1. Developing Leaders at All Levels
Kristen Dunn-Thomason, Chief Learning Officer,
National Institutes of Health (NIH), HHS
IPMA-ER, June 18, 2018

2. Agenda Who we are Guiding principles of leadership development
Our continuum of leadership
Best practices
Transfer of learning
Engaging Stakeholders
Evaluation
Fee-for-service program lessons

3. Our Scope Trained 8713 students in FY17.
Ran 514 ILT classes of 94 different courses. (108 closed enrollment sessions for 21 ICs)
Ran 12 leadership program cohorts and 2 centrally-rotating intern programs.
Course evaluations showed satisfaction with instructor communication, knowledge, and engagement for individual courses: 4.7/5.
More than 170,000 website visits per month!

4. A Tale of Two Leaders…

5. NIH Benchmarking Effort
NIH Benchmarking Site-Visit Team
30 NIH Leaders
Executive Officers
Scientific Executives
Scientific Directors
IC Deputy Directors
The NIH ‘Benchmarking Site-Visit Team’
Participated in ‘Best Practices’ visits:
Duke University Health System
Federal Aviation Administration (FAA)
Johns Hopkins Medicine
Johnson & Johnson, Inc.
Memorial Sloan Kettering Cancer Center
National Aeronautics and Space Administration (NASA)
University of Texas Southwestern Medical Center
Identified ‘Best Practices’ for integration at the NIH
Yvonne Maddox, NICHD
Chris Major, OD
Janis Mullaney, NHGRI
Richard Nakamura, NIMH
David Robinson, NIDCD
Mona Rowe, NICHD
Belinda Seto, NIBIB
Patrick Shirdon, NIMH
Walter Schaffer, OD
Joan Schwartz, OD
National Institutes of Health
Human Capital Group 5

6. Benefits of Benchmarking Effort
Engaged the NIH scientific community about the value of leadership development:
Generated meaningful discussion and an exchange of ideas on how best to address existing leadership gaps
Demonstrated to scientific leaders the importance and effectiveness of leadership development when done well
Expanded Focus Leading scientists vs. the science itself
Planning for succession became a theme across the ICs

7. Guiding Principles Principle Explanation Best Practices
The NIH is committed to developing leaders at all levels
Sets foundation for succession planning
Leadership development begins in early
stages of career
First-level supervisors have significant impact on productivity and retention of staff
Intern programs are key mechanisms for hiring and developing future leaders
Duke MSK
FAA J&J
JH NASA
Leadership development at the NIH takes place through both formal programs and developmental experiences
Exposure to senior leadership
Shadowing assignments
Team projects
Committee leadership
Work details
Duke FAA
J&J JH
MSK NASA
Diversity among participants is critical in developing the strongest possible pool of future NIH leadership
Include personnel representing a balance of:
Perspectives
Areas of expertise / work responsibilities
Scientific and administrative personnel
People from various ICs
Genders
Ethnicities
Duke UTSW
JH MSK
NASA

8. Guiding Principles Principle Explanation Best Practice
Development efforts will be linked to the NIH competencies
Promotes consistent leadership across the organization
Provides employees with clear ways to improve their capabilities
Individuals and ICs can use leadership and management assessment tool to identify gaps
FAA
J&J
MSK
NIH leadership development initiatives will incorporate relevant, current best practices
Integrate concepts learned through the NIH’s leadership development best practices study which highlights organizations with exceptional programs for senior executives
Leverage internal NIH best practices
On an ongoing basis, continue to assess programs, react to feedback and scan other organizations for new approaches and techniques
Duke UTSW
FAA J&J
JH MSK
NASA

9. Guiding Principles Principle Explanation Best Practices
Leaders are held accountable for their own development and the development of others
Uphold merit-system principles
Proactively plan for succession
Recognize high-potential employees
Participate in assessments of self and others
Mentor future leaders
Directly participate in leadership development programs
Duke UTSW
FAA J&J
JH MSK
NASA
Leaders are held accountable for both results and the way in which they are achieved
Leadership impact will be a performance element
Managers will be held accountable for demonstrating leadership behavior and the work climates they create
Accountability is critical to achieving the desired change and driving a culture of leadership throughout the organization
J&J
Duke

10. Best Practices Top leadership involvement / support is critical
Programs should be competency based
Leadership programs should be linked to succession planning
Programs should include a battery of diagnostic assessments
Participant base should span across organizations and functions
Delivery should be didactic, multi-faceted, and experiential in nature
Offer multiple Leadership Development programs over an extended period of time
Coaching and mentoring are vital components

11. HHS Leadership Development Framework

12. NIH Training Center Continuum of Leadership Development
Junior–level / Early careerists
Mid–level
Senior–level
Executive
GS- 7
GS-9
GS-11
GS-12
GS-13
GS-14
GS-15 +
Management Intern/ Presidential Management Fellows
Mid-Level Leadership (MLP)
Senior Leadership (SLP)
Executive Leadership (ExLP )
Executive Coaching
Supervisory Training: Essentials and Refresher
Women in Leadership
Management Seminar Series (MSS)
Deputy Director for Management Seminar Series (DDM)
Open Enrollment Classes, Tailored Training, & IDP Consulting

13. Leadership classes & SERVICES
Best Practices
MSS
MLP
SLP
ExLP
Leadership classes & SERVICES

14. Leadership Seminars and Classes
Leadership training: a top-cited need
Deputy Director for Management Seminar Series (DDM)
Quarterly free seminar with featured guest speaker
1.5 CLPs
Supervisory Refresher via LMS
FAC-COR, FAC-C and FAC-PPM via FAITAS
10+ leadership development courses
ILT, open enrollment, tuition-based
Register via LMS

15. Professional Development Classes
Developing Leaders
Supervisory Essentials Training
Supervisory Refresher
Women in Leadership: Strategies for Success
Leadership Skills for Non-Supervisors
Motivating and Engaging NIH Employees
Success Strategies for Introvert Leaders
Critical Thinking, Problem Solving and Decision Making
Managing Change at NIH
Managing Multiple Priorities, Projects and Bosses
Project Management
Developing Communication
Writing Skills for NIH Employees
Effective Writing Refresher Workshop (1/2 Day)
Strategies for Successful Communication (1/2 Day)
Powerful Presentations and Storytelling: Small Group Coaching Workshop
Facilitating Masterful Meetings
Myers-Briggs Training (1/2 day)
Managing Difficult Conversations and Conflict at NIH: Fundamentals of Negotiation 7

16. Career Consulting and Coaching Services
Individual Development Plan Consulting
Career coaching available to all employees
Two 50-minute sessions for low cost
Internal Leadership Coaching
GS and equivalent team leads, supervisors and managers
Coaching from an NIH perspective. Internal certified staff coach.
Twelve 1-hour sessions for moderate cost
External Executive Coaching
GS 14 through SES and equivalent leaders
External, full-time coaches
6 hours/3 months | 12 hours/6 months | 24 hours/12 months at more premium cost
Also: 360 Assessments with a coach
Visit:
Visit:

17. Management Seminar Series
MSS
MLP
SLP
ExLP
Classes
Services
Management Seminar Series

18. MSS Details Competitive (230 participants per year, 18 coordinators)
Targets individual contributors GS 7-13 (non-supervisory)
Focus on career enhancement
Mostly internal leaders as presenters, 7 large 2-hour sessions on campus
Extra training for Coordinators (MBTI, teambuilding workshop, etc.)

19. MSS Continuous Development
Year 1
Participant
Year 2
Coordinator
Year 3
Advisor

20. MSS Topics (Sample Year)
Giving and Receiving Feedback
Innovation in the Public Sector
Building Your Network
Succession Planning Best Practices
Workplace Etiquette
Leading without Authority: Being a Team Lead

21. NIH Continuum of Leadership Programs

22. Common Elements to Leadership Cohort Programs
Process
Competitive application process
Mixed population of scientists and administrators
360 feedback
Series of self-assessments
Coaching (at least for 360 itself)
Homework in between
Spread out over time
3 days in a row at most
2 days in a row more standard

23. Mid-level leadership program
MLP
SLP
ExLP
Classes
Services
MSS
Mid-level leadership program

24. MLP Details Competitive (180 participants per year)
Targets GS newer supervisors or high potential team leaders
Focus on individual leadership
Cohort stays on campus for two-day sessions spread over nine months
Encouragement of group projects
Keep on short list for internal projects

25. MLP Topics Leading Self Working with Others Business Acumen
Transitioning into supervisory roles, personality types, leadership styles, emotional intelligence, time management, and delegation
Working with Others
Giving and receiving feedback, conflict management, negotiation and persuasion, coaching, collaboration, motivation, innovation, and diversity and inclusion
Business Acumen
Analysis and problem solving, managing change, and strategic thinking
Follow-Up Sessions
Leading without authority, managing up, internal/external silos, imposter syndrome, why good leaders fail, and set up to fail syndrome

26. MLP Components Assessments Coaching Action Learning Assignments
Myers-Briggs Type Indicator, 360, Emotional Intelligence, and Thomas Kilmann Conflict Modes
Coaching
2 hours of 1:1 coaching around 360 feedback
Action Learning Assignments
Read weekly articles for one month post-program
Action learning assignments based on articles
One-day class session unpacking results
Post Program Support
Continuous learning opportunities and resources

27. MSS and MLP Self Reported Success
Promotions (higher-level work and increased pay)
New leadership roles (team lead, leading committees/ workgroups)
Saved business unit
Improved skills
Expanded NIH network
Effective conflict management

28. Senior leadership program
SLP
ExLP
Classes
Services
MSS
MLP
Senior leadership program

29. SLP Details Very competitive (112 participants per year)
Targets GS 14-SES; very experienced and/or second-level supervisor
Focus on organizational leadership
Scope: NIH coalitions, HHS
Work with Clear Impact and University of Maryland; meet offsite in Potomac with 2-day sessions across 5 months
Teams of leaders from Institutes all participate in same cohort
Keep on short list for IC projects

30. SLP Topics Polarities and Resiliency in Leadership
Diversity, Inclusion, and Unconscious Bias
Persuasion and Negotiation
Emotional Intelligence
Results Based Accountability
Systems Thinking

31. SLP Components Assessments Executive Coaching (4.5 hours total)
360-degree, MBTI, FIRO-B, StrengthsFinder 2.0
Executive Coaching (4.5 hours total)
1-on-1 during program days
Phone/Web-based during session
Follow-up after program
IC Critical Issue
IC Team Dynamics
Interactive simulation
Topics/Exercises
Individual Leadership Development Plan
Feedback videos

32. SLP Alumni Say…
(Play Video)

33. Executive leadership program
ExLP
Classes
Services
MSS
MLP
SLP
Executive leadership program

34. ExLP Details Extremely Competitive (20 participants every two years)
Targets GS 15-SES aspiring or existing (new) top 5 leaders
Focus on NIH-wide leadership
Scope: HHS and working with Congress and the public
Work with Partnership for Public Service, meet offsite downtown over 7 months
Sessions with NIH top leadership and retired senior leaders
Keep on short list for NIH-wide major initiatives, special projects, and committees

35. ExLP Content Vision Setting/Innovation and Creativity
NIH-Specific Activities:
OD Deputies Panel Discussion
“Reflections” Event
IC Spotlight
NIH Infrastructure Tour
Emotional Intelligence/Self-Awareness
Managing Change
Navigating the Public Sector
Media Relations
Crisis Management
Wellness and Balance/Stress Management
Leadership Presence/Influence
360 Assessments and
1-on-1 Coaching
Peer Advising and Shadow Opportunities
Projects
Action Learning “Work Out”
Executive Development Plan

36. NIH Executive Leadership Program
Benefits to NIH
Benefits to Participants
Ensures pool of capable candidates ready to transition into top leadership roles as attrition occurs.
Provides a team of highly skilled leaders to assist with or lead major initiatives and special projects.
Enhanced leadership skills
Increased access and to senior NIH leaders and peers
Enhanced exposure to NIH operations beyond area of specialty/role .

37. Executive leadership program – evaluation
ExLP
Classes
Services
MSS
MLP
SLP
Executive leadership program – evaluation

38. Findings
Program participants found the following program components to be the most useful:
Off campus location
The off-site retreat
Timeline and format
Cohort composition
Coaching
Suggested additional lessons on crisis management and change management.

39. ExLP Study – Recommendations
Implementation
Ensure program is competitive/selective
Offer ExLP only every two years, maintaining mix of aspiring and current Top 5 leaders. Communications for recruitment, volunteers, special events come from NIH senior leadership. Promote SLP as alternative.
Offer a more immersive experience for participants
Include program retreat using federal office space
Include modules on Crisis Communications and Change Management
Added new topics.
Rethink action learning
Have tested various models of action learning projects; Shifted to single-day session
Increased and more meaningful interactions with senior leaders across NIH
Café format with NIH Deputies, Added NIH case study facilitated by IC Director

40. ExLP Focus Groups and Interviews What We Heard…
It was useful for me to understand what skills administrative people value. I was exposed to strategic planning, stakeholder buy-in, things that are second nature to people in the business world but meaningless to scientists. - Alum
After the training, I personally saw a change in how (my employee) would dissect a problem and tackle leadership issues in a more objective way.
-Supervisor
You meet people that are coming from very different aspects of NIH with different skill sets and that you will work with in different ways. That, to me, was clearly the most important aspect of the ExLP. You get fairly siloed at NIH. We all have similar problems and hearing different perspectives to solving these problems is extremely helpful. -Alum
Story #1: How a ExLP alum reached out to peers for guidance on a HR matter
“Not only collaboration, but leveraging someone I met in program. We were recruiting a new CIO, and one of the people I was in the program with is very knowledgeable in this world, and I was able to reach out and get recommendations and information on candidates in an area where I don’t have a lot of knowledge. Because of that training, I had a good relationship with a knowledgeable person in this field and got this information immediately. This repeats over and over in different areas – I’ve interfaced with someone in IT, purchasing, and other areas.” - Alumnus & Supervisor
Story # 2: A Smaller IC benefited from connections for an area where there was limited previous experience.
“[My IC] is a relatively small IC. So we don't have much experience with intellectual property issues, but at one time we had an initiative and it ran really well. Some of these transfer IP issues came up and one of my cohort members was the head of tech IP at [his institute]. I called him and asked for advice and adopted some of the templates he had to use at my IC. I reached out and was able to complete a task in an area I was deficient. And it was easy because I knew he would answer my call.” – Alum

41. Best Practices
Classes/ Services
MSS
MLP
SLP
ExLP
Best Practices

42. Transfer of Learning – Our Message to Senior Leaders
Practice
Implementation
Have them contribute to your working groups
Assign participants to existing committees or new workgroups
Include participants in organizational change, strategic planning, or key decision making processes
Leverage their mentoring capacity
Pair program graduates with current participants
Pair senior leaders with current participants
Pair current participants with junior staff
Assess their needs and expectations
Help them to implement their new training
Meet periodically to establish rapport, share org. goals, hear their perspectives, and share your leadership philosophy
Solicit their ideas. Use recent trainings to engage them
Have them convene brown bags
Have recent participants share learnings and challenges
Select participants to lead sessions on learning with staff
Continue to develop and provide refresher training
Offer short-term details or on-the-job assignments to reinforce classroom learning
Follow up to identify needs for refresher training and practice

43. Fee-for-Service (FFS): Future State Scenario
Amid pressures to “slim down” financial burdens in your broader organization, your training and development shop has been slated to convert to a “fee-for-service” model. That means no funding will be provided centrally for your course delivery, contracted instructors, classroom space, staff or contractor support. You’ll need to sell your services to your customers on a registration basis to cover all of your costs. The office director would remain centrally funded. …How would you fare?

44. Why?
What would be your unit’s barriers, weak points, and strengths in this environment?
How would you project your income? How would you quickly adjust to changing demands?
Which services would fare well if monetized?
Which would be time- consuming and prohibitively expensive, and rely on being subsidized by other services you provide?
What would be the effect on staff?

45. Nuts and Bolts of NIHTC FFS Model
Costs:
+ Rent + Some FTE’s + Majority of contractor costs + Instructors + Materials + Technology
= Tuition
Financial Goal: To break even while meeting NIH’s training and development needs.

46. So…Why Fee-for-Service?
Successful FFS: Autonomy, Innovation, Experimentation, Strong Feedback Loops with Customers/Stakeholders, Entrepreneurialism, Contractor Ramp-up/Down.
Failed FFS: Training and services too expensive, financial insolvency, shrinkage and disappearance of business.
Disadvantages:
Fee-dependent w/inherent risk. Uncertainty and fragility.
Benefits:
Fee-dependent w/ inherent opportunity. Uncertainty and agility.

47. FFS Lessons for a Thriving Service Shop
Ask the hard questions before your customers do. Know your competitors and why you are the best solution. Don’t assume anyone but your own office “drinks the Kool-Aid” on your services. Market services in a language catered to your audience. Keep embedded in stakeholder groups to remain relevant. A bottom line isolates which of your office’s services are “gain” vs. “drain.” This accountability influences staff performance. Entrepreneurialism is motivating! Tension between staff responsiveness and burnout is a leadership challenge.

48. Two-Way Information Vehicles
Provide News and Information:
Communities of Practice:
Highlights Newsletter
Foster relationships, inform of mandates
Website
Gain feedback and buy-in
Community e-outreach
Foresee trends
Training Collaborative Forum
Mandatory Training Coordinators
LMS Administrators Group
Onboarding Collaborative Forum
Engagement Liaisons
ExLP Advisory Group

49. Thank you!
Questions?
Visit us:
Contact me:
Kristen Dunn-Thomason