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About the Data

Statewide Leadership Development

The Statewide Leadership Development Program ensures there is a progressive and integrated process to develop leaders in state service. The program is intended to assist departments in preparing all newly appointed supervisorial, managerial and executive classifications, with their transition into a new leadership role, as well as to continually develop their leadership skills.

Refer to the Online HR Manual for the latest policy information regarding Leadership Development .

Mandated Leadership Training and Development

In June, 2016, Governor Brown signed SB 848 (Statues 2016, Chapter 35) which mandated additional training for newly appointed managers and career executive assignments (CEA), as well as continual leadership training and development for supervisors, managers, and CEAs. Training and development requirements can be found in GC §19995.4 .

All leadership training, whether provided internally or outsourced, is designed to develop participant knowledge, skills and abilities that allow them to demonstrate behaviors that support the philosophy, values and competencies of the Statewide Leadership Development Model. Leadership development programs should support the workforce and succession plans for each department.

CA Leadership Academy

The California Leadership Academy provides foundational training for Supervisors, Managers, and Executives in state service.

CA Leadership Academy

Training and Development

All great leaders must start by developing themselves first and then leading others. A comprehensive supervisory training program sets the foundation. As responsibilities become greater in scope, such as providing leadership for a unit, division or department, leadership training programs emphasize good team leadership skills as well as those needed to lead an organization. The Leadership Competency Model lists these competencies, their definitions and behavioral indicators associated with different proficiency levels for each competency.

Resilience
Stewardship
Divserity & Inclusion
Business Acumen
Collaboration
Communication
Digital Fluency
Interpersonal Skills
Talent Management
Customer Engagement
Innovative Mindset
Inspirational Leadership
Results-Driven
Vision & Strategic Thinking
Philosophy : An attitude held by an organization that acts as a guiding principle for behavior.
Values : The regard that something is held in importance, worth or usefulness.
Competencies : Competencies are the knowledge, skills and behaviors needed for individuals to succeed on the job.

As leaders and stewards, we strive to:

Achieve Results

As demonstrated by setting a clear vision to achieve measurable results by developing plans, leveraging staff skills, and delivering sustainable products and services.

Build Collaborative Relationships

As demonstrated by fostering an inclusive environment and encouraging and facilitating the sharing of information and ideas.

Communicate Effectively

As demonstrated by strong written, verbal, and listening skills to create an open and transparent environment for the exchange of information.

Develop Others

As demonstrated by a commitment to coach, mentor, and develop team members, and empower others through a sense of shared ownership and decision-making.

Exhibit Personal Credibility

As demonstrated by authenticity, consistency, decisiveness, honesty, integrity, and good judgment.

Foster a Team Environment

As demonstrated through support and recognition of teams and team members, and supporting work-life balance and employee wellbeing.

Improve Our Organization

As demonstrated by a commitment to pursue continuous improvement in order to better serve our customers.

Inspire and Engage

As demonstrated by an ability to motivate others to commit to a mission or plan, challenge individuals professionally and personally to achieve goals, connect employees to the work, and celebrate success.

Model Good Governance

As demonstrated by stewardship of customer service, accountability, transparency, sustainability, policy, compliance, risk mitigation, and solid business acumen.

Competencies are the knowledge, skills and behaviors needed for individuals to succeed on the job.

Understand what is expected in their job
Align training and development opportunities for current and future growth
Discuss strengths and development areas with their supervisor/manager
Know what key behaviors to demonstrate

Competency Development Model

CalHR has created Core and Leadership Competency Models that identify the knowledge, skills and behaviors that leaders need to be successful in their roles. Leaders are expected to have proficiency in all of the core and leadership competencies.

Core and Leadership Competencies don't attempt to describe all competencies that are needed to successfully perform a job. There are Occupation and Job Specific skills required in each position. Occupation and job specific competencies are not the focus of CalHR and would be included in a comprehensive development plan by departments.

Core Model

leadership model.

Leadership Competencies define leadership behaviors that could be relevant to state employees looking to develop leadership skills.

Competency Models to Develop Leaders

Competencies can benefit leaders and their departments by being incorporated into Human Resources practices.

Workforce & Succession Planning

To identify the critical knowledge, skills, abilities and personal characteristics as demonstrated by behaviors that California leaders need across departments. See more on our Statewide Workforce Planning and Succession Management page.

To establish benchmarks for measuring performance and communicating expectations for each leadership level. See more on our Performance Management page.

Professional Development

To help identify competency areas where training and development is needed to progress in their career or the next leadership level. See more on our Statewide Training page.

Recruitment and Hiring

To recruit and select candidates with the right leadership skills to be a successful Supervisor, Manager, or Executive. See more on our Statewide Recruitment page.

Alternate Range Criteria

An alternate range is an additional range of pay established for a class that represents compensation for:

Satisfactorily completing the duties appropriate for the class for the period of time noted in the criteria of the alternate range; or
Possessing the education/experience/skills/competencies as defined under each alternate range criteria for each class.

Classifications with alternate ranges are referred to as deep classes (e.g., Staff Services Analyst).

A “deep” class is a single classification in which every position allocated to that class can be assigned any duty within the class concept. Placement in an alternate range is based upon the individual’s skill and experience as defined under each alternate range criteria. Alternate ranges are designed to recognize increased competence to perform the duties of the class based upon experience in the class. The employee does gain status in the alternate range as though each range were a separate classification.

RESPONSIBILITY SPB has responsibility for “deep class” alternate ranges, including apprenticeship classes. “Deep class” alternate ranges are those in lieu of a separate class and/or where the employee gains status in the alternate range. Alternate range changes within a deep class are those classes in the Pay Scales with footnote 21 (SCO’s online pay scale – CSP – identifies them with a footnote 91). CalHR is responsible for those alternate ranges relating to professional or educational certification, work location, job risk or hazard, piecework rates or performance based pay.

The following alternate range movements are under the jurisdiction of SPB. The distinction between the alternate range of a “deep class” and the alternate range of other classes is when the movement to a higher alternate range constitutes:

A permanent promotion;
An involuntary placement in a lower alternate range constitutes an adverse action; and
The ranges are status ranges.

The following alternate range movements are under the jurisdiction of CalHR:

Temporary assignment;
Recognition of a working condition; or
Recognition of formal certification that is not directly duties related;
The distinction is primarily salary.

ALTERNATE RANGE DETERMINATION To determine if an individual’s background and experience meet the criteria for an alternate range of a deep class, the Classification and Pay (C&P) Analyst uses the same standards that are used to interpret minimum qualifications that are found in the Selection Manual section 6200.

The application of the individual selected for appointment shall be routed to the C&P Analyst to determine eligibility and appropriate range designation. When the appropriate alternate range has been determined, the C&P Analyst notes this information on the Request for Personnel Action (RPA) and processes the transaction in accordance with the DGS hiring process.

An individual’s experience may be combined to meet the criteria of the alternate range. Calculations to combine patterns can be done using two methods:

Mathematically
Conversion chart

Out-of-class experience may be counted for alternate range movement within a deep class under the same standards that apply to meeting minimum qualifications and the out-of-class experience is verified by the C&P Analyst as acceptable under the provisions of SPB Rule 212.

Experience in a Training and Development (T&D) assignment may also be counted towards meeting the alternate range criteria.

MOVEMENT TO THE NEXT HIGHER ALTERNATE RANGE Movement to the next higher alternate range of a deep class is not automatic!

Because there is no examination for movement between alternate ranges, it is essential for managers/supervisors to objectively evaluate the performance of each employee. Therefore, an employee should not be appointed to the next higher range until the employee’s immediate supervisor has certified that the employee has performed the duties of the class satisfactorily for the specified length of time. Certification shall be accomplished by:

The completion of an employee’s probationary report ;
The completion of an employee’s performance report and submission of a Supervisor Certification of Salary Adjustment (DGS OHR 609) form, which should be given at least annually; however, it can also be given as often as circumstances indicate.

Undocumented poor performance issues will not support a range change denial. The employee must be fully aware of poor performance issues at least 30 days prior to the potential effective date of the range change and be informed that the range change is going to be denied until such time as the performance issues are improved .

APPOINTED OR TRANSFERRED TO THE INCORRECT ALTERNATE RANGE If a person is appointed or transferred to a deep class and is placed in the wrong alternate range, the corrective action is correcting an appointment not a salary rate.

When an individual is appointed to an alternate range for which s/he has no eligibility, the same corrective action process that is used for correcting an appointment must be used (refer to Illegal Appointment ).

CONSECUTIVE TRANSFERS In general, SPB Rule 435 prohibits single or consecutive transfers that result in classification level increases equivalent to two or more salary steps. However, when an employee transfers to a deep class, subsequent range advancements with the deep class may move the employee to a salary level that is two steps or more higher than the pay level of the last class in which the employee held a list appointment. Even though this occurs, the employee may still transfer out of the deep class to other classes that are exactly at or below the pay level reached in the deep class.

A consecutive transfer involving a deep class is appropriate when:

The employee could have transferred into the “to” class from the class of his/her last or highest list appointment; or
The highest range of the “from” class is equal to or higher than the highest range of the “to” class in which the employee gains permanent status.

TRAINING & DEVELOPMENT ASSIGNMENT If a T&D assignment is to a deep class, the standards that are used for selecting a class in a series to which someone can T&D must be used for selecting the appropriate range level for the T&D assignment. These standards are explained in Section 340 of the Personnel Management Policy and Procedures Manual (PMPPM). When applying these standards, each range is treated as a separate class.

COMPLAINTS When resolving complaints regarding deep class alternate range appointments, the Merit Issue Complaint process should be followed. Refer to Grievances regarding merit issue complaints.

Responsible Control Agencies