Leadership Tools For Public Sector Professionals - Annie Neal Capstone

LeadershipToolsforPublicSector
Professionals
AReviewofPortlandStateUniversitysExecutiveMastersofPublic
AdministrationCurriculum(2008Cohort)
CapstoneProject
AnnieNeal,ExecutiveMastersofPublicAdministrationCandidate,Spring2010
Advisor:ProfessorMarcusIngle
TableofContents
Contents
Table of Contents................................................................................................................ 2
I. Executive Summary ................................................................................................. 3
II.
Introduction.............................................................................................................. 5
III. Problem Statement ................................................................................................... 6
IV. Literature Review..................................................................................................... 7
V.
Research Questions & Method .............................................................................. 11
VI. Results.................................................................................................................... 21
VII. Discussion .............................................................................................................. 24
VIII. Toolkit Template..................................................................................................... 26
IX. Conclusion ............................................................................................................. 28
Bibliography ..................................................................................................................... 29
Appendix A: Public Organization Leadership Competencies .......................................... 31
Appendix B: Survey......................................................................................................... 32
Appendix C: Additional Toolkit Resources .................................................................. 42
Appendix D: Tool Examples ............................................................................................ 44
Appendix E: Reflections on My EMPA & Capstone Experience .................................... 53
A.Neal
LeadershipToolsforPublicSectorProfessionals
Page2
I. ExecutiveSummary
Research shows that public sector organizational performance is linked with
leadership practices, and that public sector organizations with strong leadership capacity
also exhibit increased adaptability, innovation, effectiveness and efficiency compared to
their counterparts with weaker leadership capacity (Andrews & Boyne). However,
formal education about leadership and leadership practices does not necessarily translate
into actual behaviors (Morse & Buss 2009; Van Wart 2005; Kim 2009; Amagoh 2009).
While the Portland State Universitys Executive Masters of Public Administration
Program (EMPA), 2008 cohort, emphasized the development of leadership skills among
its target population of mid-career public sector professionals, this formal education does
not ensure that we will apply the information in our careers or in our organizations.
Leadership scholars recognize that leadership skill development requires practice in
addition to formal education. Therefore, this capstone project reviews the EMPA
curriculum for the 2008 cohort to identify the leadership tools (materials that provide
guidance on applying leadership knowledge and practices) incorporated into the
curriculum, organizes these tools in a systematic fashion to help users identify the right
tools for a given situation, summarizes the most useful tools for this cohort, and provides
examples for a toolkit or practical guide outlining how to apply these leadership skills.
The tools highlighted in the toolkit examples are identified by this cohort as some of the
most useful materials presented in the course content and include an overview of
StrengthsFinder 2.0, an individual leadership tool; brainstorming, a group leadership tool;
an overview of Sergio Fernandez and Hal Raineys determinants of successful
implementation of organizational change, an organizational leadership tool; and
Professor Drummond Kahns citizen values assessment, a community leadership tool.
A.Neal
Page3
Each example includes a description of the tool; recommendations regarding when and
where to use the tool most effectively; the strengths and limitations of the tool;
instructions; a short example or case illustration; and references for further information.
A.Neal
Page4
II. Introduction
The purpose of this capstone project is to identify the most useful leadership tools
incorporated into the curriculum of Portland State Universitys Executive Masters of
Public Administration Program and to develop a template and examples for a toolkit
format that would make leadership knowledge and practices easy to apply in a public
sector setting. A leadership tool is a simple, practical guide that outlines the structure and
application of specific leadership skills and knowledge. As I finish this EMPA program, I
recognize that I will not have time to go back to the individual course materials to find
these specific tools. I would benefit from a reference document summarizing the most
useful leadership tools and providing practical guidance on when and how to apply these
tools to develop my own leadership skills. Therefore, this project lays the groundwork to
develop this toolkit in the future.
In this project, I review all of the course materials to identify the leadership tools
incorporated into the curriculum, organize these tools by the level of leadership
challenges each is most suited to addressing (individual, team, organization and
community/society); survey the cohort to identify the most useful tools; and provide
examples of a toolkit format. Each toolkit example includes a description of the tool;
recommendations regarding when and where to use the tool most effectively; the
strengths and limitations of the tool; instructions; a short example or case illustration; and
references for further information. Although the development of an actual toolkit is
beyond the scope and time frame available for this project, several examples are included
and additional resource materials are listed in Appendix C.
A.Neal
Page5
III. ProblemStatement
This capstone project is based on the premise that while the EMPA course content
provided the 2008 cohort with new knowledge and introduced many useful leadership
tools, we were limited in the opportunities to actually apply the materials and expand our
leadership practices during the EMPA program. As with any new information, we could
not retain everything we learned in the classroom setting. We also had limited
opportunities to actually practice or apply this new knowledge through the coursework,
as most of the tools were reviewed only once or twice during the course then put on
bookshelf as we moved onto the next course. Therefore, this project identifies and
organizes the course content that the cohort found most useful and suggests a toolkit
format as a way to make the information easily accessible and useable.
The 20 members of the 2008 EMPA cohort are all public sector professionals
with a minimum of 10 years of experience in their respective fields. As experienced
professionals in public sector organizations, we each have an incredible depth of
technical expertise in our respective fields, which has helped each of us reach critical
positions within our organizations. However, technical expertise alone is not enough; we
also need leadership expertise to advance our personal and organizational success. I
suspect that the other cohort members came, as I did, to the EMPA program primarily to
gain the leadership knowledge and skills needed for both personal and career growth.
However, in order to be useful, the theoretical knowledge gained through the EMPA
program must be translated into practice in order to actually enhance our leadership skills
and competence.
A.Neal
Page6
This project also identifies tools that can bring much-needed applied leadership
knowledge and practices to staff at all levels within my own organization. The academic
literature reflects current practices in most public sector organizations in that both tend to
narrowly focus on leadership development of the organizations most visible top-level
leaders (Rusaw 2009), while overlooking the important leadership roles public sector
professionals at all levels play. In todays public organizations, leadership is less tied to
ones position of formal authority and more towards collaboration and leading from the
middle (Morse & Buss, 11). In fact, whether recognized or not, public organizations
must rely on the expertise and skills of their career civil servants to guide, plan, execute
and assess organizations strategies and goals in an increasingly complex and specialized
world. Rosemary OLeary, one of the nations preeminent scholars on public
administration, recognizes the important role that mid-level career civil servants also play
in leading and innovating within public organizations: With ... expertise comes
specialized knowledge, professional norms, and prolonged attention to issues that outlive
the attention that others in the political process can give. Hence, professionalized public
bureaucrats have a capacity to initiate and innovate that is unparalleled in the political
system (OLeary 2010). This powerful influence in the hands of a wide range of public
sector professionals suggests that public organizations should be working to ensure that
employees at all levels are equipped with a range of leadership tools and skills and know
how to apply these in a wide range of settings.
IV.
LiteratureReview
There is a growing recognition, both in organizations and in the academic

literature, that leadership expertise is as necessary as technical expertise to creating highA.Neal
Page7
performing public sector organizations. However, leadership is also a slippery concept

how does one do leadership, and can it be learned? The literature on public sector
leadership competencies include a wide array of attributes, skills and behaviors (see
Appendix A for a summary), but just knowing the attributes, skills and behaviors
associated with strong leadership does not make clear how one gains or practices these
leadership competencies. This capstone project and the EMPA curriculum are based on
the premise that leadership can indeed be learned, and that leadership tools are a concrete
and useful way to implement leadership practices and build leadership skills amongst
public sector staff. This literature review discusses three basic questions underpinning
this project: how leadership capacity affects organizational performance; how public
organizations develop staff leadership knowledge and expertise; and how leadership
knowledge translates into leadership practices.
Effective Leadership Drives Organizational Performance:
Research shows that public sector organizational performance is linked with its
leadership practices. Public sector organizations with strong leadership capacity exhibit
increased adaptability, innovation, effectiveness and efficiency compared to their
counterparts with weaker leadership capacity (Andrews & Boyne). In todays era of
increasing complexity and public mistrust of government, effective leadership can make a
crucial difference in an organizations actual performance as well as public perceptions
of performance and external support for the organization (Andrews & Boyne). Effective
leadership provides higher quality and more efficient goods and services; it provides a
sense of cohesiveness, personal development and higher levels of satisfaction among
those conducting the work; and it provides an overarching sense of direction and vision,
A.Neal
Page8
an alignment with the environment, and a resource for invigorating the organizational
culture. This is no small order. (Van Wart 2003). In other words, leadership is a crucial
skill set for todays public sector professionals. However, leadership in the public sector
may also be more difficult than in other sectors. Scholars generally assert that public
sector leadership is more complex and ambiguous than leadership in the for-profit sector,
with more complex and ambiguous goals; multiple sources of authority; and a more rigid
structure with formalized rules and processes (Rainey & Bozeman). To enhance
organizational performance, public sector organizations need effective methods for
building this critical capacity for staff leadership expertise.
Leadership Development In Public Sector Organizations:
Despite scholars recognition that public sector leadership is both critical and
challenging, public organizations are slow to address this need. Even today, public sector
leaders are often selected or their technical expertise, and they lack preparation for
leadership (Morse & Buss, 9, 2009). Furthermore, most public organizations tend to
overlook explicit efforts to develop staff leadership skills and practices (Morse & Buss
2009). In fact, most public sector organizations continue to place great emphasis on
technical expertise across all of the organizations operations, ranging from position
descriptions and trainings to advancement and leadership opportunities, while providing
little or no leadership training (Morse & Buss 2009). Van Wart (2003) argues that this
typical technocratic focus in public organizations is largely a legacy of the early 20th
century scientific management era, with its emphasis on technical qualifications and
administrative neutrality, as well as a widespread but mistaken belief that public
organizations are guided by elected leaders and larger external forces such as politics and
A.Neal
Page9
community norms that are largely outside the purview or influence of the organizations
civil servants or administrative leaders. In this view, public organizations only need civil
servants who have the technical knowledge, skills and abilities needed to execute these
externally determined goals and priorities; leadership is virtually unnecessary.
Despite this technocratic legacy in the public sector, however, some public sector
organizations are beginning to implement explicit leadership training for employees.
Multnomah County, for example, began piloting a leadership development academy in
2010 with a 12-person cohort. However, leadership skill development requires both
theoretical knowledge and practical application (Colvard, in Morse & Buss 2009; Kim
2009), and leadership training alone does not necessarily result in leadership practices. In
fact, leadership scholars recognize a transfer of learning problem in which leadership
knowledge gained in academic or training programs is rarely applied in the workplace
(Kramer, 296, in Morse & Buss 2009).
Applying Leadership Knowledge: Leadership As A Practice
Leadership involves encouraging initiative in others and motivating people to
do extraordinary things (Kouzes & Posner 2007). Leadership is demonstrated by a
persons capacity to be effective in setting direction, creating alignment, and
maintaining commitment in groups of people who share common work (Morse & Buss,
4-5). This requires specific technical, social, communication, analytic and
negotiation/influence skills, as well as ongoing learning (Van Wart & Dicke 2008).
Scholars agree that leadership is not an inherent trait of only a few exceptional people,
but a set of concrete knowledge, skills and behaviors that be learned (see, for example,
Kouzes & Posner 2007; Morse & Buss 2009; Van Wart & Dicke 2008). However,
A.Neal
Page10
academic or theoretical learning is not enough. Leadership is also an experientially

acquired skill that requires practice to build competence, and leadership advancement
wont proceed without specific developmental experiences (Colvard, 50, in Morse &
Buss 2009; Amagoh 2009). Those of us who completed the EMPA program have a solid
theoretical foundation for leadership; we now need to apply it.
According to Kouzes & Posner, individuals learn leadership skills in three ways:
education, experience and example. The EMPA courses provided students with a
foundation of formal education. However, we also need to experience and examples in
order to develop our leadership practices. The toolkit model provides a systematic way to
help users identify the right leadership tools - assessments, exercises and other applied
knowledge materials - for a given situation and provides guidance on how to use these
tools. When practiced effectively and consistently, these tools can raise ones leadership
competence through practice and experience. Furthermore, leaders who effectively use
these tools also increase the leadership skills of others in the organization by leading and
teaching through example (Kramer, 304, in Morse & Buss 2009). Finally, the toolkit
model furthers organizational learning by making written guidelines for effective
leadership practices available to all who are interested.
V. ResearchQuestions&Method
This capstone project began by identifying four basic research questions to
identify and organizes the leadership tools taught in the EMPA curriculum. These four
basic research questions focused on leadership tool definition, identification,
organization, and evaluation and were conceptualized as follows:
Question 1, Tool Definition: What constitutes a leadership tool?
A.Neal
Page11
Question 2, Tool Identification: What leadership tools are incorporated into the
EMPA course content?
Question 3, Toolkit Organizational Structure: What type of leadership situation
does the tool address? (Organization)
Question 4, Tool Evaluation & Ranking: Which of these tools are most useful for
this EMPA cohort?
This capstone project is the product of a content analysis of the Executive Masters
in Public Administration coursework in which I reviewed the course materials and
identified leadership tools introduced in the course content, as guided by the four
questions above. Following Kouzes & Posners assertion that leadership is a
measurable, learnable and teachable set of behaviors, I defined a tool as a specific
activity or process that I believed could be taught or learned in a brief toolkit template.
The template includes a description, instructions, strengths and weaknesses, and an
example or illustration. I also organized the tools based on the variety of settings that
public sector leaders encounter with individuals, in groups or teams, across organizations
or in community settings. In reviewing the course materials to identify the tools, I looked
for exercises, assessments, checklists, visual aids and other materials that I thought I
could be applied in one of these settings. Finally, I sought feedback from the EMPA
cohort to evaluate and rank the most useful tools. Each research question and the
methodology used is described in more detail below.
Question 1: What constitutes a leadership tool?
Tools are simply knowledge that has been translated into a simple, useable and
systematic form (Gawande, 133). Following Kouzes & Posners assertion that
A.Neal
Page12
leadership is a measurable, learnable and teachable set of behaviors, I defined a

leadership tool as a specific exercise, activity, process or visual aid that I believe could be
described briefly in the toolkit format and used in a public sector organization. As a
leadership tool, not a technical skill, I also looked for materials that seemed likely to be
useful to professionals in multiple sectors. Thus, I excluded materials that I felt were not
likely to be used by me or others in my cohort, such as the Case Briefing and
Comparative Case Analysis materials from Administrative Law (PA 534), which address
legal content that is far more likely to be handled by our organizations attorneys. Many
of the tools I identified in the curriculum are well-defined and widely recognized
assessments and exercises, ranging from commercial tools such as StrengthsFinder 2.0 to
widely-practiced activities such as brainstorming, while other tools are less well known
applied information or tools that I believe could be used with others, such as visual aids
that public sector leaders might use to educate stakeholders about complex concepts (e.g.,
the Executive Leadership Institutes Public Leadership Framework), Finally, to be
considered a tool, each item had to be relatively concise, simple and systematic in
application so that it can be taught and learned in the toolkit format. This definition
excluded some useful but lengthy materials that seemed far more likely to be used as
reference materials than applied as tools, such as Scott Lazenbys Akido Budget Manual
from Advanced Public Budgeting (PA 583) and Eugene Bardachs book The Eight-Fold
Path to Policy Analysis, from Policy Origins and Process (PA 533). This tool definition
also excluded other course content that was useful as reference material but did not
necessarily translate to any applied leadership activities or processes, such as websites
and bibliographies.
A.Neal
Page13
Question 2: What leadership tools are incorporated into the EMPA curriculum?
Based on the definition above, I reviewed the curriculum, handouts or slides, class
notes and exercises for each class that I completed. I excluded content from one course
that I did not take (Analytical Methods in Public Administration, PA 552) and included
only the materials from the class sessions I attended for another course that I only audited
(Performance Accountability, PA 510). Table 1 summarizes, by course, all of the
identified tools.
A.Neal
Page14
Table 1: Leadership Tools By Course

Course # & Title
PA 518: Leading Public
Organizations
Instructor
Morgan
PA 517: Leadership
Development for Public
Organizations
Ingle
Institute #1: Trends and

Impacts on Personal and
Organizational Leadership
Morgan, Ingle,
Beard
PA 510: Practical
Leadership in Public Sector
Organizations
PA 540: Administrative
Theory & Behavior
Gordon
SWOT analysis (not included in curriculum but reviewed as

part of small-group project)
Kass
Organizational frames analysis
Institute #2:
Organizational Design
PA 545: Organizational
Development
Kass, Ingle,
Chubb
Chubb, Ingle
Leadership Practices Inventory (commercial tool)
PA 552: Analytic Methods

in Public Administration
PA 583:
Advanced Budgeting
Concepts & Techniques
PA 590: Public Human
Resources Management
Nisishiba
Action research (visual aid & process)

Brainstorming technique
Nominal group technique
Precursors for successful organizational change
assessment
Determinants of successful implementation of change
assessment
Organizational culture assessment instrument
Single/double/triple loop learning
Appreciative inquiry
Negotiating styles grid
N/A I did not take this course
Lazenby
Budget presentation tips
Kass
PA 533: Public Policy

Origins and Process
Institute #3: Reinvention,
Accountability & the Future
of Public Administration
PA 510: Performance
Accountability in the Public
Sector
PA 539: National Policy
Process Seminar
(Washington, DC)
PA 534: Administrative Law
Shinn
Position Matrix
Performance appraisal preparation guide
Corrective action guide
Effective interview guidelines
Policy choice decision analysis & matrix
PA 513: Administrative
Ethics & Values
Kass
A.Neal
Tools
Mind mapping exercise
Implications Analysis exercise
Icebreaker dyad & team chart exercise
Monument building exercise
Visual aid: democratic balancing wheel
Visual aid: public sector leadership framework
StrengthsFinder 2.0 (commercial tool)
Learning styles profile assessment
Emotional intelligence self assessment
Facilitative Factors for Effective Leadership
Leadership Practices Inventory (commercial tool)
Leadership Development Portfolio (commercial tool)
None
Shinn,
Morgan, Kahn
None
Kahn
Citizen values assessment
Shinn
Performance reporting template
Morgan
Visual aid: bureaucratic accountability model

Visual aid: democratic balance wheel
360* ethical evaluation
Page15
Question 3: What type of leadership situation does each tool address?

Because public sector employees confront many different types of leadership
situations, I categorized each tool according to one of four leadership levels or
categories I believed the tool most typically addressed: individual, group, organization, or
community. This four-level framework is based on the argument made by Richard F.
Callahan that public sector leadership development programs must take into
consideration the need for public sector leaders to use different strategies or approaches
as they interact with multiple levels of society (in Morse & Buss, 2009). Callahans
public sector leadership model actually includes five levels of society that were originally
articulated by Nobel prize winner Herbert Simon: the individual, group, organizational,
community, and institutional levels. This toolkit, however, limits its scope to the tools
that can be applied by a single person in their public sector leadership role with
individuals, in groups, in organizations, and in community settings. The fifth
institutional level, which refers to institutions such as the legislature and court, is
excluded because, although several EMPA courses addressed the role of public leaders at
the institutional level, institutional-level tools are generally not applied by or under the
control of any one person in a public sector organization, even one in a very senior
leadership position.
Defining The Four-Level Toolkit Framework
Having settled on using a four-level framework to organize this leadership toolkit, I
then created an operational definition to guide my categorization of each tool. While
some tools could appropriately be categorized and used in multiple levels, each tool was
A.Neal
Page16
included in only one category to simplify the analysis. The following definitions guided
my categorization:
Individual-Level Tools: Individual-level leadership tools emphasize the importance

of human capital in an organization. These tools focus on identifying ones own core
values, leadership styles, and communication techniques, or on guiding a leaders
interactions with another individual. Nine tools were identified in this category.
Group or team level tools: Group or team-level tools emphasize processes for
leading groups or teams through collaboration and group learning. Group-level tools
can help develop a common vision and mission and bring the group members
individual expertise to bear on the problem at hand, and can also help team members
develop social capital. Seven tools were identified in this category.
Organization-level tools: These tools focus on helping leaders meet demands and
expectations of managing organizations, including tools to address strategy, anticipate
and navigate change, and focus on outcomes. Ten tools were identified in this
category.
Community-level tools: Community-level tools help public sector professionals

apply leadership skills in their roles as stewards of the public interest. In this role,
public sector leaders need to tools to assess community values, balance competing
interests, and build public trust. Five tools were identified in this category.
Table 2 summarizes the tools included in each category and provides a brief description
of the tool.
A.Neal
Page17
Table 2: Tools By Categories & Tool Descriptions

Individual Level
360-Degree Ethical Evaluation: A process for analyzing ethical issues/decisions

and formulating ethical action.
StrengthsFinder 2.0: A book and accompanying online assessment of an
individuals top 5 of 34 possible strengths identified by Gallup researchers. The
assessment report includes recommendations for building on individual strengths.
Leadership Practices Inventory: A commercially available self-assessment and
third-party assessment of individual leadership practices based on Kouzes &
Posners five practices of effective leadership.
Emotional Intelligence Self-Assessment: A self-assessment of emotional
intelligence or key interpersonal skills including self awareness, self regulation,
motivation, empathy and social skills.
Negotiating Styles Grid: Descriptions of five different negotiating styles and
recommendations for when each style can be effectively used.
Performance Appraisal Preparation Guide: A checklist of preparation steps,
documentation recommendations and an outline for conducting performance
appraisal meetings.
Position Matrix: guidelines for developing position descriptions and job
requirements focusing on knowledge/skills/ abilities, motivators, and results.
Group or Team
Level
Corrective Action Assessment Guide: guidelines for analyzing employee

performance problems, diagnosing contributing factors, and formulating corrective
action.
Icebreaker Dyads: an activity to introduce and establish teams. Pairs of
individuals take 2 minutes to introduce themselves to each other. Pairs then
introduce each other to the larger group.
Brainstorming Technique: A group activity to generate as many creative ideas as
possible. The group is instructed to withhold evaluation or judgment of ideas during
the brainstorming process; sorting and ranking takes place later.
Nominal Group Technique: An activity similar to brainstorming, but structured to
ensure that every participant has an opportunity to provide input. Each participant
writes down a few ideas, then each person takes turns sharing ideas with the
group. Sorting and ranking takes place after idea generation.
Mind Mapping: A group activity that involves creating a graphic or image radiating
out from the central theme or concept. The entire group participates in generating
and organizing complex related ideas.
Implications Analysis: A two-step activity to first identify external or
environmental forces (using mind mapping, force field analysis, or another
technique) then identifying and considering the leadership or policy implications of
these forces at multiple levels (individual, group, organization and community)
Learning Styles Profile: individual self-assessment of learning styles that is
usually shared with a group or team to help identify style differences amongst team
members.
Monument Building Exercise: a team-building activity in which small groups or
teams are given limited material and a goal along with some evaluative criteria
(sturdy, tall, beautiful, etc.). The team must work together to build their monument.
A.Neal
Page18
Table 2, continued
Organization Level
Organizational Frames Analysis: a series of questions to assess an

organizations typical world view (of the external environment and human nature),
goals and operational responses. Identifying the organizational frame helps
identify potential leadership challenges, risks and opportunities.
Precursors for Successful Organizational Change: a checklist of factors
necessary for organizational change (felt need for change, causes, commitment,
support, leadership, openness to learning, measurable outcomes) that are ranked
in order of importance. Identifying these factors helps formulate action steps.
Organizational Culture Assessment: an instrument to assess the organizations
culture as it exists and as it would be in its preferred state if you could change it.
Questions on six topics help identify the relative importance the organization places
on collaborating, creating, competing and controlling.
Facilitative Factors Influencing Organizational Leadership: a checklist of
preconditions influencing or facilitating effective leadership.
SWOT Analysis: The Strengths, Weaknesses, Opportunities and Threats (SWOT)
Analysis is a process for identifying internal and external factors that may influce
the organizations plans or strategic direction. Strengths and weaknesses refer to
internal factors; opportunities and threats refer to external factors.
Single, Double, Triple Loop Learning and Learning Forums: Single loop
learning is a strategy to examine data to limit mistakes or errors in the existing
process; double loop learning focuses on examining errors to assess the
effectiveness of the current strategy or process; triple-loop learning focuses on
using data from current strategies and mistakes to assess large-scale values and
priorities. Learning forums are regular, structured reviews of data involving
employees from multiple levels in the organization.
Action Research: an ongoing, iterative process using data (both quantitative and
experiential) to plan, act, reflect and learn.
Appreciative Inquiry: a form of action research focusing on the positive core,
i.e., identifying and understanding what works well and learning from successes.
Determinants of Successful Implementation of Change: a checklist of
determinants and strategies for successfully implementing organizational change.
Budget Presentation Tips: checklist or summary of key points for preparing and
delivering budget information to decisionmakers and the public.
Community Level
Performance Reporting Template: a short report format with graphical

representations of key information about the organizations performance.
Policy Choice Decision Matrix: A matrix to evaluate policy alternatives against
specific criteria and overall policy goals.
Conditions for Effective Policy Implementation: A checklist of six conditions
needed for effective policy implementation; useful for reviewing policy development
and assessing potential barriers for policy implementation.
Citizen Values Assessment: A framework to compare the potential impact of a
proposed policy choice with typical citizen concerns and expectations for public
organizations.
Visual Aids: graphics and visual aids describing the unique considerations of
public organizations such as the public sector leadership framework, administrative
models, and democratic balance wheel.
A.Neal
Page19
Question 4: Which tools are most useful for this EMPA cohort?
The course content analysis identified 31 tools taught in this cohorts EMPA
curriculum. Because this toolkit is based on the premise that the tools included in it must
actually be seen as useful, I developed four selection criteria to identify the most useful
tools and sought input from the 2008 EMPA cohort via an anonymous electronic survey.
As the public sector professionals targeted by the EMPA program and as the individuals
who made a significant investment in both time and money, this EMPA cohort was
clearly the target audience for the curriculum, and therefore I relied on their input to
identify what course content was most useful. The tool selection criteria and their
operational definitions are described below:
Tool Selection Criteria:
Cost of application: The tool had to be identified by the majority of cohort

members as something they were likely to use given its costs in terms of actual
cost, time needed, or effort involved. I classified this as a high priority because I
wanted to prioritize the tools that are most likely to be used.
o Survey Question: Given what you know about the cost, time and effort
involved, which of the following tools would you actually use?
Utility: The tool had to be seen by the majority of the cohort as useful for
addressing leadership challenges they face in their work settings. I classified this
as a medium priority.
o Survey Question: This tool would be helpful for me in addressing the
major leadership challenges in my current work setting.
A.Neal
Page20
Credibility: The majority of the cohort had to agree that the tools results would
be credible with others in their organization. I classified this as a medium priority.
o Survey Question: If I were to use these tools in my workplace, I believe
others would find them credible (i.e., they would be inclined to use or
accept the results).
Transferability across sectors: I included one criterion to determine whether the

tool would be useful across a wide range of public sector settings. However, I
classified this as a low priority because I expected little variability on this
criterion, given that all of the survey respondents were cohort members with the
same academic foundation.
o Survey Question: Select the category that best describes the public
administration setting you work in: public works; public safety; human
services; administration; other.
Survey Method:
The survey was administered in April 2010 via an email request sent out to all 19
other cohort members, with a link to an electronic survey via SurveyMonkey (Appendix
B). Results were collected anonymously, although respondents were asked to identify
their work sector (public safety, public works, human services, administration, and
other). The survey was open to collect responses for five full days.
VI.
Results
Twelve of the 19 cohort members responded to the survey during the five-day
time frame, resulting in a response rate of 63%. The respondents represented all sectors
in this EMPA cohort, with 3 respondents from public works; 4 from public safety; 2 from
A.Neal
Page21
human services; and 3 from administration. Survey responses were weighted and
tabulated, as described below, and the tools were ranked based on the combined scores
for all selection criteria so that the top tools from each category could be identified for
inclusion in this toolkit.
Response Scoring/Weighting:
Survey responses were scored as follows:
-1 for each respondent who felt the item identified was not a tool
Cost of application: +1 for each respondent who would use the tool, given its
costs of application. Because this was the high-priority criterion, I weighted this
by multiplying the value by 1.5.
Useful/helpful for typical leadership problems: This response was measured on a

Likert-type scale. For analysis, I assigned numeric value of -2 for strongly
disagree; -1 for disagree; 0 for neutral; +1 for agree; and +2 for strongly agree.
This was a medium priority criterion and therefore was not weighted.
Credible results: This response was measured on a Likert-type scale. For analysis,
I assigned numeric value of -2 for strongly disagree; -1 for disagree; 0 for neutral;
+1 for agree; and +2 for strongly agree. This was a medium priority criterion and
therefore was not weighted.
Transferrability across sectors: The purpose for including this criterion was to
identify tools that were transferrable across sectors. Because I expected little
variability based on our common educational background, I considered this a lowpriority criterion and weighted it at .5. As expected, there was little variability
across sectors in assessing each tool considered for inclusion in the toolkit, and
A.Neal
Page22
the actual weighted score did not change the ranking of any of the tools, so this
measure was dropped from the final analysis.
Results for each level or category are displayed in the tables below.
Table 3: Scoring/Ranking of Individual-Level Tools

NOT a
tool
Importance/Weighted Value
Will use
High (1.5)
Actual
Strengthsfinder 2.0
Leadership Practices Inventory
360 Degree Ethical Assessment
Corrective Action Assessment
Emotional Intelligence Self Assessment
Peformance Appraisal Preparation Guide
Negotiating Styles Grid
Effective Interview Guidelines
Position Matrix
-1
-1
-2
-1
0
-2
-2
-3
-1
Actual
11
7
7
6
6
5
3
3
2
Weighted
16.5
10.5
10.5
9
9
7.5
4.5
4.5
3
Useful /
Helpful
Medium
(1.0)
Actual
16
12
10
11
9
9
7
5
6
Credible
Useful /
Helpful
Medium
(1.0)
Actual
Credible
Medium
(1.0)
Actual
16
14
12
11
11
13
10
10
8
Total
Ranking
Total
47.5
35.5
30.5
30
29
27.5
19.5
16.5
16
Ranking
1
2
3
4
5
6
7
8
9
Total
Ranking
Total
45
40
31.5
30.5
25.5
11
8
Ranking
1
2
3
4
5
6
7
Table 4: Scoring/Ranking of Group/Team-Level Tools

Criteria
NOT a
tool
High
(1.5)
Actual
Actual
Nominal Group Technique
Brainstorming Technique
Implications Analysis
Mind Mapping
Learning Styles Profile
Icebreaker Dyads
A.Neal
Will use
0
-1
-1
-1
-2
-3
-4
10
10
7
7
7
6
4
Weighted
15
15
10.5
10.5
10.5
9
6
15
13
11
11
10
1
5
Medium
(1.0)
Actual
15
13
11
10
7
4
1
Page23
Table 5: Scoring/Ranking of Organization-Level Tools

Criteria
NOT a
tool
Will use
High
(1.5)
Actual
Actual
Weighted
Useful /
Helpful
Medium
(1.0)
Actual
Credible
Medium
(1.0)
Actual
Total
Ranking
Total
Ranking
SWOT Analysis
(strengths/weaknesses/opportunities/
threats)
Organizational Culture Assessment
-1
0
9
8
13.5
12
12
14
14
12
38.5
38
1
2
Determinants of Successful
Implementation of Organizational Change
-1
12
13
11
35
Precursors for Successful Organizational

Change
Action Research
Facilitative Factors For Effective Leadership
Organizational Frames Analysis
Budget Presentation Guidelines
0
-1
0
-1
-1
6
8
7
5
6
9
12
10.5
7.5
9
11
9
11
11
11
11
11
8
11
8
31
31
29.5
28.5
27
4 (tie)
4 (tie)
6
7
8
Single, Double, Triple Loop Learning &

Learning Forums
Appreciative Inquiry
-1
0
6
6
9
9
8
6
9
8
25
23
9
10
Total
Ranking
Table 6: Scoring/Ranking of Community-Level Tools

Criteria
NOT a
tool
Will use
High (1.5)
Actual
Actual
Weighted
Useful/
Helpful
Medium
(1.0)
Actual
Credible
Medium
(1.0)
Actual
Citizen Values Assessment

Policy Choice Decision Analysis & Matrix
Conditions for Effective Policy
Implementation
Performance Reporting Template
0
-1
10
10
15
15
12
10
16
10
Total
43
34
Ranking
1
2
0
-2
7
8
10.5
12
9
10
12
10
31.5
30
3
4
Graphics: public sector leadership framework,

administrative models, democratic balance
wheel
-2
10.5
21.5
VII. Discussion
Based on these survey results, the top recommended tools for each level/category of
public sector leadership are listed below. These recommended tools were ranked the
highest by this cohort and represent useful, practical applications of the formal leadership
education delivered in the EMPA curriculum. The costs of using these tools (in terms of
actual costs and the time and skill needed to use these tools) are reasonable, the tools
A.Neal
Page24
address the typical leadership challenges faced by the cohort, and the results of the tool
are seen as credible and likely to be used or accepted. Furthermore, each tool is
applicable across a variety of public sector settings, including public works, public safety,
human services, and administration. However, the results from this survey are based on
only this small groups input, and are therefore not generalizable to other cohorts or to
other public sector leaders. There are also a multitude of other applied leadership tools
that may, in fact, be more useful to the cohort, but these were not reviewed in the
curriculum.
Recommended individual level tools: These tools focus on identifying ones own core
values, leadership styles, and communication techniques.
StrengthsFinder 2.0
360-Degree Ethical Evaluation
Recommended group-level tools: These tools emphasize processes for leading groups
or teams through collaboration and group learning. They can be used to help develop a
common vision and mission and bring the group members individual expertise to bear
on the problem at hand.
Brainstorming
Recommended organization-level tools: These tools focus on organizational leadership,

including tools to assess the environment and to anticipate and navigate change.
SWOT analysis
A.Neal
Page25
Determinants of Successful Implementation of Organizational Change
Recommended community-level tools: These tools help leaders assess community

values, balance competing interests, and build public trust.
Policy Choice Matrix
Conditions for Effective Policy Implementation
VIII. ToolkitTemplate
The following recommended toolkit template includes a brief description of the tool,
suggestions about which category or level (individual, group, organization, community)
the tool is best suited for, its strengths and weaknesses, instructions and format, a short
illustration or example, and a bibliography or references for additional information. This
toolkit template aims to organize and synthesize information in a simple, concise guide
that makes leadership tools understandable to all users regardless of their formal
education or experience applying these tools. The toolkit format also ensures a level of
consistency by using a simple, easy-to-learn and easy-to-use format. By outlining the
critical steps, examples, and important considerations for selecting and using the tool, the
toolkit provides a roadmap for turning leadership knowledge into leadership practices.
Level
Description
Instructions
Strengths
Weaknesses
Example
For additional information
A.Neal
Tool Name
Briefly describe what this tool does and when it may be
used
This format should simple and concise, with numbered
instructions and/or formats for visual tools.
Highlights of the strengths or benefits of using this tool
Potential weaknesses or drawbacks of using this tool
An illustration or example
Referenceinformation
Page26
For examples, see Appendix D.
A.Neal
Page27
IX.
Conclusion
Portland State Universitys EMPA program provided its cohort members with a
strong academic foundation to enhance their leadership competencies. However, the old
adage knowledge is power is only half-true; Napoleon Hill, an early 20th century author
and advisor to President Franklin D. Roosevelt, was more accurate when he stated that
knowledge is potential power. Leadership development also takes practice, and the
knowledge gained in this EMPA program will not be useful if it is not applied. As I
reflect on my completion of this EMPA program, I recognize I need to look around my
workplace for specific opportunities to apply the leadership practices I learned in this
program, and a summary of the potential applied materials would be useful to take with
me. I believe that the programs emphasis on applied knowledge and leadership practice
is valuable for mid-career professionals, but this emphasis could be further strengthened
for future cohorts. The toolkit concept provides an easy-to-use format for translating
knowledge into practice. Future EMPA cohorts will gain more from the program if each
course clearly identifies the applied leadership knowledge and skills to be gained and
provides specific tools that students can take with them into their workplaces.
A.Neal
Page28
Bibliography
Amagoh, Francis. Leadership Development and Leadership Effectiveness. Management
Decision, Vol. 47, No. 6 (August 2009), 989-999.
Andersen, Jon Arum. Public vs. Private Managers: How Public and Private Managers Differ
in Leadership Behavior. Public Administration Review, January-February 2010, 131143.
Andrews, Rhys and George A. Boyne. Capacity, Leadership and Organizational
Performance: Testing the Black Box Model of Public Management. Public
Administration Review, May-June 2010, 443-454.
Gawande, Atul. The Checklist Manifesto: How To Get Things Done Right. New York:
Metropolitan Books, 2009.
Kim, Chulwoo. Developing Effective Leadership Skills Book Reviews. Public
Administration Review, May-June 2010, 547-549.
Kouzes, James M. and Barry Posner. Leadership Practices Inventory, 3rd Edition. San
Francisco: Pfeiffer, 2003.
Kouzes, James M. and Barry Z. Posner. The Leadership Challenge, 4th Edition. San
Francisco: Jossey Bass, 2007.
Morse, Ricardo S. and Terry E. Buss, Eds. Innovations in Public Sector Leadership.
Armonk, NY: M.E. Sharpe, 2009.
Moynihan, Donald and Noel Landyut (2009). How Do Public Organizations Learn?
Bridging Cultural and Structural Perspectives. Public Administration Review,
November-December 2009, 1097-1105.
OLeary, Rosemary. Guerilla Employees: Should Managers Nurture, Tolerate or
Terminate Them? Public Administration Review, January-February 2010, 8-19.
Rainey, Hal G. and Barry Bozeman. Comparing Public and Private Organizations:
Empirical Research and the Power of A Priori. Journal of Public Administration
Research and Theory, Vol. 10, No. 2, 447-469 (2000).
Rusaw, A. Carol. Administrative Leadership in the Public Sector Book Review, Public
Administration Review, 2009.
Trottier, Tracey, Montgomery Van Wart, XiaoHu Wang. Examining the Nature And
Significance of Leadership in Government Organizations. Public Administration
Review, March-April 2008, 319-333.
Van Wart, Montgomery and Lisa A. Dicke. Administrative Leadership In The Public Sector.
Armonk, YW: ME Sharpe, 2008.
A.Neal
Page29
Van Wart, Montgomery. Public Sector Leadership Theory: An Assessment. Public

Administration Review, March-April 2003, 214-228.
A.Neal
Page30
AppendixA:PublicOrganizationLeadershipCompetencies
These competencies are drawn from Montgomery Van Warts (2005) review of public
sector leadership literature and cited in Morse & Buss, page 83.
Traits/Attributes
Self confidence
Decisiveness
Skills
Communication
Social skills
Energy
Need for achievement
Willingness to assume
responsibility
Flexibility
Service mentality
Personal integrity
Influence skills
Analytic skills
Technical skills
Emotional maturity
A.Neal
Continual learning
Behaviors
Task-oriented
Monitoring and assessing
work
Operations planning
Clarifying roles
Informing
Delegating
Problem solving
Managing innovation and
creativity
People-oriented
Consulting
Planning and organizing
personnel
Developing staff
Motivating
Building and managing
teams
Managing personnel
conflict
Managing personnel change
Organization-oriented
Scanning the environment
Strategic planning
Articulating the mission and
vision
Networking and partnering
Performing general
management functions
Decision making
Managing organizational
change
Page31

AppendixB:Survey
(See attached 9 pages)
A.Neal
Page32
Toolkit Selection Survey

Introduction
Hello EMPA Cohort! I am requesting your assistance for my Capstone project. I would really appreciate
your response to this survey, which should take no more than 10-15 minutes of your time.
For my Capstone project, I am creating a "toolkit" of the course materials that can be used with
individuals, groups/teams, organizations and communities in our roles as public sector leaders - a postEMPA reference guide, if you will. Your feedback via this short survey will help me prioritize the items our
cohort thinks are the most useful. The survey is divided into 4 sections for tools and exercises that can
be used in individual, teams, organizations and community settings. Some tools might be useful in more
than one setting, but are included only once to simplify the survey.
If you can help me out, please complete the survey by Sunday, April 25. I plan to download the results
on Monday.
Thanks for your help,
Annie
* 1. Select the category that describes the public administration setting you
work in.
j
k
l
m
n
Public works
j
k
l
m
n
Public safety (fire, police)
j
k
l
m
n
Human services (e.g., counseling, mental health, social services)
j
k
l
m
n
Administration (e.g.,education, local government)
j
k
l
m
n
Other (please specify):
Individual-Level Tools
Individual-level tools are meant to be used for your own leadership development or in your leadership
role with individuals.

1. The following are short descriptions of individual-level tools reviewed in
our EMPA classes. Mark any that you think should NOT be included in the
"toolkit."
NOT a tool
360 Degree Ethical Evaluation: A process for analyzing ethical issues/decisions and formulating ethical
action.
Strengthsfinder 2.0: An on-line assessment of an individuals top 5 of 34 possible strengths identified by
Gallup researchers. Includes recommendations for building on individual strengths. Book must be
c
d
e
f
g
c
d
e
f
g
purchased and assessment must be completed online. Cost: approx. $20 each
Leadership Practices Inventory: self-assessment and third-party assessment of individual leadership
practices based on Kouzes & Posners five practices of effective leadership. Cost: approx. $20 per set
Emotional Intelligence Self-Assessment: A self-assessment of "emotional intelligence or intra- and
interpersonal skills (self-awareness, self regulation, motivation, empathy, social skills).
Negotiating Styles Grid: Descriptions of 5 different negotiating styles and suggestions for when each style
can be effectively used.
Performance Appraisal Preparation Guide: Checklist of preparation steps, documentation and outline for
performance appraisal meetings
Position Matrix: guidelines for developing position description and requirements focusing on knowledge/
skills/abilities, motivators, and results.
Corrective Action Assessment: Process to analyze performance problems, diagnose contributing factors and
guide corrective action
Effective Interview Guidelines: recommendations for interviewing
c
d
e
f
g
c
d
e
f
g
c
d
e
f
g
c
d
e
f
g
c
d
e
f
g
c
d
e
f
g
c
d
e
f
g
2. Did I miss any important tools that can be used for yourself or with
individuals? Describe below (if you know the class it came from, please
include that also).
A
B
C
3. Given what you know about the cost, time and effort involved, which of
the following tools would you actually use for yourself or with another
individual? (Mark all that apply.)
c
d
e
f
g
360 Degree Ethical Evaluation
c
d
e
f
g
Strengthsfinder 2.0
c
d
e
f
g
c
d
e
f
g
Emotional Intelligence Self-Assessment
c
d
e
f
g
Negotiating Styles Grid
c
d
e
f
g
Performance Appraisal Preparation Guide
c
d
e
f
g
Position Matrix
c
d
e
f
g
Corrective Action Assessment
c
d
e
f
g
Effective Interview Guidelines

4. This tool would be helpful for me in addressing the major individual-level
leadership challenges in my current work setting.
Strongly
agree
Agree
Neutral
Disagree
Strongly
Disagree
360 degree ethical evaluation:
j
k
l
m
n
j
k
l
m
n
j
k
l
m
n
j
k
l
m
n
j
k
l
m
n
Strengthsfinder 2.0:
j
k
l
m
n
j
k
l
m
n
j
k
l
m
n
j
k
l
m
n
j
k
l
m
n
Leadership Practices Inventory:
j
k
l
m
n
j
k
l
m
n
j
k
l
m
n
j
k
l
m
n
j
k
l
m
n
Emotional intelligence self-assessment:
j
k
l
m
n
j
k
l
m
n
j
k
l
m
n
j
k
l
m
n
j
k
l
m
n
Negotiating styles grid:
j
k
l
m
n
j
k
l
m
n
j
k
l
m
n
j
k
l
m
n
j
k
l
m
n
Performance Appraisal Preparation Checklist:
j
k
l
m
n
j
k
l
m
n
j
k
l
m
n
j
k
l
m
n
j
k
l
m
n
Position Matrix:
j
k
l
m
n
j
k
l
m
n
j
k
l
m
n
j
k
l
m
n
j
k
l
m
n
Corrective Action Assessment:
j
k
l
m
n
j
k
l
m
n
j
k
l
m
n
j
k
l
m
n
j
k
l
m
n
Effective Interview Guidelines:
j
k
l
m
n
j
k
l
m
n
j
k
l
m
n
j
k
l
m
n
j
k
l
m
n
5. If I were to use these tools with other individuals, I believe they would
find them credible (i.e., they would be inclined to use or accept the results).
Strongly
agree
Agree
Neutral
Disagree
Strongly
Disagree
360 degree ethical evaluation:
j
k
l
m
n
j
k
l
m
n
j
k
l
m
n
j
k
l
m
n
j
k
l
m
n
Strengthsfinder 2.0:
j
k
l
m
n
j
k
l
m
n
j
k
l
m
n
j
k
l
m
n
j
k
l
m
n
Leadership Practices Inventory:
j
k
l
m
n
j
k
l
m
n
j
k
l
m
n
j
k
l
m
n
j
k
l
m
n
Emotional intelligence self-assessment:
j
k
l
m
n
j
k
l
m
n
j
k
l
m
n
j
k
l
m
n
j
k
l
m
n
Negotiating styles grid:
j
k
l
m
n
j
k
l
m
n
j
k
l
m
n
j
k
l
m
n
j
k
l
m
n
Performance Appraisal Preparation Checklist:
j
k
l
m
n
j
k
l
m
n
j
k
l
m
n
j
k
l
m
n
j
k
l
m
n
Position Matrix:
j
k
l
m
n
j
k
l
m
n
j
k
l
m
n
j
k
l
m
n
j
k
l
m
n
Corrective Action Assessment:
j
k
l
m
n
j
k
l
m
n
j
k
l
m
n
j
k
l
m
n
j
k
l
m
n
Effective Interview Guidelines:
j
k
l
m
n
j
k
l
m
n
j
k
l
m
n
j
k
l
m
n
j
k
l
m
n
Team-Level Tools
Team-level tools are meant to be used in your leadership role with groups or teams.

1. The following is a short description of tools reviewed in our EMPA classes.
Mark any that you think should NOT be included in the "toolkit."
NOT a tool
Icebreaker Dyads: An activity to establish/introduce teams. Pairs of individuals take 2 minutes to introduce
themselves to each other, then everyone takes turns introducing their partner to the larger group.
Brainstorming Technique: A group activity to generate as many creative ideas as possible. The group is
instructed withhold evaluation or judgment of ideas during the brainstorming; sorting and ranking will take
c
d
e
f
g
c
d
e
f
g
place later.
Nominal Group Technique: An activity similar to brainstorming, but more structured to ensure that every
participant has the opportunity to provide input. Each participant writes down 2-3 ideas; then each person
c
d
e
f
g
takes turn sharing their ideas with the group (or can pass if the idea was already given). When all ideas
are listed, the group reviews and ranks.
Mind Mapping: a group activity that involves creating a graphic or image radiating out from the central
statement/concept. The group participates in generating and organizing complex related ideas.
Implications Analysis: A two-step process to first identify external/environmental forces (using mind
mapping, force field analysis, etc.), then identify the leadership or policy implications of the identified
c
d
e
f
g
c
d
e
f
g
forces. Implications analysis can include assessment of the implications at multiple levels: individual,
group, organization and community.
Learning Styles Profile: individual self-assessment of learning styles; helps identify learning style
differences amongst team members.
Monument Building Exercise: a team-building activity in which groups/teams are given limited material and
a goal w/ evaluative criteria (beautiful, tall, etc.), then work together to build their monument. One
c
d
e
f
g
c
d
e
f
g
observer provides feedback to the team members about their communication and cooperation in the
team.
2. Did I miss any important tools that can be used with groups or teams?
Describe below (if you know the class it came from, please include that
also).
A
B
C
the following tools would you actually use with a group or team? (Mark all
that apply.)
c
d
e
f
g
Icebreaker Dyads
c
d
e
f
g
Brainstorming Technique
c
d
e
f
g
c
d
e
f
g
Mind Mapping
c
d
e
f
g
c
d
e
f
g
Learning Styles Profile
c
d
e
f
g

4. This tool would be helpful for me in addressing the major leadership
challenges in my teams or groups.
Strongly
agree
Agree
Neutral
Disagree
Strongly
Disagree
Icebreaker Dyads:
j
k
l
m
n
j
k
l
m
n
j
k
l
m
n
j
k
l
m
n
j
k
l
m
n
Brainstorming Technique:
j
k
l
m
n
j
k
l
m
n
j
k
l
m
n
j
k
l
m
n
j
k
l
m
n
Nominal Group Technique:
j
k
l
m
n
j
k
l
m
n
j
k
l
m
n
j
k
l
m
n
j
k
l
m
n
Mind Mapping:
j
k
l
m
n
j
k
l
m
n
j
k
l
m
n
j
k
l
m
n
j
k
l
m
n
Implications Analysis:
j
k
l
m
n
j
k
l
m
n
j
k
l
m
n
j
k
l
m
n
j
k
l
m
n
Learning Styles Profile:
j
k
l
m
n
j
k
l
m
n
j
k
l
m
n
j
k
l
m
n
j
k
l
m
n
Monument Building Exercise:
j
k
l
m
n
j
k
l
m
n
j
k
l
m
n
j
k
l
m
n
j
k
l
m
n
5. If I were to use these tools with my teams or groups, I believe they

would find them credible (i.e., they would be inclined to use or accept the
results).
Strongly
agree
Agree
Neutral
Disagree
Strongly
Disagree
Icebreaker Dyads:
j
k
l
m
n
j
k
l
m
n
j
k
l
m
n
j
k
l
m
n
j
k
l
m
n
Brainstorming Technique:
j
k
l
m
n
j
k
l
m
n
j
k
l
m
n
j
k
l
m
n
j
k
l
m
n
Nominal Group Technique:
j
k
l
m
n
j
k
l
m
n
j
k
l
m
n
j
k
l
m
n
j
k
l
m
n
Mind Mapping:
j
k
l
m
n
j
k
l
m
n
j
k
l
m
n
j
k
l
m
n
j
k
l
m
n
Implications Analysis:
j
k
l
m
n
j
k
l
m
n
j
k
l
m
n
j
k
l
m
n
j
k
l
m
n
Learning Styles Profile:
j
k
l
m
n
j
k
l
m
n
j
k
l
m
n
j
k
l
m
n
j
k
l
m
n
Monument Building Exercise:
j
k
l
m
n
j
k
l
m
n
j
k
l
m
n
j
k
l
m
n
j
k
l
m
n
Organization-Level Tools
Organization-level tools are meant to be used in your leadership role within your organization.

NOT a tool
Organizational Frames Analysis: a series of questions to assess the organizations typical world view (of
the organizational environment and human nature), goals, and operational responses. Identifying the
c
d
e
f
g
organization frame helps identify potential leadership challenges, risks and opportunities.
Precursors for successful organizational change: a checklist of factors necessary for successful
organizational change (felt need for change; identifying the causes; commitment to change; multilevel
c
d
e
f
g
support; openness to learning; effective leadership; measurable outcome). The group will rank the
importance of each factor; ID the issues that demonstrate strength or weakness in each; and develop
recommendations based on this.
Organizational Culture Assessment: An instrument to assess an organizations culture as it is now, and as
it would be if you could change it (preferred state). Questions on six topics help identify the relative
c
d
e
f
g
importance the organization places on collaborating, creating, competing, & controlling.

Facilitative factors influencing effective leadership: checklist of preconditions influencing effective
leadership.
SWOT analysis: a group process for identifying internal and external factors that might influence an
organizations plans or strategic direction. Strengths and weaknesses refer to internal factors; opportunities
c
d
e
f
g
c
d
e
f
g
and challenges refer to external factors.

Single, Double, Triple Loop Learning & Learning Forums: Single loop learning focuses on limiting
mistakers/errors in the existing strategy or process. Double loop learning focuses on examining errors to
c
d
e
f
g
assess the effectiveness of current strategy and inform choice/direction. Triple-loop learning involves
large-scale societal shifts in values/priorities. Learning forums are a way to promote single and double
loop learning by involving employees at multiple levels in regular, nonconfrontational reviews of data and
dialogue about what it means.
Action research: An ongoing, interative process using data (quantitative and experiential) to plan, act,
reflect & learn.
Appreciative Inquiry: a form of action research focusing on "the positive core," i.e., identifying and
understanding what works well and learning from successes.
Determinants of successful implementation of organizational change in the public sector: a checklist
determinants & strategies to implement change, including ensuring the need for change; providing a plan;
c
d
e
f
g
c
d
e
f
g
c
d
e
f
g
building internal support & overcoming resistance; ensuring management support and commitment and
identifying a champion for change; building external support; providing resources; institutionalizing
change; pursuing comprehensive change.
Budget Presentation Tips: summary of key points for preparing and delivering budget information to
decisionmakers and the public.
2. Did I miss any important tools that can be used with organizations?
also).
A
B
C
c
d
e
f
g

the following tools would you actually use in your organization? (Mark all
that apply.)
c
d
e
f
g
c
d
e
f
g
Precursors for Successful Organizational Change
c
d
e
f
g
c
d
e
f
g
c
d
e
f
g
SWOT Analysis (strenths/weaknesses/opportunities/ threats)
c
d
e
f
g
Single, Double, Triple Loop Learning & Learning Forums
c
d
e
f
g
c
d
e
f
g
Action Research
c
d
e
f
g
Determinants of Successful Implementation of Organizational Change
c
d
e
f
g

challenges in my organization.
Strongly
agree
Agree
Neutral
Disagree
Strongly
Disagree
j
k
l
m
n
j
k
l
m
n
j
k
l
m
n
j
k
l
m
n
j
k
l
m
n
j
k
l
m
n
j
k
l
m
n
j
k
l
m
n
j
k
l
m
n
j
k
l
m
n
j
k
l
m
n
j
k
l
m
n
j
k
l
m
n
j
k
l
m
n
j
k
l
m
n
j
k
l
m
n
j
k
l
m
n
j
k
l
m
n
j
k
l
m
n
j
k
l
m
n
SWOT Analysis
j
k
l
m
n
j
k
l
m
n
j
k
l
m
n
j
k
l
m
n
j
k
l
m
n
j
k
l
m
n
j
k
l
m
n
j
k
l
m
n
j
k
l
m
n
j
k
l
m
n
j
k
l
m
n
j
k
l
m
n
j
k
l
m
n
j
k
l
m
n
j
k
l
m
n
Action Research
j
k
l
m
n
j
k
l
m
n
j
k
l
m
n
j
k
l
m
n
j
k
l
m
n
Determinants of Successful Implementation of
j
k
l
m
n
j
k
l
m
n
j
k
l
m
n
j
k
l
m
n
j
k
l
m
n
j
k
l
m
n
j
k
l
m
n
j
k
l
m
n
j
k
l
m
n
j
k
l
m
n
Change
(strenths/weaknesses/opportunities/ threats)
Learning Forums
Organizational Change

5. If I were to use these tools within my organization, I believe people in my
organization would find them credible (i.e., they would be inclined to use or
accept the results).
Strongly
agree
Agree
Neutral
Disagree
Strongly
Disagree
j
k
l
m
n
j
k
l
m
n
j
k
l
m
n
j
k
l
m
n
j
k
l
m
n
j
k
l
m
n
j
k
l
m
n
j
k
l
m
n
j
k
l
m
n
j
k
l
m
n
j
k
l
m
n
j
k
l
m
n
j
k
l
m
n
j
k
l
m
n
j
k
l
m
n
j
k
l
m
n
j
k
l
m
n
j
k
l
m
n
j
k
l
m
n
j
k
l
m
n
SWOT Analysis
j
k
l
m
n
j
k
l
m
n
j
k
l
m
n
j
k
l
m
n
j
k
l
m
n
j
k
l
m
n
j
k
l
m
n
j
k
l
m
n
j
k
l
m
n
j
k
l
m
n
j
k
l
m
n
j
k
l
m
n
j
k
l
m
n
j
k
l
m
n
j
k
l
m
n
Action Research
j
k
l
m
n
j
k
l
m
n
j
k
l
m
n
j
k
l
m
n
j
k
l
m
n
Determinants of Successful Implementation of
j
k
l
m
n
j
k
l
m
n
j
k
l
m
n
j
k
l
m
n
j
k
l
m
n
j
k
l
m
n
j
k
l
m
n
j
k
l
m
n
j
k
l
m
n
j
k
l
m
n
Change
(strenths/weaknesses/opportunities/ threats)
Learning Forums
Organizational Change
Community-level Tools
Community-level tools are meant to be used in your leadership role in community settings or as you
make decisions that have a community-wide impact.

NOT a tool
Performance Reporting template: a short report with graphical representations of key information about
the organizations performance. Useful for internal (organization) and external (community) audience.
Policy choice decision analysis & criteria/outcomes matrix: choice, goal, stakeholders, alternatives, criteria
to evaluate, decision.
Citizen Values Assessment: a framework to compare the potential impact of a proposed policy choice with
typical citizen concerns/expectations.
Conditions for Effective Policy Implementation Checklist of six conditions needed for effective policy
implementation; used to review policy development and to assess for potential barriers in implementation.
Graphics: Graphical representations of considerations in public involvement/public sector leadership such
as the public sector leadership framework, administrative models, democratic balance wheel.
c
d
e
f
g
c
d
e
f
g
c
d
e
f
g
c
d
e
f
g
c
d
e
f
g
2. Did I miss any important tools that can be used in a community setting?
also).
A
B
C

the following tools would you actually use in a community setting? (Mark all
that apply).
c
d
e
f
g
c
d
e
f
g
c
d
e
f
g
c
d
e
f
g
c
d
e
f
g
Graphics: public sector leadership framework, administrative models, democratic balance wheel

challenges I face in community settings.
Strongly
agree
Agree
Neutral
Disagree
Strongly
Disagree
j
k
l
m
n
j
k
l
m
n
j
k
l
m
n
j
k
l
m
n
j
k
l
m
n
j
k
l
m
n
j
k
l
m
n
j
k
l
m
n
j
k
l
m
n
j
k
l
m
n
j
k
l
m
n
j
k
l
m
n
j
k
l
m
n
j
k
l
m
n
j
k
l
m
n
j
k
l
m
n
j
k
l
m
n
j
k
l
m
n
j
k
l
m
n
j
k
l
m
n
j
k
l
m
n
j
k
l
m
n
j
k
l
m
n
j
k
l
m
n
j
k
l
m
n

wheel
5. If I were to use these tools in a community setting, I believe they would

be seen as credible (i.e., they would be inclined to use or accept the
results).
Strongly
agree
Agree
Neutral
Disagree
Strongly
Disagree
j
k
l
m
n
j
k
l
m
n
j
k
l
m
n
j
k
l
m
n
j
k
l
m
n
j
k
l
m
n
j
k
l
m
n
j
k
l
m
n
j
k
l
m
n
j
k
l
m
n
j
k
l
m
n
j
k
l
m
n
j
k
l
m
n
j
k
l
m
n
j
k
l
m
n
j
k
l
m
n
j
k
l
m
n
j
k
l
m
n
j
k
l
m
n
j
k
l
m
n
j
k
l
m
n
j
k
l
m
n
j
k
l
m
n
j
k
l
m
n
j
k
l
m
n

wheel
Finished!
Thank you taking the time to share your feedback with me. Feel free to email me at
annieneal@yahoo.com if you want a copy of this toolkit when it is complete. See you in June!
AppendixC:AdditionalToolkitResources
Bens, Ingrid. Facilitation At a Glance! Second Edition. Salem, NH: Goal/QPC, 2008.
Brassard, Michael. Team Memory Jogger: A Pocket Guide For Team Members.
Madison, WI: Goal/QPC-Joiner Associates, 1995.
Brassard, Michael and Diane Ritter. Memory Jogger 2, Second Edition: Tools for
Continuous Improvement & Effective Planning. Salem, NH: Goal/QPC, 2008.
Creighton, James. The Public Participation Handbook: Making Better Decisions Through
Citizen Involvement. San Francisco: Jossey-Bass, 2005.
Kane, Sam, Lenny Lind, Catherine Toldi, Sarah Fisk, Duane Berger. The Facilitators
Guide to Participatory Decisionmaking, Second Edition. San Francisco: Jossey-Bass,
2007.
Kouzes, James M. and Barry Z. Posner. The Leadership Challenge, 4th Edition. San
Francisco: Jossey Bass, 2007.
University of Kansas Work Group for Community Health & Development. Community
Tool Box, http://ctb.ku.edu/en/tablecontents/, accessed May 2010.
A.Neal
Page42
A.Neal
Page43
AppendixD:ToolExamples
Individual
LeadershipTool
StrengthsFinder2.0
RecommendedUse:
Usethistooltoidentifypersonalstrengthsanddevelopinsightinto
opportunitiesforleveragingthesestrengthsforachievement.
SuppliesNeeded:
StrengthsFinder2.0bookorStrengthsBasedLeadershipbook&
accompanyingonlineaccesscode
Format:
TheStrengthsFinder2.0toolisaonlineassessmentcomprisedof177
questionstoidentifyyourhighestscoring5of34possiblestrengths.These
34strengthsarebasedDonaldO.Cliftonsstrengthstheorywhichwas
developedtoestablishobjectivemeasuresofpersonaltalents.The
assessmentquestionsandthe34strengthsthemeshavebeenvalidatedby
morethan40yearsofresearchconductedbytheGallupOrganization.
UponcompletionoftheStrengthsFinder2.0assessment,theonlinetoolwill
generateanindividualizedreportwithabriefdescriptionofyourtopfive
strengths,apersonalizedinsightsguidedescribinghowyoustandoutfrom
otherswiththesamestrengths,andanactionplanprovidingsuggestionsfor
waystomaximizeyourstrengthsforpersonalorleadershipachievement.
Theaccompanyingbookelaboratesonthestrengthsthemes.
StrengthsBasedLeadershipisbasedonthesameonlineassessmentand
providesasimilarpersonalizedreportincludingstrengths,aninsightsguide
andactionplan,butalsocategorizeseachstrengthinoneoffourleadership
domains(Executing,Influencing,RelationshipBuilding,andStrategic
Thinking).Thisreportandaccompanyingbookalsoprovidesuggestionson
howtouseyourstrengthstoenhanceyourownleadershipskillsandhowto
leadothersbasedontheirspecificstrengths.
Strengths:
Thesecommerciallyavailable,copyrightedtoolsarewidelyrecognizedand
basedonextensiveresearchonleadershipcharacteristics.
Weaknesses:
Thecost(approximately$20perperson)maybeprohibitivetousewithlarge
groups.Someindividualsmaynotbecomfortablesharingtheirindividual
results.Suggestionsandrecommendationsmaynotbeapplied.
Example:
Thistoolisusefulforindividualsinterestedinpersonaldevelopment
andmayalsobeusefulinsmallgroupsettings.Forexample,the
executivedirectorofanewsocialservicesorganizationinPortland
recentlypurchasedcopiesofStrengthsBasedLeadershipforherself
andtwokeystaffonherleadershipteam.Theyhaveagreedtoshare
theirstrengthsandreportswitheachotherandtotaketheresultsinto
considerationasestablishtheirindividualrolesandresponsibilitiesin
thisneworganization.
Formoreinformation: Rath,Tom.StrengthsFinder2.0,ANew&UpgradedEdition.NewYork:
GallupPress,2009.
Rath,TomandBarryConchie.StrengthsBasedLeadership.NewYork:
GallupPress,2008.
www.strengthsfinder.com
A.Neal
Page45
Group
LeadershipTool
Brainstorming
RecommendedUse:
Thissimpleexercisehelpsgroupparticipantsthinkcreativelyand
quicklygeneratemanynewideas.Itcanalsobeusedindividually.
SuppliesNeeded:
Largeflipchartsorwhiteboard,markers.
Instructions:
1. Thisexerciseisshouldbefastpacedandbrief.Thefacilitatormustkeep
theideasflowingandremindparticipantsofgroundrulesasnecessary.
2. Acentralideaorissueisagreedonandwrittendownforalltosee.
3. Groundrulesarestatedandclarifiedforallparticipantsbefore
brainstormingstarts.Theseshouldinclude:
a. Everyoneisencouragedtoparticipate
b. Thinkcreatively
c. Extendandbuildoneachothersideas,butdonotcorrect,
rephraseorchangesomeoneelsesidea
d. Withholdalljudgmentandcriticism(bothverbalandnonverbal)
e. Beconcisedontexpoundonorexplaintherationalebehind
youridea
4. Allideasmustbewrittendown.Ifthemainideaisunclear,thefacilitator
shouldclarifyorrestatebeforewritingitdown.
5. Goforquantity,butendtheexerciseassoonasallnewideasare
exhausted(thiscantakeaslittleas5minutesbutgenerallyshouldbenot
allowedtogobeyond20minutes)
6. Towrapuptheexercise,reviewthenoteswiththegrouptomakesure
allideaswereaccuratelycapturedandtoidentifyandeliminate
duplicates.
7. Dependingonthepurposeandtimeallottedforthebrainstorming
session,furtherdiscussion,organizationandevaluationoftheideasmay
proceedduringthissessionoratalatertime.Somefacilitators
recommendconductingthisevaluativeordecisionmakingstepata
separatemeeting.
Strengths:
A.Neal
Brainstormingisawaytogeneratecreativeideasandsolicitinputfromall
Page46
groupparticipants.Manynewandcreativeideascanbegeneratedquickly.
Weaknesses:
Withoutastrongfacilitator,somegroupmembersmaydominatewhile
othersmaynotparticipate.Ifthegroupishomogenous,theexercisemaynot
generatenewideas.Creativeideasarenotnecessarilypractical.Theexercise
usuallydoesnotincludeadecisionmakingstep(butthiscanbebotha
strengthandweakness).
Examples:
Brainstormalistoforganizationsthatshouldbeinterviewedfora
communitywideassessmentofneedsandservicesforchildren/youth
exposedtoviolence:
Schools
Childrensmentalhealthprograms
HeadStart
Childcarecenters
Homedaycareproviders
Parks&recreationprograms
Homelessfamilyprograms
Parentingprograms
ChildProtectiveServices
Police
Teenparentingprograms
Homelessyouthprograms
Domesticviolenceprograms
Formoreinformation: Brassard,Michael.TheMemoryJogger2,ToolsForContinuousImprovement
&EffectivePlanning.Salem,NH:Goal/QPC,2010.
TheCommunityToolbox,http://ctb.ku.edu/en/
A.Neal
Page47
Organizational
LeadershipTool
Recommended
Use:
Format/
Guidelines:
DeterminantsofSuccessfulImplementation
ofOrganizationalChange
Thistoolprovidesanoverviewofstrategicconsiderationsforleaders
implementingasignificantorganizationalchange.
Proposition
Ensuretheneed.
Leadersmustverifyand
persuasivelycommunicatethe
needforchange.
Provideaplan.
Leadersmustdevelopacourseof
actionorstrategyfor
implementingchange.
Buildinternalsupport&
overcomeresistance.Leaders
mustbuildinternalsupportand
reduceresistancetochange
throughwidespreadparticipation
inthechangeprocessandother
means.
Ensuretopmanagementsupport
andcommitment.
Anindividualorgroupwithinthe
organizationshouldchampionthe
causeforchange.
Subpropositions
Convinceorganizationalmembersofthe
needanddesirabilityforchange.
Craftacompellingvisionofchange.
Employwrittenandoralcommunicationand
formsofactiveparticipationtocommunicate
&disseminatetheneedforchange.
Deviseastrategyforreachingthedesiredend
state,withmilestonesandaplanfor
achievingeachoneofthem.
Thestrategyshouldbeclearandspecific;
avoidambiguityandinconsistenciesinthe
plan.
Thestrategyshouldrestonsoundcausal
theoryforachievingthedesiredendstate.
Encourageparticipationandopendiscussion
toreduceresistancetochange.
Avoidcriticism,threatsandcoercionaimedat
reducingresistancetochange.
Commitsufficienttime,effortandresources
tomanageparticipationeffectively.
Buildexternalsupport.Leaders
mustdevelopandensuresupport
frompoliticaloverseersandkey
externalstakeholders
Provideresources.
Successfulchangeusuallyrequires
adequateresourcestosupportthe
changeprocess.
A.Neal
Anideachampionorguidingcoalition
shouldadvocateforandleadthe
transformationprocess.Individuals
championingthechanceshouldhavetheskill
andacumentomarshalresourcesand
supportforchange,tomaintainmomentum
andtoovercomeobstaclestochange.
Politicalappointeesandtoplevelcivil
servantsshouldsupportthechange.
Buildsupportforacommitmenttochange
amongpoliticaloverseers.
Buildsupportforandcommitmenttochange
amonginterestgroupswithastakeinthe
organization.
Provideadequateamountsoffinancial,
humanandtechnologicalresourcesto
implementchange.
Avoidovertaxingorganizationalmembers.
Capitalizeonsynergiesinresourceswhen
implementingmultiplechanges
simultaneously.
Page48
Institutionalizechange.
Leadersandemployeesmust
effectivelyinstitutionalizechanges.
Pursuecomprehensivechange.
Leadersmustdevelopand
integrative,comprehensive
approachtochangethatachieves
subsystemcongruence.
Strengths:
Weaknesses:
Examples:
MultnomahCountyDepartmentofCountyHumanServicesisseekingagrant
toimproveservicesforchildrenexposedtoviolence.
Provideaplan.
Buildinternalsupport&
overcomeresistance.
Ensuretopmanagementsupport
andcommitment.
Buildexternalsupport.
Provideresources.
Institutionalizechange.
Pursuecomprehensivechange.
A.Neal
Thistoolprovidesstrategicadvicecoveringallimportantaspectsofsuccessful
organizationalchange.
Thistooldoesnotprovideguidanceorrecommendationsfortroubleshooting
organizationalchangeeffortsthathavestalled.Resistancetochange,gapsin
knowledgeandresources,orchangesintheorganizationorenvironmentcan
undermineeventhebestplannedchangeefforts.
Ensuretheneedforchange.
Formore
information/
Employavarietyofmeasurestodisplaceold
patternsofbehaviorandinstitutionalizenew
ones.
Monitortheimplementationofchange.
Institutionalizechangebeforeshiftsin
politicalleadershipcausecommitmenttoand
supportforchangetodiminish.
Adoptandimplementacomprehensive,
consistentsetofchangestothevarious
subsystemsintheorganization.
Analyzeandunderstandtheinterconnections
betweenorganizationalsubsystemsbefore
pursuingsubsystemcongruence.
DCHSservicesreachapproximately1/3of
MultnomahCountychildreneveryyear.Although
exposuretoviolenceisprevalentamongstthis
groupofchildren,lessthan15%ofthesechildren
receiveanyviolencerelatedsupportor
intervention.
Thegrantwillfundacommunityassessment,an
inventoryexistingservices,andidentificationof
evidencebasedservicestorespondtoneeds
identifiedinthegrant,followingatimelinewith
specificmilestones.
Divisiondirectors,keystaff,contractedcommunity
serviceproviders,andparentswillparticipateonan
oversightboardandonspecificworkgroups.
TheDCHSdirectorandaCountyCommissionerwill
chairthecommittees.
Keyexternalpartnersinvolvedintheproject
includetheagenciesthatrefermostchildrento
DCHSservices:ChildProtectiveServices&schools.
Grantfundswillpayforstaffandtraining.
DCHSstaffandcommunitypartnerswillbetrained
basedontheprojectsrecommendations.
DCHShascommittedtoadoptingwidespread
changesasidentifiedbythisproject.Thismay
includereallocatingresources,startingnew
programsorendingexistingprograms.
ExcerptedfromFernandez,Sergio&HalRainey,ManagingSuccessful
OrganizationChangeinthePublicSector,PublicAdministrationReview,
Page49
Citations:
MarchApril2006,Vol.66,No.2.
Community
LeadershipTool
CitizenValuesAssessment
Recommended
Use:
Supplies
Needed:
Instructions:
Inthepublicsector,organizationalorpolicychangeshouldnotbe
undertakenwithoutconsiderationoftheimpactitwillhaveoncitizenvalues
andexpectations.Thisexercisepromptsreflectiononhowthesepotential
changessupportorconflictwithcitizenvaluesandexpectations.
Pencilandpaper
Writedownthespecificproposedorganizationorpolicychangeand
comparehowtheeffectoftheproposedchangesupportsorconflictswith
citizenexpectationsinthefollowingcategories:
Proposedchange:_________________________________________
Impactontheorganizations:
Vision
Mission
Goals
CitizenExpectations
Activities
(core)
Providing
Access
Managing
Effectively&
Efficiently
Protecting
Rights
Governingwith
Community
Values
Activities
(noncore)
Strengths:
Thisexercisehelpsleadersreflectonandunderstandtheimpactproposed
changesmayhaveoncitizens.Thisreflectionhelpsleadersassessthetrade
offs,recognizetheimpactoncitizenexpectations,anddiscuss
considerationsthataffectthedecision.Thishelpsorganizationsandleaders
ensuretransparencyandremainaccountabletothepublic.
Weaknesses:
Someorganizationalorpolicychangesarenecessarytomeetoperational
demands,evenwhentheyconflictwithcitizenvaluesorexpectations.In
somesituations,differentgroupsofcitizensholdconflictingvaluesand
expectations.Thisassessmentpotentialproblemsandhighlightsareasfor
furtherconsideration,butdoesnotprovideguidanceonhowtobalance
competingdemands.
A.Neal
Page50
Example:
Duetoshortfallsinthecountysgeneralfundrevenue,alocalDistrictAttorneysOfficehasto
makesignificantbudgetcuts.Theproposedchangeistoeliminate7prosecutorswhohandle
misdemeanorcrimes,includingseriouspersoncrimes,whilepreservingprosecutionofallfelony
crimes.
Proposedchanges:Eliminating7misdemeanorprosecutors;nolongerprosecutingmisdemeanor
crimesincludingviolentpersoncrimessuchasmenacing,assaultandviolationofacourtsstalking
protectiveorder.
Goals
Activities(core)
Impactontheorganizations:
Vision
Mission
CitizenExpectations
Providing
Access
Activities
(noncore)
(noother
legaloptions
forvictimsof
unprosecuted
crimes)
+(preserves
somenon
coreactivities
suchasthe
neighborhood
DAliaisons)
Managing
+(eliminating
+(thiscut
Effectively
(prosecutors allowsofficeto onelarge
&
program
maintainall
nolonger
Efficiently
eliminates
felony
have
theneedto
discretionto prosecution
includingdrug makemany
issue
smallcuts
misdemeanor andproperty
thatthinthe
crimes)
charges)
soup)
Protecting
(some
(some
(some
(noserious
Rights
criminalsgo criminalsgo criminalsgo misdemeanors)
unpunished) unpunished) unpunished)
Governing
(community
with
isunlikelyto
Community
supporta
Values
broadno
prosecution
policy)
Conclusion:althoughthispolicywouldmeetthenecessarybudgetaryconstraints,it
eliminatessomecoreactivitieswhilepreservingsomenoncoreactivities,conflictswith
theorganizationsoverallmission,visionandgoals,leavessomevictimswithoutrecourse
andsomeoffenderswithoutsanctions,andwilllikelybeveryunpopularwithcitizens.
CitizenValuesAssessmentbyDrummondKahn,PerformanceAccountabilityInthePublic
Formore
information: Sector(PA510,Summer2009)
Bardach,EugeneA.APracticalGuideForPolicyAnalysis:TheEightfoldPathtoMore
EffectiveProblemSolving,3rdEdition,Washington,DC:CQPress,2009.
Creighton,James.ThePublicParticipationHandbook:MakingBetterDecisionsThrough
A.Neal
Page51
CitizenInvolvement.SanFrancisco:JosseyBass,2005.
A.Neal
Page52
AppendixE:ReflectionsonMyEMPA&CapstoneExperience
I enrolled in the Executive MPA program after working for 20 years in a field I love. I
also spent the past 20 years knowing I wanted go to graduate school some day, but undecided
about what I wanted to study. I considered myself lucky to find not only a career I loved, but
also a unique position in a specialized field that allowed me to work across systems and
disciplines. Because so many graduate programs related to my field tend to lead to further
specialization (law school and social work school, for example), I wasnt sure what graduate
program would help me advance professionally while maintaining a cross-disciplinary
perspective. I definitely knew I didnt want to get an education that would squeeze me into a
further specialized subset of my already-specialized field. Also, because so many people in my
field burn out from regular exposure to some of the worst aspects of humanity, few people
spend their entire careers in this field. I was reluctant to commit to a graduate program I didnt
plan to use, because worried that I might need graduate school to help me make a career change
some time in the future. However, I knew I needed to more education to advance professionally
and personally.
My supervisor knew I had long considered graduate school but had never found a
graduate program that I thought was a good fit for me when forwarded an email about the EMPA
program. The programs leadership focus and cohort model really appealed to me, but I was
reluctant to commit to a new program without a proven track record or to make a 2-year
commitment to a cohort I might not connect with. Instead, I asked for permission to try out the
program for the first term. The first two classes really resonated with me and addressed one of
my main objectives for graduate school: an education focused on helping me develop broadbased skills to advance both personal and professionally. I made the commitment to the program
based on these two classes.
A.Neal
Page53
This educational journey reminded me how much I love learning and how helpful it is to
learn with people from different backgrounds. However, I also found that I was not regularly
using much of this new knowledge outside the classroom. Thinking about this transfer of
learning problem led me to focusing my capstone project on ways to apply the knowledge and
develop the skills I hoped to gain from the program.
As I worked on this capstone project, I realized that some of my educational experiences
in this program also reflected the literature on leadership skill development. One of my favorite
components of the EMPA program was the small-group consultation project we did for Professor
Gordons PA 510, when I worked with Mike Turnbull and Laurel Butman on a real-life problem
in Laurels agency. The genuine friendships I built with these two cohort members and the reallife application of these course materials stuck with me more than many of the other course
materials. I also realized that the few tools or exercises I brought back to use in my office were
the ones that included simple, straightforward instructions on when and how to use them.
Finally, I found that using these tools and sharing examples with coworkers was helpful for them
and for me. I have discussed information and ideas from the program, and shared some course
materials, and purchased books I learned about in the program. All of these have been used by
myself and others in my office.
While there is room for improvement for future cohorts, my overall experience in the
EMPA program was a great. I have a renewed interest in learning new concepts and developing
new skills. I look forward to continuing to develop these skills as I pursue professional
advancement. I also look forward to using this information to help others develop their skills as I
mentor new interns and share information with my colleagues. My appreciation for academic
education for both personal and professional development has been renewed, and I plan to watch
course offerings carefully for future opportunities.
A.Neal
Page54

Leadership Tools For Public Sector Professionals - Annie Neal Capstone

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Leadership Tools For Public Sector Professionals - Annie Neal Capstone

Uploaded by

Copyright:

Available Formats

LeadershipToolsforPublicSector

There is a growing recognition, both in organizations and in the academic

performing public sector organizations. However, leadership is also a slippery concept

academic or theoretical learning is not enough. Leadership is also an experientially

leadership is a measurable, learnable and teachable set of behaviors, I defined a

Table 1: Leadership Tools By Course

Institute #1: Trends and

SWOT analysis (not included in curriculum but reviewed as

Organizational frames analysis

Leadership Practices Inventory (commercial tool)

PA 552: Analytic Methods

Action research (visual aid & process)

Budget presentation tips

PA 533: Public Policy

Citizen values assessment

Performance reporting template

Visual aid: bureaucratic accountability model

Question 3: What type of leadership situation does each tool address?

Individual-Level Tools: Individual-level leadership tools emphasize the importance

Community-level tools: Community-level tools help public sector professionals

Table 2: Tools By Categories & Tool Descriptions

360-Degree Ethical Evaluation: A process for analyzing ethical issues/decisions

Corrective Action Assessment Guide: guidelines for analyzing employee

Organizational Frames Analysis: a series of questions to assess an

Performance Reporting Template: a short report format with graphical

Cost of application: The tool had to be identified by the majority of cohort

Transferability across sectors: I included one criterion to determine whether the

Useful/helpful for typical leadership problems: This response was measured on a

Table 3: Scoring/Ranking of Individual-Level Tools

Table 4: Scoring/Ranking of Group/Team-Level Tools

Table 5: Scoring/Ranking of Organization-Level Tools

Precursors for Successful Organizational

Single, Double, Triple Loop Learning &

Table 6: Scoring/Ranking of Community-Level Tools

Citizen Values Assessment

Graphics: public sector leadership framework,

Leadership Practices Inventory

360-Degree Ethical Evaluation

Nominal Group Technique

Recommended organization-level tools: These tools focus on organizational leadership,

Organizational Culture Assessment

Determinants of Successful Implementation of Organizational Change

Recommended community-level tools: These tools help leaders assess community

Citizen Values Assessment

Policy Choice Matrix

Conditions for Effective Policy Implementation

For examples, see Appendix D.

Van Wart, Montgomery. Public Sector Leadership Theory: An Assessment. Public

Toolkit Selection Survey

Public safety (fire, police)

Human services (e.g., counseling, mental health, social services)

Administration (e.g.,education, local government)

Other (please specify):

Toolkit Selection Survey

360 Degree Ethical Evaluation

Leadership Practices Inventory

Emotional Intelligence Self-Assessment

Negotiating Styles Grid

Performance Appraisal Preparation Guide

Corrective Action Assessment

Effective Interview Guidelines

Toolkit Selection Survey

360 degree ethical evaluation: