Following is the summary of a recent MSPB report on career development programs for federal executives.
The seventh merit system principle states, “Employees should be provided effective education and training in cases in which such education and training would result in better organizational and individual performance.” This principle is particularly important for managing the Senior Executive Service (SES).
Because the scope of senior executives’ duties and influence can have wideranging organizational impact, agencies should view expenditures on executive training and development as an investment in organizational performance. Yet, lack of time and funding have been persistent barriers to employee development.
This perhaps may be most prevalent at the highest levels of government where the impact can be greatest. Therefore, it is critical to “provide for the initial and continuing systematic development of highly competent senior executives.”
Federal Agency Practices. Training and development can improve individual and organizational performance when properly designed, delivered, and implemented.
Thus, an investment in executive training and development can yield substantial returns in the form of higher performance. However, there appears to be no systematic way that senior executives are trained and developed.
In some agencies, the training and development of career senior executives is managed centrally, in some it is managed locally, and in others it is a combination of the two. The number and types of training offered executives vary widely across agencies and perhaps between units within the same agency. Only half of career senior executives have completed an Executive Development Plan (EDP) to guide their developmental activities as stipulated by regulation.
Leadership and Technical Competencies. As expected, leadership skills are necessary for the successful performance of senior executives. However, technical skills are also necessary in many instances. Survey data and an analysis of SES job announcements show that agencies often require applicants to possess both technical and leadership skills to be considered qualified. These findings highlight the divide between the original vision of the SES, under which leadership and fundamental competencies would be sufficient, and the current practice, under which technical skills are required to serve in most SES positions.
Unmet Developmental Needs. A sizeable portion (30 percent) of career senior executives indicated that their developmental needs are not met.
The main reasons given are inability to take time away from the job and lack of funding.
While executives are responsible for their own development, agencies also are responsible for providing the tools that enable success. One tool is appropriate training.
Impact of Leadership. Whether in the public or private sector, leadership has farreaching consequences. Good leadership can have a positive impact on organizational reputation, productivity, profitability, and employee job satisfaction and motivation.
Leadership in the Federal Government. Career senior executives hold high-level positions within the Federal Government. Usually they serve through multiple administrations and provide continuity during Presidential transitions. Often their positions are directly below political appointees, making them the link between political appointees and the Federal workforce.
Heredity and Environment. Are leaders born or made? The answer appears to be that they are both. Genetics may influence those who assume leadership positions, but environment – training and development experiences, education, work experiences, and life experiences – likely also plays a major role.
Competency Trainability. Some competencies are more trainable than others.
Therefore as a practical matter, organizations should provide training on those competencies that are more responsive to training and select individuals based on the competencies that are less responsive to training.
Recommendations Policy Makers and Organizational Leaders
Examine the current roles, duties and responsibilities of the SES. Determine the desired roles, duties, and responsibilities. If they are different, identify the impact on recruitment, compensation, selection, training, and performance management.
Then develop strategies to achieve the desired results, monitor the progress, evaluate the outcomes, and make adjustments as needed.
Organizational Leaders
* Support executive development. Top leadership support for training and development is essential. Individuals at the highest organizational levels can create a climate that encourages a continuous learning environment and contribute to transfer of training. When top leaders express through verbal and written communication, by example (e.g., attending training activities, serving as the keynote speaker, or presenting at organization training events) and by providing resources (e.g., funding, staff), they send a clear message about the importance of continuous growth and improvement.
* Hold all employees in leadership positions accountable for developing their direct reports. According to the Executive Core Qualifications (ECQs) for developing others, supervisors are responsible for providing ongoing feedback and training and developmental opportunities through formal or informal methods.
* Embed leadership development programs in the organization (e.g., performance management, rewards and recognition). This will help training and development activities “weather changes in administrations, organizational structures, and resources.”
U.S. Office of Personnel Management (OPM) Serve as clearinghouse to announce developmental assignments so the Executive Resources Board (ERB), supervisors of executives, and executives will be aware of the available developmental opportunities. USAJOBS may be modified to incorporate this information.
Executive Resources Boards and Supervisors of Senior Executives
* Ensure that EDPs are completed for all senior executives, including the executive’s training needs and professional interests, and align training and development activities with the organization’s missions, goals, and strategic plans. Involve the executive in the development of his or her EDP and selection of developmental activities.
* Review and apply, where appropriate, the strategies proposed by respondents to the Questionnaire for Agencies for the MSPB Study on Training and Development of Senior Executives to mitigate the barriers for training and developing senior executives.
* Determine the best approach for training and developing executives by weighing the advantages, disadvantages, costs, and measures of training effectiveness considering the organization’s resources, and its current and future needs.
* Evaluate effectiveness of training and development activities. Use the information to determine whether the training should be continued, how it can be improved, and the circumstances under which it can most effectively be used.
Supervisors of Senior Executives
* Engage in supportive behaviors such as communicating the importance of learning, providing feedback, supporting time away from the job to participate in training, and involving the executive in his or her own EDP and the selection of developmental activities.
* Provide opportunities for executives to reflect, receive feedback, and practice or otherwise use (e.g., present material to colleagues, conduct after-action reviews) what they learned in training.
