NCMA Contract Management Leadership Development Program
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 answer to all of these questions and more is found in understanding the NCMA governance system. This course reviews the structures, processes and people that comprise and shape NCMA governance.
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.
Current theory suggests that different situations require different leadership styles. In fact, the most successful leaders are those who are able to adapt their style to the unique demands of the situation. By responding to the 20-item What's My Leadership Style? inventory, participants will learn their preference for one of four styles and find out how to adapt each style to different situations.
- Identify preferred leadership styles,
- Understand style strengths and weaknesses, and
- Learn how to adapt each style to different situations.
What's My Leadership Style? is based on the well-known research and personality theories of psychologists Carl Jung, William Moulton Marston, and others. Most research has identified two basic dimensions of style, which we refer to as assertiveness and expressiveness. Assertiveness is the effort a person makes to influence or control the thoughts or actions of others. Expressiveness is the effort that a person makes to control his or her emotions and feelings when relating to others.
Participants learn the strengths and trouble spots that characterize their particular leadership styles, and complete a worksheet for positive personal action planning. This course is ideal for training anyone who needs to influence others toward achieving a goal.
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." The Focused Leader Profile: A Situational Approach to Leading Work Groups adapts Fiedler's work to the practical concerns of today's leaders. By examining three critical factors-relationships, task clarity, and power base-this powerful tool helps leaders narrow their focus, analyze work group situations, and then determine how to respond most effectively.
- Understand that leadership is situational,
- Learn the three key factors leaders should use to analyze and respond to work group situations,
- Identify appropriate task- and/or relationship-focused responses, and
- Develop personalized action steps for responding to a current leadership situation.
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:
- Relationships among the leader and the group members,
- Clarity of the task, and
- Leader's power base
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 analyze these factors when choosing an effective task/relationship-oriented approach to address work group situations. Interpretation of profile results and action planning help leaders apply their learning to a current work group situation.
Participants learn whether their problem-solving and decision-making preferences work to their benefit or their detriment with the problem solving style inventory (PSSI). This workshop, built around a 30-item instrument, allows individuals to gain insight on their dominant and supportive styles of solving problems and making decisions in their work units or teams as well as receive feedback from others.
- Understand which problem-solving and decision-making style one is predisposed to use or ignore,
- Determine whether one's use of the five styles is appropriate for one's work groups or teams,
- Identify the important factors to consider when choosing a style to solve a problem or make a decision, and
- Master the ability to assess one's work group and choose the style that fits best.
This course is based on the Problem-Solving Styles Model. This model illustrates the various styles available to a supervisor or manager for solving problems and making decisions. A manager's problem-solving or decision-making behavior can be plotted along two axes:
- Ego-Centered Behavior: The extent to which a manager attempts to solve all problems or make all decisions by him/herself with little or no input from others; and
- Other-Centered Behavior: The extent to which a manager includes other people in the problem-solving or decision-making process.
The degree to which a manager uses these two behaviors to solve problems and make decisions gives rise to the five styles shown in the model. All five styles are useful managerial approaches to solving problems and making decisions in certain situations.
The inventory presents 30 pairs of statements that describe how people go about solving problems and making decisions. Individuals choose the statement that is most characteristic of their approach. By scoring and charting results, participants generate an overall Problem-Solving/Decision-Making Style Preference Profile, with sub scores indicating one's usage level of each of the five styles. Feedback scores provide com¬parison data. Participants learn about the styles, the four key factors in choosing a style, analyze the possible overuse or underuse of each style, and make action plans. Participants will also obtain feedback from up to eight of the their employees, peers, or managers.
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, and help them make their organizations more productive.
- Learn basic task and process skills that can be applied to any problem,
- Distinguish driving forces and restraining forces,
- Understand how drivers and restrainers impact problem-solving,
- Move an actual problem toward a solution, and
- Discover how to design an action plan to achieve an objective.
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 Force Field 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.
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.
- Identify one's own preferred strategies for dealing with conflict,
- Understand strengths and weaknesses in dealing with conflict, and
- Learn how to deal with conflict effectively.
The Conflict Strategies Inventory (Second Edition) combines the works of Robert Blake and 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:
- Avoiding: Staying away from or withdrawing from a conflict;
- Smoothing: Giving in to the other party and ignoring one's own goals;
- Competing: Forcing an issue to one's own way;
- Compromising: Giving in on one need in order to get another satisfied; and
- Integrating: Focusing on one mutually satisfying outcome.
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.
Effective coaches equate to stronger leaders, more motivated employees, improved morale, and better communication in the workplace. So what does it take to become great? While there are many skills and attributes of an effective coach, Get Fit for Coaching identifies and assesses areas of strength and improvement based on five critical skills found in research and literature-building rapport, observing and analyzing, questioning and listening, providing feedback, and facilitating learning.
- Identify areas of strength and areas for improvement,
- Provoke critical thinking on what it takes to be an effective coach, and
- Learn how to apply their new knowledge on the job.
Based on a review of literature and the available research on coaching, the program identifies five distinct skills associated with successful coaching. These five skills constitute the five competencies measured in the Get Fit for Coaching self-assessment. The Coaching Process Model shows the open flow of communication back and forth between the coach and the person being coached.
The learning instrument produces a Coaching Competency Profile, comprised of individual assessment results and the peer feedback from up to three employees. The profile shows areas of strength and improvement for each of the five vital competencies. To provide insight and practice, the Participant Guide provides interpretive information, tips for "keeping fit" in each competency area, exercises for each skill, and action planning.
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.
- Identify project leadership strengths and areas for improvement,
- Understand five interpersonal skills critical to effective project leadership,
- Learn how to enable team members to complete their project work successfully,
- Apply leadership skills at each project phase, and
- Develop action steps for leading projects.
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. These five skills are:
- Encouraging open communication,
- Inspiring a positive outlook,
- Influencing effectively,
- Managing conflict, and
- Developing the team.
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 wraping 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.
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.
- Learn the concept of visionary leadership,
- Identify strengths of strategic and visionary leadership, and
- Gain insight on how others perceive leadership behavior.
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.