refers to the B&F Leadership Academy Program. From a participant point of view, the Program begins with the pre-Program activities, is conducted through nine classroom sessions and an Action Learning Project, and includes a graduation ceremony. The Program continues as participants complete and integrate 360 feedback on the follow up administrations of the 360 Feedback survey results (currently planned for eighteen months and three-years following the first administration).

refers to a cohort of 20-24 participants who attend a Program together in a given year. FY09 will be Class 1; FY10 will be Class 2; and so on. The cohort stays together in a class for one whole cycle of the Academy Program.

refers to a two-day, one-day, or half-day scheduled learning opportunity for class participants. In the current design, there are 12 scheduled calendar days, which are divided into nine sessions (including graduation), occurring across a 10-month span. Some sessions cover two back-to-back calendar days and are described as Session #1: Day 1 (1.1) or Session #4: Day 2. (4.2)

is a sequential unit of instruction within a session and within a day. The numbering starts over at the beginning of each day. For example, Session #1: Day 1, Module 3 or Session #2: Day 2, Modules 1-5.

is a period of time within which all of the members of a class receive planned professional development coaching related to behavioral goals. After a wave of coaching, the professional development coaches will hold a debrief with the Academy Program staff to share generalized information on participant areas of strengths, progress, content confusion, and/or other general observations. There are four waves of coaching in each Program, the final wave coinciding with the 2nd 360 administration, eighteen months after the first.

refers to the participant-led cross functional project team and its related project. These are a component of the academy program, and provide valuable opportunities for applied learning of academy skills. Projects are identified by EVPCFO Senior Staff and are completed during the academy year between Session #4 and Session #8 (approximately May 1-October 1).

an EVPCFO Senior Staff member is the ultimate sponsor of each project, providing mentoring, support and accountability. In addition, each action learning project will likely have a sustaining sponsor, who provides day-to-day guidance, assigns resources and negotiates the specifics of project deliverables.

refers to a process through which key insights, strengths, and tacit knowledge are brought forth from a subject, through the use of skillful interviewing, summarizing, and listening. Generative interviewing skills will be taught during the Program in Session #2. Participants will apply these skills during interviews with senior leaders and eventually with each other, to elicit tacit knowledge and leadership strengths. These skills enhance the participants abilities to take a "strengths focus" in managing staff.

refers to the document containing individual structured learning goals or behavioral growth opportunities devised by a participant in coordination with his or her professional coach (and including feedback from the participant's supervisor). IDPs are based on career and professional development aspirations, 360 and peer feedback, and include plans for applied learning and action relating to specific targets. Individual Development Plans will also be reviewed with Learning Team members and updated periodically. Within the scope of the IDPs, all eight B&F Leadership competencies may be developed.

refers to the collection of artifacts, statements, class notes, journal writings, reflections, feedback and inquiry from which is distilled each participant's understanding of his or her unique leadership identity. Starting from the photographs shared in the opening session, and captured by the Leadership Portfolio presentation made during the graduation ceremony in Session# 9, each Leadership Portfolio represents the essence of "Who am I as a Leader?" and "What's important to me?"

refers to a topic or theme of particular interest to a specific class and is defined by participants. Topics are selected by participant teams who then design and conduct two-hour learning modules and receive feedback during Sessions#5, #6, and #7. Each member of a Leading Learning Team should have an active role in the classroom instruction during their facilitation/presentation.

refers to a process of receiving anonymous developmental feedback on the competencies and skills expected of leaders in Business and Finance during and after the Academy, specifically for the purposes of leadership development. Feedback is solicited from three "directions": e.g.; one's manager or supervisor, one's colleagues or peers and one's direct reports.

Program Dean - moderates every session, provides support to all participants, and provides instruction as needed;
Program Coordinator - attends sessions and provides back-up for speakers and logistics;
Executive Program Assistant - handles administrative details and is a point of contact for participant information, logistics, and questions.

include non U-M leaders, U-M Faculty, B&F leaders, and U-M leaders who attend or assist the B&F Leadership Academy Program with the purposes of teaching, presenting, or facilitating modules or class sessions. Planned faculty for the Pilot year include:

EVPCFO Tim Slottow	Provost Terry Sullivan
AVP Laura Patterson	Regent Katherine White
AVP Hank Baier	Dr. Lynn Wooten
AVP Greg Tewksbury	Dr. Kim Cameron
AVP Laurita Thomas	Dr. Jane Dutton
VP Jerry May	Dr. Melissa Peet
President Mary Sue Coleman	Dr. Rick Price
EVPCMA Dr. Bob Kelch	Quality Council
VP Royster Harper	Dr. Diana Wong

refers to a group of individuals who were responsible to research, design, implement, and now to evaluate the pilot year of the B&F Leadership Academy. The team consists of Stephen Reck, Debbie Talley, Steve Brabbs, Bitsy Lamb, Darrell Washington, Janet Max, Mari Glaza, Catherine Lilly, Diana Wong, and Maureen Ybarra, and assisted by Raquel de Paula, Jeff Neuman, and Liz Copeland.

refers to the 24 U-M exemplary leaders who have agreed be interviewed by Academy participants. During the generative interviewing process, these leaders will share experiences, strengths, and insights about the nature of successful leadership at the University of Michigan.

refers to the Executive Vice President/Chief Financial Officer, Tim Slottow, and his direct reports:

• Gregory Tewksbury, Interim Associate Vice President for Finance
• Laurita Thomas, Associate Vice President University Human Resources
• Laura Patterson, Associate Vice President Michigan Administrative Information Services
• Hank Baier, Associate Vice President Facilities and Operations
• Erik Lundberg, Chief Investment Officer
• Catherine Lilly, Senior Advisor to the EVPCFO

refers to the LEAP (Leadership through Extraordinary Alumni Performance) Network. This network is composed solely of Leadership Academy Program alumni, Academy Faculty, and Program Staff. The purpose of the Network is to continue to support participants in developing and honing their skills and contribution to the University.

refers to a group of Academy participants who volunteer during Session# 8 to set up and oversee the continuity of the LEAP Program and its benefits (e.g., networking, honing skills) to the Program alumni.

is a experienced external-to-U-M coach specializing in professional development of others, who will work with Leadership Academy members to develop their leadership skills, before, during and (on a limited basis) after their participation in the Leadership Academy. Using information from multiple sources, the coach will help a participant to set and achieve behaviorally-based performance goals, capitalize on strengths, shore up areas of challenge, and amplify positive leadership practices.