DOE Learning and Development Guide 2009 - New York City ...

DOE Learning and Development Guide

A Handbook for Managerial Success

April 20, 2009

Division of Human Resources (DHR)Organizational Services

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Table of ContentsSuccessful Leadership at the DOE

About this Guide__________________________________________________________________________________ 3

DOE Managerial Talent Strategy______________________________________________________________________ 4

Competencies – An Overview________________________________________________________________________ 5

Background - DOE Managerial Competencies___________________________________________________________ 6

Competency Level Definitions________________________________________________________________________ 7

Determining Which Competencies to Develop____________________________________________________________ 8

Managerial Competency Descriptions and Development Activities

DOE Managerial Competencies – The Foundation for Developing Talent 9

Client Partnership and Insight________________________________________________________________________ 10

Accountability / Drive for Results_____________________________________________________________________ 14

Operational Excellence_____________________________________________________________________________ 18

Strategic & Analytical Thinking_______________________________________________________________________ 22

Influences through Effective Communication____________________________________________________________ 26

Personal Leadership & Effectiveness__________________________________________________________________ 30

Champions Change & Innovation / Adaptability_________________________________________ _________________ 34

Additional Development Resources

Making the Most of Your Development Plan _____________________________________________________________ 38

Sample Development Goals and Action Plans___________________________________________________________ 39

Additional Resources_______________________________________________________________________________ 40

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About This Guide

The DOE Learning and Development Guide is designed to help you understand the Department of Education standards and expectations of leadership for managers. The DOE Managerial Competencies are the foundation for developing managerial talent across the DOE. These competencies set a benchmark for the traits and behaviors our managers need to possess to be successful leaders at the DOE. In addition, the competencies help identify individual strengths and areas to pinpoint for further improvement as the basis for a personal development plan.

You can use this guide as you: Prioritize which competencies to work on – in your current role, as well as in preparation

for your next career challenge

Create your own development plan

Provide developmental feedback with your direct reports

The overall intent of this guide is to: Introduce the DOE Managerial Competency Model, how to assess behaviors using the model,

and determine which competencies to develop.

Describe each of the DOE Managerial Competencies in detail, with recommended activities,

readings and other resources to create a personal growth and development plan.

Highlight additional resources, tools and information, including sample development goals

and plans.

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Managerial Talent

Development

Managerial Talent

Development

Performance Management

Performance Management

Recruitment & Staffing

Recruitment & Staffing

DOE Managerial

Competencies

DOE Managerial Talent Strategy

• Attract and retain the right skilled talent• Develop leadership capabilities for managers• Target training & development efforts• Basis for feedback and coaching

Competencies align the key components of how we develop managerial talent:

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Competencies – An Overview

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Skill

Knowledge

Traits

Motivation

A competency is any characteristic of a person that differentiates outstanding performance. These characteristics include skills, knowledge, traits and factors which motivate you to do your best, suchas striving to achieve doing the best work. Focusing on skills, knowledge, traits and motivation help you develop specific competencies over time.

What I Can Do e.g. communicateeffectively, manage operations

What I Know e.g. advancedproject management techniques,IT systems and tools

Who I Am e.g. proactive, organized, collaborative, trustworthy

What Influences My Behaviore.g. personal achievement or a desire to help others

Skills and knowledge are easier to see andobserve

Traits and motivationimpactleadership moreover time

Competencies

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Background – DOE Managerial Competencies

The seven DOE Managerial Competencies are:

1. Customer partnership & insight

2. Accountability / drive for results

3. Operational excellence

4. Strategic & analytical thinking

5. Influences through effective communication

6. Personal leadership & effectiveness

7. Champions change & innovation / adaptability

These seven competencies define the standards and expectations of leadership for managers at the

DOE. Specifically, they were developed based on themes from development tools already in use across

the organization, and were validated by internal groups of DOE senior managers.

These seven competencies support the DOE Strategic Priorities set by the Chancellor each school

year. Regardless of organizational or functional role, they can be meaningfully applied to determine and

help pinpoint an individual’s leadership strengths, as well as areas for further improvement. Each

competency area is supported by a set of themes, a brief description or definition, and four levels

which define the expected standards of behavior associated with each competency.

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Competency Level Definitions

In the DOE Managerial Competency Model, there are four levels which define the standards of behaviors for each individual competency.

Level 1 - Requires Development

This level of behaviors is not yet sufficient to meet the DOE’s standards of leadership for managers or have the necessary impact on others and the organization. Development is required to raise this manager’s competency to a higher level of proficiency.

Level 2 - Proficient

This level of behaviors shows this manager is both capable and effective, with room to grow and develop.

Level 3 - Highly Proficient

This level of behaviors is recognized as a “high standard for DOE managerial effectiveness” and demonstrates clear and consistent expertise and application of knowledge, skills and behaviors.

Level 4 – Role Model

This level of behaviors is the highest standard. The manager who consistently demonstrates these behaviors is a role model and can coach others on how to improve, grow and develop a particular competency.

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Determining Which Competencies to Develop

The DOE’s Managerial Competencies 360 Degree Feedback Survey is a tool that allows you to obtain input and feedback from your immediate manager, peers, and others with whom you regularly interact on the effectiveness of your leadership compared to the Managerial Competencies. The summary feedback you receive can help you determine which of the DOE Managerial Competencies should be your personal priorities for development. See the Additional Resources in this Guide for further information.

Alternatively, you can prioritize which competencies to focus on based on relative ability and importance. The steps and illustration below are tools to help you choose which competencies to develop.

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High importance to current job

Low competency ability

High importance to current job

High competency ability

Low importance to current job

Low competency ability

Low importance to current job

High competency ability

Step 1:Meet with your manager to determine how to gather input about your leadership effectiveness. Use feedback from tools, like the 360 degree feedback survey, to identify your overall strengths and areas for development.

Step 2:Based on your current job role, determine: What are your key challenges now? What accomplishments/results are important to achieve? Which of the DOE Managerial Competencies will contribute to achieving these accomplishments?

Step 3:Prioritize those competencies that fall into the “Focus Area” –those competencies that fall into the lower ability levels but are most important to the job.

HighLow

Ability

High

Imp

ort

an

ce

Focus Area – Competency Example:“Ability to collaborate effectively across DOE divisions.”

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DOE Managerial Competencies

Developing Managerial

Talent

Accountability /Drive for Results

Personal ownership and responsibility

Manages performance

Personal productivity and achieving results through others

Customer Partnership & Insight

Partnership development and influence

Anticipates customer needs

Provides alternative customer recommendations

Leads with a customer mindset

Personal Leadership & Effectiveness

Integrity and leads authentically

Conflict resolution

Team leadership and teamwork

Shares knowledge and invests in the success of others to build organizational capability

Champions Change &Innovation / Adaptability

Embraces Change

Risk Taking

Idea Creation

Influences throughEffective Communication

Leverages technology and data

Cost-effective management

Project leadership and management

Executes plans & strategies with efficiency & effectiveness

Acts with a ‘big picture’ mind-set

Data analysis and problem solving

Analytical thinking to achieve fact-based decisions

Listens actively

Manages diverse audiences and expectations

Clarity, timeliness & persuasiveness

Strategic & Analytical Thinking

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Operational Excellence

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Customer Partnership and InsightThemes and Description

Themes Partnership development and influence Anticipating customer needs Providing alternative customer recommendations Leading with a customer mindset

DescriptionOutstanding DOE managers establish strong and long-lasting relationships withthe customers they serve (both internal as well as external customers). They developtrue partnerships with their customers, understanding their needs and requirements, and work collaboratively with them to solve their problems. They consistently anticipate customer needs and have a customer mindset when working with others across the DOE. They deliver what the customer expects in terms of value-added services, programs and support.

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Level 1

Requires Development

Level 2

Proficient

Level 3

Highly Proficient

Level 4

Role Model

• Does not take initiative to develop customer partnerships and effective working relationships.

• Inconsistently meets customer deadlines and does not fully understand customer needs.

• Has limited understanding of customer requirements and does not actively work to develop a deeper customer understanding.

• Thinks and acts from personal point of view.

Skilled at building trust and confidence with customers and can effectively troubleshoot and resolve moderately complex situations.

Consistently meets customer deadlines, responds in timely manner and contributes to developing solutions to customer problems.

Translates and decodes what the customer is saying and asking for and is able to effectively communicate a recommendation. Is open to receiving feedback and acting on input.

Thinks and acts from the customer’s point of view. Is able to display sensitivity and diplomacy in interactions with customers.

• Is able to mediate conflict between customers and other parts of the organization and use personal influence to resolve issues appropriately.

• Takes the lead to develop an action plan that addresses customer concerns and simultaneously seeking out and acting on customer feedback.

• Is able to balance being flexible in solution delivery with original customer strategy and requirements. Has courage to speak up and take a stand when necessary.

• Leads with a customer mindset and keeps abreast of what is going on in the customer’s field or area/environment.

• Is viewed as an expert by all partners. Has a comprehensive understanding of content issues and partner viewpoints. Superior reader of customer situations. .

• Is viewed as a trusted advisor by a customer. Is able to integrate ideas to predict what the customer needs, often before the customer does.

• Proactively and consistently anticipates customer needs by presenting alternative recommendations and contingency plans. Consistently delivers what customers need ahead of time.

• Expertly influence/ communicate value to customers that result in implementing needed solutions. Strikes the appropriate balance between key stakeholders across the DOE.

Customer Partnership and Insight

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Themes:• Partnership development and influence• Anticipating customer needs• Providing alternative customer recommendations• Leading with a customer mindset

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Sample Development Activities:

Write down who your internal and external customers are, and recognize the frequency and importance of the relationship with each customer. Ask your staff to do the same.

Attend customer staff meetings or host customer focus groups to learn about what’s working well and what could be improved – from the customer’s point of view.

When spending time with customers, make a point of actively listening to what they are saying, and summarizing it back to them in you own words to ensure that you have heard them accurately, and to convey that they know that you have heard them.

Set a challenge for your direct reports to identify 2 new ways to partner and team with customer groups you support – then present them to the customer groups as a new way of working together.

Check to see what the most important criteria that customers expect from your group. Process accuracy? Speed and response time? Or providing creative and strategic ideas? Be aware of, and focus on customers’ priorities.

If/Where possible, shadow your customer on site for half a day, and observe their action and behavior to gain customer perspective and mindset.

Stop and think about your client interactions over the last 30 days – write down all the characteristics and habits you possess that support your client. Write down all the characteristics and habits you possess that inhibit your interactions. Leverage the best and develop a plan to manage the areas that you believe need improvement.

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Suggested Readings:

“The Trusted Advisor,” by David Maister, Charles H. Green and Robert M. Carleton, 2001.

“Loyalty Rules!: How Today’s Leaders Build Lasting Relationships” by Frederick F. Reichheld, 2003.

“Flawless Consulting: A Guide to Getting Your Expertise Used” by Peter Block, 1999.

“Meeting Customer Needs (Third Edition)” by Ian Smith, 2003.

Chapter 19 ‘Focus on Customers’ of the “Successful Manager’s Handbook” (pg 403 - 434) by Personnel Decisions International, 2004.

Recommended City Training Center (CTC) DCAS Courses:

“Delivering Quality In-Person Customer Service” (1 day)

“Developing Dynamic Listening Skills” (1 day)

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Accountability / Drive for Results Themes and Description

Themes Personal ownership and responsibility Manages performance Personal productivity and achieving results through others

DescriptionOutstanding DOE managers take personal ownership for their work and results, and see projects and initiatives they are accountable for from initial concept to full implementation. Achieving needed results is a personal priority of outstanding DOE Managers. They set high standards for their own performance and clear expectations for others to understand the importance of achieving needed goals. They make the necessary trade-off decisions in terms of time, resources and budget to ensure others are aligned and set up to achieve their goals successfully.

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Accountability / Drive for Results

Level 1


Level 2

Proficient

Level 3

Highly Proficient

Level 4

Role Model

• Tends to be reluctant to take personal ownership for work results and often faults others for failure to reach goals.

• Reluctantly establishes goals with staff so that individuals are clear on how their key deliverables are aligned to the organizational strategy.

• Is not consistently personally productive and rarely takes needed initiative to motivate and support staff to achieve expected results.

• Takes ownership for an initiative from inception to completion. Assumes personal responsibility for successes and failures.

• On an on-going basis, effectively manages performance by properly assessing weaknesses and strengths of staff. Coaches and guides others so they stay on track to achieve needed results.

• Drives results through personal productivity and proactively motivates and supports staff that results in their ability to achieve needed outcomes.

• Makes achieving results a priority, and consistently takes on personal responsibility for enabling others to address taking ownership of their own performance.

• Strategically manages team performance resulting in making needed trade-off decisions (e.g. hiring, moving out, retraining, etc.) regarding aligning the right talent in the right roles. Monitors progress and redirects efforts when goals are not being met.

• Is efficient in using other people’s time and helps all colleagues work more effectively. Keeps own team focused on outcomes in the face of obstacles.

• Relentlessly pursues results with a sense of possibility. Continuously drives and aligns individual and team accountability to enable the organization to surpass stated results.

• Expertly leads assimilation of diverse groups of employees (i.e. skill sets, functional backgrounds, different capabilities, etc.) that result in the organization consistently exceeding its results.

• Role models achieving results through others by creating a high performing team so that the organization achieves measurable productivity gains.

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Themes:• Personal ownership and responsibility• Manages performance• Personal productivity and achieving results through others

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Make a list of your work, and define which activities you should be doing as a manager and what should be done as an individual contributor.

List all your stakeholders (people who needs to be involved in the decision or who will be affected by it), and draw a map. Identify which stakeholders you need to strengthen relationships with, then develop a plan to do so over time.

Interview a DOE colleague who has just successfully implemented a major new initiative – apply the lessons learned to a current challenging goal you must implement.

Plan a Goal-Setting Kickoff Meeting for your team. Create a clear agenda, time schedule and desired outcome in order to manage the meeting effectively. Be bold and set standards that you and your colleagues find challenging (yet realistically achievable).

Discuss your expectations for your team members and encourage them to set their individual performance goals. Give them consistent and constructive feedback on their progress and support them with clarity and confidence in times of their hardship but be tough with them when necessary.

Identify someone in the organization you view as being highly accountable. Observe what they do and what they say in meetings. Identify one key behavior that you want to emulate. Study the individual and practice incorporating some of their successful habits into your style. Then seek feedback from others on your effectiveness.

Make attendance at meetings and conference calls even more valuable and effective by summarizing the next actions that have been agreed to. Ensure everyone is clear about next steps and assign owners to be accountable for each required action.

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Suggested Readings:

“The Wisdom of Teams: Creating the High Performance Organization,” by Jon Katzenbach and Douglas K. Smith, 2003.

“Trust Effect: Creating the High Trust, High Performance Organization” by Larry Reynolds, 1997.

“Why Smart Executives Fail: And What You Can Learn from Their Mistakes” by Sydney Finkelstein, 2003.

“Zapp! The Lightning of Empowerment: How to Improve Productivity, Quality, and Employee Satisfaction” by William Byham and Jeff Cox, 1997.

“High Performance with High Integrity” by Ben Heineman, 2008.

Chapter 20: ‘Manage Execution’ of the “Successful Manager’s Handbook” (pg 435 – 469) by Personnel Decisions International, 2004.

“The Speed of Trust: The One Thing That Changes Everything” by Steven M.R. Covey, 2006.


“Leading for Results” (1 day)

“Performance Management” (2 days)

“Back to Basics: Essential Skills for Supervisors” (4 days)

“Fundamentals of Supervision” (3 days)

“Supervising Challenging Employees” (2 days)

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Operational Excellence Themes and Description

Themes Leverages technology and data Cost-effective management Project leadership and management Executes plans and strategies with efficiency and effectiveness

DescriptionOutstanding DOE managers execute and implement strategies, policies and plans with excellence and completeness. They expertly recommend and use technologyto achieve needed levels of productivity that will benefit the organization, based ondata and business requirements. They are expert project leaders and project managers, resulting in leading others to achieve what is required in the most cost-effective manner possible. They translate strategic plans into practical actions so that others can own and expedite needed actions. They use and prioritize information and feedback to put in place corrective actions along the way that result in tangible gains in productivity and customersatisfaction.

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Level 1


Level 2

Proficient

Level 3

Highly Proficient

Level 4

Role Model

• Demonstrates basic competency on relevant MS Office products and applications to perform the essential duties and functions of current job role.

• Is proficient in job-relevant DOE IT applications that enable ability to more efficiently operationalize plans. Advises others on benefits of IT applications to resolve functional issues.

• Consistently leverages technology to make needed productivity gains for the organization based on expert use of DOE data.

• Aligns business requirements to the appropriate functional or DOE technology solution. Develops innovative ways to analyze data, resulting in new productivity gains.

• Inconsistently manages projects and plans cost-effectively. Does not proactively identify and recommend the most cost-efficient course of action that benefits the team/group.

• Manages work projects and plans in a cost-effective manner. Meets budget goals and team objectives with available options and resources.

• Consistently identifies and weighs the cost/benefits of different approaches to recommend the most cost–effective solution to meet organizational needs.

• Expertly influences others to agree on needed outcomes, based on cost-impacting arguments. Anticipates cost changes and recommends the best solution for cross-divisional groups.

• Infrequently develops projects or work plans which measure and effectively track needed progress.

• Develops clear and measurable objectives, goals, and metrics with needed milestones to assess progress against plans. Takes ownership and responsibility for the project.

• Applies appropriate and timely judgment to know how and when to assess changes that need to be addressed to ensure quality and efficiency. Can translate strategy into action, and is an expediter.

• Is sought after for leadership and project management expertise. Spends times teaching others expertise and knowledge. Has courage and determination to raise and resolve difficult issues and conflict.

Gathers information as needed or as requested to enable others to make informed decisions regarding changes to policies, procedures and operational plans. Personal approach to managing daily operations need improvement.

• Demonstrates functional expertise regarding policies and procedures in own areas of accountability. Advises others on impact of how policies and practices affect needed decisions. Ensures that daily operations are running effectively & efficiently.

• Prioritizes tasks and actively looks for ways to streamline, revise and eliminate internal procedures and systems to create greater efficiency and quicker results.

• Pinpoints and resolves interdependencies that need to be aligned within own team and on behalf of other teams’ operational plans so that everyone supports the goals.

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Themes:• Leverages technology and data• Cost effective management• Project leadership and management• Executes plans and strategies with efficiency and effectiveness

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Identify areas of operation that is hindering your team efficiency and think of ways to standardize using technology, or grasp the trend using available data.

Lead a cross-DOE team that results in improving the effectiveness and efficiency of an organizational/functional process, policy or system.

Conduct a cost/benefit impact analysis for a process that needs improvement – propose recommended options and a decision based on facts, data and key findings.

Use a project management tool such as Microsoft Project 2003, Excel or simply a sheet of paper to outline roles and timelines in order to manage the project effectively.

Draw a flow chart of your team’s work and project processes, and identify problem areas and bottlenecks. Observe if there’s any duplication of effort, and determine if any steps can be eliminated or combined to save time and cost.

Create your team’s detail fiscal year calendar based on your department’s goals and mission, and proactively follow through with your plans.

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Suggested Readings:

“The One-Page Project Manager: Communicate and Manage Any Project with a Single Piece of Paper” by Clark A. Campbell, 2006.

“The Skilled Facilitator” by Roger Schwarz, 2002.

“Business Process Management: A Practical Guideline to Successful Implementations (Second Edition)” by John Jeston and Johan Nelis, 2008.

“Designing Solutions for Your Business Problems: A Structured Process for Managers and Consultants” by Betty Vandenbosch, 2004.


“Essentials for Successful Project Management” (1 day)

“Time and Task Management Using Microsoft Outlook 2003” (1 day)

“Setting Up Projects for Success Using Microsoft Project 2003” (1 day)

“The Project Management Practical” (Meets once a week for 8 weeks between January and March)

Various e-Learning courses on specific computer and software applications, including MS Office Suite

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Strategic & Analytical Thinking Themes and Description

Themes Acts with a “big picture” mindset Data analysis and problem solving Analytical thinking to achieve fact-based decisions

DescriptionOutstanding DOE managers approach solving organizational issues and challenges with an analytical mindset. They use the most compelling and relevant data, facts and information to determine the root cause issues of problems. They integrate data and consider different points of view to develop a vision or strategy in simple terms that others can easily understand. Decisions are recommended and implemented based upon lessons learned and relevant best practices. Outstanding DOE managers lead and act with a “big picture” mindset.

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Strategic & Analytical Thinking

Level 1


Level 2

Proficient

Level 3

Highly Proficient

Level 4

Role Model

• Pays attention to details of each component, but has difficulty consolidating information to synthesize and summarize an issue.

• Has difficulty analyzing and/or synthesizing data and problems into manageable parts, and therefore is unable to pinpoint the issue/problem that needs to be resolved.

• Has partial or incomplete understanding of what the data means. Cannot identify/observe the significance or implication of the data to make an informed recommendations.

• Effectively focuses on the critical information in order to help others understand and focus on the single most important issue to be addressed.

• Approaches problem solving with an open mind and perspectives, and uses metrics (cost/benefit, ROI, etc.) to evaluate options.

• Is able to interpret the data and provides needed level of advice and counsel with appropriate/ specific recommendations.

• Consistently analyzes an issue from different points of view, and integrates data/information from various sources to identify key root causes.

• Analyzes data and issues from multiple points of view, and leverages lessons learned and best practices to come up with a practical solution/recommendation.

• Interprets the meaning and implications of the data quickly, and develops fact-based arguments which influence organizational decisions.

Intuitively grasps the concept or root causes quickly even with incomplete or ambiguous information. Consistently leads the development of a vision and/or strategy, and is able to communicate it in simple and clear terms.

• Masterfully gathers and integrates information from various sources to arrive at optimal solutions including alternatives that will benefit key stakeholders/decision makers.

• Expertly outlines and articulates the essentials and implications of data including risk assessment, tradeoffs as well as a contingency plan.

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Themes:• Acts with a “big picture” mindset• Data analysis and problem solving• Analytical thinking to achieve fact-based decisions

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Strategic / Analytical Thinking


Conceptual thinking development exercises: 1) Pick a common item and identify 20 different uses for it (e.g., a fork, a drinking glass, a computer terminal, a shoe, etc.). 2) Consider any two unrelated items and create a list of reasons they are similar (e.g., a pen and a coffee cup, a telephone and an orange).

What is the problem or issue? Describe it in one clear sentence, stating it in terms of an outcome rather than a solution. For example, “Within six months, our internal customers will provide us with the feedback that they are 80+ % satisfied with the support and user services we provide.”

Identify root causes by using a “five whys” approach. Uncover layers of cause and effect by asking why the issue occurred, why that condition existed, why that was so, and so forth.

Work with your team to identify all the stakeholders potentially involved in an issue, gather information from the different stakeholders, and then define problems from the perspective of each stakeholder. Understand the interrelationships and recognize the broad implications of the issue that may lead to solutions and actions.

Talk to people in different groups/division who will give you divergent opinions about an issue. List all the ideas for alternatives you have generated or received including rationale, and debate the merits of each possibility with your team.

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Strategic / Analytical Thinking

Suggested Readings:

“Asking the Right Questions: A Guide to Critical Thinking (8 th Edition)” by Neil Browne and Stuart Keeley, 2006

“The Power of the 2 x 2 Matrix: Using 2 x 2 Thinking to Solve Business Problems and Make Better Decisions” by Alex Lowy and Phil Hood, 2004

“Ahead of the curve: A Guide to Applied Strategic Thinking” by Steven Stowell, 2005

“Strategic Thinking: A Four Piece Puzzle” by Bill Birnbaum, 2004

“Why Didn’t I Think of That? Think the Unthinkable and Achieve Creative Greatness” by Charles McCoy, 2002


“Critical Thinking for Effective Decision Making” (2 days)

“Creating and Delivering Powerful Presentations” (2 days)

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Influences through Effective Communication Themes and Description

Themes Active listening Manages diverse audiences and expectations Clarity, timeliness and persuasiveness in oral and written communications

DescriptionOutstanding DOE managers are clear, timely and persuasive in their written and oral communications. They understand what and how to communicate to specific audiences based on knowing and anticipating the information needs of their customers (both internal and external). They are expert active listeners, and listen to seek understanding and engage others in dialogue and debate. They effectively build onideas and information that have been shared, and enable others to see different insights that lead to a new level of understanding. They communicate persuasively, resulting in managing audience needs and expectations.

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Influences through Effective Communication

Level 1


Level 2

Proficient

Level 3

Highly Proficient

Level 4

Role Model

• Lacks focus and eye contact, and often interrupts dialogue in an inappropriate timing/manner. Exhibits impatience.

• Does not understand appropriate target audiences, and often involves more parties in communications than needed. Periodically causes surprises through message and tone.

• Communication often lacks clarity and timeliness, causing repeated/extra exchanges that result in inefficient use of time for everyone involved.

• Listens genuinely and patiently without interrupting, and asks appropriate questions to acknowledge the underlying state/issues. Consistently checks for understanding.

• Thinks through what the messages need to be, and messages it to appropriate audiences in a diplomatic and timely way. Appropriately keeps people ‘up-to-date’.

• Sends messages that are accurate, clear and timely, and uses good judgment regarding who needs to be communicated to, and influenced. Articulates and summarizes the appropriate pros and cons of the issue.

• Listens willingly and interprets both verbal and nonverbal messages, and offers ideas and applicable insight. Knows how to “read” an audience through active listening.

• Achieves a high level of transparency through effective communications. Strikes the right balance to share and highlight what is most important.

• Communication provides the needed context and fact-based argument that results in sharing a compelling personal perspective. Takes a personal stand behind the right decision for the organization, and persuade others to follow and support that stand.

Consistently conveys empathy when listening, absorbs the content, and integrates different perspectives to advise the best approach and feasible action plans.

• Expertly builds/leverages partnerships and networks to influence people, and is sought after as a coach/role model in organizational communication.

• Expertly persuades others to quickly support the right decision that would most benefit the organization. Expertly captures the buy-in of others through persuasiveness of communication. Consistently generates followers by capturing their “hearts and mind”.

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Themes:• Active listening• Manages diverse audiences and expectations• Clarity, timeliness and persuasiveness of oral and written communications

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When listening, demonstrate genuine interest and empathy, pay attention to nonverbal behavior, and identify the person’s main message. Also develop an understanding of how important the topic is to the person, and why.

Identify people who are considered skilled listeners and watch them in action. Take note of how they convey affinity and rapport. What are their nonverbal actions? What questions do they ask?

Role-play situations with your colleagues in which audience members get lost, restless, or otherwise disengaged. Give each other specific feedback on what works well and what is ineffective.

Before a presentation or team discussion, think of as many potential questions as possible, especially difficult or hostile ones. Prepare strong answers that relate to your key messages. You still might be surprised by a question, but preparation will take away much of the “what if” anxiety.

Always think of, and define the purpose of your communication before outlining them. Asking clarifying questions to be clear on the main thoughts and ideas.

To grab the audience’s attention, try one of these ideas: 1) use a dramatic statement, 2) ask a question that requires a response from the audience, 3) refer to a recent or well-known event, 4) tell a story from your own experience, or 5) Cite a quotation from an authoritative source.

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Suggested Readings:

“Guide to Interpersonal Communication” by Joann Baney, 2003.

“Listening Effectively: Achieving High Standards in Communications” by John Kline, 2002

“The Leader’s Voice: How Communication Can Inspire Action and Get Results!” by Boyd Clarke and Ron Crossland, 2002.

“The Voice of Authority: 10 Communication Strategies that the Leaders Need to Know” by Dianna Booher, 2007.

“Working the Room: How to Move People to Action through Audience-Centered Speaking” by Nick Morgan, 2003.

“Say It in Six: How to Say Exactly What You Mean in Six Minutes of Less” by Ron Hoff, 1996.

“The Business Writer’s Handbook (8th Edition)” by Gerald Alred, Charles Brusaw & Walter Oliu, 2006.

“Difficult Conversations: How to Discuss What Matters Most” By Douglas Stone, Bruce Patton, Sheila Heen, 1999.


“Developing Dynamic Listening Skills” (1 day)

“Influencing without Authority” (1 day)

“Business Writing: Clarity Through Critical Thinking” (1 day)

“Communicating for Results” (2 days)

“Customer-Focused Writing for Clear and Effective Communication (.5 day)

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Personal Leadership & Effectiveness Themes and Description

Themes Integrity and leading authentically Conflict resolution Team leadership and teamwork Knowledge sharing and investing in the success of others to build organizational capability

DescriptionOutstanding DOE managers lead and act with integrity and genuineness. They takethe time to resolve conflicts constructively when they arise. They proactively reach acrossDOE divisions and functions to build and nurture relationships with others that help achieveneeded outcomes and results. They are recognized as effective coaches by investing time in helping both individuals and teams reach their full potential. The personal success of others is a high personal priority for outstanding DOE managers.

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Level 1


Level 2

Proficient

Level 3

Highly Proficient

Level 4

Role Model

• Does not consistently do as he or she says. Rarely takes initiative to lead a needed effort. Follow-up is often required.

• Acts with integrity and professionalism in all work situations, including dealing with crisis or conflict situations. Effectively utilizes available resources.

• Shows ability to maintain integrity and “do the right thing” where others may have difficulty or are resistant when there are differences in opinion. Is able to effectively influence others without formal authority.

Role models authentically such that others want to follow this individual based on high standards of integrity and personal leadership.

• Is typically uncomfortable dealing with conflict and defers to others in conflict situations.

• Expertly leads through conflict situations in ways that bring constituents together to achieve win-win outcomes and results.

• Effectively engages in conflict situations and works collaboratively to resolve differences.

• Mitigates/expedites resolution of conflict in challenging situations that result in building needed levels of consensus and commitment.

• Occasionally lacks personal initiative/ motivation to learn and teach others when expected to do so.

• Understands others’ priorities, needs and concerns, and actively encourages/open to new ideas and input while effectively overcoming resistance . Is an effective follower who fully supports what’s needed and expected by the organization.

• Takes time to understand and study what has worked and why. Creatively integrates the ideas and perspectives of others to create the best approach while establishing ‘buy-in’ of other team members.

• Expertly develops effective relationships across the DOE while leading and building high performing teams who achieve breakthrough results. Is sought after as a coach and a mentor and continuously builds team capabilities, including successors for key managerial and staff roles. • Tends to keep information and

knowledge to self, resulting in others not having the knowledge and information they may need to get the job done. Has difficulty relating to others’ point of view.

• Takes initiative to share critical knowledge and expertise, and demonstrates openness and approachability in working with colleagues. Consistently makes time for others, and provides opportunities for individual and team development.

• Proactively codifies and documents experience and critical knowledge learned and truly understands and values the impact of one’s own behavior on others. Consistently coaches others to maximize their growth while offering both short-term and long-term perspectives.

• Role models taking a personal stake to ensure others succeed. Successfully builds individual and team capacity and strong legacy or organizational success.

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Themes:• Integrity and leading authentically• Conflict resolution• Team leadership and teamwork• Knowledge sharing and investing in the success of others

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Regularly review to make sure that your actions and management approach are firmly aligned with the Children First Reform Agenda and your group/division goals and values. Link your team's mission to that of the broader DOE organization – share the Chancellor’s Strategic priorities with your staff.

Ask yourself after every interaction with the team, “Have I left them feeling stronger and more capable than before?”

Focus on issues rather than people when addressing and resolving conflict. Write an agenda for meetings in which a conflict needs to be addressed. This will give everybody the same expectation for what needs to be accomplished and will help the group stay on track.

Promote teamwork among different groups by showing respect for other functions and professions. Watch out for “us versus them” thinking and discussions. Check yourself and be brave to caution others when they talk in those terms.

Invest in and encourage team participation in cross-functional/multi-cultural learning sessions to help develop and strengthen your team’s appreciation for different values and viewpoints.

Ask your staff to research specific issues. Have them learn enough about the issue to brief you and others on what they have learned, and have them become experts on the issue/subject.

Show interest in people’s career, and follow up/coach them on their development plans with formal and informal meetings throughout the year. In addition to asking staff what motivates them, observe what motivates them.

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Suggested Readings:

“The True North: Discover Your Authentic Leadership” by Bill George, 2007.

“Influence Without Authority (2nd Edition)” by Alan R. Cohen & David L. Bradford, 2005.

“Resolving Conflicts at Work: Eight Strategies for Everyone on the Job” by Kenneth Cloke and

Joan Goldsmith, 2005.

“Love ’em or Loose ‘em” by B. Kaye and S. Jordan-Evans, 2008.

“Beyond Teams: Building the Collaborative Organization” by M. Beyerlein, C. McGee and S. Freedman, 2002.

“Primal Leadership” by D. Coleman, R. Boyatzis and A. McKee, 2004.

“Working with Emotional Intelligence” By Daniel Goldman, 1998.


“The Manager as Coach: Increasing Employee Participation” (2 days)

“Dealing with Conflict on Work Teams” (1 day)

“Building Positive Workplace Relationships” (2 days)

“Team-Based Leadership” (2 days)

“Giving Effective On-Going Feedback” (1 day)

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Champions Change & Innovation / AdaptabilityThemes and Description

Themes Embraces change Risk taking Idea creation

DescriptionOutstanding DOE managers look for opportunities and ways to improve the way thingswork. Achieving new levels of efficiency and effectiveness are high priorities for them. They make decisions to take informed risks that support the implementation of change and innovation. DOE managers use data and fact-driven arguments to continuously find ways to change what needs to be changed, improve as well as lead the implementation of new and innovative concepts and ideas across the organization.

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Champions Change & Innovation/Adaptability

Level 1


Level 2

Proficient

Level 3

Highly Proficient

Level 4

Role Model

• Is resistant to change and is hesitant to support initiatives that are outside of business as usual.

• Tends to defer risk taking decisions to others.

• Infrequently identifies new ideas that result in positive needed change for the organization.

• Recognizes the need for change and innovation and applies new ideas to drive strategic organizational initiatives.

• Is comfortable taking calculated risks and applies new learnings based on prior successes.

• Keeps abreast of what’s going on in own field, and makes suggestions to implement new ideas.

• Consistently ‘messages’ the need for change, and creates a culture that is enthusiastic about embracing change.

• Has the courage to take risks and responsibilities, and is able to link risk taking to organizational objectives in order to achieve desired results.

• Consistently reviews and revises current practices and determines what needs to change to make required improvements. Makes a strong data-driven business case for continuous improvement.

• Is recognized as a champion for change and is sought after throughout the organization to lead implementation of innovative projects.

• Proactively takes appropriate risks to deliver improved outcomes and successfully develops capacity of team to take risks. Always applies new innovation to work.

• Consistently role models the need for new thinking. Generates new ideas and different approaches that inspire others to embrace creativity so that others achieve breakthrough results.

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Themes:• Embraces change• Risk taking• Idea creation

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Champions Change and Innovation / Adaptability


Conduct a SWOT (Strengths, Weaknesses, Opportunities and Threats) analysis of your team and your division to understand what is working well, and what needs to be changed or improved. Google SWOT for more background and access to tools to complete a SWOT Analysis.

Create a crisis contingency plan (e.g. team leader has changed, or budget for team/division is significantly reduced, say by 30%. What would you maintain and what would you change)? Through this exercise, you may be able to identify better allocation of your team’s resources and budget.

Study the innovative practices of other divisions, agencies and organizations, and think about potential internal innovations that could be applied to your team.

List some of the best practices and new ideas that your team has developed, and share them with your peer managers. Also, discuss them with your supervisors to see if they can be disseminated across other DOE divisions.

In team meetings, when discussing tough issues, force yourself (and others) to question which obstacles are really external and which are internal and should be resolved at your level.

Challenge the status quo and “the way it has always been done” mentality. Identify organizational barriers to innovation such as policy barriers, lack of funding, silo thinking, micromanagement and hidden agendas, and brainstorm with colleagues to create new ideas and ways to overcome the barriers.

Identify who your stakeholders are (who champions your efforts, who is in a position of influence across the DOE to sponsor your effort, who is effected by your effort) and think about what you might need to do or say to them to help them understand and support the changes you want to implement in the near future.

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Champions Change and Innovation / Adaptability

Suggested Readings:

“Driving Growth through Innovation: How Leading Firms Are Transforming their Futures” by Robert B. Tucker, 2002.

“Learned Optimism: How to Change Your Mind and Your Life” by Martin E. Seligman, 1998.

“Creativity and Personality Type: Tools for Understanding and Inspiring the Many Voices of Creativity” by Marci Segal, 2001.

“The Seeds of Innovation: Cultivating the Synergy That Fosters New Ideas” by Elaine Dundon, 2002.

“One Day, All Children… : The Unlikely Triumph of Teach For America and What I learned Along the Way” by Wendy Kopp, 2001.

Chapter 4: ‘Leverage Innovation’ of the “Successful Manager’s Handbook” (pg 77 - 96) by Personnel Decisions International, 2004.

“Managing at The Speed of Change” by Darryl R. Conner, 1992.


“Visual Thinking: Solve Problems, Sell Ideas, and Have Fun Doing It!” (2 days)

“’Break-Through’ Thinking” (1 day)

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Making the Most of Your Development Plan

Achieving success in demonstrating the DOE Managerial Competencies at higher levels of proficiency is a gradual process. Therefore, improving your individual capability in any one of them requires:

thoughtful and focused planning over time

your personal commitment to work on your development activities

proactively asking for feedback from your manager and others on your progress

When creating your development plan, ask yourself these questions:

Think about a past job or time in your career when you achieved a satisfying accomplishment.

What was the situation and what role did you play? What skills were required to achieve success?

In your current job role at the DOE, what energizes you? What skills and knowledge do you find

most satisfying?

Which DOE Managerial Competencies most support your personal development goals?

When prioritizing which DOE Managerial Competencies to work on, consider the following:

Your strengths – which behaviors you want to continue leveraging and maintain at a high level

Development opportunities – if I work on being more effective in these behaviors, it will make a real

difference and have a high impact for my performance in my current job role

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Sample Development Goals and Action Plans

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Development Goals based on DOE Managerial Competencies

Examples:• Customer Partnership and Insight • Operational Excellence

Personal Development Goals

Examples:• Gain broader exposure to other DHR functions or departments

• Improve effectiveness and confidence in speaking in front of large groups

Sample Action Plans• Attend customer staff meetings or host a customer focus group to identify what’s working well and what can be improved to provide better support

• Lead a cross functional project team within DHR that results in improving the efficiency of a major HR process of system.

• Identify at least one cross-DHR process improvement and proactively share data, knowledge and/or information that will result in team members increasing their ability to provide higher levels of customer support.

• Over the next 12 months, schedule informational interviews with 3-5 new DHR colleagues to learn more about their goals and operations.

• Shadow a more senior HR leader and observe his/her public speaking skills and techniques. Co-present with this more senior leader and receive feedback. Use this feedback to present to a large group. Ask group to complete a formal workshop evaluation, including questions about your effectiveness as the presenter.

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Additional Resources

The following list of resources and tools will help you to create your individual development plan and supporting activities.

Webinar – Talent Review Process (for DHR employees)

The link below provides you access to a 15-min webinar presentation which will give you an overview of the DHR Talent Review process and sample development goals and activities to consider using to help you create your own development plan.

http://www.learningtimes.net/dhrwebcasts

DOE Managerial Competency 360 Degree Feedback Survey

The DOE Managerial Competency Survey tool enables you to formally gather feedback from your manager and others as input to create your personal development plan. The survey is comprised of 70 behavior items and two open ended questions and takes approx. 20 minutes to complete. Contact Richard Brescia at [email protected] for further information about the survey.

DOE website – Performance Management and Talent Development

Employee Development for New York City Department of Education’s central administrative and managerial employees includes training and professional development offerings, citywide personnel programs, and other important information.

http://schools.nyc.gov/Offices/DHR/CentralAdministrativeManagerialEmployees/Employee+Development.htm

DCAS website – City-sponsored training and development offerings

The Department of Citywide Administrative Services (DCAS) is the administrative arm of New York City government. DCAS offers training and development programs for all city agency employees at all levels. Their programs include: Management Academy, Leadership Institute, Distance Learning Programs, and the Citywide Training Center. For more information, visit the DCAS Web site.

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