LGCIO

Georgia GMIS/Carl Vinson Institute of Government
LOCAL GOVERNMENT CHIEF INFORMATION OFFICER

Curriculum

Georgia GMIS (GA-GMIS), a chapter of GMIS International, is in a strategic partnership with The University of Georgia’s Carl Vinson Institute of Government.  One important result of this partnership is the Local Government Chief Information Officer certificate program (LGCIO).  The developmental education offered by this program is customized to the requirements of those working as information technology directors and administrators in local government organizations as well as those professionals aspiring to managerial positions. Administered by the Vinson Institute, the LGCIO certificate is awarded to GA-GMIS members upon successful completion of all course requirements, a course project, and a written project report.

LEARNING OBJECTIVE: The LGCIO seeks to assist learners by enhancing their skills in competency areas for leadership and in emerging technical areas.  Each learning session uses facilitative techniques ensuring the active engagement of learners. Opportunities for learning occur at Georgia GMIS conferences; typically, one day is devoted to a leadership or management training topic and another to a technical topic. With few exceptions, courses are six hours in length. The chart below summarizes the course hour and competency requirements that must be fulfilled in order to become eligible for submission of project report and ultimately the LGCIO certificate                                                                                                                              

LEADERSHIP

Courses in the Leadership category are offered in a rotation schedule.

Within the Leadership category, four broad core competency areas have been identified and these include:

• Governmental Business Processes
• Interpersonal Communication & Relationships
• Organizational Culture and Politics
• Success Measurement

TECHNICAL

Content areas for this broad competency area are constantly emerging because of the nature of technology.  Classes are consistent with current government priorities. Content will reflect a combination of trending conditions and facilitated discussions.

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LGCIO: Project Story

• Description of the project: (What did I propose?)
• Purpose of the project: (Why did I propose this?)
• Problem or Opportunity to be addressed: (What is the element that was improved or the opportunity of which you took advantage?)
• Qualitative Impact (improved quality, efficiency or effectiveness)
• Quantitative Impact (cost savings or cost avoidance; how much time did it save; how much money did it save?)
• Impact on others: (What did this mean to others; how did this affect others?)
• Outcome: (What does the end result look like; what is the measure of success?)

Your story has a:

Finally, you should be very specific, with details and examples (who did what and why they did it), of the various events and actions that occurred. Please take this opportunity to give credit where it is due, either to your department, unit and even to yourself.

LOCAL GOVERNMENT CHIEF INFORMATION OFFICER – PROJECT

A project requirement must be fulfilled before you are awarded the LGCIO certificate.   Following completion of all course requirements, you are to prepare a written report that demonstrates the leadership skills you have learned during your course of study. The format of the paper should 12-point font with 1 inch margins and double spaced.

Your objective is to analyze and demonstrate the skills you have learned by completing one of the following:

OPTION A

1. Implement a project that improves on some leadership element of your workplace (your shop, the larger governmental organization) by positively affecting cost savings, process improvement(s), or service delivery improvement(s); and
2. Submit a 5-6 page report, with a significant focus on the details*:

• Purpose of the project: (Why did I propose this?)
• Description of the project: (What am I proposing?)
• Problem or opportunity to be addressed: (What is the element to be improved or the opportunity to be taken advantage of?)
• Projected Qualitative Impact (improved quality, efficiency or effectiveness)
• Projected Quantitative Impact (cost savings or cost avoidance; how much time will it save; how much money will it save)
• Impact on others: (What will this mean to others; how will this affect others?)
• Expected outcome: (What does the end result look like; what is the measure of success?)

OPTION B

Submit a paper (7-8 pages*) describing in detail what was learned during LGCIO training and how the learning was, is, or will be applied within your area of responsibility. The focus of the application would be to enhance efficiency, effectiveness, productivity, morale, or continuous improvement.

The written report shall include:

• Description of your learning
• Analysis of the skills involved
• The practical application of the skills (actions, behaviors, approaches, styles, strategies for implementation)
• The desired outcome:
• Projected Qualitative Impact (improved quality, efficiency or effectiveness)
• Projected Quantitative Impact (cost savings or cost avoidance; how much time will it save; how much money will it save)
• Finally, explain why a different outcome than now is needed and what the benefit is to be gained.

When preparing either option, please be sure that your discussion and analysis include the many relevant leadership skills that were presented during the LGCIO courses.  Some examples include: leadership styles, communication, conflict management, change management, customer service, team dynamics, or power and influence.  While technical courses will have informed your work to some degree, the intended emphasis here is on the management topics.

The Carl Vinson Institute of Government Faculty Representative will be responsible for reviewing and approving/rejecting projects/papers and the GMIS Board will be the board of appeal for participants whose projects do not meet Carl Vinson Institute of Government project/paper criteria.

Please direct any questions or concerns to Mike Hourihan.

Your final written assignment should be submitted by email attachment to Mike at:

hourihan@uga.edu

Mike Hourihan
Carl Vinson Institute of Government
404.702.8114

Fall 2026 LGCIO

LGCIO Leadership

Topic: Strategic Planning and Project Management

Description:

• Create and use vision and mission statements, and defined objectives, to develop short and long-term goals for identified business units, departments and organizations.
• Establish structured action plans for measurable outcomes.
• Design and generate workable strategies for instituting or enhancing status in order to reach an identified destiny.
• Use structured models to identify current reality, assess gap deviations, create models of future reality, and establish action plans for measurable outcomes.

Learning Objectives:

1. Understand how to define and assess current circumstances;
2. Know how to identify mandates and organizational or community values;
3. Create vision and mission statements for planned and future destinies;
4. Develop action plans designed to address current status and achieve the desired outcome(s);
5. Learn how to prioritize using urgency and importance characteristics;
6. Design and define interim performance measures and create a closure action item.

LGCIO Technical

Topic A: The State of Cybersecurity in 2026: Threats, Trends, and What Comes Next

Description: The cybersecurity landscape is evolving faster than ever. Artificial intelligence is transforming both cyberattacks and cyber defense, ransomware groups continue to target organizations of every size, nation-state threats are increasing, and new risks surrounding identity, cloud environments, and third-party vendors are reshaping how organizations protect their data. This session provides a practical, executive-level overview of the current cybersecurity landscape in 2026, highlighting the most significant threats, emerging technologies, regulatory changes, and strategic priorities. Attendees will leave with a clear understanding of what organizations should focus on today to improve resilience and prepare for the next generation of cyber threats.

Learning objectives:

1. Identify the most significant cybersecurity threats impacting organizations in 2026
2. Explain the key cybersecurity trends shaping the future
3. Apply practical strategies to strengthen organizational cyber resilience

Topic B: Building an AI-Powered Cybersecurity Monitoring System on a Budget

Description: Enterprise cybersecurity tools are often too expensive and complex for organizations without dedicated security teams. This session showcases how Dawson County Schools built Tigger, a low-cost, AI-powered network monitoring solution that passively analyzes network traffic, uses Google’s Gemini AI to identify suspicious activity, and alerts administrators only when action is needed. Attendees will learn how the system works, what it has detected in production, and what it takes to build a similar solution using affordable, readily available technologies.

Learning objectives:

1. Describe the architecture and workflow of an AI-powered network monitoring solution that combines network flow analysis, automation, and generative AI to detect potential cybersecurity threats.
2. Evaluate how low-cost and open-source technologies can be integrated with existing infrastructure to enhance network visibility and improve incident detection without purchasing expensive security platforms.
3. Identify practical steps for implementing a similar AI-assisted monitoring solution within their own organization, including infrastructure requirements, automation opportunities, and operational considerations.

Topic C: ADA & Public Website Accessibility Compliance Checklist

Description: New federal accessibility requirements are changing how state and local governments design, maintain, and manage their public-facing websites and digital services. This session provides a practical compliance checklist to help agencies understand the new requirements, identify common accessibility issues, and prioritize improvements. Attendees will leave with actionable guidance and resources to help make their websites more accessible, reduce legal risk, and better serve all members of the public.

Learning objectives:

1. Explain the new federal ADA accessibility requirements and how they apply to state and local government websites and digital services.
2. Identify common website accessibility barriers and evaluate public websites using a practical accessibility compliance checklist.
3. Develop a roadmap for improving website accessibility by prioritizing remediation efforts, establishing ongoing compliance practices, and engaging stakeholders across the organization.

Topic D: Google Workspace for Microsoft 365 Administrators

Description: Curious about Google Workspace but spend your days managing Microsoft 365? This session introduces Google Workspace from a Microsoft administrator’s perspective, comparing familiar services, administration tools, security features, identity management, collaboration, and AI capabilities. Attendees will gain a practical understanding of how the two platforms align, where they differ, and how Google Workspace may fit into today’s modern IT environments.

Learning objectives:

1. Compare the core services and administration models of Google Workspace and Microsoft 365, including identity, email, file storage, collaboration, and device management.
2. Identify the Google Workspace equivalents to common Microsoft 365 services and understand how they are configured and managed.
3. Evaluate the strengths, limitations, and use cases of Google Workspace to determine when it may complement or serve as an alternative to Microsoft