Title 1 -
Office of Administration
Division 20 - Personnel Advisory Board and Division of Personnel
Chapter 6 - Management Training
1 CSR20-6.010
Management Training
PURPOSE: This rule prescribes guidelines and standards
as required by section 36.510, RSMo regarding mandatory training for persons
employed in management positions in agencies within the executive branch of
state government other than elective offices and the institutions of higher
learning. These guidelines and standards provide a framework for developing
and maintaining leadership effectiveness consistent with the mission and
needs of each department.
MANAGEMENT TRAINING RULE SUMMARY
(1) As used in this rule, unless the context clearly
indicates otherwise, the following terms shall mean:
- Supervisor, a person directly and immediately responsible for
planning, organizing, directing, controlling and evaluating the work of
employees to accomplish a limited function or activity;
- Manager, a person responsible for various general management
processes including activities such as general program planning, development
and coordination, or the organization, direction and evaluation of major
program functions and operations or a combination of these;
- Executive, for the purposes of this rule, Executive shall be
defined as Senior Level Managers including Division Director, Deputy,
Assistant Director, or their equivalent; and
- For purposes of this rule, the terms Supervisor, Manager, and
Executive shall include all positions in Uniform Classification and Pay (UCP)
agencies which the Division of Personnel finds to involve substantial
supervisory or administrative responsibilities, and shall also include
comparable positions in non-UCP agencies of the state. The final
determination of such comparability shall be made by department directors
after careful review of information furnished by the Division of Personnel of
the job classifications and approximate number of incumbents considered.
(2) Each department in state government shall
establish, programs, systems and procedures, as deemed necessary to implement
and administer the guidelines and standards for training personnel in the
positions as defined in this rule. A department may request technical
assistance from the Division of Personnel concerning the implementation and
administration of the guidelines and standards. A department may also request
formal training courses and other management-supervisory training programs
from the Division of Personnel or may establish alternative training
programs. Each department shall provide training, which it requires without
cost to its employees. Departments may reimburse employees for additional
job-related training courses in accordance with uniform state policies and
procedures issued by the Office of Administration and the department's own
policies and procedures, which are not in conflict and provide uniform
treatment of employees.
(3) For the purposes of coordination, the departments
shall annually review their projections of training needs for personnel in
these positions. The information provided will be used by the Division of
Personnel, State Training Advisory Council (STAC), and individual agencies in
developing training programs and administering the guidelines and standards
contained in this rule.
(4) Employees entering into the positions covered by
this rule are required to complete a minimum of 40 hours of training within
their first year in the position. Thereafter, employees are required to
maintain at least 16 hours of continuing Competency Based Training annually.
(5) Training in any of the 24 competencies will count
toward fulfillment of the training rule requirements.
(6) In cases of promotion, whether it be from
Supervisor to Manager, or Manager to Executive, it shall be at the discretion
of the department to determine which of the two thresholds of hours applies:
either the 16 hour threshold or the 40 hour threshold.
(7) In cases of lateral transfers between agencies or
within an agency, it shall be at the discretion of the employing department
to determine which of the two thresholds applies: either the 16 hour
threshold or the 40 hour threshold.
(8) Incumbents in all positions covered in this rule
are also required to take a Core Curriculum consisting of Performance
Management, Diversity, and Preventing Sexual Harassment. The format and time
frames of these programs shall be determined by the departments. The Core
Curriculum can count toward fulfillment of the 40-hour threshold of the
Initial Training. The Core Curriculum will not count toward the 16-hour
threshold of continuing competency Based Training.
(9) To support its effectiveness, each department
shall ensure through its programs, systems and procedures that equal
employment opportunity and upward mobility objectives are implemented as part
of its supervisory and management career development process. Each individual
employee shall have responsibility to effectively use, for personal
self-growth and career development, the training opportunities provided.
(10) The 24 competencies identified by STAC are as
follows:
- Accountability: The ability to accept all responsibilities of
the job and assigned tasks. Components of this competency can include holding
self and others accountable for delivering quality products, assuring
effective controls are developed and or maintained so organizational
integrity is maintained, acting decisively to modify activities to better
promote customer service and or quality of programs and pursuing all
assignments with the philosophy that the responsible individual must follow
through to completion if the project is to be successful;
- Computer Literacy: The ability to use provided computer
technology to enhance the quality of work and programs. Components of this
competency can include possessing sufficient knowledge and comfort concerning
computer applications and telecommunications. It also includes the ability to
interact effectively with internal and external contacts and to stay informed
about technological advances and their potential impact or value to work
activities;
- Creative Thinking: The ability to develop new insights into
situations and apply innovative solutions that make improvements. Components
of this competency can include the ability to encourage innovation and
creativity among others;
- Customer Service: The ability to remain focused on
understanding, anticipating and responding to the internal and external needs
of customers. Components of this competency can include the ability to see
customer satisfaction as the number one priority and to maintain sensitivity
to the requirements of customers through personal involvement and a
continuous drive for feedback;
- Decisiveness: The ability to make timely and effective
decisions with available information or knowledge and within your own
authority. Components of this competency can include the ability to take
calculated risks even in uncertain situations, perceive the
impact/implications of decisions, and assume responsibility for the results
of decisions even if unpopular;
- Financial Management: The ability to administer financial
resources in a manner that instills public trust and accomplishes the
department's mission. Components of this competency can include overseeing
allocation of financial resources, preparing and /or justifying budgets or
expenditure requests, and overseeing procurement and contracting procedures;
- Flexibility: The ability to accept change and to cope with job
pressure and stress. Components of this competency can include the ability to
adapt behavior and work methods in response to new information, changing
conditions or unexpected obstacles. It includes the ability to actively
solicit information and views from others and use the input to make change
occur, and adjust to multiple demands and shifting priorities with minimal disruption
and stress;
- Influencing: The ability to persuade others to buy into a
course of action. Components of this competency can include the ability to
network with key individuals or groups to accomplish goals and promote the
organization to others, and to inspire others so as to create enthusiasm and
a desire to succeed within others;
- Integrity: The ability to behave in a professional, fair and
ethical manner toward others and instill mutual trust and confidence.
Components of this competency can include the ability to follow through on
commitments, act in a manner consistent with values, demonstrate a sense of
responsibility and commitment to sound ethics, and encourage high standards
of behavior in others;
- Mediating: The ability to coach and challenge others to
achieve their potential. Components of this competency can include the
ability to take steps to prevent potential situations which could result in
unpleasant confrontations, and handle confrontations which arise before they
have a negative affect on others and the organization;
- Mentoring: The ability to coach and challenge others to
achieve their potential. Components of this competency can include the
ability to serve as a role model for continuous improvement throughout the
organization, develop leadership in others by sharing knowledge, experiences
and opportunities for growth, and provide timely and specific feedback that
reinforces or elicits desired behavior;
- Negotiating: The ability to build a consensus and accomplish
goals through give and take actions. Components of this competency can
include the ability to gain cooperation from others to obtain information and
identify and understand the interests of others;
- Political Awareness: The ability to identify internal and
external politics that impact the work of the organization. Components of
this competency can include the ability to approach each problem situation
with a clear perception of organizational and political reality. It includes
the ability to build and strengthen internal support bases, and get
understanding and support from management;
- Perceptiveness: The ability to recognize the impact of one's
own behavior on others. Components of this competency can include the ability
to consider and respond appropriately to the needs, feelings and capabilities
of different people in different situations, show a genuine interest in
others and their successes , and treat others with respect and dignity;
- Planning: The ability to establish comprehensive and realistic
plans of action to accomplish activities and evaluate progress. Components of
this competency can include the ability to maintain a focus on the planned
outcome, exercise good judgment in structuring and organizing work, and
monitor progress of activities so discrepancies are identified and corrected.
- Problem solving: The ability to define a problem, analyze
relevant information, and develop solutions. Components of this competency
can include the ability to anticipate potential problems, reduce a situation
to its essential elements, simplistic elements and distinguish between
relevant and irrelevant information;
- Self-direction: The ability to maintain focus and intensity,
and remain optimistic and persistent even under adversity. Components of this
competency can include the ability to deal effectively with pressure and
recover quickly from setbacks, demonstrate a deep-seated need for
achievement, manage your own time effectively and efficiently, seek and use
feedback from others, initiate appropriate action without being directed, and
maintain confidence in your own ability and ideas;
- Strategic Thinking: The ability to develop and implement
effective strategies that are consistent with the organization's vision and
mission. Components of this competency can include the ability to consider a
broad range of internal and external factors that may impact the
organization, anticipate potential threats or opportunities and promote
change based on the long-range strategic view of the future;
- Team Work: The ability to develop and sustain cooperative
working relationships. Components of this competency can include the ability
to inspire, motivate and guide others toward accomplishment of goals and
activities. It includes the ability to encourage collaboration and to promote
open communication and collective problem-solving within the group;
- Technical Knowledge: The ability to demonstrate proficiency in
areas of primary responsibility. Components of this competency can include
the ability to apply procedures, regulations, and policies to remain current
and informed of new and existing issues which may affect work.
- Verbal Communication: The ability to create and sustain an
atmosphere in which timely, quality information flows between self and
others, and express facts and ideas in a convincing manner. Components of
this competency can include the ability to encourage expression of ideas,
keep others informed of relevant facts and issues or decisions, be receptive
to new or different viewpoints, accept feedback, tailor a message to the
listeners needs, listen effectively, clarify information, and use available
technology to enhance material;
- Vision: The ability to take a long-term view of the
organization's direction and articulate a vision which integrates key program
goals, priorities, values, and other factors. Components of this competency
can include the ability to balance change of continuity, identify and
integrate key issues affecting the organization, and promote ownership of the
vision in others
- Written Communications: The ability to express facts and ideas
in writing in a clear, convincing and organized manner. Components of this
competency can include the ability to effectively reflect the position of the
organization, review and critique written communication in a constructive and
substantive manner, and use available technology to enhance material; and
- Workforce Management: The ability to administer human resource
management principles in a manner which instills public and employee trust,
maximizes employee potential and fosters high ethical standards in meeting
the organization's mission. Components of this competency may include the
ability to assess current and future staffing needs, take an active role in
recruiting and retaining staff. It also includes the need to clarify roles
and responsibilities, provide clear direction, delegate and empower staff to
accomplish assignments, support programs and activities that deal with
employee well-being such as safety, health, and family life. It allows for
employee growth and it requires that you assess employee performance, give
timely feedback, take appropriate corrective/disciplinary actions when other
means have not been successful, and value cultural diversity, and other
differences. Lastly, it requires that you commit resources necessary to
develop and train employees for long-term employment based on needs.
(11) Following are the top ten competencies at each
management level as discovered through the STAC survey process. Division of
Personnel training programs will address the top ten competencies at each
level.
- The top ten competencies for Supervisory positions are Integrity, Written
Communication, Accountability, Flexibility, Financial Management, Strategic
Thinking, Workforce Management, Verbal Communication, Decisiveness,
Computer Literacy & Mentoring (tied);
- The top ten competencies for Managerial positions are
Integrity, Team Work, Accountability, Self-direction, Mentoring,
Problem-solving, Workforce Management, Decisiveness, Flexibility, Verbal
Communication;
- The top ten competencies for Executive positions are Technical
Knowledge, Creative Thinking, Verbal Communication, Decisiveness, Mediating,
Mentoring, Problem-solving, Perceptiveness, Self-direction, Flexibility &
Influencing & Teamwork (tied);
(12) The Division of Personnel, within available
resources and upon request from a department shall provide technical
assistance concerning the administration of the guidelines for mandatory
management training as set out in this rule. The Division of Personnel will
design, develop and present or otherwise make available formal training
courses and other management development programs which meet the needs of the
top ten competencies for each level as identified in Section III of this
rule.
(13) At least every five years, STAC will make
recommendations to the Personnel Advisory Board regarding the status of the
rule, specifically additions, deletions and substitutions to the provisions
of the rule. The results of this review may affect a new listing and
prioritization of competencies. The results could modify the Core Curriculum
and competencies listed in this rule. The departments will change their
training projections according to the results.
(14) Each department shall require employees in positions
covered by this rule to successfully demonstrate an ongoing ability to plan,
organize, control, direct, coordinate and evaluate the work activities for
which they are responsible and to motivate assigned staff to accomplish
organizational objectives. Should the department determine that an individual
incumbent in a covered position requires training in one of the competencies
not listed in the top ten for that level, it is the responsibility of the
department to provide that training. |
