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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
                                                !
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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.

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           ^^
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-

              -
               ©


-------

-------
I
 w
 ^
 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
«
€


-------
  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

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Summary of Level Four competencies which. executives
need:

       Vision
       External awareness
       Catalyzing coalitions
                                                Page 47

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                                     g
                                     «•*
                                       6
±-S
I

-------
 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.                ./

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                 ~ 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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I
 fi>
 a

-------