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Air Combat Command (ACC)

Primary Learning Strategy: Work-Outs Description: The Air Combat Command (ACC) used a Work-Out session to design a new process for readying the F-15 aircraft for deployment. The Work-Out participants analyzed the current methods and developed ideas for improvement. Some examples of the improvements in the new process were: Preflight inspection was reduced from 2½ hours to 70 minutes. Time for loading external fuel tanks was reduced from 5 people taking 97 minutes to 4 people taking only 12 minutes. All planes were ready to fly in half the time compared to the previous process. Because the Work-Out session was so successful, over a dozen full-scale Work-Outs have been completed and more are planned. Personnel at every base are trained to lead mini-Work-Outs call "power teams." Link to Work-Out Learning Strategy Page

Anderson Consulting Education

Primary Learning Strategy: Parallel Structure Description: Anderson Consulting managers believe that groups of people can collectively address issues of importance to the organization as a whole. By doing so, they could learn something new and valuable that would contribute directly to their own professional development and indirectly to the success of the organization. Anderson Consulting supported the formation of Communities of Practice (Parallel Learning Structures). The organization set aside resources to allow each employee to spend about 2 hours per week in Community of Practice activities. Participation is purely voluntary. Leadership does not pressure employees to join particular groups because they want the community's culture to develop and mature on its own. The Community of Practice charter calls the program a "professional self-development association" and features a statement of mission and goals: "The community's success depends primarily on participants working together effectively for a common purpose-learning." Link to Parallel Structure Learning Strategy Page

Department of Agriculture (USDA)

Primary Learning Strategy: Special Assignments Description: Department of Agriculture's National Agricultural Statistical Services (NASS) uses Special Assignments to enhance individuals' knowledge of agriculture and the agricultural industry. These assignments enable individuals to learn skills necessary to perform the highly technical and specialized work critical to the organization. Link to Special Assignments Learning Strategy Page   Primary Learning Strategy: Individual Development Plans Description: NASS uses IDPs as part of its overall plan to develop qualified staff to fill highly technical and specialized positions critical to the organization. Each individual starts with a generic IDP that prescribes the basic elements needed to achieve a GS-12 grade level. The generic IDP also lists the developmental activities that meet the IDP goals and conform with the agency goals and staffing needs. Link to Individual Development Plans Page

Air Force Judge Advocate General (JAG)

Primary Learning Strategy: Strategic Planning Description: The strategic plan of the JAG has provided three changes of leadership with a tool to lead and manage the entire Air Force JAG department. As a result of this highly interactive planning process, people have also learned the value of working more closely with each other. This has been especially important because many of JAG's teams are geographically separated. People now make extra effort to work together as a team and interact through teleconferencing and other technology. Link to Strategic Planning Learning Strategy Page

American Management Services, Inc.

Primary Learning Strategy: Distance Conferencing Description: This management consulting firm has set up a knowledge center and uses an Intranet environment to link approximately 10,000 employees located in 53 offices worldwide. Associates are identified as knowledge center "experts" and share information on recent innovations and other ideas with their colleagues through the Intranet. Link to Distance Conferencing Learning Strategy Page

Army Pacific Command (Fort Shafter, Hawaii)

Primary Learning Strategy: Strategic Planning Description: The U.S. Army began its strategic planning process with an assessment of its operations and organizations, which included active, reserve, and National Guard components. A "breakthrough" vision was created and major focus areas were identified. Through the strategic planning process, U.S. Army Pacific now has a tool by which people lead, organize, and coordinate all activities in its wide area of operations. Another equally powerful result is that people, by virtue of being involved and engaged in the process, have created a highly collaborative environment that further enhances productivity. Link to Strategic Planning Learning Strategy Page

British Petroleum (BP)

Primary Learning Strategy: Cross-Functional Teams Description: Since discovering oil and gas in the Andrew field in the North Sea in 1974, British Petroleum (BP) had been working in vain on developing it economically. A team composed of people from a wide range of disciplines from both inside and outside BP's North Sea group was formed. This team began to broaden its thinking and reconsider every aspect of the problem. Instead of looking only at technology for the solution, they looked at BP's relationship with its contractors. This "alliance" approach resulted in the project's coming in $116 million below estimated cost and being completed more that 6 months ahead of schedule. Link to Cross-Functional Teams Learning Strategy Page

Defense Information Systems Agency (DISA)

Primary Learning Strategy: Individual Development Plans Description: DISA's National Communication System uses mandatory IDPs to help build a highly competent workforce that can excel in a complex, rapidly changing environment. The process is self-directed. The individual starts the process by assessing his or her current abilities and comparing them with the required competencies. Next, the individual identifies developmental strategies. The individual then completes the IDP document and solicits the manager's help in implementing the IDP activities. Link to Individual Development Plans Learning Strategy Page

Defense Logistics Agency (DLA)

Primary Learning Strategy: Meetings Description: The DLA Workforce Development Team needed to keep abreast of new technologies and trends within the career development arena. However, limited resources and high workload prevented team members from keeping current with the professional literature. Recognizing this, the training officer conducted a literature search and identified articles and reports related to current issues confronting the organization as well as new technologies that could potentially be used within the organization. Team members were assigned articles and reports and asked to brief team members during meetings. During the briefing, the team member provided a review of the article, potential applications, and possible strategies for implementation. As a result, the team became more aware of current innovations in career development. Many of the methodologies and innovations were applied within the organization. Link to Meetings Strategy Page

Department of Defense (DoD)

Primary Learning Strategy: Job Rotation Description: DoD's Defense Leadership and Management Program offers rotational assignments to GS-14s and GS-15s lasting 12 months. It includes Mentoring and continuing education requirements. The program develops civilian leaders with a DoD-wide capability and has prepared participants to assume broader responsibility on national security issues. Link to Job Rotation Strategy Page   Primary Learning Strategy: Learning Groups (Teams) Description: DoD sponsors lunchtime Learning Groups that meet monthly on topics such as using the Internet and training technologies. Other agency personnel, vendors, or college faculty members are invited to make presentations and to demonstrate the various technologies. Link to Learning Groups (Teams) Learning Strategy Page   Primary Learning Strategy: Distance Conferencing Description: The DoD offers 20,000 courses to 1 million employees each year. To help cut the cost and to deliver training to the learner's desktop, the Department recently helped launch the Advanced Distributed Learning (ADL) initiative. One of ADL's goals is to support the development of a standard object specification that allows for reuse of learning resources across agencies. Link to Distance Conferencing Learning Strategy Page

Department of Education (ED)

Primary Learning Strategy: Cross-Functional Teams Description: A Chartered Awards and Incentives Team was established to develop options for a new departmental awards and incentives program. The team worked together for 1 year and consisted of 11 members from various departmental offices. All members shared equally in the team's responsibilities and leadership roles. A facilitator helped support the team's efforts. Link to Cross-Functional Teams Learning Strategy Page

Eli Lilly and Company

Primary Learning Strategy: Job Rotation Description: Eli Lilly and Company uses job rotation more than most other large organizations. While job rotation is not a formal "program" at Lilly, rotating employees from job to job has, for many years, been viewed as an integral part of the company's culture of professional development. Eli Lilly conducted a study of job rotation within its financial division. The study found that employees in the financial division take an average of one nonfinancial assignment during their careers, and that assignment usually lasts 1.5 years. At the time of this study, most rotations consisted of lateral moves rather than vertical moves. The study indicated that individuals who reached manager or executive averaged more time in Job Rotations and fewer years between promotions. Link to Job Rotation Learning Strategy Page

Environmental Protection Agency (EPA)

Primary Learning Strategy: Groupware Description: The EPA uses Groupware for many of its internal and interagency projects. An example is a project that involved a labor-management partnership to create training that would help build strong management-union relationships. By using Groupware, labor and management representatives identified examples of successful relationships. Groupware also facilitated the designing of training materials. Link to Groupware Learning Strategy Page   Primary Learning Strategy: Distance Conferencing Description: The EPA used computer conferencing to create a learning community. People from Headquarters, Human Resources, local, and regional offices were linked together, using Distance Conferencing Technology. Over the course of 16 weeks, people shared experiences about various learning technologies and what they learned about using each technology. Participants provided support and advice to one another and discussed how their learning fit into their larger goals. Link to Distance Conferencing Learning Strategy Page

Fairfax (Virginia) County Government

Primary Learning Strategy: Meetings Description: A Fairfax County Government agency regularly sets aside time during meetings for staff members to present summaries of workshops and conferences they have attended. Staff members report what they learned and how it applies to their work. In this way, learning is shared and people understand how learning supports the overall goals of the agency. Link to Meetings Learning Strategy Page

Federal Aviation Administration (FAA)

Primary Learning Strategy: Action Learning Description: FAA used Action Learning as part of its 2-year development plan for middle managers. FAA wanted managers to practice working with real world problems as a basis for learning. Senior managers identified critical concerns meaningful to the organization and acted as sponsors for the Action Learning teams. Three teams met over a 6-month period using the Action Learning methodology. At the end of that time, teams met with their sponsors and reported their results. Senior managers were astounded by the creative work accomplished by the teams and followed through on many of their suggestions. Link to Action Learning Strategy Page

Federal Deposit Insurance Corporation (FDIC)

Primary Learning Strategy: Action Learning Description: FDIC found that many organizational issues and problems were preventing even the best managers from being able to perform to their fullest potential. FDIC recognized that training alone could not solve these types of problems. Given the nature and impact of the organizational issues identified, FDIC decided to incorporate Action Learning as a principal component of the core training provided to executives and managers and as an organizational problem-solving method. FDIC has successfully addressed more than 35 issues using a tailored Action Learning process they call Accelerated Decisionmaking. This process combines the facets of Action Learning and Work-Outs. Download the attached PDF document to learn more about the FDIC's Accelerated Decisionmaking Process. Link to Action Learning Strategy Page

Food and Drug Administration (FDA)

Primary Learning Strategy: Cross-Functional Teams Description: The Office of Regulatory Affairs (ORA) in the Food and Drug Administration has an Organizational Development (OD) Team consisting of a cross-section of managers and line and staff employees from headquarters and field offices. Two of the team members are full-time OD specialists, while the others spend 10 to 75 percent on organizational development as a collateral duty. The team trained together and regularly meets via distance conferencing to share experiences, expertise, and knowledge. ORA managers may request the OD Team to help plan organizational changes including assess readiness for change, clarifying organizational vision, and implementing change strategies. The OD Team members work together whenever possible to deliver services. The client organization must fund materials and travel, but otherwise the team's services are free. Most of the part-time team members have been involved in at least two projects per year. Link to Cross-Functional Teams Learning Strategy Page   Primary Learning Strategy: Distance Conferencing Description: Under the Food Safety Initiative (FSI), FDA proposed to train foreign, Federal, State and local investigators and inspectors to conduct food inspections. The "Hazard Analysis Critical Control Points (HACCP) Charting a Safer Course" training was widely distributed to Federal, State, and local regulators of retail food establishments and was designed to assist them with the use of HACCP in their food protection programs. Using satellite technology enabled FDA to train over 2,000 participants located across the U.S. (including Puerto Rico) and southern Canada. The training even reached to China as the Chinese Embassy sent their regulators to the DC downlink site. All written materials were sent via email as an attachment to designated state coordinators. The state coordinators made copies and sent them to facilitators at each downlink site, who made copies for participants at their sites. Written materials included: course manual, exercise packets, answers to the exercises, and a facilitator manual. The satellite broadcast was approximately 4 hours long with breaks included. Course content was emphasized through Q&A via phone or fax, exercises (done both on air and off air), and discussions at each site with the site facilitator. Since the initial HACCP broadcast, FDA has aired additional programs, the latest being a Food Microbiological Course. FDA continues to expand its use of videoconferencing in field training. Future plans include courses in epidemiology and traceback. Link to Distance Conferencing Learning Strategy Page

General Electric (GE)

Primary Learning Strategy: Action Learning Description: General Electric (GE) forms Action Learning teams to work on organizational problems that are real, relevant, and require decisions. Typically, two teams of five to seven people from diverse businesses and functions within GE work together on the problem. Time is built in for the team members to reflect on the total learning experience. Link to Action Learning Strategy Page

General Services Administration (GSA)

Primary Learning Strategy: Coaching Description: GSA developed a handbook to help managers coach individuals to improve needed job competencies. The handbook generated so much interest in coaching that people volunteered to coach others in particular areas of expertise. This list of coaches was distributed using e-mail to allow learning to be shared across the organization. Link to Coaching Learning Strategy Page   Primary Learning Strategy: Mentoring Description: The GSA mentoring program matches mentees and mentors from across the organization. They meet twice a month and are supported by workshops, lunchtime learning sessions, a homepage, and a program newsletter. The program has been so successful that it has expanded to the Atlanta, New York, and Kansas City locations. Many of the program's "graduates" go on to become mentors to others. Link to Mentoring Learning Strategy Page

Health and Human Services (HHS)

Primary Learning Strategy: Mentoring Description: HHS's Administration for Children and Families (ACF) runs an 18-month mentoring program. During the program, participants meet twice each month. Participants are also supported by quarterly training sessions and ongoing evaluation of the program. The mentoring program was designed as a developmental opportunity. An unintended and positive outcome for some participants has been promotion and movement to other jobs. Link to Mentoring Learning Strategy Page   Primary Learning Strategy: Mentoring Description: HHS's Commissioned Corps Pharmacy Mentoring Network (CCPMN) is a one-to-one communication network affording the mentor (a more senior officer) the opportunity to provide guidance to the mentee (a more junior officer) on career and professional development goals and objectives. Link to Mentoring Learning Strategy Page   Primary Learning Strategy: Self-Development Description: HHS has installed a computer-based career interest and skill inventory program that can be accessed by employees in selected field sites, as well as used in the headquarters Career Resource Center. Employees trained to provide help with the program and minimal career counseling are available at all sites. Professional career counselors provide more extensive counseling over the phone to field personnel. HHS' approach enables personnel to take charge of their own development and to think through their goals and skill needs. This approach also provides counseling or additional help as needed to support the individual. Link to Self-Development Learning Strategy Page   Primary Learning Strategy: Distance Conferencing Description: HHS recently used computer conferencing to pilot a change management class for its Quality of Work Life initiative. Participants from various regions around the country were able to discuss change/transition issues and share ideas, concerns, and solutions. Link to Distance Conferencing Learning Strategy Page

Health Care Finance Administration (HCFA)

Primary Learning Strategy: Job Rotation Description: HCFA uses Job Rotations to help Human Resource staff members learn the various functions of human resource development within HCFA. Program participants use what they learn to benefit their immediate work unit. HCFA also uses job rotation as part of its continuous learning program. Support staff completes 2 rotational assignments (4 months each). These assignments help develop the skills and knowledge necessary for entry into professional positions. Link to Job Rotation Learning Strategy Page   Primary Learning Strategy: Individual Development Plans Description: HCFA requires an IDP whenever there is a newly hired employee or if an individual assumes a new position. HCFA provides assistance in developing these plans through its Career Resource Center. Link to Individual Development Learning Strategy Page   Primary Learning Strategy: Learning Groups (Teams) Description: A Learning Group at HCFA meets to learn about the field of human resource management. The group is open to all employees who have an interest in this area. Link to Learning Groups (Teams) Learning Strategy Page

Department of Housing and Urban Development (HUD)

Primary Learning Strategy: Mentoring Description: The Training Academy at HUD provides training for voluntary mentors and mentees. A memorandum of understanding clarifies the responsibilities associated with the mentoring relationship. The mentors and mentees meet on a regular basis to share special insights, understanding, and information that increase the mentee's knowledge and ability to work in the organization. Link to Mentoring Learning Strategy Page

Internal Revenue Service

Primary Learning Strategy: Cross-Functional Teams Description: The Human Resource Technology group in the IRS created a Cross-Functional Team to plan all the human factors involved in a change to a new information system. Individuals with expertise in job analysis, organizational development, change management, training, facilities, ergonomics, and industrial psychology comprised the team. The combined expertise and shared learning resulted in an enhanced planning process and results. Link to Cross-Functional Teams Learning Strategy Page

Inova Health System

Primary Learning Strategy: Cross-Functional Teams Description: One of the largest health care systems in Northern Virginia used a Cross-Functional Team to plan and implement a move to a start-up operation in another hospital. The move included the transfer of many patients. The team was composed of individuals from major clinical departments, administrative services, ambulatory and emergency room services, and facilities. Because the team was composed of professionals from across the hospital, "downtime" was minimized. The move occurred in the morning and by mid-afternoon, Inova was fully operational. Link to Cross-Functional Teams Learning Strategy Page   Primary Learning Strategy: Groupware Description: This major health care system in Northern Virginia used Groupware with focus groups to determine leadership competency areas, skills, and performance behaviors required for managers to be successful. The data were used to build a leadership competency model. Link to Groupware Learning Strategy Page

City of Louisville

Primary Learning Strategy: Work-Outs Description: Louisville City Government used a Work-Out process to speed up the acquisition and redevelopment of vacant property. Based on the success of that initial Work-Out, the city conducted 30 more Work-Outs, involving approximately 500 individuals. Collectively, these Work-Outs saved the city millions of dollars. Link to Work-Out Learning Strategy Page

Motorola

Primary Learning Strategy: Benchmarking Description: Motorola has partnered with Domino's Pizza and Federal Express for ideas on how to rush delivery of its cellular phones. Link to Benchmarking Learning Strategy Page

National Semiconductor

Primary Learning Strategy: Coaching Description: National Semiconductor uses managers as coaches to meet the demands of its fast-paced and changing environment. The company developed a 19-minute videotape on coaching that helps managers improve their coaching skills and achieve better organizational results. Link to Coaching Learning Strategy Page   Primary Learning Strategy: Parallel Learning Structures Description: At National Semiconductor, an informal community of engineers who specialize in one critical technology began conducting joint reviews of new chip designs. As word spread within the company, other product groups started bringing designs to this group (on a strictly "off-the-org-chart basis") to solicit its advice. The more reviews this group has done, the more effective it has become-earning a company-wide reputation for excellence. What these engineers found is that they cannot simply publish their "rules" and teach the rest of the organization how to do design reviews. The practice and knowledge is embedded in the community that created it. The only way to learn the practice is to become a member. The best way to access the knowledge is to interact with the community. Therefore, National Semiconductor encourages and supports the formation of Communities of Practice (CoPs). (CoPs is their name for Parallel Learning Structures.) CoPs are a small group of people (in this case, about 20) who have worked together over a period of time. At National Semiconductor, a CoP is not a team, not a task force, not necessarily an authorized or identified group. People in CoPs can perform the same job or collaborate on a shared task or work together on a product. They are peers in the execution of "real work." What holds them together is a common sense of purpose and a real need to know what each other knows. This example was summarized from an online article titled, "The People Are the Company." Link to Parallel Structure Learning Strategy Page

Department of the Navy

Primary Learning Strategy: Mentoring Description: The Navy has developed an agency-wide mentoring program as part of its leadership development framework. Individuals interested in becoming mentees have to select a mentor. Training is provided to all participants on the mentoring process, roles, and expectations. Through mentoring, critical leadership skills and knowledge are shared. Link to Mentoring Learning Strategy Page

Office of Personnel Management (OPM)

Primary Learning Strategy: Individual Development Plans Description: The Presidential Management Intern (PMI) Program is a Government-wide career development program for entry-level personnel. Following the 3-year internship, PMI participants are expected to be fully qualified for selection into targeted permanent positions. IDPs are required for all PMI participants. The IDPs document the precise experiences or training needed for the targeted positions along with the overall administrative competencies (e.g., budget and personnel management) expected of all PMIs. Link to Individual Development Plans Learning Strategy Page

Department of Transportation (DOT)

Primary Learning Strategy: Corporate Scorecard Description: DOT Office of Human Resource Management, Performance Development Division wanted to find a way to measure its performance and determine whether that performance was producing the intended results. A team was formed with representatives from the various departments within DOT. A Scorecard was developed around five perspectives: (1) financial perspective, (2) customer perspective, (3) innovation and learning perspective, (4) internal business perspective, and (5) employee empowerment perspective. The team then developed a survey that it sent to managers, employees, and customers to measure the five perspectives. Beta testing of its Balanced Scorecard model has begun. However, even before full implementation, DOT benefited from this process. DOT found that it helped to clarify and define performance for the organization. The Balanced Scorecard process began the critical dialogue between employees and managers on what needed to be learned and how it related to the big picture. Link to Corporate Scorecard Learning Strategy Page

Department of Treasury

Primary Learning Strategy: Corporate Scorecard Description: Treasury's U.S. Customs, Office of Internal Affairs (OIA) established a performance measurement system using the Balanced Scorecard methodology. Teams composed of both managers and employees determined the critical measures. Their task was two-fold: (1) to identify the types of work that added value to the job and drove performance, and (2) to develop a mission statement to make and evaluate decisions. The teams then looked at tracking financial information, internal processes, end users, and learning and growth measurements. As a result of this process the teams realized that all of the measures were interrelated. In addition, the teams found that the single unit of measure most common to everyone was cost of an hour of work. This finding provided the teams with a way to measure the cost of doing business. The teams also designed a survey to measure the value of their service (time, quality, and effectiveness) and sent it to all end users. Link to Corporate Scorecard Learning Strategy Page

Xerox Corporation

Primary Learning Strategy: Parallel Learning Structure Description: Xerox found that its technical representatives (tech reps) often made it a point to spend time not with customers but with each other. The tech reps would gather in common areas (the local parts warehouse or coffee pot) and swap stories from the field. Rather than trying to discourage this practice to improve productivity, Xerox decided to formalize the knowledge exchange. Xerox uses a system called Eureka. Eureka is an electronic "knowledge refinery" that organizes and categorizes a database of tips generated by the field staff. Technically, Eureka is a relational database of hypertext documents. In practice, it's an electronic version of war stories told around the coffee pot. Eureka has the added benefits of an institutional memory, expert validation, and a search engine. Eureka operates as a free-flowing knowledge democracy, much like the natural, informal collaborations among tech reps. The system relies on voluntary information exchanges. All tech reps, regardless of rank, can submit a tip, but they are neither required to nor are they explicitly rewarded. In Eureka, the incentive is to be a good colleague, to contribute and receive knowledge as a member of the community. This example was summarized from an online article titled, "The People Are the Company." Link to Parallel Structure Learning Strategy Page   Primary Learning Strategy: Benchmarking Description: Xerox has used benchmarking to measure its products and processes against similar world class operations. The organization has partnered with: American Express to study billing and collection. Ford Motor Corporation to study plan layout. L.L. Bean and Hershey Foods for warehousing and distribution. Florida Power and Light for its quality process. Link to Benchmarking Learning Strategy Page