
CASE IN POINT—ONLINE LEADERSHIP COURSES & LEARNING LABS AT
ORGANIZATION D
Overview
Organization D is increasingly using e-learning to deliver leadership development.
Content for computer based courses was developed in collaboration with Human
Technology. There are seven core computer based courses that are
approximately 2-3 hours each in length and are desktop accessible.
Computer-based learning is complemented by “learning labs”, which are
classroom based courses three days in length and focus on interpersonal skills
and practical applications of knowledge covered in computer based training.
Sample topics covered at Organization D are outlined below:
Course Descriptions
Interpersonal Skills for Leaders—Increases the supervisor’s ability to respond to others
with sensitivity and to exchange information and ideas in ways that promote mutual
understanding, respect, and effective decision making.
Reaching Agreement—Increases the supervisor’s ability to provide opportunities,
guidance, and feedback to help employees enhance their competence and commitment for
accomplishing the job and mission of the corporation.
Coaching for Supervisors—Increases the supervisor’s ability to provide opportunities,
guidance, and feedback to help employees enhance their competence and commitment for
accomplishing the job and mission of the corporation.
Corrective Actions: Conduct & Performance—Assists supervisors in managing
employee conduct and performance problems through a progressive disciplinary process.
 2003 Corporate Executive Board
LEADERSHIP TRAINING FOR EXPERIENCED SUPERVISORS IN THE GOVERNMENT
JULY 2003
Supervisor
Structure & Content
Participation
PAGE 7
Delivery
Evaluation
Challenges
Spotlight On: Air Canada’s 360
4
Degree Assessment
Challenge: Air Canada needed to
enhance the strategic relevancy and
the validity of its performance, talent,
and succession management
processes.
Solution: Air Canada’ introduced a
‘360-Degree Leadership Skills
Feedback Process’, an annual
leadership competency assessment
tool that incorporates self, downward,
upward and peer reviews, indicating
the relative importance of key
leadership behaviours in each of the
business’ functions, along with
training and development
opportunities.
The new feedback process drives
talent development and has
established objectivity and
consistency in leadership
development. Air Canada tracks
year-on-year leadership
performance to assess process
effectiveness and leadership
training needs.
Interviewed individuals at profiled organizations discussed the challenges of finding
tangible, quantifiable measures for leadership development throughout the
organization. All profiled organizations use common evaluation methods such as
4
course evaluations and feedback, as well as relying on the Kirkpatrick scale:
√
Organization A is considering measuring rates of attrition due to dissatisfaction
with management at some point in the future.
Organization C is hoping to initiate ongoing individual assessments to assess the
effect of training on job performance.
√
Detailed below are commonly used evaluation methods at profiled organizations:
Figure 1: Evaluation Methods
Method
A
B
C
D
Participant Feedback
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√
360 Assessment
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Course Evaluation
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√
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√
√
√
Kirkpatrick Levels
Evaluation Methods
Literature cites a number of methods that companies can use to measure the
5,6,7
return-on-investment (ROI) of training and development activities:
•
•
•
•
Difficulty of Leadership
Development Program
Evaluation
Interviewed individuals at profiled
organizations noted that leadership
development is inherently difficult
to quantity. Additionally, most
profiled organizations’ programs
are relatively new. As such, there
is not much data with which to
accurately evaluate program
success.
Performance data—Used to compare the costs of performance before and after data. To
understand the impact of training, a company must determine what the level of performance
was before the training program and test participants’ skills upon completion of the program.
Estimates by trainees and managers—Trainees and managers discuss the actual
performance improvements that have taken place since training, agree on the dollar value of
the improvement, and then project the total value over the coming year.
Action plans—Employees create an action plan that describes what they will learn in a training
course. Two or three months after completion of the course, employees re-visit their plan and
discuss it with managers and then place a dollar value on the costs and benefits of the course.
Cost/benefit analysis via accounting—Companies account for costs in the following
categories: course development time, equipment, use of facilities, instructional materials, lost
productivity, salary of instructors, and travel expenses.
Profiled organizations evaluate leadership training based on a four-level evaluation
model developed by Donald Kirkpatrick in the late 1950s. Components of each of the
8,9
four levels of evaluation are outlined below.
•
•
•
•
Level One: Reaction—Measures trainees’ satisfaction with aspects of the training
program including topic, speaker, schedule, etc.
Level Two: Learning—Measures the knowledge trainees acquire during the program,
including skills improved, attitudes changed, etc.
Level Three: Behavior—Measures the extent to which participants change their
behavior on the job as a result of the knowledge they acquire during training.
Level Four: Results—Measures the results of training programs, including higher
productivity, improved quality, increased sales, larger profits, reduced turnover and
reduced cost.
 2003 Corporate Executive Board
LEADERSHIP TRAINING FOR EXPERIENCED SUPERVISORS IN THE GOVERNMENT
JULY 2003
PAGE 8
Supervisor
Participation
Structure & Content
Delivery
Mandatory and Optional Training
Mandatory Training Relieves
Stress
“Students love that [leadership
training] is mandatory because it
relives the pressure and stress of
having to ask for a week away
from the office.”
—Manager of Leadership and
Management,
Organization A
Encouraging participation within experienced supervisor ranks is difficult, especially for
courses lasting a full day or longer. Primarily concerned with people management,
experienced supervisors are hard-pressed to find time to commit to out-of-the-office training.
A common solution to ensure that managers are receiving the leadership training they need
is to offer mandatory training, complemented by optional offerings.
All profiled organizations incorporate optional and mandatory training into their leadership
programs for experienced supervisors. Required or mandatory training is usually a day in
length or longer, and is often classroom-based. Optional training offerings are easily
accessible and focus on just-in-time learning. Detailed below are the optional and
mandatory offerings at profiled organizations:
Figure 2: Mandatory and Optional Leadership Training
Organization
Mandatory and Optional
Training at Profiled
Organizations
Mandatory training at profiled
organizations includes the
following characteristics:
√
√
√
√
2-5 days in length
Delivered centrally
Classroom-based
Interactive
Self-paced
E-learning
Off-the-shelf
One week residential program, 40
hours of total training, offered at the
Leadership and Management Institute
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1-2 day courses offered
at the Leadership and
Management Institute
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Annual off-site hosted by senior
leadership. Usually in lecture format
3 supervisor meetings per annum,
hosted by senior leadership
4-5 computer-based courses
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Rotational program
Shadowing program
Computer-based
learning
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Training offered by
external vendors
Computer based
learning
Optional courses
Mentoring
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B
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C
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ƒ
D
Optional
ƒ
A
Optional training at profiled
organizations is often:
√
√
√
Mandatory
Capstone programs: 3-10 day
residential program. Classroom
structure, activity based
Individualized Learning Plans
Core program, classroom-based,
required within first six months on the
job
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Computer-based
learning
Skills workshops
Logistics
At profiled organizations, classroom components of leadership training are offered in
centralized locales, often at corporate universities or institutes. The frequency and duration
of optional training is contingent upon the type of training that the supervisor chooses to
attend. Mandatory training at profiled organizations however, is comprised of sessions with
set duration and frequency in any given year as outlined below:
Figure 3: Duration of Mandatory Leadership Training
Organization
Duration
Frequency
Location
A
5 days
Once per leadership
level
The Leadership Institute
B
Sixteen hours
Annually
Off-site location
C
3-10 days
Once per leadership
level
Center for Leadership
and 28 geographically
dispersed training sites
D
2-3 days
Once per leadership
level
Corporate University
 2003 Corporate Executive Board
LEADERSHIP TRAINING FOR EXPERIENCED SUPERVISORS IN THE GOVERNMENT
JULY 2003
Supervisor
Structure & Content
Participation
PAGE 9
Delivery
Encouraging Participation in Optional Training
Experienced supervisors are often unwilling to attend training, as this results in a drop in
their team’s productivity. Profiled organizations use mandatory training to impart necessary
skills to supervisors while relieving the stress of having to request time away from the
office.
None of the profiled organizations offered monetary incentives to encourage participation in
optional training. Rather, profiled organizations focus on fostering cultures of development
as well as highlight developmental incentives.
Fostering a Culture of
Development at Profiled
Organizations
Fostering a Culture of Development
All profiled organizations highlight the importance of senior executive involvement in
creating a culture that values leadership development.
All profiled organizations strive to
communicate the importance of
leadership development through
fostering a culture of
development. A key to success
in creating this cutlture is the
involvement and support of senior
leaders.
Figure 4: Fostering a Culture of Development at Profiled Companies
Organization
Examples of Senior Executive Involvement
A
At Organization A, the Secretary of the Department is very involved in
leadership development programs. The Secretary orchestrated the move
to initiating mandatory training, and has clearly articulated the importance
of leadership training.
B
At Organization B, the executive team is intimately involved in leadership
training. The executive team not only leads day-long leadership training
offsites, but also is involved in the selection of candidates for job rotations
and shadowing programs.
C
At Organization C, the executive team initiated “Excellence through
Commitment to Education and Training” (EXCEL), a program aimed to
improve knowledge delivery.
D
Organization D has just shifted to a corporate university structure, a move
strongly supported by the executive leadership. One senior leader is a
dean of the university.
Highlighting Developmental Incentives
Profiled organizations note that the offer of leadership training is often incentive enough as
it provides business-related incentives. Supervisors participating in leadership training are
often exposed to senior level thought and interaction to which they do not normally have
acces. Business-related incentives of leadership training at profiled organizations are
detailed below:
•
Senior Level Interaction—Through the shadowing program, supervisor meetings,
and offsites at Organization B, supervisors are able to interact with the senior
leadership bench.
•
Requirement for Promotion—Leadership training is mandatory for promotion at
Organization C, thus, participating in and completing a capstone course may lead to a
promotion.
 2003 Corporate Executive Board
LEADERSHIP TRAINING FOR EXPERIENCED SUPERVISORS IN THE GOVERNMENT
JULY 2003
Supervisor
Structure & Content
Participation
PAGE 10
Delivery
Training Delivery Methods
Web-Based Training
Strengthens Classroom
11
Training
E-learning does not replace
instructor-led learning, but can provide
a powerful supplement which
maximizes the classroom experience.
For example, one of the most
frustrating aspects of classroom
training is the differing skill and
expertise level among learners.
A pre-class e-learning supplement can
cover the basics, providing a common
base of knowledge and reserving
instructor time for higher-level,
interactive activities. Likewise,
learners can use e-learning modules to
augment and sustain their learning
after completion of a classroom-based
experience.
The various methods used by organizations include classroom training, self-study,
and computer-based training. Organizations should evaluate training delivery
methods to determine the medium of delivery that is best suited to their employees,
and ensures that employees can pick up required skill sets in the least amount of time
and at a minimal cost. The most complete and thorough method of training is through
a blended approach, as it incorporates multiple delivery methods and the advantages
1011
of each method.
Profiled organizations utilize blended training delivery. In such an approach, the
advantages offered by each medium of training delivery are combined to ensure that
employees are taught in an effective manner and are able to use skills learned on the
job. The advantages of a training program that makes use of the various delivery
methods are:
•
Delivery Optimization—E-learning delivers content and handles the learning
management processes, process assessments and feedback tools. It also
delivers robust simulations over the Web. The instructor-led sessions are
used for content that requires touching people’s emotions, for practice and
rehearsal, for discussions on the challenges participants will face
implementing what they have learned on the job and for feedback between
participants.
•
Maximum Flexibility—Learners benefit in situations in which more than one
delivery method can successfully accomplish a learning objective because in
this case learners can choose which method is best suited for them.
For example, some people prefer content delivered in a discovery or
experiential way. A blended approach to training provides options.
•
Variety—Learning approaches include assessments, online coaching and
mentoring, self-paced Web delivered content, behavior modeling,
simulations, full-motion video and online testing.
CASE IN POINT—VIRTUAL LEARNING AT METLIFE
Challenge—MetLife learned during the initial stages of implementation of its
MLFS virtual classroom that not all training content was appropriate for online
delivery.
Solution—The training function found that the virtual classroom was more
successful when used to reinforce subject matter in which participants had
received some basic training and to prepare participants for an intensive
classroom experience, i.e. MetLife uses a blended approach to training.
Example—At MetLife sales, representatives who are advancing in their careers
are nominated for a four-day classroom session on MetLife’s financial planning
process and principles. However, newly minted planners who attended the class
still struggled to produce the promised financial results. A survey revealed that
participants felt that they required more long-term assistance and guidance.
MLFS designed a series of virtual classes that supplemented and reinforced key
points taught in the classroom. Analysis revealed a marked improvement in
productivity and increased confidence in planners who used the online resources.
 2003 Corporate Executive Board
LEADERSHIP TRAINING FOR EXPERIENCED SUPERVISORS IN THE GOVERNMENT
JULY 2003
Supervisor
Structure & Content
Participation
PAGE 11
Delivery
Training Delivery Methods (Continued)
Profiled organizations use multiple delivery methods for leadership training as
12
outlined below:
Figure 5: Delivery Methods For Leadership Training
Delivery Method
Classroom
A
√
Computer-based
B
C
D
√
√
√
√
√
√
√
√
√
√
Self-Paced
Rotational Programs
√
Mentoring
√
Shadow Programs
√
Classroom Training
Advantages of Classroom
12
Training
• Broad proficiency gained in a short
period of time
• Learning process is focused on
specific objectives
• Employers consider completion of
formal training as evidence of
knowledge
• Opportunity to meet and work with
other professionals with similar
goals
• Instructor availability and
responsiveness
• Students learn at a scheduled pace
• Interpersonal interaction
Profiled organizations select classroom training in order to facilitate discussions, deliver
lectures, and conduct role-plays and case studies. Classroom training at Organization A
is used to impart interpersonal, interaction and coaching skills. At Organization C
classroom training also includes small group sessions and confidence builders to train and
motivate employees. Classroom training at Organization D is conducted in “learning labs”
or skill based workshops.
CASE IN POINT—CLASSROOM TRAINING AT ORGANIZATION A
Challenge—The Leadership and Management Institute at Organization A supports
a highly decentralized workforce. Leadership training is mandated by the Secretary
of the Organization, and must be delivered to all experienced supervisors.
Solution—Leadership training at Organization A is classroom based, as this is the
preferred method to facilitate the experiential learning environment that best
supports leadership skills and development, and enables the supervisors to interact
and learn from their usually geographically distant peers.
Logistics—HR assignment officers enroll managers in the mandatory training
session as needed. Managers are often informed months in advance of the
scheduled class, and are allotted a per diem account. The only preparation is that
the participant must complete a 360-degree assessment prior to the class.
Self-Paced Learning
Profiled organizations utilize self-learning to supplement classroom and computerbased training as either preparatory material or to brush up on skills learned in the
past.
•
Organization C provides employees with reading, reach-back tools, and a
knowledge portal to peruse on their own time.
•
Organization D has a wealth of information on its Website that employees can
access and read on their own time. These include coaching tools and short
e-learning courses.
 2003 Corporate Executive Board
LEADERSHIP TRAINING FOR EXPERIENCED SUPERVISORS IN THE GOVERNMENT
JULY 2003
Supervisor
Structure & Content
Participation
PAGE 12
Delivery
Training Medium
Computer-based Training
Factors to consider when
moving to technology13
based training
•
•
•
•
Profiled organizations utilize computer-based training to impart knowledge and skills to their
13
employees.
Size of target audience
Technology infrastructure
Receptivity of the audience to
technology-based learning
programs
Whether the learning material
is laden with classroom
intensive case studies
Significant
ComputerBased Delivery
Reliance on
Classroom
Delivery
•
•
•
•
Both Organization C and Organization D are incorporating
computer-based delivery into their core leadership training as a
significant delivery method.
Computer-based training and e-learning is knowledge based and
is used as a reach back tool to provide supervisors with
just-in-time information.
Generally, Web-based training at Organization B is used as a
self-paced training method on issues related to leadership that
individuals choose to pursue.
Organization A relies heavily on classroom delivery as the
preferred method of delivery.
CASE IN POINT—COMPUTER-BASED TRAINING AT ORGANIZATION C
14
Challenge—Organization C has a dispersed workforce and needs to provide
these employees with distance learning. Also, there are occasionally too many
employees that require training courses to allow for classroom learning.
Solution—Organization C utilizes computer-based training tools to provide its
dispersed employees with distance learning. The knowledge portal and
individualized learning plans assist employees in selecting and completing tailored
leadership training.
Training Strategies
Spotlight on:
16
Eli Lilly’s Rotation Programs
Challenge: Eli Lilly needed to
develop a strategy to enhance
employee satisfaction.
Solution: Eli Lilly and Company’s
widely used rotation program is a
strong point in the company’s
recruitment of potential employees
and employee satisfaction.
The rotation program is coordinated
by a planning committee, which
includes three HR representatives.
The committee meets monthly to
coordinate job rotations and makes
decisions regarding job rotations
based on employee interest, staffing
requirements, development needs
,and the existing openings. Staffing
decisions are then made based on
input from the individual’s
supervisor, the hiring supervisor,
and a HR representative.
Rotational Programs
In addition to the effectiveness of action-learning, rotation programs can break down
organizational silos, increase employees’ flexibility, and allow individuals to gain a
more thorough understanding of the organization through experience in a variety of
15
jobs. Additionally, interviews and research outline the following benefits:
•
•
•
Increased career satisfaction
Increased commitment
16,
Increased innovation
•
•
•
Increased motivation
Reduced boredom
Reduced stress
CASE IN POINT—ROTATIONAL PROGRAM AT ORGANIZATION B
Goal—To develop a variety of essential leadership skills and assist experienced
supervisors in locating functions of interest within the organization.
Program length—12 months.
Details—Supervisors apply by sending in an application explaining their interest
in the program, which is reviewed by the executive team and an HR
representative. Senior exeuctives examine applicants and match candidates with
positions. Supervisors have the option to stay in new position at the end of the
rotation. Learning
Self-Paced
 2003 Corporate Executive Board
LEADERSHIP TRAINING FOR EXPERIENCED SUPERVISORS IN THE GOVERNMENT
JULY 2003
Supervisor
Structure & Content
Participation
PAGE 13
Delivery
Training Strategies
Shadow Programs
Spotlight On:
Federal Reserve’s Job
18
Shadow Program
Challenge: The Federal Reserve
Bank of Kansas City needed to
provide current employees with a
way to make informal career
decisions.
Solution: The Bank developed a
job shadow program through
department managers and its HR
department. Employees at any level
are encouraged to participate in the
program to learn about a particular
job and work processes by speaking
with a department-designated
person for a “short time.” The job
shadowing process and subsequent
activities are unique for each
participant, as the program depends
on employee interest, available
positions, and operational needs.
Shadow programs are an excellent method to develop new job skills in the workplace.
Participants can learn more sophisticated skills in their own job category or learn
completely new skills sets. Shadow programs give individuals insight into the daily
challenges that face their colleagues, customers and staff, and require individuals to take
on responsibilities of their peers. This experience allows individuals to better understand
and relate to their colleagues. Shadow programs have a number of personal and business
1718,
benefits:
•
•
•
•
•
•
Develops coaching and mentoring skills
Encourages lateral thinking and problem solving
Gives a change of pace
Helps clarify career development
Improves internal communication
Improves team working
Organization B developed a leadership shadowing program for experienced supervisors.
Individuals are invited to shadow a leader from the executive group in an effort to expose
supervisors to senior leadership within the organization. The senior leadership team is
involved in the application and selection process and coaches each participant for one
week.
Mentoring
Profiled organizations use mentoring to support on-going leadership development after
supervisors have completed mandatory training. Literature suggests that mentoring adds
19
value to companies and produces results which include:
•
•
•
Enhanced performance
Improved multi-tasking
Increased productivity
Clear goals should be set prior to the development of a mentoring relationship. Examples
20
of what mentor-mentee relationships attempt to achieve include:
•
•
•
•
•
Provide insight into the goals of the organization and its development philosophy
Coach activities that contribute to skill development
Help the protégé plot a career path
Provide feedback to protégés regarding work and decisions
Discovery of individual strengths
Organization C offers supervisors the option of working with a mentor or coach who
will assist the supervisor in developing leadership skills.
 2003 Corporate Executive Board
LEADERSHIP TRAINING FOR EXPERIENCED SUPERVISORS IN THE GOVERNMENT
JULY 2003
PAGE 14
THE RESEARCH PROCESS IN BRIEF
Research
Methodology
The Corporate Leadership Council conducted a comprehensive search of published
materials regarding leadership training for experienced supervisors in the
government, drawn from previous Corporate Executive Board research, trade press
journals, other research organizations and the Internet. Council staff then interviewed
human resources professionals at four U.S. government organizations. These
individuals discussed leadership training for experienced supervisors. This report
represents the findings from these secondary and primary sources.
1.
Project Aims
2.
3.
4.
5.
6.
Guide to Figures
Please describe the training structure for seasoned supervisors within the agency
or department.
a. How many days or weeks does the training last?
b. Is this delivered centrally or decentrally?
c. What logistics are involved for supervisors particpating in the training?
Please provide an overview of the content included in leadership development
and training for seasoned supervisors within the department.
a. What topics are covered?
b. Does this training differ from other training sessions?
c. Does the content change depending on which level the supervisor is?
d. Is this training mandatory? Why or why not?
e. Does the organization utilize any incentives (monetary, developmental) to
encourage supervisors to attend this training?
How effective does the organization believe this training to be?
a. What elements of the training are most effective?
b. What elements are least effective?
c. If one element of the training could be changed, what would that be and
why?
d. How did the organization collect this feedback?
Does the organization currently use any metrics to gauge the overall success of
its leadership development programs (including but not limited to supervisor
leadership training)?
a. What specific metrics are utilzed to gauge the success of leadership
development programs?
b. Are leaders across the organization improving in their leadership skills?
How have these skills been improved by leadership development programs?
How is this training delivered (e.g., classroom, online, blended)?
a. How did the organization decide upon this delivery structure for this group?
b. What courses are administered in the classroom? Why?
c. What courses are administered online? Why?
Does the organization utilize any vendors to deliver training? Which vendors?
Figure 1:
Figure 2:
Figure 3:
Figure 4:
Figure 5:
Evaluation Methods
Mandatory and Optional Leadership
Duration of Mandatory Leadership Training
Fostering a Culture of Development at Profiled Organizations
Delivery Methods for Leadership Training
 2003 Corporate Executive Board
Page 7
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LEADERSHIP TRAINING FOR EXPERIENCED SUPERVISORS IN THE GOVERNMENT
JULY 2003
PAGE 15
Professional Services Note
The Corporate Leadership Council has worked to ensure the accuracy of the information it provides
to its members. This project relies upon data obtained from many sources, however, and the Council
cannot guarantee the accuracy of the information or its analysis in all cases. Further, the Council is
not engaged in rendering legal, accounting or other professional services. Its projects should not be
construed as professional advice on any particular set of facts or circumstances. Members requiring
such services are advised to consult an appropriate professional. Neither Corporate Executive Board
nor its programs is responsible for any claims or losses that may arise from any errors or omissions in
their reports, whether caused by Corporate Executive Board or its sources.
1
Corporate Leadership Council, Syncrude: Enhancing Foundational Leadership Skills, Washington: Corporate Executive Board
(May 2002).
2
Corporate Leadership Council, NCR's Personalized Online Learning System, Washington: Corporate Executive Board
(October 2001).
3
Kate Walter, "MTA Travels Far with Its Future Managers Program," Workforce (Date Unknown).
(Obtained through www.workforce.com ). [Accessed 11 July 2003].
4
Corporate Leadership Council, Air Canada's 360 Degree Assessment, Washington: Corporate Executive Board (October 2001).
5
Scott Parry, “Measuring Training’s ROI,” Training and Development (May 1996). (Obtained through Factiva).
6
Jack Phillips, “The Search for Best Practices,” Training & Development (February 1996). (Obtained through Factiva).
7
Scott Cheney and Lisa Lucadamo, “Learning from the Best,” Training & Development (July 1997).
8
Corporate Leadership Council, “The ROI of Training,” Washington: Corporate Executive Board (October 1998).
9
Jack J. Phillips, “ROI: The Search for Best Practices,” Training & Development (February 1996).
(Obtained through LEXIS-NEXIS, a division of Reed Elsevier Incorporated)
10
Jack Zenger and Curt Uehlein, "Why Blended Will Win," Training & Development (1 August 2001). (Obtained through Factiva).
11
Norma Rossi, "Learning at MetLife Goes Virtual," ASTD (Obtained through www.astd.org).
[Accessed 11 July 2003].
12
J.M. Lugalia, "Comparison of Training Models," ITU (October 2000). (Obtained through www.itu.int/ITU-D/hrd/publications).
[Accessed 11 July 2003].
13
Corporate Leadership Council, Training Structures and Delivery, Washington: Corporate Executive Board (July 2000).
14
Corporate Leadership Council, Training Structures and Delivery.
15
Michael A. Campion, "Study Clarifies Job-Rotation Benefits," Workforce (November 1996).
(Obtained through www.workforce.com). [Accessed 11 July 2003].
16
Corporate Leadership Council, Cross-Functional Assignments, Washington: Corporate Executive Board (July 2000).
17
Author Unknown, “Job Swapping on Learning at Work Day,” Campaign for Learning
(Obtained through www.campaign-for-learning.org.uk ). [Accessed 5 July 2003].
18
Dr. Wally, “Angry: Boss Is Too Friendly with Ex-Husband; In The Workplace,”
Winston-Salem Journal (November 2001). (Obtained through Factiva).
19
Edward Sketch, “Mentoring and Coaching Help Employees Grow, HR Focus (1 September 2001).
(Obtained from Factiva).
20
Mike Frost, “Beyond the Myths and Magic of Mentoring (revised),” HRMagazine (1 January 2002).
(Obtained from Factiva).
 2003 Corporate Executive Board