Ensuring the Organization's Future: A Leadership Development Case Study Mamie E. Green

Many public sector agencies currently facing mass retirements from longt e r m , e x p e r i e n c e d w o r k e r s a r e s t r u g g l i n g t o fill h i g h e r - l e v e l l e a d e r s h i p r o l e s . The County of S a n Diego has employed creative methods t o address this "brain drain." Through intensive leadership d e v e l o p m e n t , t h e county is d e v e l o p i n g its f u t u r e l e a d e r s u s i n g a v a r i e t y o f c u t t i n g - e d g e t r a i n i n g t o o l s . According to H u m a n Resource Director Carlos Arauz, "By involving t h e exec­ utive leadership t e a m a n d b y implementing a c o m p r e h e n s i v e Leadership Academy, a m o n g other k e y HR-related i m p r o v e m e n t s , t h e county is working to b e c o m e a n e m p l o y e r of choice." This article will outline t h e steps t a k e n by the County of S a n Diego t o i m p l e m e n t t h e Leadership A c a d e m y a n d will offer tips f o r other a g e n c i e s wishing t o e m b a r k o n their o w n l e a d e r s h i p development efforts.

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ike many public sector organizations, the County of San Diego was facing a cri­ sis in its leadership scheme at the turn of the millennium. Of the county's 17,000+ employees, over 3,000 were eligible to retire as a result of a major enhancement to the county's retirement program. When the retirement enhance­ ment became available in the spring of 2002, over 900 employees took advantage and left county employment. Hundreds of others are expected to retire in the following months and years. The County of San Diego was presented with a common problem: a sudden loss of talent, knowledge, and leadership experience. The numbers painted a clear picture. Experienced, knowledgeable employees, including some of the organization's top leaders, would soon be leaving the county. In their place would be new and/or inexperienced candidates. The following case study describes the method that the County of San Diego used to prepare its employ­ ees to assume the many leadership positions that have and will become available. As other organizations have recognized, demographics and increased competi­ tion for talent continue to challenge public sector agencies that face their senior and experienced leaders' departures. "The top executives of the county all faced this prob­ lem together," said San Diego's Human Resources Director Carlos Arauz. "When we looked at the age distribution of our workforce, we knew we needed to take an aggres­ sive approach, from the top down, to ensure that we had leaders for the future."

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The purpose of this article is to outline one organization's response to their impending leadership crisis. The County of San Diego met the challenge with a com­ prehensive leadership development program that has served as a model for other organizations across the country. The participant selection process, program curricu­ lum, and outcomes will be discussed. Finally, this article will provide tips and sugges­ tions for other public sector agencies that are implementing their own Leadership Academy programs.

H o w S a n Diego Got Started The County of San Diego's executive leadership team, led by County Administrative Officer (CAO) Walt Ekard, recognized the problem before them related to the orga­ nization's leadership talent pool. Through a series of executive team retreats dedi­ cated to succession planning and talent development, the county leaders developed a plan to ensure the organization's future. They knew they needed to take decisive action to ensure that the organization was in good hands during and after the impend­ ing retirements. The county's goal was to ensure that the organization had several viable inter­ nal choices for each executive and/or director-level position that would come open in the next three to five years. The county executive team also recognized that in order to have viable internal candidates, they needed to personally contribute to the devel­ opment of the organization's future leaders. The first step in developing the county's future leaders was to identify the exist­ ing talent pool. Extensive discussions regarding each department's leadership status were undertaken. Individuals were identified as having leadership potential, while the executive team also considered the organization's need for diversity and technical expertise. Once the participant pool had been identified, the Human Resources Depart­ ment coordinated a pilot Leadership Academy consisting of eight training sessions over a two-month period. The first group of 24 Leadership Academy participants was selected based on their leadership potential and interest in personal and profession­ al development. The pilot program consisted of a variety of leadership development activities including the use of Personnel Decisions International's 360-degree instru­ ment, PROFILOR, and the Myers-Briggs Type Indicator. After extensive feedback from the pilot group and discussions with the execu­ tive team, the Leadership Academy was modified to its current form. Now, two Lead­ ership Academies are offered annually and the feedback and results of the program have been positive and encouraging. The goals of the Leadership Academy are to: • Enhance the leadership skills of selected County of San Diego managers • Prepare leaders for taking on the organization's current and future organiza­ tional initiatives

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• Enhance communications at all levels throughout the large organization • Facilitate individual development planning for the county's future leaders

Participant Selection Process In San Diego, each Leadership Academy class has a maximum of 24 participants. With over 17,000 employees in the organization, it was important that the employees with the greatest potential for future leadership opportunities in the county and with the dedication to their own development be the ones selected to attend. The County of San Diego is structured using a General Management System, with five functional groups. Each group is led by a Deputy Chief Administrative Offi­ cer who nominates potential candidates for each upcoming Leadership Academy. After extensive discussion and CAO approval, the 24 participants are selected. Upon selection, participants are invited by the CAO to attend the program and are sent a fact sheet that describes the level of commitment required by each attendee. The fact sheet has proven to be a critical part of the selection process as it outlines the expectations for attendance and participation. The fact sheet presents information including: • Who supports and sponsors the program • Where and when the sessions will be held • Who will conduct the training • Attendance requirements • Logistical details including parking • 360-degree feedback information After receiving the fact sheet, participants come to the first day of the Leader­ ship Academy prepared to commit the necessary time and energy to their own devel­ opment.

Leadership Academy Curriculum The Leadership Academy experience continues to evolve as new materials and infor­ mation become available. The current Leadership Academy is a twelve-session pro­ gram spanning four months. The following is a general outline of the program in terms of content and structure. A discussion of the essential elements of the program follows in the next section.

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County of San Diego Leadership Academy Session

Topic(s)

One

• P r o g r a m kickoff

Agenda

• C A O A d d r e s s r e g a r d i n g L e a d e r s h i p in t h e c o u n t y • T h e C h a l l e n g e of L e a d e r s h i p Two

• Workforce Planning and Employee Development • PROFILOR Kickoff

Three

• P r o b l e m Solving t h r o u g h Appreciative Inquiry • Strategic Planning

Four

• Performance Management, Coaching, and Mentoring • County Financial M a n a g e m e n t • County General Management System

Five

• Effective Interpersonal C o m m u n i c a t i o n u s i n g the M y e r s - B r i g g s Type Indicator

Six

• Building a n d Facilitating Effective Teams • County Uses of Teaming a n d Team Building

Seven

• Public Sector H u m a n Resource Issues • PROFILOR F e e d b a c k a n d Individual Development Planning

Eight

• L e a d i n g C h a n g e in t h e c o u n t y • Overcoming C o m m o n Leadership Temptations

Nine

• M a n a g i n g a n d L e a d i n g D i v e r s i t y in t h e c o u n t y

Ten

• M a n a g i n g C u s t o m e r Relationships a n d External C o m m u n i t y Partnerships • A n Inside L o o k a t the C o u n t y B o a r d of Supervisors

Eleven

• P u b l i c P r e s e n t a t i o n a n d E n g a g e m e n t Skills • Media Relations Strategies

Twelve

• Leadership Synthesis • Program Evaluation • Graduation Celebration

E s s e n t i a l E l e m e n t s of t h e L e a d e r s h i p A c a d e m y The County of San Diego Leadership Academy is a model public sector leadership development program because it has incorporated as many best practice elements as are available to organizations today. The following is a brief description of a few of the essential elements that make this program successful. Executive-Level Participation — Every top-level executive at the County of San Diego participates, to some extent, in the Leadership Academy. The program

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begins with an in-depth discussion of leadership with the CAO, Walt Ekard. The Coun­ ty's Assistant Chief Administrative Officer presents the county's strategic plan and its expected outcomes. Each Deputy Chief Administrative Officer meets with the group, either via a panel discussion related to leadership or to discuss a functional issue like the county's financial status, current legal issues, or human resource matters. Top-level participation is an essential part of the Leadership Academy's success. In a large organization, oftentimes employees do not have the opportunity to have meaningful discussions with executives from other parts of the organization. This opportunity for dialogue ensures that the executive team's expectations are clearly communicated to its future leaders. 360-Degree Feedback and Individual Development Planning — Leader­ ship Academy participants each receive comprehensive feedback and coaching via a multi-rater feedback tool from Personnel Decisions International called PROFILOR. Used for development, The PROFILOR collects feedback from a variety of perspec­ tives such as self, manager, peers, direct reports, internal customers, and others. This process provides participants with practical, well-rounded insight about their job per­ formance, strengths, and developmental needs. In a confidential process, the data is sorted and presented to the individual in a comprehensive manner in which their strengths and developmental needs can be clearly identified. At the County of San Diego, the feedback is only the first step in this process. After receiving feedback, each individual creates a development plan and receives individual one-on-one coaching from a certified facilitator who helps them devise the best strategies for continuing their leadership development, even after the Leadership Academy experience. The multi-rater feedback experience, in coordination with other leadership development experiences afforded by the Academy, has proven to create acceptance and buy-in of each individual's developmental needs, particularly when one is defen­ sive about accepting feedback from other sources. Myers-Briggs Type Indicator — One of the most popular concepts present­ ed in the Leadership Academy is the Myers-Briggs Type Indicator (MBTI®). Originally created by Isabel Briggs Myers and Katharine C. Briggs, MBTI® is the most widely used personality inventory in the world.3 The instrument provides an accurate picture of a person's personality type. By understanding the characteristics unique to each per­ sonality type, the tool provides participants insight on how they communicate and interact with others. Some Leadership Academy participants have found the MBTI® to be so valuable that they have taken it back to their own work groups and used the tool as a teambuilding activity. This is one of many examples of how the Leadership Academy is pro­ viding practical tools to the county's leaders. Action Learning Project — Each Leadership Academy group is required to work together to prepare a product to present to the county's executive leadership team upon graduation. According to Byham, et al, 'Action learning involves a team project in which participants tackle a challenge outside their area of expertise. Team 1

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members deal with strategic issues important to the organization and develop deci­ sion-making tools and methods. Participants also can learn the importance of net­ working and understand the different styles and methods represented by others on the team." The final project provides additional opportunities for individuals to showcase their leadership skills to the organization's top executives and to practice the skills they have learned in class. Homework — To maximize learning between Leadership Academy sessions, participants are required to complete homework assignments, which typically involve reading current works related to the course material. Likewise, participants are expected to come to each Leadership Academy session with examples of how they were able to apply the previous session's concepts in their work area. Leadership Development Journal — The reflective learning process ensures that participants gain the right lessons from their experiences and serves as a means of sustaining personal and professional growth. It involves taking a conscious "time out" to reflect on the actions and events they have experienced in class so as to yield insights that can impact future actions and behaviors on the job.5 During each Academy session, participants are asked to spend time reflecting on what they are learning. By writing thoughts in a confidential manner in their leader­ ship development journal, they are able to plan and apply the material to their work situations. Without time for reflection, the learning is often not applied. At least ten to fifteen minutes of each Leadership Academy session is set aside for reflective learn­ ing through journaling. 4

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Leadership Academy Outcomes The Leadership Academy at the County of San Diego has produced numerous results thus far. At the time of this writing, 71 county employees had graduated from the Lead­ ership Academy. Ten Leadership Academy graduates have been promoted to seniorlevel leadership positions since their participation in the program. Likewise, the Academy appears to be impacting turnover at the highest levels within the organiza­ tion, as no Leadership Academy graduates have left the organization since attending the program. In addition to these quantitative measures, the Academy continues to enhance the county's leadership network. A Leadership Academy Alumni Association has been established with the goal of: • Continuing leadership development of future county managers and profession­ als • Continuing to position the county for the future • Encouraging networking

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• Fostering communication between graduates of the Leadership Academy to allow for education about various agencies, divisions, and departments in the county • Sharing ideas and resources • Sharing expertise The Alumni Association meets quarterly to continue sharing and discussing best practices in leadership within the county. In addition, participants boast the Alumni Association affords them the opportunity to maintain the strong network that they have created by attending the Academy. The qualitative results have also been positive, as evidenced by comments shared by Leadership Academy graduates: "The Leadership Academy was a great opportunity to interact with top coun­ ty leaders with the wisdom and experience. The Academy provided the foun­ dation and vision to assist me with my successful transition from manager to leader." —Mike, Labor Relations Manager "The Leadership Academy shows how to make the transition from manager to leader, and presents practical knowledge and skills to make a leader effective and successful." —Dick, Pollution Control Director "The Leadership Academy has taught me that true leadership means working with staff toward a common goal with a clear eye on the county's vision... " —Tom, Environmental Services Manager

Tips for C r e a t i n g your O w n L e a d e r s h i p A c a d e m y Public sector agencies, regardless of size, can implement their own Leadership Acad­ emy using the County of San Diego program as a model. As we've seen, a Leadership Academy can be an efficient and economical way to foster leadership development. Here are a few tips for implementing your own Leadership Academy, based on the County of San Diego model: Tip # 1 : Get top m a n a g e m e n t support Without the executive leadership team's full support and involvement, the program will fail. Top management must be involved in the development of the curriculum, the selection of the attendees, and in the presentation of the program. Their support is critical for the long-term viability of any leadership development program. Tip # 2 : U s e a combination of internal a n d external resources San Diego makes full use of the executive leadership team during presentations that directly relate to the organization's strategic plan, culture, and expectations. Howev­ er, other concepts are presented by individuals outside of the organization, who pro­ vide a non-county perspective. The balance of internal and external presenters

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provides participants with the opportunity to compare and contrast the "County way" with practices and methods used outside of the organization. Tip # 3 : M a x i m i z e internal publicity Leadership Academy participants dedicate a great amount of time and energy to the program. Not only is it a commitment of the participant's time, it is a commitment of their manager and staff's time. By communicating the goals and outcomes of the pro­ gram throughout the organization at all levels, using internal communication tools like email and newsletters, everyone who is touched by the Leadership Academy understands its importance. Prior to the start of each Academy program, the partici­ pants are formally announced to the organization and each organizational member is encouraged to support them. After the Academy, each graduate is recognized using the same communication tools, and their manager and staff are thanked for support­ ing them. Internal publicity can help garner support and enthusiasm for the program and its goals. Tip # 4 : M a k e adjustments The first version of any comprehensive program like this is rarely perfect. It is impor­ tant to continually modify the program based on the feedback received not only from the participants, but from their managers as well. By continually improving the pro­ gram, it will meet the needs of the organization, even as the organization changes. The County of San Diego Leadership Academy is modified after every graduation to reflect the changing needs of the participants and the organization. Tip # 5 : C e l e b r a t e the a c h i e v e m e n t A learning opportunity such as the Leadership Academy requires a commitment of time and resources, not only on the part of the coordinators, but also on the part of management and the participants. A graduation or other public celebration is critical to recognize the achievements of all the parties involved. The graduation does not need to be elaborate or lengthy. A brief lunch with informal presentations will do the trick. Nevertheless, finishing a program like this without some recognition is like going to a movie that doesn't include the credits at the end.

B e c o m i n g a n E m p l o y e r of C h o i c e In San Diego, the Leadership Academy is one of the tools being used to position the county as an employer of choice. The training complements a number of other ini­ tiatives including enhanced benefits, working conditions, and labor relations prac­ tices, which allow the county to modernize its human resource systems. In the county's strategic plan, the five-year vision is to "boast a proven record of attracting and retaining the best and the brightest employees." As Human Resource Director Arauz says, "The executive leadership team's goal was to change from being perceived as an employer of last resort to becoming an employer of choice." The Leadership Academy has been a visible and positive tool in that endeavor. 7

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Conclusion In today's fast-changing, dynamic public sector world, leadership development is more critical than ever before. While many organizations have recognized this need over the years, few have sustained a method for developing and retaining leaders. Leadership development is not a new concept, but it is a continuing challenge to the public sector. The County of San Diego is meeting this challenge. And, as Peter Drucker said in a 1972 article, 'An organization that is not capable of perpetuating itself will fail. It has to provide the men (and women) today who can run it tomorrow." 8

Notes 1

2

Personnel Decisions International, website, cited 17 Jul. 2002; available from http://www.pdi.corp.com William C Byham, Audrey B. Smith and Matthew J . Paese, Grow Your Own Leaders: How to Identify, Develop, and Retain Leadership Talent. (Upper Saddle River, NJ: Financial Times Prentice Hall, 2002), 153.

3 Consulting Psychologists Press, Inc. (CPP), website, cited 17 Jul 2002; available from http://www.mbti.com/products/mbti/index.asp 4

Byham, Smith, and Pease, 236.

5

Carole S. Napolitano and Lida J . Henderson, The Leadership

Odyssey (San Francisco: Jossey-Bass Inc., 1998),

215. 6 Ibid, 214. 7

County of San Diego Five Year Strategic Plan - 2001 through 2006.

8

Peter Drucker, "Be an Effective Executive," Modern Office Procedures,

August, 1972.

Author Mamie E. Green Principal Consultant Management Education Group 1211 North Dustin Lane Chandler, AZ 85226 [email protected] Mamie E. Green is Principal Consultant and President of the Chandler, Arizona-based Management Education Group. Green is a speaker, author, and consultant who helps organizations optimize their talent pool. With over 15 years experience working with public sector clients, Green speaks and writes on topics including leadership develop­ ment, generational diversity, and performance management.

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