Chief Learning Officer - February 2008 - (Page 49)

human capital tency within a productivity framework. Such a model could quantify engineering productivity and performance using a set of core attributes common to engineering and technical leaders. These attributes, which create the foundation of development activities, can include: • Integrity and professionalism, which include community service, social responsibility and advancing the body of engineering practice and technical knowledge. • Global mindset, defined as the incorporation of national culture, cross-cultural considerations, international policy and regulatory compliance into the engineering enterprise. • Collaboration and communication, which involve relating to and communicating with others across a wide band of functional and organizational disciplines to build effective problem-solving organizations. • Intellectual breadth and depth, or the ability to harness a deep “discipline-specific” knowledge with a wide range of cognitive skills that span a broad range of technical, sociocultural and scientific disciplines. • Curiosity and creativity, which include a strong desire to learn and engage the imagination to invent novel products or solve challenging problems. • Organizational aptitude and systems thinking, or the ability to understand and engage organizational systems and structures to achieve business goals, manage knowledge and apply technologies and processes to efficiently achieve engineering objectives. Within the next 10 years, we will experience a greater than threefold increase in leadership turnover in engineering and technical organizations, increasing the competition for an increasingly scarce resource. To remain competitive globally, technical enterprises will have to develop leaders internally. CLOs in these organizations can create “virtual” programs by combining internal training offerings and ad hoc stretch assignments with external continuing education courses. Success depends on aligning goals and objectives to enterprise strategic and tactical imperatives and designing a welldefined competency model. in practice: NASA: A Case Study in Technical Leadership Development Carl S. Vieth The National Aeronautics and Space Administration, or NASA, is a name that is synonymous with advanced technology. NASA’s mission is to advance the scientific, security and economic interests of the United States through human and robotic exploration of the solar system and beyond. But like any organization, NASA faces challenges in developing leaders. At present, roughly 13 percent of all employees and 19 percent of NASA’s leadership team are eligible for retirement. In five years, those numbers will be 29 percent and 50 percent, respectively. In addition, NASA is in the midst of a significant organizational recommitment to space exploration. In very literal terms, technology programs at NASA are “rocket science,” and the challenge is to develop leaders capable of directing the organization in its complex and highly technical mission. NASA’s Leadership Development Program (LDP) is a results-driven activity, aligned with the mission and values of the organization. It is built on three core concepts. The first is alignment with personal passion and vision with NASA’s mission and vision. The second is the identification and achievement of results that support the organizational vision. And the third is the conversion of knowledge into action. NASA’s leadership competency model is the foundation for leadership development activities. The leadership model consists of six core “dimensions” of leadership — discipline competency, managing information and knowledge, business acumen, leading and managing others, working internationally and personal effectiveness. These dimensions are supported by 20 competencies, which consist of measurable skills, knowledge and personal characteristics that comprise effective leadership in NASA. The competencies are further defined by skills and behaviors. NASA LDP activities focus on developing core competencies through the acquisition of knowledge, skills and behaviors. Two important features of the program include leadership assessments and developmental resources. These online resources provide guidance and access to appropriate leadership development activities. The NASA LDP employs a variety of continuing education offerings through the agency or outside vendors. In addition, some leadership candidates complete advanced degrees as part of their development. NASA’s LDP also places a heavy emphasis on coaching and mentoring. Mentors are trained in effective coaching and mentoring techniques, and play a key role in the development of the leader as they progress through their rotational program. Through the mentoring process and project activities, the LDP strives to support the development of leadership characteristics critical to the enterprise. Mentoring, coaching and other program activities help leadership candidates develop their ability to: • Produce tangible results. • Effectively lead teams and projects. • Be open to feedback and new ideas. • Work well with others. • Display courage. • Display leadership trustworthiness. • Actively build an agencywide perspective • Possess technical competency. in their actions. NASA measures results in three general areas. The first metric is mission success. Given the high level of complexity and the substantial risk involved in space exploration, mission success is the primary measure of leadership performance. The second measure is the demonstrated results of project success. Improved leadership and team performance on projects are expected to provide greater than 100 percent ROI. The final measure is organizational mobility. The promotion or delegation of responsibility to LDP alumni is rigorously tracked. Through the LDP, NASA is positioning itself for the next generation of space exploration. The program’s mission alignment, tangible results and translation to action have made NASA LDP a benchmark for effective leadership development. 49 February 2008 I www.clomedia.com I Chief Learning Officer http://www.clomedia.com

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Chief Learning Officer - February 2008 Editor's Letter Table of Contents Business Impact Trends Best Practices Effectiveness Guest Editorial Learning Solutions Home Depot: Building Better Associates CLO Profile Environment Realizing the Vision of “One Philips” Tactics Sun Microsystems’ Next-Generation Worker Video Game Recruiting Tool Productivity The Regence Group: Blended Measurement Human Capital NASA: A Case Study in Technical Leadership Development Case Study Business Intelligence Advertisers' Index Editorial Resources In Conclusion

Chief Learning Officer - February 2008

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