GUIDELINES FOR EXECUTIVE DEVELOPMENT IN THE FEDERAL SERVICE

• Document Type: CREST
• Collection: General CIA Records
• Document Number (FOIA) /ESDN (CREST): CIA-RDP82-00357R000800170014-5
• Release Decision: RIPPUB
• Original Classification: K
• Document Page Count: 10
• Document Creation Date: November 11, 2016
• Document Release Date: March 30, 1999
• Sequence Number: 14
• Content Type: REQ

GUIDELI FOt ? EXECUTIVE DEV OPI-AZT IN THE FEDERAL SERVICE
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-largely r through Executive Development (ED) . r~,.Pn
t
? a function of l ef#ectiv,er-anage~ s, through Executive Deve ~cr
the outside,
tse,eritial ~r cnui uit ,without loss ir x sponsi er_ess and fleibili Y,; t
Effective naage elder: =er o ntir_
pail able; .talent within the Federal : Dover .r~en ~, Zn~7 ., bout _of. those entering ing from D
+ use ofa
esy?'ro n EVecutive Developm~n~? hExecutive Development. in :id-
wr - + es and skills throug gh-potential employees
d developments for incumbent executives (norms=
Broad`ened''perspective D opment by
velelo the identification an erience
Executive De
15) and the provision of developmental exp
t
Achieves e
m
(normal-
msnage_er_ (rormaliy GS, 13-
GS 16-18).
CRITERIA AND APPROACHES IN GUIDELINES
.FOR fl2LDEl;TATION OF GUIDELINES
BY Ii,DIVIDUAL AGENCIES
High Level of Organiz
A. Develop and announce a policy for
executive development enabling each execu-
tive and aspirant to develop to the fullest
nc reeds and
e
. -
extent consistent w~th ag
his interest and abilities. Announce in
policy the resources to be com.tted.
B., Assign responsibility for ED to a'
principal assistant who regularly reports
to.the agency head. His primary duty I'
to insure that ED programs meet organiza-
tion goals and priorities.
Objectives:
.LERIA AND PP?FOACXES
SUGGESTED II11Z'EP.i?AL CRI-
FOR APPLICATION IN THIS AGENCY
Lion Commitment
d and forwarded to CSC, per its d requirement,sses thatemevill nt of
Prepare
the oasic policy, organizational structures compatible with Federal
followed by, CIA,in impler:entirg an ED program,
Guidelines (See Tab B). ?,., -
B. ED/C has assumed this responsibility.
, B with collective responsibi7
igrWt~d deputies Meeting as do prose t
m 1. nt fl ;nd m r~ tO~ g Bey
for for.tt~l at3n,,d to meet Federal Guidelines.
x~st, sh high.leve1ecut~.~t:In~.
~1
power Resources Board (B), consisting
ti
of organization executives to:
ronitorexecutive developmentSand
ganiza-
iv':- review progress toward. or
o~~aNt. ;t a ' obi
'hf ti? ( ) xenoxt step; shz~ or ~etecuti'~e
acr3eve .Agency objectzv
~11 ?+4~~ a+1r'~~ii.~, y ~., IJ~. ~.J, 4~Cie ... t
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D. . Number of boards within each agency
to depend upon its structure and mission.
(wrere formalized :career. programs; are-;
used, an agency m.ay?want a board for
achi.) ,:. i
E.. Designate an Executive Manpower
Management Officer (E?27?1O), normally the
Pe-,-6c nnel head, to provide a focus for
all executive manpower activities and to
report on the program directly to the
principal assistant for ED.. E ,iO can act
as executive director of E, B. E,110 to
-review internal developmental activities
and development assignment systems; main-
tain liaison with CSC; and conduct
studies on ED. He will supply guidance
to supervisors on availability and rele-
vance of development and training assign-
t--etas; assist the:i in employee coaching
and counseling; and help them to prepare
executive development documents. ''He will
act as principal advisor and coordinator
of developmental activities when personnel
management is accomplished by formalized
career programs and he`will exercise, as
his principal function, the coordination"
of all matters relating to executive
development.
FEERAL GUIDELINE II, Development Plans fo
A. Identify and develop an appropriate
number of high-potential rid-managers for
executive vacancies. ; (iot practical or
eco or_csl to invest;ih' the same amount
o c=? _ p e~t for' each e :ployees 'reaching
D. Advised CSC that Agency will rely upon Deputy Directors, Career
Service Heads and career service structures to manage ED program.
'E.: D/Pers eras desigr_ated&Th Q and given responsibilities outlined _or
EPv!O in Federal Guidelines. ED/C inforr.e.d D/Pers that his princip-'
role will be to provide advice to ED/C and Deputies; formulate :,D-
criteria and su6gested procedural approaches; and provide detailed
staff assistance to career service officials and supportive staffs,
as appropriate. In lieu of using fixed formats and reports, ED/C -has
requested D/Pers to provide illustrative materials that can be used
-Or-adapted, as'applicable', by Directorates and career services in
managing their-own ED systems.
Each Mid-Manager orHigh Potential Executive
A. Career services should take the following consideiatiors into 2ccou:
in the process of identifying and developing indivi Gals ti thi n the _
Grades GS 13-15 who are believed to have executive potential.
(1) Requirements for effective performance vary in differen
executive positions. Critical elements of effectiver.eso in
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applied in'the'identifieation and development of executive
candidates':
t2) Specific rM piazis" and actions should be tailored to identi-
fiable caps in the individual backgrounds of candidates, both
in their performance and their abilities relating to prospec-
tive future utili:zation.'. (._s an excmple, see Individual Gap
Sheet for SP careerists in Tab C.)
(3) Employees with recognized executive potential may be ne:de,
where they are assigned and difficult to replace. Career
service interests, however, may best be served by fairly long-
range and careful planning to determine how those with execu-
tive potential can be moved to achieve a develo_mental purpose
with mini= disruption, not only to accc=.odate the over-
riding reeds of the career service and the individual con-
cerned but also to assure the effective utilization of the
employees concerned during the course of their developmental
activity. ,
(4) lAlthough it is frequently difficult to make firm long-range
plans covering future incumbents of senior positions, it is
possible, by focusing on this issue, to avert most ill-pre-
pared or precipitous changes. Planning will permit alterna-
tive choices and pertinent personal development to take place.,
Even if some contingency planning does not materialize.' pro-
perly selected development of promising individuals will be
beneficial.
(5) Selections of candidates for executive positions and their.
subsequent development (including maintenance of records on
their. status) must be handled in 'a way that misunderstandings
will not result or lead to charges of elitism.
(6) Officers in Grades GS 13-15 selected for specific develop-
mental training and assignments should be coumseled, ri~ en-
ever feasible,.shat actions affecting they are.bein taken.
to enhance their career c portun_iti es and effectiveness. In
general , t h e y - s h o u l d , not , he told t -,.,a' they .are as :dids Wes for
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 Prepare for each incumbent executive
e mid- anager selected for executive
det ? r c,p .ant an individual development
-ale, designed to improve his performance
a. to prepare him for prospective execu-
tive job(s). Individual plans could,
include :
(1)
self-initiated activvitied (pro-
festional .ssoo?at .on activities;
technical personal skills acqui
sition, and reading programs) ;
(2)
seminars);
training in managerial perspec-
tives (such as reorientation of
outlook and re-evaluation of
priorities); management tech-
rioues and skills (for example:
ADP budgets, operational re-
search, labor-management rele.
tions, counseling, program fund-
ing, nature of political leader-
ship and kncv-ledge of influence
structures);` and professional lLLE
and occupational knowledge or
techniques (formal agency, or
formal
inter-agency courses,
courses at an education institu-
tion and participation in . pro- .
fession l' conferences`, and
pprVVer a Releate 196
.5
PAGE
in the case of handling an unexpected vacancy, planned turnover and
development usually involve. filling a number of positiOn$ and
identifying a number of candidates for each. (As a simple illustra-
)
D
?
tion of an executive candidate roster, see Tab
D. The Agency apprised CSC that formal individual career plans were
tried unsuccessfully in the Agency. Individualized revue{> and plan-
ning of the developmental needs of specific individuals (i.e., most
relevant to then and their prospective utilization) are recognized,:
however, to be valuable tools. These actions can be taken in a
variety of ways, by different levels of officials, and for varying,
reasons. For ED purposes, career reviews should encompass most, if
not all, careerists in Grades GS 13-15. (These reviews should not
be confined to individuals currently considered eligible for promo-
tion or available for assignment.)
The co.bined listing in one paper of all individual developmental ice .a,s
identified by a career service is an easy method of establishing train-
ing and assignment inventories for ready reference and planned imple-
mentation by the CMO or career service representatives. It provides
a systematic focus while avoiding the shortcomings of formalized plans.
(Asa simple'-illustration of developmental requirements listing for
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E. Need to recognize that increased
career interviewing and coaching will
be required.
In a' `written cormunication, each career service should ex-plain its
ED program to careerists under its jurisdiction -- objectives, approaches
and participating arrange Lents, Careerists should be invited to express
their personal interests in jobs or training that would enhance their
future usefulness. They should be infor .ed, however, that u.cticns sb-
sequently taken in consonance with their expressed desires are to be
construed only as efforts to improve their qualifications and career
status, rather than as evidence of their participation in an ED progran.
FEU JU, GUIDELINE iII: I--mproved. Mobility P ograr s
A. Need organizational, occupational
nobility programs to support ED efforts.
(j'rach development is best accomplished
on the job.) Agencies should have a
systematic plan for rotational assign-
ments bureaus and should work out
nobility pro ;rams across agency lines
for which individuals may volunteer.
Each agency's system should be based
upon individual development plans. Some
job rotations fitting desired nobility
pat ns are: similar jobs in different
geogra-chical areas; similar. jobs at
dif er_t places in headquarters or in a:' ?
fieinstallation; similar jobs within
different organizatidns; and jobs in-
volving similar leadership or adminis-
trative skills in different areas.
A.. In the November Deputies ! Meeting and in the Director's last Annual
Conference, 'increased mobility of well-qualified officers and executives
was. advocated. Following these meetings, ? the Director of Personnel
prepared proposals providing for (1) expanding the use of Vacancy NO-
tices throughout the Agency.; and (2) facilitating the transfer of
employees across career service lines in order to fill priority needs;
resolve personnel surpluses; and develop selected personnel. -T e papers
indicate that the institutional capacity to move able employees to
points of optimum utilization is a common interest of the Directorates
and the Agency. The papers also focus on the policy advantages of en-
couraging worthwhile requests to be made and promptly settled, with full
consideration of the respective interests of the offices and individuals
affected. Final action on these proposals should materially ccntribute
to implementation of Guideline III.
Each career service should evaluate the needs of individual careerists
to receive work experiences other than those previously received. Es-
sentially, the success of an increased mobility program in the Agency
is contingent upon each career service taking the time to plan the kinds
of developmental work exmeriences that are needed by individual careerist
taking; into.account their personal backgrounds, previous experiences and
probable future utilization and potential. Most developmental -.,,-,c)2 .,k
of any duration should be accomplished relatively early in tine
career-life of officers (a tine 'of learning and least c.isr'apticn).
Ir_di'Pi.dual -actic.ns can .. be . systenatically decided non by each career
service. if . ] t establish es 2. pw eferred pat Bern of Ge : e O__"? tal- worh'_
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Satisfy an agency's needs for training
by putting together appropriate combina-
tions of various delivery systems avail-
.ble, including: agency orientations;
program skill courses; OD seminars;
personal skills development courses;
inter-agency courses involving manage-
and technical skills; and non-
g_ errimental programs, such as academic
F commercial courses.
^ ~' t
PAGE
ment of promising officers during their Agency careers;
(2).. management training 'has been strengthened', 'e.g., the ' '
Managerial Grid'and Fundamentals of Supervision and Manage-
-' ment have been' adn ed to the core program; and elements of
management training have been added to other core courses;
and
~(3) consideration is being'given to a leadership conference for
senior officers and to the development of a mew branch
chief course (or a course for GS 13-15's selected for execu-
tive development) that could concentrate intensively upon
Agency-oriented management problems, management situations
4.__and'management applications, having particular reference to
the-branch level and above.
New and more responsive training resources constitute an important
first step, but their value depends mainly upon a more systematic effc
throughout the Agency to implement individual training requirements.
Annually or semi-annually, each career service should.determ ine which
developmental needs possessed by candidates for personal or executive
development can best be accommodated by training. importantly, these
decisions should take into account the most appropriate ki:d of train-
ing that should be used.- In essence, this concept starts with indi-
vidual developmental needs and fitting training (or other 'devel op-
mental actions) to them, rather than finding suitable candidates to
fit available training courses or responding to employee requests for
internal or external training. (The latter may or may not relate to
an employee's developmental need or his potential for further develop-
ment as seen by his career service.) The time required to implement
-
planned training arrangements tends to be offset by the time other-
wise consumed in going through the notions in.individual cases of con-
sultations, circulations of curricula, securing approvals, etc. More-
over, good planning will ,avoid much of the chronic difficulty enco,u tc
in making able officers available for training.
I order to program activities and staffing needs, O R genuinely needs
'.o obtain reasonably accurate forecasts of training re^uireme- s e !
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in advance -- some of them a year ahead, such as the core courses..'
Once requirements are received', OT-R should be able to rely uon the
projected enrollments remaining reasonably firm. The changes being
made to link training requirements to personal developmental needs
should facilitate realization of these requirements, and it is be-
lieved a comprehensive listing of training requirements, both develer
mental; and non-developmental. in the new Annual Personnel Plan (now
un_ner preparation) will provide a vehicle., for career' services to
perform the important task of planning and forecasting training need
FED^--I, GUIDELINE, V: improved Developmen
A. Operate mechanisms for evaluating the
effectiveness of ED programs at several
levels. These include reviews to deter-
nine the effectiveness of developmental
experiences for individuals; effective-
ness of sub-systems (performance apprai-
sal, identification processes, actual
promotions versus quality of those pro-
moted, training); and the effectiveness
of the total program. Provide feedback 1
on specific results in achieving criteria!
and approaches shown under each of the
Guidelines.
B. Give special attention to current
utilization of resources and plans in
carrying out ED programs. Utilize r
obiectives as standards for evaluating
the actualdistan_ce7.covered toward.ob-
tainmerti of objectives.
(The CSC; will periodically review agency
p2.a?s and prog=ess a,nd combine its find-
in a, report to the Presiden 1. on
"tLc atate :of- executive develo ::ent
Program Evaluation
A. Through the FtiMB mechanism, ED/C Deputies will generally monitor
ED program. Career services heads will annually report to Deputy con-
ceLu_ed on ED program. ED/C will review annual progress within each
Directorate with Deputy concerned. D/Pers, as EO, will provide
policy proposals-to FXRB and staff assistance to career services.
Specific standards for evaluating the success of developmental pro-
-grams in the career services will be considered after the career ser-
vices have had sufficient time to assess their particular develop-
rental needs and to determine the, thrust and scope of their future
personal developmental programs.
--B.--Among items to be studied in facilitating and evaluating the future
effectiveness of the Agency=s ED program are the following:
evaluating criteria for incumbent executive versus pre-
executive programs;
(2) method of selecting ED candidates;
(3) -..,.nature and; direr s .t5 of . executive tasks;
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(Q. specific objectives for measuring program success;
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C-over:~'~eelt-i-Tiae and for each agency."
The Guideline indite tes that bo t'_^ the .
substance and form of these evaluations
will 'ce modified by continuing exper-
ience.
(5)
value of different developmental methods;
(6).
feasibility of developmental transfer;
and
(7)
development of specialists as managers.
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