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New Leader Program
Leadership and Mission Support Academy
American University's Leadership Development Program
This program is for New Leaders (GS-13 or GS-14) who have not had formal leadership development opportunities.
The program is scheduled for two weeks with a break between the first and second week to enable participants to apply what they have learned and then reconvene to discuss their experiences.
Dates and Registration
New Leader 48:
Week 1: August 13-17, 2018
Week 2: September 10-14, 2018
New Leader 49:
Week 1: October 29-November 2, 2018
Week 2: December 10-14, 2018
New Leader 50:
Week 1: January 28-February 1, 2019
Week 2: March 18-22, 2019
New Leader 51:
Week 1: April 1-5, 2019
Week 2: May 6-10, 2019
New Leader 52:
Week 1: June 17-21, 2019
Week 2: July 8-12, 2019
New Leader 53:
Week 1: July 15-19, 2019
Week 2: August 5-9, 2019
New Leader 54:
Week 1: August 12-16, 2019
Week 2: September 9-13, 2019
*(Waiting List): These classes are full. However, you may still register to have your name placed on a waiting list should a seat become available.
The cost to the sponsoring OIG will be $3,000.
360° Evaluations and Coaching:
- Option 1: A 360° evaluation using the Hay Group emotional intelligence instrument together with a session to explain and explore the 360 evaluation, at a charge of $1,000.
- Option 2: A 360° evaluation using the Hay Group emotional intelligence instrument, one session to explain the 360° evaluation, and three additional coaching sessions, at a charge of $2,225.
Class Times and Location
All classes will be held in the Spring Valley Building on the American University campus in Washington, DC. All classes are scheduled from 9:00 a.m to 4:00 p.m.
Week 1 (5 day session):
Leadership Development: Transforming from Managing to Leading
Participants explore various roles, responsibilities, and choices in creating high performing organizations. A basic assumption is that leadership is a journey of continuously struggling to know oneself, understand one's relationship with others, and take responsibility for making conscious choices through reading, dialogue, and reflection. Participants focus on their personal approaches to leadership, develop an awareness of the advantages and disadvantages that accompany them, identify personal values and understand how those values drive both a leader's and follower's behavior, learn about the role of individual vision and mission in leading others, and understand the different skills required as one is promoted to levels of increasing responsibility. (Three Days)
Leader as Team Builder and Facilitator
Participants are challenged to provide a context for exploring the role of the leader as a team builder, including providing experiential learning activities to build the cohort team and to utilize tools that can be applied in the workplace. A self-introductory exercise is used to launch the course by exploring the theme of "intentional leadership" and using oneself as an instrument of change. Participants describe the culture in which the OIG operates and its attitude toward teams. Participants review class norms and how they have been utilized in the cohort. The FIRO B instrument is administered and processed by looking at three levels: the individual, the team, and the agency. Group activities focus on the dimensions of inclusion, control, and openness to relationships. Participants are challenged to critically review their leadership/management style to see whether they are receiving the results they want with their direct reports, peers, bosses, and key stakeholders. If not, participants are challenged to identify behaviors they might choose to change to be more effective with those they lead.
In addition, participants examine the actions needed to create a high performing team. They are guided as to the behaviors they should engage in when facilitating a team through the stages of group development, including forming, storming, norming, and performing. Participants also discuss the importance of developing a team charter, which includes the need for addressing goals, roles, norms, and relationships. (Two Days)
Week 2 (5 day session):
Leading Organizational Change for Results
The goal of this organizational change management course is to integrate into participants' experience useful concepts and practical tools so that participants are more able to lead a successful change effort for results. It addresses leading change such as reorganizing functions and roles as well as the psychological aspects of transitioning through change. Participants will learn how to assess change readiness and apply models for examining a structured change process and its implementation, taking into account the human dimensions of transition. Participants will examine the role of perceptions, assumptions, resistance, beliefs and values crucial to change initiatives. (Two Days)
Ethics for Public Managers
This module explores ethical philosophy and its implications for decisions and action. It includes concepts of the public trust, conflicting interests, ends and means, deception, personal integrity, work place civility, and the need for government to keep its promises. (One Day)
Manager as Coach for Improving Performance
This course will teach participants the essentials of coaching to close employees' performance gaps, teach skills, impart knowledge, motivate, and inculcate desirable work behaviors. Participants will learn how to create a high performance culture, identify opportunities to enhance the skills and careers of people who want to step up to new challenges to take active responsibility for their own behavior and development, apply emotional intelligence theory to improve employee performance, develop effective performance goals, listen at deep levels, ask powerful questions, give and receive feedback; use appreciative inquiry, guide coaching conversations to performance-related issues, co-create individual development plans, and, distinguish between coaching opportunities and performance situations that are better resolved through other means. Participants will self-diagnose their strengths and areas to develop as a coach and determine resources for developing coaching skills. (Two Days)
- Far and away the most helpful material and presentations I have ever had on leadership. Instructor was very adept at reframing the material and the discussion to increase understanding. The focus on behaviors and what they signify and the power of choice was helpful. Also, felt a good focus on psychology. Many courses have good material and pose questions and issues that we know we ought to address, but few have inspired me to "take it where I live." This one did.
- The course helps potential managers decide early what type of manager they will be and it helps current managers to identify their management style and make the necessary changes if they want.
- Timing of course was perfect for my career development. Subject matter was extremely relevant to issues I am currently dealing with.
- Great course materials and practical application to work environment.
- I really enjoyed this class and felt like there were practical things I could take back and apply in my team.
- Excellent coverage of team and leader concepts. Excellent small group work; journal activity was good. Excellent use of tools to assess our own styles, behaviors.
- Large body of knowledge covered. Many portions seemed applicable to real-life work environments. Good instruction and great instructor!
- Professor's knowledge of material and IG environment. Course participants really made the class beneficial for me; without their sharing of experiences, I wouldn't have been able to get as much out of this class
- [The instructor] is very knowledgeable on the subject and very passionate about what she teaches. I really enjoy how she talks to us on more of a peer level. I also enjoyed how she brought in different media (exercises, cartoons, short movies) to get the point across.
- Terrific instructor and speaker. Good energy that in turn created good energy in the class. Knowledgeable and humorous.
- The instructor was very dedicated, motivated, organized and veryprepared. The instructor gave equal time to all students in presenting thoughts and experiences.
- [The instructor] has a great sense of humor and he really posed great questions that would make you think. He is very inclusive, patient and organized. I got great notes on many of his statements of ethical judgment.
- Energetic, knowledgeable, engaging, great personality, subject matter expert.
- Lots of energy while instructing class. Brings the best out of each individual. Allows each person to express themselves.
- Well spoken, educated and energetic. Nice work in promoting class discussion. Second day adapted instruction to fit the needs of the class. Liked videos in class
- [The instructor's] teaching methods were very insightful and Ienjoyed being part of her class. She made everyone feel comfortable contributing and was very respectful
Continuing Professional Education (CPE) Credits
The following memoranda may be used for students desiring Continuing Professional Education (CPE) credits for the New and Experienced Leadership courses:
- Continuing Professional Education (CPE) Calculation for the American University OIG Leadership Training Program for New Leaders
- Continuing Professional Education (CPE) Calculation for the American University OIG Leadership Training Program for Experienced Leaders
Graduate Credit Options at American University
- Students who complete the program may receive a discount in tuition toward a Master's Degree in Public Administration at American University.
Program Application and Cancellation Policy
- Early application: OIG agencies are encouraged to identify applicants at any time for any session posted on the ignet AU/CIGIE training schedule up to 60 days prior to the first day of the first week of class
- Late application: Applications will not be accepted later than 30 days prior to the first day of the first week of class
- If for any reason a student begins the first day of training and is unable to complete every class in the session, he or she may join any of the future cohorts to make up the missing days.
- In the event that a participant withdraws from the training program, an agency may apply to send another participant as a replacement. Replacement candidates must be received no later than 30 days prior to first day of the first week of class.
- OIG agencies are obligated to pay for student cancellations less than 30 days prior to the first day of the first week of class.