Abstract
The purpose of this paper is to develop a set of elements that Intelligence Community (IC)|leadership can use as a framework for creating or soliciting contract proposals to transition leadership development courses from the current face-to-face format to the virtual environment.|Face-to-face leadership development courses provided by IC agencies to employees are costly, and therefore limit the number of employees who can participate in the training. IC employees face unique leadership challenges, and broader application of leadership development is needed. Due to the unique ethical and leadership dilemmas faced by the IC workforce, the unique makeup of the current workforce (including the learning styles and values of that workforce), the limitations of traditional face-to-face leadership development efforts, and the broad group of stakeholders affected, the IC should transition from face-to- face leadership development to a virtual environment.|The researcher conducted a phenomenological qualitative analysis through open- ended interviews with scholars and practitioners, as well as employees of the IC. The researcher’s methodology plan included coding common themes from in-person and telephone interviews. The respondents verified the quality validity of the study.|Through the interviews conducted, eight primary themes emerged as important to include in a virtual leadership development course. These eight themes include self- understanding, action learning, interaction, context, knowledge evaluations, follow up, mentorships, and self-advancement.|These eight elements should be the foundation for a statement of objectives within a request for proposal that a government entity might use in soliciting services for a virtual|leadership development course. There are certain obstacles that this change may present including resistance to change based on potential perceived loss of funding or prestige.