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United States
Environmental Protection
Agency
Office of Administration and
Resources Management
Washington, DC 20460
Official Business
Penalty for Private Use
$300
EPA-210-B-00-001
July 2000
PRESORTED STANDARD
POSTAGE & FEES PAID
EPA
PERMIT No. G-35
Recycled/Recyclable
Printed with vegetable-based ink on
paper that contains a minimum of
50% post-consumer fiber content
processed chlorine free
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UNITED STATES ENVIRONMENTAL PROTECTION AGENCY
WASHINGTON, D.C. 20460
OFFICE OF
ADMINISTRATION
AND RESOURCES
MANAGEMENT
EPA Supervisor, Manager, and Executive Colleagues,
I am pleased to provide you with this "Management Development Resource Guide."
This publication reflects the findings of EPA's Workforce Assessment Project, which identifies
the competencies needed by the Agency's workforce today and in the future. The "Management
Development Resource Guide" addresses the competencies needed by EPA supervisors,
managers, SES Candidates, and executives and offers suggestions on ways you and your EPA
management team might further enhance your leadership effectiveness.
This Guide is another product of EPA's Workforce Development Strategy Management
Development Project. Earlier, we provided to you with a "Human Resources Guide for
Supervisors." We are confident you will find the "Management Development Resources Guide"
an equally helpful resource.
This document demonstrates the partnership between my Office and the national Human
Resources Council. We have worked together for the past several years now — and will continue
to do so — to ensure that EPA's workforce possesses the competencies needed to meet our
current and future environmental challenges.
The "Manage'ment Development Resource Guide" was developed for you. I urge you to
take a break from your busy schedules and read it. It contains valuable information that can help
you become even more effective in your role as a supervisor, manager, or executive in helping
lead the way toward achieving our important Agency mission. EPA needs your high
performance leadership!
RomulcrL. Diaz, Jr.
Assistant Administrator
Internet Address (URU) * http://www.epa.gov
Recycled/Recyclable « Printed with Vegetable Oil Based Inks on Recycled Paper (Minimum 30% Postconsumer)
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This Management Development Resource Guide is a product of
EPA's Workforce Development Strategy Management Development
Project. The Workforce Development Strategy is an initiative of the
Office of Administration and Resources Management, working in
partnership with EPA's Human Resources Council. One of
OARM's key priorities is "preparing EPA for future challenges by
building the skills of its people while fostering diversity." This guide
takes us another step closer to delivering on that priority.
Many colleagues across the Agency contributed in various ways to
the development of this guide. They provided insight and written
text, reviewed drafts, and/or offered valuable feedback. We'd like to
particularly thank the people listed below:
SBBB»Mlitt*i»»aM»a^^
ine Ward Lead, Management Development
Project and Principal Author --
on detail to OHROS from R10
3
Champion, Management Development,
EPA Human Resources Council
Project Team
Guide Consultants
son
ar • ,
Joe Lentlni
Design and Layout
Photographs
Director, Institute for
Individual and Organizational Excellence/
OHROS and Project Manager, Workforce
Development Strategy
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Introduction
J| Leadership Philosophy
_ and Expectations 5
9 . •
Why Management Development , 9
Core Competency Requirements 11
Learning Processes 13
Definitions: Supervisor, Manager,
and Executive 25
Supervisor Development 27
Manager Development 31
SES Candidate Development 35
Executive Development 45
Management Development
Framework 49
Management Effectiveness Indicators.. 53
Epilogue 55
Appendix A - Supporting Resources
Appendix B - Colleagues to Consult
Appendix C - Suggested Reading List
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I
!
It ft It
sni irTi ™
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"Leadership...voyages of discovery
and adventures of a lifetime."
- James M. Kouzes and Barry Z.
Posner in The Leadership Challenge
EPA's Institute for Individual and Organizational
Excellence (The Institute) is pleased to provide this
Workforce Development Strategy product: a Management
Development Resource Guide. It is for EPA's:
^ supervisors
^ managers
^ SES candidates
^ executives
We hope you find it a
useful addition to your
"management resources
toolbox."
Page!
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The Management Devebpment Resource Guide was developed in
response to the Agency's recent Workforce Assessment Project
findings (May '99). Those findings:
identified the competencies needed by various
categories of our workforce today and in the future,
and
revealed significant competency gaps.
The Institute's Management Development design helps
ensure that our supervisors, managers, and executives
possess the necessary competencies to "lead" the Agency in
achieving its mission - now and in the future.
Page 2
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^
This guide:
I _ I shares the Agency's leadership philosophy;
articulates the expectations of its supervisors,
managers, and executives;
explains "Why Management Development?";
provides the core competencies necessary for
success, offers various learning processes,
identifies specific competencies required for each
level of management, and provides the Agency's
Management Development Framework;
offers our "Management Effectiveness
Indicators," which can help you assess your
performance or obtain feedback from others;
concludes with an excerpt from Kouzes and
Posner's The Leadership Challenge and a
message from our Guide Development
Team; and
provides supporting resources and suggested
readings in the appendices.
-------
^^
One of EPA's strategic goals is effective management
"EPA will establish a management infrastructure that will set
and implement the highest quality standards for effective
internal management and fiscal responsibility."
Effective management (leadership) is about self awareness
and continuous development. It's about being willing to
'learn and grow" and help others - and the organization -
learn and grow. It's about being a high performing mem-
ber of the Agency's management team. It's about chal-
lenging yourself/others to find ever more creative, innova-
tive ways to achieve the Agency's important work. EPA
needs your leadership!
Page 4
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"Becoming a leader is
synonymous with
becoming yourself."
- Warren Bennis
in On Becoming a Leader
All EPA employees are expected to demonstrate effective
leadership - and our executives, managers, and supervisors
play a unique role in leading the way. EPA's leaders must
examine their personal assumptions, beliefs, and organiza-
tional behavior concerning the nature of people and work;
the motivation of individuals and groups; the role bosses are
expected to play; and how leadership is going to be exercised.
With this personal introspection and a fundamental redefini-
tion of leadership, we can create the mind sets and conditions
that nurture and empower employees. Creating and nurtur-
ing a climate of commitment, competence, and confidence
helps employees apply thek unique strengths and take re-
sponsibility for organizational success. Employees want to be
a part of something important. Most want and can be
trusted to do an effective job and are capable, creative, and
innovative individuals.
Page 5
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We must focus on the work of leadership: people at every
level of the organization more fully understanding EPA's
goals and how their work (and others) fits into achieving
those goals.
The work of leadership is about: understanding the needs
of the customer(s) and serving them, 'supporting and en-
abling employees, educating and coaching, and working
collaboratively (teaming) with others to achieve a win/win
outcome.
In summary, leadership is a team responsibility rather than
a solo activity — it's sharing power and responsibility with
other leaders at all levels of the organization to more
effectively achieve EPA's mission. Effective leadership will
make a difference for EPA and for your development.
Page 6
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All EPA employees are expected to demonstrate leadership, manage-
ment, technical, and team competencies. As an EPA executive,
manager, or supervisor, you have unique responsibilities in these
areas (see the Management Development Framework on page 49).
In general, you are expected to: :
^ be an effective role model
^ be a catalyst for positive change leading to higher
organizational performance
^ create and nurture a working environment that
fosters customer service, diversity, empowerment,
creativity, and innovation
^ be an effective human resources manager
^ routinely seek and give feedback
^ "give back" to the organization by mentoring and
coaching others
^ be a continuous learner
^ take personal responsibility - and hold yourself
accountable - for your own development
Page 7
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PageS
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[The scarcest resource in the
world today is leadership talent
capable of continuously
transforming organisations to
win in tomorrow's world."
- Noel M. Tichy
in The Leadership Engine
EPA needs intentional management development to better prepare
its supervisors, managers, SES candidates, and executives to:
help achieve the Agency's mission of protecting
human health and the environment,
provide more effective and efficient service to the
public,
provide the leadership necessary to create and
sustain a high performance organization,
facilitate positive change and meet future :
challenges,
ensure the development and seamless succession of
its transitioning and/or retiring management
corps, and
create a diverse pool of OPM certified SES candidates
eligible for non-competitive selection to SES positions.
Page. 9
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.»ag8iB^^
NOTE: A review of the Agency's workforce demograph-
ics shows that employees are likely to begin retiring in
record numbers within the next few years. The greatest
numbers of retirement-eligible employees are in senior
management.
Of our SES Corps, 84% could retire by 2005, albeit
some with a penalty assessed against their retirement
benefits. The number is still nearly 60% when GS-14s
and GS-15s are added. Nearly one-fourth of the overall
workforce will be eligible for retirement within the next
few years.
4
4
4
f
Source: EPA Personnel & Payroll System as of 4/2000
Page 10
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'The soft stuff is the hard stuff."
- Author Unknown
The following competencies are foundational for those
occupying a management assignment:
Demonstrates and encourages high standards of behavior;
adapts leadership style to situations and people; and empow-
ers, motivates, and guides others.
Takes action and appropriate risks when needed; makes
difficult decisions when needed.
Considers and responds appropriately to the needs, feelings,
capabilities, and interests of others; provides and seeks
feedback; and treats others respectfully and equitably.
Listens to others; makes clear and effective oral presentations
to individuals and groups; asks questions for clarification and
understanding; communicates effectively in writing; re-
views/edits others' writing; and as appropriate, creates
opportunities for and engages in dialogue.
Page 11
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l»5agM8jS^
Actively seeks customer input; ensures customer rieeds are
met; and continuously improves the quality of services,
products, and processes, . -
Understands and applies the fundamentals of project man-
agement; guides others to work more effectively. '.
Understands scientific concepts related to environment and
Agency; stays abreast of current and future environmental
developments; maintains a broad perspective; and uses
systems thinking about Agency and mission.
Develops insights and solutions; encourages innovation
among others; recognizes and defines problems; analyzes
relevant information; and encourages alternative solutions
and plans to solve problems.
Takes initiative to keep competencies current; stays abreast
of organizational and business trends; is receptive to learning
new ways of doing business; and changes with the times.
Adapts to change in the work environment; effectively copes
with stress.
Demonstrates technical proficiency of current profession and
understands its impact iii areas of responsibility.
Page 12 * '
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"The illiterate of the 21st
century will not be those who
cannot read and write, but
those who cannot learn,
unlearn, and relearn."
- Alvin Toffler
Futurist
EPA's success in carrying out its mission is increasingly
dependent on learning. We must continually reinvent
ourselves to meet the constantly changing demands and
expectations of'Congress, environmental stakeholders,
and the public.
Acid Rain Program
Page. 13
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Everyone, regardless of age or profession, can always
learn something new if they desire to do so. And, it's a
known fact: people learn differently. Supervisors,
managers, and executives must learn how they learn,
and help those they lead discover how they learn best.
Page. 14
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Here is a definition of learning, followed by
descriptions of a variety of learning processes:
1. Getting Results Through Learning, page 11,
Human Resources Development Council, June 1997
Page 15
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^
Seeking feedback is a powerful learning process. Be specific
when seeking feedback on a one-on-one basis, and do it
regularly. Avoid questions like: How am I doing? Instead,
for example, ask: What specifically did I do well in leading
this morning's meeting? What might I do differently next
time to enhance my meeting leadership effectiveness?
Create a feedback plan. Iden-
tify a specific competency or
two you want to improve;
decide which colleagues you
will ask to provide you with
feedback and how frequently
you would like that feedback.
Include colleagues who are different from you, even -some-
one who might give feedback that could be considered
critical. Adopt a mind set that all feedback is helpful and
you can learn from it.
If you are open and receptive to learning, feedback provides
a valuable opportunity to improve your performance.
When you seek feedback, you also model this learning
process to others. It takes time and practice to perfect the
art of seeking and receiving (as well as giving) feedback.
Begin now -- talk with colleagues who effectively engage in
this learning process or read about it. (See Appendix B -
Colleagues to Consult and Appendix C - Suggested Reading
List, Communication Section.)
Page. 16
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IVtENTORING
Mentoring is a relationship between two individuals (the
mentor and protege) that focuses on a conversational
process of intense learning and growth, whereby the
protege is able to clarify developmental goals, develop an
action plan, and achieve success by building his or her
own competence to recognize and solve problems.
Traditionally, mentors, typically senior managers, have
used their power and experience in an organization to
personally advise, counsel, coach, and guide career
development and sponsor promotion for the protege.
Today the role of a mentor has broadened. A mentor is
someone who has the personal competence to pass on
knowledge and skill through example, personal author-
ity, and dialogue.
Mentoring (particularly face-to-face) is one of the most
effective ways you can develop others or be developed.
Virtually all successful leaders acknowledge one or more
mentors as an important factor in their career develop-
ment and success.
Page. 17
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^^
In a survey of mentors in an EPA SES Mentoring Pro-
gram, the mentors reported that one of the most impor-
tant benefits of being a mentor is the opportunity to.
"give back" to the organization by helping others.
They acknowledged the satisfaction of helping influence
the development of high performing individuals with
exceptional potential. The mentoring relationship also
increased the mentors' own awareness and opened them
up to new learnings. 2 (See Appendix C ~ Suggested
Reading List, Coaching and Mentoring)
Coaching, a skill often used by mentors, is more
directly related to the actual process of helping an
individual learn. A coach uses communication and
interpersonal skills to help people manage change, move
in and out of work settings with some degree of
confidence and personal leadership, and connect their
personal skills to particular work.
Although often thought of in the context of "sports," coaching
goes beyond skill development and exceptional individual
performance. A coach is a person who knows how something
is done or how it might be done; helps clarify goals and encour-
ages a plan of action with opportunities for practice of new
skills or behaviors; and helps the individual work through
faulty assumptions or other barriers to learning, thereby en-
abling the individual to discover the best way for him or her to
learn.
2. "Survey of Participants in the EPA SES Mentoring
Program: Executive Summary," Sept. 1999.
Page 18
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gihl%^
A coach asks thought-provoking questions that tap the
inherent wisdom, knowledge and creativity of the
coached individual. Good coaching builds self aware-
ness. This helps identify and change behaviors that
create barriers to authentic, "adult-adult" relationships.
Many EPA locations are providing both internal and
external "coaching services" to their supervisors,
managers, and executives. Talk with your EPA col-
leagues about their coaching experiences. (See Appen-
dix B - Colleagues to Consult and Appendix C —
Suggested Reading List, Coaching and Mentoring.)
Effective developmental assignments provide valuable
learning experiences if they are viewed in that manner.
EPA supervisors, managers, and executives are encour-
aged to have a broad-based understanding of managerial,
as well as environmental, matters. One way to enhance
professional competence is through developmental
assignments. These assignments include details, rota-
tional assignments, special task force/project assign-
ments, Intergovernmental Personnel Act assignments
(IPAs), or longer-term "acting" assignments.
Developmental assignments provide opportunities to
broaden one's experience in other programs /media or in
support functions such as budget, planning, contracts
management and public affairs. These assignments
result in a greater appreciation . for the work that other
organizations do and better multi-media program deliv-
ery. New perspectives, skills, and experiences are
brought to the receiving organization.
Page 19
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aagr&jerMfc^M
Developmental asssignments also broaden the pool of
managerial experiences and competencies and facilitate
career advancement opportunities. Working in a different
office can re-energize the individual on the developmental
assignment and also re-energize the employees i in that
office. When managers know in advance that they are
serving a limited term in an assignment, a sense of ur-
gency to achieve results is often created; turf building is
minimized.
Developmental assignments demonstrate (make real) the
concept that if you possess a core set of management
competencies, you can more easily perform in a variety of
capacities. In addition, developmental assignments .force
empowerment -- a visiting manager does not have the
depth of program knowledge and must rely on his or her
employees. Don't miss the opportunity to broaden your
experience, enhance your Agency awareness, contribute to
important Agency work, role model, share your competen-
cies with others and develop new skills. A developmental
assignment is an excellent way to enhance your managerial
competencies.
Many individuals who have progressed in their careers
have had shadowing experiences. They follow an execu-
tive around (shadow them) for a period of time and
observe the work he or she does and the way they do it.
Shadowing provides an opportunity
how me executive leads. It may also create an enhanced
working relationship with that senior manager.
Page 20
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READING
It is important to keep abreast of current management
and organizational trends. An extensive list of suggested
readings awaits you in Appendix C. •
Training is defined as any type of classroom, computer-
based, or distributed/distance learning experience focused
on increasing knowledge or skills. "Training is something
that is done to you or that you do to someone else.
Learning is something you do to and for yourself. Train-
ing implies that something already known is to be trans-
ferred to someone else. Learning, by contrast, implies a
process of self-directed exploration and discovery, in
search of something not yet known, something yet to be
found." 3
Some trainings that your colleagues have found beneficial
to their development are identified in Appendix A —
Supporting Resources.
3. Getting Results Through Learning, page 12
Page 21
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Dialogue is the art of engaging in an agreed-upon con-
versation for the sole purpose of "thinking together,"
Assumptions are surfaced, judgments are suspended, and
inquiries are sought. "Dialogue is a way of finding
common meaning through words. Unlike discussion, in
which we toss ideas back and forth, dialogue slows
conversations down to discover the assumptions and
valuesand world views of'those; who face us.
.
Dufing dialogue we often find common threads running
deep beneath the surface." 4
4. "On Dialogue," David Bohm (Ojai, CA: David
Bohm seminars; distributed by Pegasus Communica-
tions, Cambridge, MA, 1990)
Page 22
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The reflective process of dialogue produces insights and a
quality of shared understanding from which .coordinated
action naturally and powerfully appears. Dialogue is a
powerful learning process leading to personal and organi-
zational transformation. Whereas many learning processes
broaden one's leadership capabilities, dialogue deepens
our capacities as leaders. Learn more about dialogue by
reading about it - and then engaging in it. Demonstrate
your leadership initiative; start your own dialogue learning
group. Practice and learn, along with your colleagues, the
art of dialogue. (See Appendix C - Suggested Reading
list, Communication Section.)
Page. 23
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Bai55»i55gB»^
There are numerous opportunities to attend presenta-
tions made by well-known and not-so-well known
speakers. We not only often learn more about a subject
from a speaker, but attending presentations can also
provide the opportunity to learn new, more effective
presentation skills. By listening, observing, and asking
questions for greater understanding, presentations
srovide a relatively easy way to learn. After, you can
(See Appendix C -- Suggested Reading list,
Communication Section.)
Page 24
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" When you cease to make
a contribution, you begin
to die."
- Eleanor Roosevelt
EPA organizations are flattening and management tides
are changing. In some Agency locations, separate
supervisor and manager roles exist. In many odier
locations, there is no longer a clear distinction between
a supervisor and a manager. These members of the
organization's management team are often referred to as
Branch Chiefs, Unit Managers, Associate Directors,
Directors, etc. They may or may not supervise one or
more supervisors.
Recognizing the ever-changing complexity of manage-
ment tides, roles and responsibilities, the following
supervisor, manager, and executive definitions are
offered:
One -who demonstrates
effective leadership
Translator of organizational
goals and objectives into
tasks and projects for
employees
Interface between employees
and upper management
•Page 25
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Modeler of effective .leadership
Coordinator of activities among organizations
Collaborator and Networker
Facilitator of efficient arid effective operations
Ultimate model of effective leadership
Steward of the organization's vision and
direction ,
Climate setter for clear priorities, effective goals
and objectives
Procurer of resources to support the-Agency's
mission
Final evaluator of organizational performance
Normally a member of the Senior Executive
Service or a Presidential Appointee
Page 26
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SUPERVISOR DEVELOPMENT
"If you give people
the space and support
to learn and change,
they will."
- Eric Hippean
^ Hires, directs, promotes, recognizes, and
disciplines employees
^ Assigns work and evaluates individual
accomplishments against goals
^ Advocates teamwork and promotes a work
environment that supports diversity
^ Helps and encourages employees to improve their
skills and competencies
Ensures effective recruitment, selection, training, performance
review/feedback, recognition, ,and corrective/disciplinary
action; and promotes affirmative employment, good labor
relations, and employee well-being.
Page 27
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lhrtilifl»M8*«!B*aii^^
Recognizes the value of cultural, ethnic, gender, and
other individual differences (e.g., strengths, experiences,
view points); provides employment and development
opportunities for a diverse workforce.
Anticipates and seeks to resolve confrontations, disagree-
ments, and complaints in a constructive manner.
Understands the principles of teaming and the impor-
tance of team development; ensures clarity of the
group's (team's) purpose, roles/responsibilities, and
expected outcomes/deadlines; and encourages group
dissolution/transformation when appropriate to do so.
Networks with and provides information to key groups
and individuals; appropriately uses negotiation, persua-
sion, and authority in dealing with others to achieve
goals; and consults appropriately with employee organi-
zations.
Designs and leads meetings to foster participation and
achieve clear outcomes.
Observes and provides performance feedback; encour-
ages others to develop; and listens without giving advice,
rescuing, or telling stories.
Page 28
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Summary of Level One competencies which
supervisors need:
^ Human resources management
^ Valuing diversity
^ Conflict management
^ Group dynamics / development
^ Influencing / negotiating
^ Meeting management
^ Coaching
WAYS TO GAIN
COMPETENCIES
# Feedback
Coaching
Developmental Assignments
Training (USDA Graduate School, OPM
Management Development Centers, academic
institutions, various vendors, EPA-sponsored
learning events, supervisory training based on the
"Human Resources Guide for Supervisors")
Being Mentored/Mentoring Others
^^'"'^^^iS^^fe^^ -
^^p^P^^^isP
JxCIlCljLflg _—___
Page. 29
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Page 30
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"Do not let what you cannot
do interfere with what you can
do."
- John Wooden
Former UCLA Bruins
Basketball Coach
Formulates and influences
organizational policies
Coordinates activities among organizational
units
Identifies and overcomes obstacles to
mission accomplishment
Establishes program and/or project goals, tracks.
progress, and .provides feedback on
accomplishments
Ensures that effective and efficient
management and information systems are in
place and aligned to help support the goals of the
program
Coaches first-line supervisors
Page 31
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Keeps the intent of the whole organization/agency in mind;
fosters a climate of creativity and innovation among others by
which insights and solutions can be mutually developed and
shared.
Establishes policies, guidelines, plans, and priorities; identi-
fies required resources; plans and coordinates with others;
monitors progress and evaluates outcomes; improves organiza-
tional efficiency and effectiveness.
Sees and values the interconnectedness of the work; estab-
lishes effective working relationships with other people,
other offices, employee organizations and other agencies.
Ensures the integrity of the organization's management and
administrative processes; promotes ethical and effective
practices.
Prepares and justifies budgets; monitors expenses; and man-
ages procurement and contracting.
Uses technology for management information systems;
encourages staff to stay informed about new technology and
its application to meet organizational needs; and ensures staff
are trained and capable.
Page 32
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Summary of Level Two competencies which managers need;
Strategic thinking
Planning and evaluation
Creating partnerships
Internal controls / integrity
Financial management
Information technology management
Page. 33
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Feedback
Being Mentored/Mentoring Others
Developmental Assignments
Reading
Training, e.g., USDA Graduate School, OPM
Management Development Centers, Joint
Financial Management Improvement Program
Offerings, academic institutions, various
vendors, and EPA-sponsored learning events
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"Try not to become a man of
success but rather a 'man of
value"
- Albert Einstein
EPA is at this writing developing its first SES Candidate
Development Program since the late 80's. The program
must meet the following U.S. Office of Personnel
Management (OPM) requirements:
^ In recruiting, consistent with merit system
principles, the agency takes into consideration the
goal of achieving a diversified workforce.
Applications must be accepted from, at least all
qualified individuals within the civil service
jAr The program addresses SES core competencies
listed on the following pages
jAj The Agency Executive Resources Board .(ERB)
approves individual SES development plans
og A formal training experience outside of EPA, 80
hours or more, with non-EPA people
(e.g., Federal Executive Institute)
jAj A developmental assignment^) outside of the
position of record totaling at least 4 months
-A, An SES level mentor
2k Documented start and stop dates for the formal
candidate development process
-^ Candidate performance is evaluated periodically
. and there is a written policy for discontinuing
participation.
Page 35
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7A'^^
^ Leading Change
The ability to develop and implement an organizational
vision which integrates key national and program goals,
priorities, values, and other factors. Inherent to it is the
ability to balance change and continuity, to continually
strive to improve customer service and program perfor-
mance within the basic Government framework, to create
a work environment that encourages creative thinking,
and to maintain focus, intensity, and persistence, even
under adversity. Includes:
Creativity and Innovation
Continual Learning
External Awareness
Flexibility
Resilience
i
i
«
f
Page, 36
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^ Leading People
The ability to design and implement strategies which
maximize employee potential and foster high ethical stan-
dards in meeting the organization's vision, mission, and
goals. Includes:
Conflict Management
Cultural Awareness
Integrity/Honesty
Team Building
^ Results Driven
The ability to stress accountability and continuous
improvement, to make timely and effective decisions,
and to produce results through strategic planning and the
implementation and evaluation of programs and policies.
Includes:
Accountability
Customer Service
Decisiveness
Entrepreneurship
Problem Solving
Technical Credibility
Page. 37
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JjJjPg^^^^gPg&S^
^ Business Acumen
The ability to acquire and administer human,
financial, material, and information resources in
a manner which instills public trust and accom-
plishes the organization's mission, and to use
new technology to enhance decision making.
Includes:
Financial Management
Human Resources Management
^astaH^ am
(_J Technology
^ Building Coalitions/Communications
The ability to explain, advocate, and express
facts and ideas in a convincing manner, and
negotiate with individuals and groups internally
and externally. It also involves the ability to
develop an expansive professional network with
other organizations, and to identify the internal
and external politics that impact the work of
the organization. Includes:
Influencing/Negotiating
Interpersonal Skills
Oral Communication
Partnering
Political Savvy
Written Communication
Page 38
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1. Call for Applicants
The Agency's Executive Resources Board is responsible for
designing and administering our Candidate Development
Program. The qualities sought and cultivated in this program
represent the highest form of human capital in the agency;
extreme competence, strong commitment to public service,
employee development, and individual and organisational
excellence.
2. ERB Screening of Applicants
^ Application review
^ Panel interviews
^ Special assessment processes
a. Candidates rejected given suggestions for
strengthening application
b. Candidates, accepted
3. Formal Candidate Development Process
^ 1st Group Session: briefings on each part of EPA,
professional communications training, introduce to
Executive Core Qualifications
^ Individual assessment/preparation of executive
Individual Development Plan
^ Rotational assignment(s)
^ Continued mentoring
Page, 39
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*•&" '
^ 2nd Group Session
^ 3rd Group Session (capstone event & graduation)
4. Candidates completing program are referred to
OPM for certification for non-competitive .
appointment to the SES. OPM approves or
requests additional information. Candidates
approved go into EPA placement pool. |
|
5; Candidates in EPA SES Placement .Pool are *
non-competitively appointed to SES Vacancies A
*** Steps taken to bring about placements from pool
"••^r m
^ EKB reevaluates candidates remaining in *
pool for an extensive period of time to determine |
reasons for not being placed
"v Pursue additional development if warranted I
^ If placement seems unlikely, Board removes |
candidate from pool and provides career counseling
Page 40
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I
VI.
§18
I-
-
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-------
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CA)
-------
Summary of Lew! Three skills which ShS
Candidates should acquit'?:
' -i'-jsi;. v<-?-, v~,i-,*i*i£-
Leading change
Leading people
Results driven
Business acumen
Building coalitions / communications
«
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-------
ari^^
'For those to whom much
is given, much is required."
- John F. Kennedy
ROLES AND
4- Sets an ideal for the organization and makes
that the goal of all organizational activities
"4s Establishes overall goals and objectives for the
organization; establishes standards by which
success may be determined
3^ Holds managers and supervisors accountable for
achieving results that support goals and vision
•?P Identifies the resources necessary to effectively
operate and ensures those resources are available
Requires organizational standards of behavior,
such as valuing teamwork and diversity,
rewarding appropriate risk taking, and pursing
excellence
Is politically aware; builds effective relationships
with Agency partners and stakeholders
Page. 45
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Creates a shared vision of the organization; promotes
wide ownership; champions organizational change
Stays informed on laws, policies, politics, Administra-
tion priorities, trends, special interests, and other issues;
considers external impact of statements or actions; uses
information in decision-making
Inspires people/groups/agencies to work together for
the common good
Feedback
Being Mentored/Using an Executive Coach
Being a Mentor/Coach to Others
Leading Learning-Events (Being a Trainer,
Facilitator, Teacher)
Training, e.g., Federal Executive Institute, OPM
Management Development Centers, academic
institutions, various vendors, and
EPA-sponsored learning events
Reading
Executive Rotations
-------
Summary of Level Four competencies which. executives
need:
Vision
External awareness
Catalyzing coalitions
Page 47
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g
«•*
6
±-S
I
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All employees are expected to demonstrate core com-
petencies such as leadership, customer focus, commu-
nications, and interpersonal skills.
sfz Supervisors add to those competencies Level
One competencies
3$t Managers add Level Two competencies
2^ SES Candidates add to those the Level
Three competencies
Executives demonstrate all of those and apply
the Level Four competencies
NOTE: Distinctions between each of these levels are not
necessarily this clear cut. In most EPA locations, the roles and
competencies of supervisors and managers largely overlap.
Page 49
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D ecisionmaking
Leadership
Interpersonal skills
Communications skills
Customer focus
Project management >
Broad understanding of envkonmental issues
Continuous learning
Flexibility
Technical skills
Creative thinking / problem solving
Human resources management
Valuing diversity
Conflict management
Group dynamics / development
Influencing / negotiating
Meeting management
Coaching
Page 50 ' |E
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Strategic thinking
Planning and evaluation
Creating partnerships
Internal controls / integrity
Financial management
Information technology management
Leading change
Leading people
Results driven
Business acumen
Building coalitions / communications
Vision
External awareness
Catalyzing coalitions
Page 51
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Page 52
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RMtttaajemMsasaha^^
"The world cares very little about what a man
or woman knows; it is what the man or woman
is able to do that counts."
Booker T. Washington
These indicators can be useful in assessing, or inviting others to
assess, the degree to which you are leading optimally. Circle
one number for each item. An effective manager:
1. Fulfills human resources responsibilities appropriately —
adhering to merit system principles and avoiding prohibited
personnel practices
not effective
1 2
somewhat effective
346
effective
6
2. Regularly seeks and gives specific feedback
not effective
1 2
3. Role models
not effective
1 2
4. Coaches and
not effective
1 2
somewhat effective
3 4 5
effective leadership
somewhat effective
3 '4 5
mentors others
somewhat effective
3 4 6
effective
6
effective
6
effective
6
5, Is a continuous learner (Discusses books/articles read,
participates in and/or leads training sessions; applies new
knowledge and skills; and is open and receptive to new ideas
and ways of being/working) . .
not effective
3
somewhat effective
effective
5
Page 53
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6. Creates and nurtures a working environment that fosters cus-
tomer service, diversity, empowerment, creativity and innovation
not effective
somewhat effective
effective
3
5
7. Takes personal reponsibility and holds self accountable for own
growth and development
not effective
1 :
somewhat effective
effective
8. Is courageous; takes appropriate risks ("pushes the edge of
the envelope")
not effective
somewhat effective
effective
3
5
9. Builds effective networks, relationships, and coalitions with
others
not effective
1 2
somewhat effective
effective
10. Is an effective communicator (presenter, meeting leader,
listener, person who asks powerful questions to gain greater
understanding)
not effective
somewhat effective
effective
11. Demonstrates emotional intelligence (self-awareness,
self-regulation, empathy, motivation)
not effective
somewhat effective
effective
2
Page. 54
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We hope we have raised your awareness of what's expected
of you as an EPA supervisor, manager, or executive and
your role as an EPA leader. In summary, leadership is
about:
^ inspiring people at every level of the
organization to do more visioning
Wb*
^ integrating the missions of all parts of the
organization to serve your customers
^ supporting and enabling others to get the
organization's work done well
* sharing information and coaching others for
success, and
^ encouraging team development and a
collaborative "win/win" focus.
Leaders must take responsibility for measuring results and
holding themselves and others accountable for success.
This is a lofty vision of leadership, and one which is gradu-
ally becoming a reality in EPA. It may appear a daunting
task; however, we are all in it together and can help each
other make this vision "the way" EPA performs its impor-
tant work. Leadership is a team responsibility - not a. solo
act.
We applaud jou as you rrork t(> forffj high performance
leadership' teafffs to successfully address th? e/'er /vorf iV/^/'V.v^-
j. ./
-------
~ Supporting Resources
i!!^^
The following supporting resources are offered as valu-
able tools to enhance your effectiveness. Some of these
resources may already exist in your management devel-
opment toolbox, and we invite you to add others. Some
of these are guidance documents—some are suggested
trainings that your colleagues have found beneficial to
their development.
"A Human Resources Guide for Supervisors"
— Available in Hard Copy and on the EPA Institute's
website at bttp:/ / intranet.epa.gov/ institute
EPA Supervisor Training (based on "the Guide")
- Contact your local Training Officer.
EPA's Individual Development Plan
Guidance — Contact Richard Brown at the EPA
Institute. Copy also available on EPA's Institute
website.
Internal and external coaches and/or consultants. -
- Contact your local Training Officer or Organizational
Development Consultant; also refer to Appendices B
and C - Coaching and Mentoring sections.
Page 57
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Assessments Tools, e.g., Keys, Benchmarks, Myers-
Briggs, Birkman Instrument, Leadership Effectiveness
Inventory, Leadership Skills Inventory, 20/20 Insight, etc.
— Contact Eduardp Rodela at the EPA Institute or your
local Training Officer or Organizational Development
Consultant.
Teaming Resources — Contact your local Training
Officer or Organizational Development Consultant; also
refer to Appendices B and C -- Teams/Teaming sections.
n_
Training related to, for example, Teaming, Leading &
Facilitating Effective Meetings, Effective Communications,
Giving and Receiving Feedback, Coaching, Conflict Man-
agement, Mediation/Alternative Dispute Resolution,
Project Management, EEO, and Diversity -- Contact your
local Training Officer, Organizational Development Con-
sultant, EEO Officer, or colleagues at other EPA locations;
see subject areas in Appendices B and C.
EPA/USDA Graduate School-developed courses for
mid-level employees on Getting Work Done With Others.,
Getting Work Done Through Change, Getting Work, Done Through
Projects, Getting Work Done Through Processes, and Getting Work
Done A.nd Achieving Professional Results - Contact Eduardo
Rodela or your, local Training Officer.
U.S. Chief Financial Officer's Council Executive
Toolkit: "Building a Financial Management Workforce
Development Plan. Toolkit available at:
http:j/ www.financenet.gov/Jinancenet/fed/' cfo/hrc
Page 58
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B — Colleagues -to Consult
.j 1.1 «> _ _ T&S&
Included in this section are the names of some of your EPA col-
leagues who have had experience and learnings with particular
relevant management and organizational development topics.
"Reach out and learn" what has been especially helpful to them,
and through them, to their organizations.
- Coaching and Mentoring
G. Lee Salmon (Hqs)
Julie Bowen (RIO)
Jane Chadbourne ( R8)
- Teams/Teaming
Brian Twillman (Hqs)
- Organizational Development and Change
Management
Kenneth Wright (Hqs)
- Giving and Receiving Feedback, Culture
Change, Innovation (and Coaching)
Barbara McAllister (RIO) - See "The
Journey of Organizational Change In
EPA Region 10" on p.70.
'- High Performance Organization
William Rice (R7)
Nikki Tinsley (Hqs)
Jo Lynn 0odi) Traub (R5)
Nora McGee (R9)
Tom Ward (Hqs)
i
i
Page. 59
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Diversity
Ann Goode (Hqs) and/of your Local EEO Officer
EPA Career Resources and Counseling Center
Jay Gloede (Hqs)
http: 11 intranet, epa.gov/ epahriis/ crcc/ index, htm
€
Page 60
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Suggested Reading List
1Mt-^iM$&!&si^wmi^^iSimi^,.*£sa>K v n>a^i^fe!assr!rcsg
•amtdHltftrtiUrt^^
LEADERSHIP
9 Building Leaders: How Successful Companies
Develop the Next Generation by Jay A. Conger and
Beth Benjamin, 1999
0 Carpe Manana: 10 Critical Leadership Practices
for Managing Toward the Future, a Price Pritchett
Publication, 2000
e "Empowering Middle Management to be Trans-
formational Leaders," by G. M. Spreitzer and R. E.
Quinn, Journal of Applied Science, 1996
• Getting Results Through Learning. Human
Resource Development Council, June 1997
• Leaders: The Strategies for Taking Charge by
Warren Bennis and Bert Nanus, 1997
e Leadership and the New Science by Margaret
Wheatley, 1999
e Leadership Engine: Building Leaders at Every
Level by Noel M. Tichy, 1998
9 Leadership from the Inside Out by Kevin
Cashman, 1998
8 Leadership Jazz. 1993 and Leadership is an Art
by Max Dupree, 1990
* Leadership Without Easy Answers by Ronald
Heifetz, 1994
Page 61
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e Leading Minds: An Anatomy of Leadership by
Howard Gardner, in collaboration with Emma Laskin,
1996
e Learning to Lead by Jay A. Conger, 1992
8 "Managing Oneself" by Peter Drucker, Harvard
Business Review, Mar-Apr 1999
e On Becoming a Leader by Warren Bennis, 1994
8 On Becoming a Servant Leader. 1996 and
Servant Leadership. 1983 by Robert K. Greenleaf
9 . Organizational Culture and Leadership by Edgar
Schein, 1997
• Principle-Centered Leadership. 1992 and
7 Habits of Highly Effective People, 1990 by Stephen
Covey
0 Results-Based Leadership by Dave Ulrich, Jack
Zenger, and Norm SmaUwood, 1999
10 Rosabeth Moth Kanter on the Frontiers of
Management by Rosabeth Moss Kanter, 1997
e "Teaching Smart People How to Learn," by
Chris Argyris, Harvard Business Review, May-June 1999
@ The Center for Creative Leadership'Handbook
of Leadership Development by Cynthia D. McCauley,
Russ S. Moxley, and Ellen Van Velsor, editors, 1998
Page 62
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BB^
• The Dance of Change: The Challenges to Sus-
taining Momentum in Learning Organizations. 1999;
The Fifth Discipline: The Art and Practice of the
Learning Organization. 1994; The Fifth Discipline Field
Book. 1994 and "The Leader's New Work: Building
Learning Organizations,"Sloan Management ILeview, Vol
31, 1990 by Peter Senge
6 The Empowered Manager by Peter Block, 1991
The Heart of a Leader by Kenneth Blanchard,
1999
9 The Leader of the Future by Frances Hesselbein,
Marshall Goldsmith, Richard Beckhard, and Peter F.
Drucker, 1996
• The Leadership Challenge by James Kouzes and
Barry Z. Posner, 1996
8 The Lessons of Experience: How Successful
Executives Develop on the Job by M. McCall, Jr., M.
Lombardo, and A. Morrison, 1989
& The Stuff of Heroes: The Eight Universal Laws
of Leadership by William A. Cohen, 1998
* " The Transformational Leader by Noel M. Tichy
and M. A. De Vanna, 1997
Page 63
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>^
6 Visionary Leadership by Burt Nanus, 1995
What Leaders Really Do by John P. Kotter, 1999
e "What Makes a Leader," Harvard Business Review,
Nov-Dec 1998, and Working with Emotional Intelligence,
1998 by Daniel Goleman
Page 64
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COACHING AND SV1ENTORSNG
» "Behind Closed Doors: What Really Happens
in Executive Coaching" by Douglas Hall, Karen, Otazo,
and George Hollenbeck, Organisational Dynamics, Vol
27, 1999
• Beyond the Myths and Magic of Mentoring:
How to Facilitate an Effective Mentoring Program by
Margo Murray and Marna A. Owen, 1991
8 Co-Active Coaching: New Skills for Coaching
People Toward Success In Work and life by Laura
Whitworth, Henry Kirnsey-House, and Phil Sandahl,
1 1998
e Coaching: Evoking Excellence in Others by
James Flaherty, 1998
9 Developing High Performance People: The Art
of Coaching by Oscar Mink, 1993
9 Laterns: A Memoir of Mentors by Marian
Wright Edelman, 1999
8 Leader as Coach by D. Peterson and M. D.
Hicks, 1996
* Making the Most of Being Mentored: How to
Grow from a Mentoring Partnership. 1998, and
Mentoring. A Practical Guide: How to Develop
Successful Mentor Behaviors. 1992 by Gordon F. Shea
Page. 65
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«g«L^^
@ Mentoring for Exceptional Performance by Harold
E. Johnson, 1997
9 "Reframing Mentoring" by B. Kaye and B.
Jacob son, Training and Development, Vol. 50, 1996
• The Handbook of Coaching: A Comprehensive
Resource Guide for Managers. Executives. Consultants.
and Human Resource Professionals by Frederic Hudson,
1999
0 Up Is Not the Only Way: A Guide to Develop-
ing Workforce Talent by Beverly L. Kaye, 1997
Page 66
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6 Be Heard Now! Tap Into Your Inner Speaker and
Communicate with Ease by Lee Glickstein, 1999
e Discovering Common Ground by Marvin
Weisbord, 1993
• Dialogue by Glenna Gerard and Linda EUinor,
1998
e Feedback Toolkit: 16 Tools for Better Communi-
cation in the Workplace by Rich Maurer, 1994
Getting to Yes. 1991 and Getting Together. 1989
by Roger Fisher, William Ury and Scott Brown
9 Leading Out Loud by Terry Pearce, 1995
8 Making Feedback Work: Turning Feedback from
Employee Surveys into Change by Joe Folkman, 1998
3 "On Dialogue," by David Bohm, Noetic Sciences
Review, Fall 1992
Say It In Six by Ron Hoff, 1996
"The Human Moment at Work," by Edward M.
Hallowell, Harvard Business Review, Jan-Feb 1999
e The Magic of Dialogue: Transforming Conflict
into Cooperation by D. Yankelovich, 1999
Pacje67
-------
What Did You Say? The Art of Giving and Re-
ceiving Feedback by Charles Seashore, Edith Seashore,
and Gerald Weinborg, 1997
6 You Are the Message by Roger Ailes, 1989
• •' Plus - miscellaneous articles such as those found
in Presentations magazine
-------
CHANGE / CHANGE MANAGEMENT
• A Survival Guide to the Stress of Organizational
Change. 1998 and Firing Up Commitment During Organi-
zational Change. 1996, Price Pritchett Publications
9 Beyond the Wall of Resistance: Unconventional
Strategies that Build Support for Change by Rick Maurer,
1996
9 "Building the People's Capacity for Change" by
Kenneth L. Wright and Joyce A. Thompson, The TQM
Magazine, Vol. 9, 1997
a Control Your Own Destiny or Someone Else Will
by Noel Tichy and Startford Sherman, 1999
Creating You & Co: Learn to Think Like the CEO
of Your Own Career. 1998; Job Shift: How to Prosper in a
Workplace Without Jobs. 1995; Managing Transitions:
Making the Most of Change. 1991; and Transitions: Mak-
ing Sense of Life's Changes. 1980 by William Bridges
e Dealing With Organizational Change: A Guide for
Federal Employees and Managers, by Kathryn Church,
1998
e Deep Change: Discovering the Leader Within by
Robert E. Quinn, 1996
-------
a!tSS®&!IKi8gSiit!!^icMMiH5SS&&fa^
e Enlightened Leadership: Getting to the Heart of
Change by Ed Oakley and Doug Krug, 1994
* Leading Change by John P. Kotter, 1996
8 Learning to Change by S. MacDonald,
\^j ' ' " 13 J *
tion Science, 1995
e Organizational Development: A Process of
Learning and Changing by W Warner Burke, 1993
e Teaching the Elephant to Dance: The Manager's
Guide to Empowering Change by James A. Belascp,
1991 . ,
8 The Challenge of Change in Organizations:
Helping Employees Thrive in the New Frontier by
Nancy J. Burger and Linda K. Kirby, 1995
'• : '
0 "The Journey of Organizational Change in EPA
Region 10" by Chuck Clarke, Barbara McAllister, and
Don Swartz, OD Practitioner, Vol 30 , 1998 '
* The Manager's Survival Guide to Organizational
Change by Kenneth A. Burger and Alvin E. Ray, 1999
* Understanding and Changing Your Management
Style by Robert C Benfari, 1999
" "
Page 70
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• Building Productive Teams by Glen Vamey, 1989
• Implementing Self-Directed Work Teams. Career
Track Inc., 1992
• Self-Directed Work Teams: The New American
Challenge by Jack Orsborn and Associates, 1990
« Stages of Development by B.W Tuckman, 1994
8 Teaming Up: Making the Transition to a Self-
Directed Team-Based Organization by Darrel Ray and
Howard Bronstein, 1994
0 The Mars Pathfinder Approach to Faster-Better-
Cheaper, 1998 and Team Reconstruction: Building a
High Performance Work Group During Change. 1992,
Price Pritchett Publications
The New Self-Directed Work Teams: Mastering
the Challenge by Jack D. Orsburn and Linda Moran,
1999
e The Team Handbook by R. Scholtes and
Associates, 1988
<*. The Wisdom of Teams: Creating the High
Performance Organization by Jon R. Katzenbach and
Douglas K. Smith, 1993
Page. 71
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e Beyond Generation X: A Practical Guide for
Managers. 1977, and Twentysomething: Managing and
Motivating Today's New Workforce. 1992 by Glaire
Raines
8 Generations at Work: Managing the Clash of
Veterans. Boomers. X'ers. and Nexters in Your
Workplace by Ron Zemke, Claire Raines, and Bob
Fitzpatrick, 1999
e Implementing Diversity: Best Practices for
Making Diversity Work in Your Organization by
Marilyn Loden, 1995
9 Managing Diversity: A Complete Desk Refer-
ence by Lee Gardenswartz and Anita Rowe, 1993
*> The Diversity Advantage: A Guide to Making
Diversity Work by Lenora Billings Harris, 1998
* • Redefining Diversity, 1996 and Beyond Race and
Gender: Unleashing the Power of Your Total Work
Force by Managing Diversity. 1992 by R. Roosevelt
Thomas, Jr.
-------
8 Banishing Bureaucracy: The Five Strategies for
Reinventing Government by David Osborne and Peter
Plastrick, 1997
• Creativity and Innovation for Managers by Brian
Clegg, 1999
e Diffusion of Innovations by Everett Rogers, 1995
e EPA's "Workforce Assessment Project Report,"
May 1999
* Flash of Brillance: Inspiring Creativity Where You
Work by William C. Miller, 1999
• ••' Gifts Differing by Isabel Briggs Myers, 1986
s "How to Kill Creativity" by Theresa Amabile,
Harvard Business Review, Vol. 76, 1998
e Human Capital: Key Principles from Nine
Private Sector Organizations (GGD-00-28), 2000, and
Human Capital: A Self Assessment Checklist for
Agency Leaders (GGD-99-179), 1999, General Account-
ing Office Publications
0 Human Dynamics by Sandra Seagal and David
Homer, 1996
• Orbiting the Giant Hairball by Gordon
MacKenzie, 1998
Page. 73
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e The Art of the Long View by Peter Schwartz. 1996 ^
8 The Circle of Innovation. 1997; A Passion for M
Excellence. 1989; and In Search of Excellence. 1988 by Tom
&
Peters i J|
The Heart Aroused by David Whyte, 1996 *
; i
0 The Intelligent Organization by Gifford and Eliza-
beth Pinchot, 1996 i
The New Public Service by Paul C. Light, 1999 .*
i
e The Soul at Work — Listen ... Respond ... Let Go
by Roger Lewin and Birute Regine, 2000 . C
€
9. "Reengineering and Reinventing the U.S. Naval ^
Shipyards," PMNETwork, Project Management Issue, 1994 M
: ^s£
8 "Values Make the Company" by Robert Howard, fl
Harvard Business Review, Vol. 68, 1990 ^
TBi
e "Why Executive Development Programs (Alone) ^
Don't Work" by John Pickering and Bob Matson,
Training and Development., Vol 46, 1990 . fl
m
e 2025 by Joseph Coats, John B. Mahaffie, and Andy ^
Hines, 1997 ffi
^^^
,
~Fast Company, Knowledge Management, and other g&
magazines
Page 74
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