Overview of the Executive Core Qualifications: Preparing for the Senior Executive Service (SES)

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1 Overview of the Executive Core Qualifications: Preparing for the Senior Executive Service (SES) Presenters: Cheryl Abram Senior Executive Resources and Performance Management UNITED STATES OFFICE OF PERSONNEL MANAGEMENT

2 Preparing for the SES Today s Agenda Executive Core Qualifications (ECQs) and Leadership Competencies ECQ Narratives Proactive Approach to Development SES Hiring Process Questions and Answers

3 Executive Core Qualifications (ECQs) and Leadership Competencies

4 ECQs What are they? The ECQs describe the leadership skills needed to succeed in the SES and reinforce the concept of an SES corporate culture How are they used? The ECQs are designed to assess executive experience and potential not technical expertise. They measure whether an individual has the broad executive skills needed to succeed in a variety of SES positions How were they determined? Through extensive research of the attributes of successful executives in both the private and public sectors A collaboration, reflecting the best thinking of many senior executives, thought leaders, and associations, as well as human resources professionals

5 ECQs Leading Change Building Coalitions ECQs Leading People 22 Competencies Specific to ECQs Business Acumen Results Driven 6 Fundamental Competencies

6 Six Fundamental Competencies Interpersonal Skills Public Service Motivation Oral Communication ECQs Continual Learning Integrity/ Honesty Written Communication

7 ECQs & Leadership Competencies Leading Change Leading People Results Driven Business Acumen Building Coalitions Definitions This core qualification involves the ability to bring about strategic change, both within and outside the organization, to meet organizational goals. Inherent to this ECQ is the ability to establish an organizational vision and to implement it in a continuously changing environment. This core qualification involves the ability to lead people toward meeting the organization's vision, mission, and goals. Inherent to this ECQ is the ability to provide an inclusive workplace that fosters the development of others, facilitates cooperation and teamwork, and supports constructive resolution of conflicts. This core qualification involves the ability to meet organizational goals and customer expectations. Inherent to this ECQ is the ability to make decisions that produce high-quality results by applying technical knowledge, analyzing problems, and calculating risks. This core qualification involves the ability to manage human, financial, and information resources strategically. This core qualification involves the ability to build coalitions internally and with other Federal agencies, State and local governments, nonprofit and private sector organizations, foreign governments, or international organizations to achieve common goals. Competencies Creativity and Innovation External Awareness Flexibility Resilience Strategic Thinking Vision Conflict Management Leveraging Diversity Developing Others Team Building Accountability Customer Service Decisiveness Entrepreneurship Problem Solving Technical Credibility Financial Management Human Capital Management Technology Management Partnering Political Savvy Influencing/ Negotiating

8 Proficiency Levels for Leadership Competencies Level 5- Expert Level 1- Awareness -Applies the competency in the simplest situations Level 2- Basic -Applies the competency in somewhat difficult situations -Requires frequent guidance Level 3- Intermediate -Applies the competency in difficult situations -Requires occasional guidance Level 4- Advanced -Applies the competency in considerably difficult situations -Generally requires little or no guidance -Applies the competency in exceptionally difficult situations -Serves as a key resource and advises others -Requires close and extensive guidance

9 Sweet Potato Pie

10 ECQ Narratives: Challenge-Context-Action- Result (CCAR) Model Results-oriented approach Requires focus on the leadership skills needed to manage programs, processes, and people Provides a more complete picture of: Applicant s leadership competencies Specific role played in an organization's success Focus on the candidate s accomplishments, not the organization s No more than 2 examples per ECQ

11 CCAR Model Challenge describe a specific problem or goal Context describe individuals and groups you worked with and/or environment in which you worked to address a challenge Result measures/outcomes that had some impact on the organization. This demonstrates the quality and effectiveness of leadership skills Action discuss specific actions you took to address the challenge

12 Leading Change- What should the focus be? What was my organizational vision? Questions to ask yourself when describing your experience How did I transcend my vision into action? What initiative did I take? Did I strategically initiate and implement transformational change? How did I deal with unexpected organizational changes/obstacles and internal/external pressures? Did my vision achieve measurable results that impacted the organization?

13 Examples of Leading Change Develops new insights into situations Deals effectively with pressure and leadership resistance Takes a long-term view and builds a shared vision with others Understands and keeps up-to-date on local, national, and international policies and trends that affect the organization and shape stakeholders views

14 Leading People- What should the focus be? What is the largest staff size I have led? What challenges did leading a large staff present? Questions to ask yourself when describing your experience Was I leading versus managing? How did I lead my team through a challenge? How did I motivate them to achieve set goals? How did I contribute to the professional development of my employees (individually or as a team)? How did I deal with conflicts that arose within my team? How did I leverage diversity amongst my team (e.g., age, cultural, race, skill levels, perspectives)?

15 Examples of Leading People Encourages creative tension and differences of opinions Fosters an inclusive workplace Develops the ability of others to perform and contribute to the organization Inspires and fosters team commitment, spirit, pride, and trust

16 Results- Driven- What should the focus be? Questions to ask yourself when describing your experience How did the priorities and objectives I set lead to high quality/quantity results? How did I address the needs of customers and stakeholders (internal and external)? How did my decisions and actions impact results? Did I identify problems and implement solutions that resulted in improving services?

17 Examples of Results Driven Positions the organization for future success by identifying new opportunities; builds the organization by developing or improving products or services Makes well-informed, effective, and timely decisions, even when data is limited or solutions produce unpleasant consequences; perceives the impact and implications of decisions Understands and appropriately applies principles, procedures, requirements, regulations, and policies related to specialized expertise

18 Business Acumen- What should the focus be? What is my experience in creating and administering budgets and resources? Questions to ask yourself when describing your experience How did I procure and utilize resources? What obstacles did I face in doing this? What was the size of budget and resources I managed? How much money saved? What is my experience with a multi-sector workforce? Percentage of backlog eliminated/reduced? Length of processing time reduced? How did I utilize technology to create or improve programs?

19 Examples of Business Acumen Understands the organization's financial processes Prepares, justifies, and administers the program budget Oversees procurement and contracting to achieve desired results Builds and manages workforce based on organizational goals, budget considerations, and staffing needs Effectively manages employee performance Manages a multi-sector workforce and a variety of work situations Keeps up-to-date on technology developments and makes effective use of technology to achieve results

20 Building Coalitions- What should the focus be? Questions to ask yourself when describing your experience What groups/networks (internal and external) did I partner with to achieve a goal? How did I bring groups together? What challenges did I face doing that? What did I do to build coalitions?

21 Examples of Building Coalitions Develops networks and builds alliances; collaborates across boundaries to build strategic relationships and achieve common goals Identifies internal and external policies that impact the work of the organization Persuades others; builds consensus through give and take; gains cooperation from others to obtain information and accomplish goals

22 Proactive Approach to Development

23 Needs Assessment Recognizing the Need Formal Needs Assessments 180 or 360 Assessment Informal Needs Assessments Customer Feedback Coaching and Mentoring

24 Individual Development Plan What s the purpose of the IDP in your program? Essential aspects of the IDP

25 Proactive Approaches OPM Federal Supervisory and Managerial Training Frameworks Model of Development SES Candidate Development Programs OPM Leadership Development Matrix Executive Best Practices Networking

26 Aspiring Leader Team Leader OPM s Federal Supervisory Training Framework New Supervisor First 3 Months *Critical Transition New Supervisor First Year Mandatory Training Leadership Competencies Team Building Technical Credibility Conflict Management Problem Solving Accountability Decisiveness Fundamental Competencies Interpersonal Skills Oral Communication Integrity/Honesty Written Communication Continual Learning Public Service Motivation For ALL Employees -No FEAR Act -Ethics Awareness -IT Security Awareness -Equal Employment Opportunity -Performance Management -Occupational Safety and Health -Plain Writing Act -Safeguard Against Breach of PII For Supervisors, Managers, and SES -USERRA -Veteran's Employment -Drug-Free Workplace -Employing Individuals with Disabilities -Telework Policy** HR-Related Technical Knowledge Merit System Principles Prohibited Personnel Practices Hiring Reform -Workforce Planning -Recruitment -Interviewing Skills -Selection Pay and Leave Policy -Time and Attendance -Managing HR Information Systems Telework Policy** Reasonable Accommodations Performance Management Required by 5 CFR Part 412 -Conducting Performance Appraisals -Handling Unacceptable Performance -Mentoring Employees -Improving Employee Performance and Productivity *5 CFR part 412 requires agencies to provide training when employees make critical career transitions. 5 CFR part 412 also requires supervisors to complete refresher training at least once every three years on specific topics. **The Telework Enhancement Act of 2010 requires managers and supervisors of teleworkers to participate in telework training. Leadership Competencies Human Capital Management Leveraging Diversity Developing Others Strategic Thinking Conflict Management Creativity and Innovation Customer Service Team Building Financial Management (Federal Budget Process) HR-Related Technical Knowledge Employee Relations -Workplace Violence Prevention and Response Labor Relations Classification -Writing Position Descriptions Talent Management -Employee Engagement -Emotional Intelligence -Promotions and Incentive -Work-Life Balance Employee Onboarding Organizational Performance Management Aligning Performance Objectives with Agency Goals Aligning Office Goals with Agency Strategic Plan

27 New Manager First Year Critical Critical Transition* Transition* OPM s Federal Managerial Training Framework. Experienced Manager Senior Manager Managing Self Time Management Personal Accountability Managing Others Delegation (Accountability) Communicating Priorities Leadership Competencies Technology Management Leveraging Diversity Financial Management Creativity and Innovation Political Savvy Partnering Human Capital Management Managing Self Emotional Intelligence Adaptability (Flexibility) Managing Others Fostering Employee Engagement Developmental Coaching and Feedback (Developing Others) Managing Organizational Systems Program Management Change Management Systems Thinking Complex Decision-Making (Decisiveness) Leadership Competencies Resilience Influence/Negotiating Leadership Competencies External Awareness Strategic Thinking Entrepreneurship Vision Mandatory Training For All Employees -No FEAR Act -Ethics Awareness -IT Security Awareness -Equal Employment Opportunity -Performance Management -Occupational Safety and Health -Plain Writing Act For Supervisors, Managers, and SES -USERRA -Veteran's Employment -Occupational Safety and Health -Drug-Free Workplace -Employing Individuals with Disabilities -Telework Policy** Performance Management Required by 5 CFR Part 412 -Conducting Performance Appraisals -Handling Unacceptable Performance -Mentoring Employees -Improving Employee Performance and Productivity

28 Model of Development

29 Developmental Activities 70% Experience Learning Through Doing Challenging on-thejob assignments Job rotation programs Mentoring others Project teams/task forces Conducting research Tackling a start-up or fix- it issue in your area 20% Exposure Learning Through Others Mentors/role models Feedback, coaching Visibility with key leaders Lead projects/teams 10% Education Learning Through Resources Instructor led courses E-Learning programs Formal education programs Professional associations and/or certifications Reading professional books, magazines or journals

30 SES Candidate Development Program Program Goal: Create a pool of effective and diverse leaders for sustained organizational success Recruitment Process Selection Process Training &Development Process (5 CFR 412) Certification Process Program Outcomes: 1)QRB Certified candidates 2) Increased leadership diversity

31 SESCDPs OPM-approved training program designed to develop the executive qualifications of employees with strong executive potential to qualify them for an appointment into the SES SESCDPs are typically months Open to all qualified individuals from within or outside the Federal Government, like SES positions; typically GS-14s/GS-15s or equivalent levels Address the ECQs

32 SESCDP Program Graduation Requirements Complete an Executive Development Plan, based on an individual needs assessment Participate in formal training of at least 80 hours that address the ECQs and include individuals from outside the candidate s agency Participate in developmental assignments totaling at least 4 months of full-time service outside the candidate s position of record Participate in a mentoring relationships with a member of the SES

33 OPM Leadership Development Matrix Adapted from the draft OPM Effective Learning Interventions for Developing ECQs Highlights the most effective and targeted approach for developing each competency within the ECQs Currently being drafted

34 OPM Leadership Development Matrix Leading Change

35 The Uncanny Valley

36 OPM Leadership Development Matrix Fundamental Competencies

37 Executive Best Practices Guide Contains a compilation of best practices used by the public and private sector to support the continued learning of executives Information was gathered through an extensive literature review, and interviews with Fortune 500 companies and Federal agencies aldetails.aspx?transmittalid=5241

38 Results

39 SES Hiring Process

40 SES Hiring Methods Traditional 88.2% Requires a resume, separate narratives addressing ECQs (10 page limit), and technical qualifications (TQ) Resume-Based 11.7% Requires only a resume (5 page limit which must contain ECQs and TQs) Accomplishment Record 0.1% Requires a resume (5 page limit), separate narratives addressing selected competencies underlying ECQs (5 page limit), and TQs

41 The Merit Staffing Process 90 working days from closing date of vacancy announcement to complete Vacancy Announcement posted for a minimum of 14 days Preliminary review and eligibility determination of applications by HR specialist Rating and ranking of eligible applications. ERB/SME panel evaluates and recommends best qualified to selecting official Hiring official makes selection and obtains Secretarial approval Agency submits selectee package to OPM for Qualifications Review Board (QRB) certification

42 Qualifications Review Board Composed of three SES members, each from a different agency, at least two must be career appointees Independently review cases and make final determination about a selectee s ECQs through consensus or majority vote Serve three month appointments Convenes weekly (Live and virtually) Names of members and their organizations not subject to release

43 Role of the QRB Assess the overall scope, quality, and depth of a candidate's executive qualifications within the context of the ECQs Determine whether the candidate has demonstrated executive level expertise and possesses the executive qualifications needed for entry and success in the SES Certify the executive qualifications of all new career SES appointees and Candidate Development Program graduates NOTE Does not rate, rank, or compare one candidate's qualifications against those of other candidates Does not consider or see TQs QRB certification does not expire

44 QRB Top Recommendations 8) Have an SES member review your ECQs prior to submission 7) Resume should show breadth of experience and a logical progression of job assignments (grades and salaries) 6) Don t make it a guessing game. Clearly indicate which competencies you are speaking to. 5)Don t overstate actions and accomplishments; should be probable and believable

45 QRB Top Recommendations 4) Talk about how you dealt with conflict among customers, employees, peers, etc. while remaining focused on the mission. 3) Focus on leadership vs. managerial and technical aspects/supervisory functions vs. executive challenges 2) Do not draw all ECQs from one experience 1) Proofread for spelling and grammar

46 Plan of Action: How to Get There Evaluate your reasons for wanting to be an SES Review your experience against ECQs do you meet them? Personal Assessment Start writing ECQs NOW and continuously review and edit. It takes hours to do well Consistently review USAJOBS for SES vacancies. Apply for jobs within and outside of your agency Proactive Approach (Find an SES mentor)

47 Valuable Resources People Individual Agency, Department or Bureau Executive Resources Staff Senior Executives within agency Personal Networks OPM Tools & Guidance (via OPM websites below) OPM Executive Development Best Practices Guide OPM Supervisory Training Framework OPM Proficiency Levels for Leadership Competencies Guide to SES Qualifications OPM Websites

48 Contact Yadira Guerrero Cheryl Abram

49 Q & A

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