CMLDP Webinars

NCMA Governance System

Where is the association headed? How does it plan to get there? What are our strategic objectives and goals? Who are the people that make such plans and decisions? What are the processes used in making strategic decisions? The answers to all of these questions and more can be found by understanding the NCMA governance system. This course reviews the structures, processes, and people that comprise and shape NCMA governance.

A Review of NCMA Policies and Practices

NCMA’s national organization and network of chapters across the country form a robust, complex organizational structure involved in many different programs and services. NCMA has put in place a series of policies to guide the operation of the association and its chapters. In addition, NCMA has adopted certain best practices that it applies in accomplishing its work. This course reviews NCMA’s policies and practices to give the participants an insider view of how NCMA works.

Executive Insights

Everyone has a personalized leadership style. In this session, gain a unique, personal perspective from senior executives on their own personal leadership styles, techniques and strategies they use, what has worked and why in order for students to learn to develop their own leadership styles. Students will have the opportunity to interact with one (or more if time permits) senior executive leaders in the field of acquisition.

Focused Leader Profile: A Situational Approach to Leading Work Groups

No two work group situations are necessarily the same. And with so many complex variables to consider, what makes a leader effective? The answer is focus and flexibility.

According to the well-known work of Fred Fiedler, “The best style of leadership is determined by the situation in which the leader is working.” This course adapts Fiedler’s work to the practical concerns of today’s leaders. By examining three critical factors (i.e., relationships, task clarity, and power base), this powerful tool helps leaders narrow their focus, analyze work group situations, and determine how to respond most effectively.

Learning outcomes:

According to Fred Fiedler and his researchers, all leadership is situational, meaning that a leader should base behavior on the situation in which he or she finds him or herself. Fiedler and his group concluded that each leadership situation needed to be examined from three angles. In this workshop, Fiedler’s work is adapted to the practical concerns of people who make group leadership decisions every day.

The instrument identifies three factors to help leaders narrow their focus, analyze work group situations, and determine how to respond most effectively:

This workshop presents leaders with eight work situations and four possible responses. In scoring the instrument, they generate two profiles—one for style effectiveness and one for leadership flexibility. Next, leaders are introduced to the three factors of focused leadership and then learn how to analyze these factors when choosing an effective task/relationship-oriented approach to address work group situations. Interpretation of the profile results and action planning helps leaders apply their learning to a current work group situation.

Force Field Problem-Solving Model

This workshop provides participants with a reliable and systematic framework for solving complex problems with the “Force Field Problem Solving Model” based on Kurt Lewin’s original work with force-field theory. Participants learn a five-step process to guide them from defining a problem to creating action plans for strategies, which helps them make their organizations more productive.

Learning outcomes:

The “Force Field Problem Solving Model” is built on Kurt Lewin’s “Force Field Model.” The concept behind the Force Field Model is that any situation is the result of opposing forces, some of which push for positive problem resolution and others that push against positive resolution. Problem-solvers can change a situation for the better by changing the forces that impact it.

First, participants thoroughly discuss a particular problem and prepare a complete but brief problem statement. After defining a solution objective, the group then identifies the forces that impact the problem. When all possible forces have been identified, participants determine which forces have enough relevance to warrant their attention. Strategies are then devised to alter those forces. Participants develop an action plan and assign responsibility for the different strategies to the appropriate individuals involved with the problem.

Throughout the process, participants are given the opportunity to evaluate their performance in each of the five problem-solving steps. Task and process evaluation questions for each step are listed in the back of each Participant Guide. 

Conflict Strategies Inventory

Some people thrive on conflict; others shrink away from it. But no matter how we react, it’s important that we understand our conflict-related behavior and learn to manage it more successfully. The “Conflict Strategies Inventory” (CSI) gives participants valuable new insights into the strategies they use in conflict situations. Presented with 10 short cases of typical, work-related conflict, respondents choose the actions they are most likely to take; actions that are indicative of five basic conflict strategies—avoiding, smoothing, competing, compromising, and integrating.

Learning outcomes:

The Conflict Strategies Inventory (Second Edition) combines the works of Robert Blake, Jane Mouton, M. Afzalur Rahim, and many other respected researchers in the area of conflict management. It is based on five conflict strategies that are adapted from the conflict styles originally named by Mouton and Blake:

Individuals respond to 10 conflict-oriented work situations presented in the inventory. For each situation, individuals choose three out of five strategies and rank them in order of most likely reaction to third most likely reaction, using a pressure-sensitive form. The Participant Guide provides further insight with interpretive data and questions for discussion. Ultimately, the CSI results allow individuals to view their preferred strategies and help them to consider modifying conflict strategies where appropriate.

Project Leadership Assessment

Project leadership isn’t just about logistics. It’s also about the ability of the project leader to motivate the project team, build relationships, and sustain the performance of the team throughout the life of the project. The workshop includes the “Project Leadership Assessment” (PLA), an innovative learning instrument that focuses on the necessary “people skills” by evaluating behavior in five vital skill areas. This learning tool is perfect for anyone who has project management responsibilities, regardless of their title or reporting relationship to the project team.

Learning outcomes:

Project management is now becoming a mainstay of organizational life. And, just as it has evolved, so has the role of the project leader. The literature and research on project management identifies numerous skills that a project manager or leader should possess—both technical skills (such as planning, organizing, scheduling, etc.), and “people skills.” The focus of the PLA is on the five important interpersonal skills for project leadership:

The successful project leader uses both technical and interpersonal skills to guide the efforts of the project team. Both sets of skills are needed to work through the project life cycle, which consists of planning, managing, and wrapping up the process. Using a current project as a mental reference, participants respond candidly to 25 statements. The PLA also includes a feedback component. The feedback form provides participants with another perspective on their project leadership skills. Used in tandem, this combination creates the most accurate picture of a project leader’s effectiveness. Finally, a scenario activity and action planning enables project leaders to identify actions for building on their strengths and improving less-developed skills.

The Comprehensive Leader

How do you develop leaders with visionary qualities—those who possess knowledge of themselves, those they lead, their organizations, and the world? The “comprehensive leader” is a powerful tool, measuring the behaviors that indicate strength or weakness in those four key areas. Through a 40-item assessment, participants gain new insights into their leadership behavior—and their untapped potential—and learn how to put visionary leadership into practice.

Learning outcomes:

This course is based on extensive research of the relevant literature on leadership. The foundation of the “Model of Comprehensive Leadership” is active knowledge—knowledge that is in constant development and consistently provides the basis for leadership behavior. The Model of Comprehensive Leadership captures the dimensions of leadership knowledge necessary for visionary leadership.

The leadership dimensions of the model are depicted in a series of concentric circles to convey the distinct yet increasingly expansive nature of each field of knowledge. The key to visionary leadership rests in expanding knowledge in all dimensions and acting on that knowledge.

The assessment presents 40 statements pertaining to current leadership behavior. After scoring is complete, participants create a profile by plotting their sub-scores in the four dimensions of leadership on charts. Feedback scores from associates provide a side-by-side comparison. Participants then review the 15 possible leadership profiles. Finally, thought-provoking questions encourage individuals to find insight from the assessment results and take action for improvement.






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