10 Recommendations for Developing a Public Sector Leadership Improvement Program

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The most current edition of Public Personnel Management, Winter 2004, focused solely on 1 of the hottest challenges facing today’s public sector human resource pros: workforce and succession arranging. Through the 2004 IPMA-HR International Training Conference, various sessions focused on the expanding need to implement workforce and succession planning systems in order to address the mass exodus of workers that is anticipated in the subsequent 5 to ten years. In each Public Personnel Management and at the conference, the problem of leadership development was cited as a main tool for preparing the workforce for the future.

Various agencies are incorporating leadership improvement as an element of their workforce organizing efforts. Notable leadership development applications that have been documented include those implemented in San Diego County, CA Henrico County, VA Hennepin County, MN City of Las Vegas, NV City of Phoenix, AZ and City of San Jose, CA. In my observation, quite a few of the very best practice elements in public sector leadership development are consistent among agencies. The goal of this short article is to share ten practices that appear to be common threads among agencies that are developing leaders internally to fill anticipated vacancies in the future.

https://g360surveys.com/ following recommendations are offered as guidance to public sector organizations that could be interested in creating their personal leadership improvement programs.

Tip One: Base the plan on a competency model.

Ahead of any training or development activities can take place, it is critical to determine the abilities and competencies that will be developed as a outcome of the effort. As discussed in the Public Personnel Journal, Winter 2004, Henrico County created 20 core leadership competencies which includes communication, vital thinking and selection producing, organizational astuteness, and private integrity. These competencies supplied the framework for their development efforts. Other agencies, including the County of San Diego base their leadership academy on the similar model as the multi-rater, 360-feedback tool that is applied in the plan.

Whether or not your organization has an established competency model that is utilised all through your human resource programming or not, it is critical to spend some time defining the skills that leadership program participants are expected to develop. For instance, the City of San Jose conducted a survey of top rated managers, followed by round-table discussions to decide the competencies to be developed in their leadership system called The Art and Practice of Leadership.

Tip Two: Let participants to self-pick.

Each and every agency need to identify for itself the best approach for deciding on leadership improvement plan participants. Components which includes collective bargaining influences, time, and the intended target audience might impact the process you use to determine participants. Some organizations are targeting prospective future executives only although other individuals are supplying leadership improvement opportunities organization-wide.

In my expertise, the highest levels of good results in terms of participant commitment result from a competitive procedure where interested participants apply to be involved. By self-choosing, rather than by getting appointed, participants are more likely to clarify their purpose for wanting to take component in the plan. When participants are mandated to attend a leadership development plan, they are normally reluctant to commit the time and energy into their improvement, and oftentimes, they do not fully recognize why they are becoming asked to participate.

The choice course of action you pick out will depend upon the target audience for the system (complete workforce vs. middle managers). You may well choose to use a written application, manager nomination, personal interviews, assessment centers, or other signifies by which participants compete for entrance into the plan. Nevertheless, it is highly recommended that participants have a selection in whether or not or not they participate in your leadership improvement efforts.

Tip Three: Involve executives and elected officials in the improvement and implementation of the system.

It has been said in various articles about employee and leadership development that without having the full assistance and involvement from the executive leadership team, the program will fail. Major management will have to be involved in the improvement of the curriculum, the choice of the attendees, and in the presentation of the system. Their help is crucial for the good results and extended-term viability of any leadership development plan.

Likewise, many agencies are finding that involvement by an elected official can also supplement the curriculum of a public sector leadership development system. For example, the City of Las Vegas invited a councilmember and the City of San Jose invited the Mayor to address their current leadership academy programs. The official in every single case addressed the class of leaders for up to one hour. They have been asked to give their expectations for public sector leaders, and program participants were allowed to ask queries. The dialogue created in these forums allowed the organization’s future leaders to see the organization through the eyes of an elected official. A facilitated conversation that followed the presentation encouraged the participants to determine meaningful “take-aways” from the elected official’s comments. Mainly because program participants have not probably interfaced extensively with an elected official, but will likely be expected to as their leadership responsibilities raise, this has become a critical element in public sector leadership improvement applications.

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