Transcript Leadership/Workforce Development: A Global Literacy Perspective

3rd Annual Team SPAWAR MESA Training Academy
“Leadership and Career Development”
Leadership/Workforce Development: A Global Literacy Perspective
Dr. Douglas Fenner
Director, Organizational Development and Training Management
March 19, 2010
TEAM SPAWAR GREATEST STRENGTH?
“EMPLOYEES”
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International Companies: 1,000 CEOs
International Customers
(in six or more countries)
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Europe: 83%
Australia/New Zealand: 75%
Asia: 68%
Latin America: 62%
North America: 57%
International Suppliers
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Europe: 76%
Australia/New Zealand: 75%
Asia: 69%
Latin America: 55%
North America: 50%
International Employees
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Europe: 67%
Australia/New Zealand: 64%
Asia: 56%
Latin America: 43%
North America: 33%
Source: Global Literacies: Lessons on Business Leadership and National Cultures, Authors: Robert Rosen, Patricia Digh, Marshall Singer & Carl Phillips
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Becoming a Globally Literate Leader
▼ You must accept the challenge and plot your own plan for literacy
▼ It takes continual, daily practice and dialogue with others who are fluent in the same
language
▼ You must understand the outside world: customers, markets, technologies,
competitors and national cultures
▼ Tomorrow’s business challenges will be less technical than they are cultural,
because culture must be managed just like any other business phenomenon
▼ You must learn to read culture and become culturally wise; like looking below the
surface of an iceberg to see the deposits of experiences and history
Source: Global Literacies: Lessons on Business Leadership and National Cultures, Authors: Robert Rosen, Patricia Digh, Marshall Singer & Carl Phillips
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▼ What leadership qualities and business practices are
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fundamental to my own national culture?
How can I create business cultures that mobilize diverse people
in a multicultural world?
How do businesses in different countries operate in culturally
unique ways?
What are the lessons and innovations to be learned around the
world?
You must understand the external business environment and all
its ramifications
 Understanding culture at many different levels (i.e., national perspective,
the business environment, and the eye of the leader)
 Understand the culture has two levels of analysis (i.e., what is universal to
all people, businesses and countries, and what is unique to each
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Cultures of Twenty-first-Century Business
▼ World Culture
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Technology
Change
Globalization
Knowledge
▼ National Culture
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History
Geography
Religion
Politics
Economics
Psychology
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Cultures of Twenty-first-Century Business (Cont’d)
▼ Business Culture
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Purpose: Where are we going?
Plan: How do we get there?
Networks: How do we work together?
Tools: What resources do we need?
Results: How do we measure success?
▼ Leadership Culture
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Personal Literacy: Understanding and valuing yourself.
Social Literacy: About challenging and engaging others.
Cultural Literacy: Knowing about and leveraging cultural differences.
Business Literacy: About focusing and mobilizing your organization and
yourself.
Source: Global Literacies: Lessons on Business Leadership and National Cultures, Authors: Robert Rosen, Patricia Digh, Marshall Singer & Carl Phillips
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Mission
Develop a diversified cadre of futuristic and global
literacy leaders to propel Team SPAWAR into the
21st Century.
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Team SPAWAR Executive Leadership Development Academy
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Team SPAWAR Executive Leadership Development Academy: A Global Perspective
Executive Leadership Training,
W/Global Perspective GS-14/15
ECQs, Leadership Surveys, HPO
10-16 Employees
Existing Supervisors, GS-12/13
Leadership Training
7-Habits for Managers
High-Performance Organization Training
20-25 Employees
Emerging Non-Supervisors
Basic Leadership Skills Training
Self Awareness, Team Management, HPO, 7-Habits
Local Command Provide
All Hands/New Hires
Team skills
Communications Skills,
7-Habits, HPO Introduction
Local Command Provide
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Federal Training Laws & Regulations
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The Government Employees Training Act (GETA) of 1958
Title 5 CFR Part 410, Training
Federal Agencies Impacting the HRD Programs
Title 5 U.S.C. Chapter 41, Training
Title 5 CFR 412, Executive, Management and Supervisory Development
Executive Order No. 11348: Providing for the Further Training of Government
Employees, April 20, 1967
Executive Order 13111: Using Technology to Improve Training Opportunities for
Federal Employees, January 12, 1999
Office of Federal Procurement Policy – Policy Letter No. 05-01: Developing and
Managing the Acquisition Workforce
Office of Management and Budget Circular A-11
SECNAV INSTRUCTION 12273.1A, Civilian Human Capital Management Assessment
Program
SECNAV INSTRUCTION 12410, Civilian Employee Training & Career Development
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Problem Statement
By 2015, the average age of SPAWAR HQ workforce (Grade Level 3) will
be ~ 56 years young!
Maturing Workforce?
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Futuristic Leadership
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Focus Questions:
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Will Team SPAWAR functions be required in 2030?
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What will it take to generate more value with Team SPAWAR workforce?
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Do we look at the command’s “people resource” as a valued strength, or as a
cost?
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How do employees perceive their opportunities for leadership development?
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Is Team SPAWAR developing their employees according to DoD/DoN/OPM
Training Standards?
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Are all elements of Team SPAWAR workforce equally valued, challenged and
utilized to meet its mission and vision?
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Benefits
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Diversified cadre of well trained leaders at various levels
Support CNO and OCHR training and career development initiatives
Support Team SPAWAR Succession Planning initiative
Cope with the effects of hiring, retention and retirement efforts
Knowledge sharing via mentoring and coaching of others
Understanding global literacy as a 21st Century leader
Effective communication
Leader as a Change Agent
Better prepared to lead a diversified workforce
Better prepared to deal with conflict resolution and decision making
Become more of a situational/adaptive leader
Social, Cultural and Personal understanding of leadership
Team management
Business acumen savvy
Encourage advancement of diverse groups
Improve employee morale
Improve employees’ ability to respond to changing environmental demands
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DRAFT POA&M: Team SPAWAR Executive Leadership Development Academy
1st QTR FY10
Activities
Environmental
Analysis
Oct – Dec 09
Research various DOD/Non-DOD Leadership
Development Programs
OCT
2nd QTR FY10
JAN
3rd QTR FY10
APR
Environmental Analysis
Develop Purpose & Problem Statements
Link Course Curriculum to Competency
Aligned Organization
Review Team SPAWAR Workforce Grade Level
Data
Develop/Finalize Student Learning Objectives
Conduct Training Cost Estimate
Interview Senior Leadership Tier 1s/2s
Communicate
COMMUNICATE
Present DRAFT POAM to Mr. Rod Smith
Develop & establish MOU w/outside partners
Feb – Mar 5
Establish Leadership Development Advisory
Committee
Develop and solicit statement-of-work for
outsourcing Leadership Training Courses &
ECQ Writing/Editing Support
Finalize
March 2010
Present POA&M to CCBU
Senior Leaders Select Students for Class
Enrollment
FINALIZE
TSELDA POA&M approved and published
on CnE
Develop Executive Leadership Survey
Implement
Apr 19 2010
1/22/2010
IMPLEMENT
Kickoff of 1st Executive Leadership
Development Academy Class
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DRAFT POA&M: Academy Thirteen Month Timeframe
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Month One: Leading Change - Team SPAWAR Executive Leadership Survey, 360 degree instrument &
Writing Workshop/Training (3.5 days)
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Month Two: Leading People - Myers-Briggs Type Indicator (MBTI®) & Writing Workshop/Training (3.5
days)
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Month Three: Business Acumen - Fundamental Interpersonal Relations Orientation-Behavior (FIRO-B®)
& Writing Workshop/Training (3.5 days)
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Month Four: Results Driven - Thomas-Kilmann Conflict Instrument Learning Type Measure and the
Change Style Indicator (CSI®) & Writing Workshop/Training (3.5 days)
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Month Five: Building Coalitions/Communication - Campbell Leadership Index (CLI®) & Writing
Workshop/Training (3.5 days)
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Month Six: Conduct Job Shadowing Assignment w/SES Mentor (flexible timeframe 40 hrs total)
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Months Seven - Twelve: Participate in Job Rotational and Coaching Assignments (6 months)
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Month Thirteen: Students Develop Lessons Learned, Complete Executive Coaching
Assignment and Conduct Out Briefing to CCBU
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Student Learning Objectives
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Leading Change
Leading People
Business Acumen
Results Driven
Building Coalitions/Communication
Writing Skills
Workforce Diversity/Inclusive
Emotional Intelligence
Executive Intelligence
Executive Coaching
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Social Literacy (Global Perspective, engaging & challenging others)
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Cultural Literacy (Global Perspective, valuing & leveraging cultural difference)
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Personal Literacy (Global Perspective, understanding & valuing yourself)
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Business Literacy (Global perspective, focusing & mobilizing your organization)
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Months Six - Twelve: Job Shadowing Assignment & Training
 Job Shadowing Assignment w/SES Mentor (total duration 40 hours)
 One Week of Group Executive Coaching Training (5 hours daily)
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Job Rotational Assignments (Joint Experience w/o Team SPAWAR)
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On-line Executive Leadership Development
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Month Thirteen: Academy Closeout
 Students Develop Lessons Learned and Improvement(s) Briefing
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Students Brief SES Leadership
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Students Receive Three Executive Leadership Training Certificates:
 Team SPAWAR Executive Leadership Academy Certificate
 Executive Leadership and Management Certificate
 Effective Leadership
 Leading Teams and Organizations
 Executive Leadership Strategies
 Mentoring/Coaching Certificate
 Leadership survey results provided at the end of each of the five classes
 Continuous Learning via On-line or Classroom Courses (i.e., Strategic Management,
Executive Development)
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Roadmap to a Balance Life
TM
BALANCE
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