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FSIS Leadership Resource and Development Guide
i
FSIS LEADERSHIP
RESOURCE AND DEVELOPMENT
GUIDE
FSIS Leadership Resource and Development Guide
ii
TABLE OF CONTENTS
FSIS Leadership Competency Modeling—Why This Effort? ........................................................ 1
Background ................................................................................................................................. 1
Goal ............................................................................................................................................. 1
Competency Model Use .............................................................................................................. 1
Defining a Competency and Competency Model ........................................................................... 2
What Is a Competency?............................................................................................................... 2
What Is a Competency Model? ................................................................................................... 2
Development of the FSIS Leadership Competency Model and Resource Guide ........................... 3
Procedure ..................................................................................................................................... 3
Phase 1: Domain Analysis ....................................................................................................... 3
Phase 2: Model Development .................................................................................................. 3
Phase 3: Subject-Matter-Expert Validation ............................................................................. 4
Phase 4: Revision and Model Development ............................................................................ 4
Results ......................................................................................................................................... 4
Conclusion ................................................................................................................................... 5
Leveraging the FSIS Leadership Competency Model & Resource Guide ..................................... 5
FSIS Leadership Competency Model ......................................................................................... 6
Understanding Proficiency Levels .............................................................................................. 9
FSIS Leadership Competency Self-Assessment Exercise – Part 1 ....................................... 10
FSIS Leadership Competency Self-Assessment Exercise – Part 2 ....................................... 11
Competency-Specific Resources ............................................................................................... 14
Core Leadership Competencies ................................................................................................... 15
Accountability ........................................................................................................................... 16
Accountability Developmental Resources ............................................................................. 18
Adaptability ............................................................................................................................... 23
Adaptability Developmental Resources ................................................................................ 25
External Awareness ................................................................................................................... 30
External Awareness Developmental Resources .................................................................... 32
Leveraging Diversity ................................................................................................................. 34
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Leveraging Diversity Developmental Resources .................................................................. 36
Management Excellence ........................................................................................................... 40
Management Excellence Developmental Resources ............................................................. 42
Maximizing Performance .......................................................................................................... 47
Maximizing Performance Developmental Resources ........................................................... 49
Operations Management ........................................................................................................... 53
Operations Management Developmental Resources ............................................................. 55
Partnering .................................................................................................................................. 58
Partnering Developmental Resources .................................................................................... 60
Political Savvy........................................................................................................................... 63
Political Savvy Developmental Resources ............................................................................ 65
Problem Solving ........................................................................................................................ 68
Problem Solving Developmental Resources ......................................................................... 70
Team Building ........................................................................................................................... 74
Team Building Developmental Resources ............................................................................ 76
Vision ........................................................................................................................................ 82
Vision Developmental Resources .......................................................................................... 84
Foundational Competencies .......................................................................................................... 88
Integrity & Honesty ................................................................................................................... 89
Integrity & Honesty Developmental Resources .................................................................... 90
Interpersonal Skills .................................................................................................................... 93
Interpersonal Skills Developmental Resources ..................................................................... 95
Oral Communication ................................................................................................................. 98
Oral Communication Developmental Resources .................................................................. 99
Public Service Motivation ....................................................................................................... 103
Public Service Motivation Developmental Resources ........................................................ 105
Self-Development.................................................................................................................... 107
Self-Development Developmental Resources ..................................................................... 109
Written Communication .......................................................................................................... 114
Written Communication Developmental Resources ........................................................... 116
Personalized Leadership and Competency Development Plans ................................................. 119
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Section I: Identify Mentors and Set Goals .............................................................................. 119
STEP 1: Identify Mentors .................................................................................................... 119
STEP 2: Set Development Goals ......................................................................................... 120
Section II: Identify Competencies and Create a Competency Development Plan .................. 121
STEP 1: Identify Competencies .......................................................................................... 122
STEP 2: Create a Competency Development Plan .............................................................. 122
Applying the FSIS Leadership Competency Model Across Workforce Planning ..................... 128
Incorporating the FSIS Leadership Competency Model into the Human Capital Life Cycle .... 128
Recruiting ................................................................................................................................ 129
Structured Interviewing ........................................................................................................... 129
Selection .................................................................................................................................. 130
Onboarding .............................................................................................................................. 130
Training ................................................................................................................................... 130
Succession Planning ................................................................................................................ 131
Performance Appraisal ............................................................................................................ 131
Career Planning ....................................................................................................................... 131
USDA Virtual University Leadership Development Programs ………………………………. 133
FSIS Leadership Resource and Development Guide
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FSIS LEADERSHIP COMPETENCY MODELING—WHY THIS EFFORT?
Background
In an effort to achieve Goal 7 of the FSIS FY 2014 Performance Plan, OOEET has developed an
FSIS Leadership Competency Model to enable FSIS to build upon and sustain a foundation of
qualified and trained professionals to meet its current and future needs. The FSIS Leadership
Competency Model will serve as the driver for empowering FSIS employees to succeed in a
changing environment as the organization transitions to a results-driven culture.
Goal
The ultimate goal was to create an easy-to-apply competency model that would emphasize
individual performance standards and incorporate actions and activities designed to bolster the
achievement of individual and organizational goals. OOEET constructed and validated this FSIS
Leadership Competency Model and complimentary Resource Guide for all FSIS employees.
The final model and guide will assist employees and supervisors with driving their career to their
fullest potential.
Competency Model Use
The Leadership Competency Model will assist with the following:
Recruiting
Structured Interviewing
Selection
Onboarding
Training
Succession Planning
Performance Appraisal
Career Planning
The Leadership Competency Model Guide can be used to do the following:
Explain how to apply the FSIS Leadership Competency Model
Assess competencies
Learn how to improve competencies in oneself and others
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DEFINING A COMPETENCY AND COMPETENCY MODEL
What Is a Competency?
Competencies are behaviors that encompass the knowledge, skills, and attributes required to
build a high-performance organization capable of meeting current and future challenges. In
addition to intelligence and aptitude, the underlying characteristics of a person, such as traits,
habits, motives, social roles, and self-image, as well as the environment around them, enable a
person to deliver superior performance in a given job, role, or situation. Competencies often
serve as the basis for skill standards that specify the level of knowledge, skills, and abilities
required for success in the workplace, as well as potential measurement criteria for assessing
competency attainment.
Understanding the competencies needed to succeed in their careers will help FSIS leaders plan
their professional growth and development, identify the right training opportunities, and evaluate
their progress, as well as the progress of direct reports. An FSIS leader needs all competencies in
the model in order to be as successful as possible.
What Is a Competency Model?
A competency model is a collection of competencies that together define successful performance
in a particular work setting. Competency models are the foundation for important human
resources functions—e.g., recruitment and hiring, training and development, and performance
management—because they specify what is essential to select for or to train and develop.
It is important to note that a competency model is an integrated system of skills and abilities and,
thus, no competency is meant to stand alone; each competency serves as a cornerstone and is
important to the support and enrichment of others.
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Domain Analysis
Model Development
Subject-Matter-Expert (SME) Validation
Revision and Model Development
PHASE
4
3
2
1
DEVELOPMENT OF THE FSIS LEADERSHIP COMPETENCY MODEL AND
RESOURCE GUIDE
Procedure
The development of the FSIS Leadership Competency Model was based on a four-phase
developmental model adapted from Marrelli, Tondora, and Hoge’s (2005) multi-step process.
Phase 1: Domain Analysis
The research team reviewed the FSIS Government Furnished Items (GFI), which included key
organizational documentation regarding strategic plans, mission, goals, and vision, along with
educational and training materials. The goals of the review were to:
Determine which OPM competencies support the goals, vision, strategies, and plans of
the FSIS
Determine the essential job functions of the FSIS leader
Identify additional competencies from other government agencies for consideration
As a result of the domain analysis, the research team compiled a set of sources, essential
supervisor job tasks, and initial competencies that were coded, linked, and analyzed in Phase 2 to
develop the initial competency model.
Phase 2: Model Development
The development team applied the Matrix Linkage Analysis Approach (MLAA) to map
information and determine overlap between the OPM competencies (and other government
agency competencies), critical FSIS documents, and essential leader job functions. This effort
allowed the team to identify the set of competencies that most strongly correlated with the FSIS
strategy, mission, goals, and vision, as well as the competencies that were linked to the essential
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job functions of a leader. The team examined the frequencies of the competency linkages,
comparing, for example, how many times the competency Leveraging Diversity was linked to a
critical document and essential job function in comparison to the competency Vision. This
quantitative approach, conducted for all OPM competencies, provided insight into the relevance
of each competency to FSIS.
The frequency data, along with the MLAA table and the domain analysis results, was used to
narrow down and identify the initial set of FSIS leadership competencies.
Phase 3: Subject-Matter-Expert Validation
The initial set of leadership competencies was administered to 70 FSIS subject-matter experts to
validate their relevancy and importance. The validation process also provided the preliminary
information needed for development of behavioral indicators for each competency. Overall, the
process included structured interviews, a brief online survey, and analysis of the interview and
survey data.
Phase 4: Revision and Model Development
The final phase focused on analyzing the interview data to determine the revisions and additions
needed for the initial set of competencies. The analysis team reviewed the interview data and
compiled the content into major issues or changes recommended. Additionally, the analysis team
met with the interviewers to clarify any questions regarding the results. The team discussed
suggestions or points that might not have received consensus among the participants but were
still relevant and important to consider. In addition to the interview data, the analysis team
reviewed the results of the Competency Model Validation Survey to gather further understanding
of the frequency and importance of each competency.
Once the final competencies were developed based on participant feedback, the behavioral
indicators were finalized. The behavioral indicators were framed based on the examples of
behaviors pulled from the critical incident assessment portion of the validation interviews. Each
competency was associated with a set of behavioral indicators and organized by developmental
level, i.e., Novice, Advanced Beginner, Intermediate, Proficient, and Expert.
Results
The FSIS Leadership Competency Model is comprised of 18 competencies divided into two
cross-cutting categories: Foundational Competencies and Core Leadership Competencies. The
result of the competency development process includes a legally defensible coding system,
which tracks the evolution of the OPM competency model to the 18 customized FSIS
competencies. These FSIS competencies directly link to essential FSIS job functions, strategic
plans, and organizational mission.
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Conclusion
In addition to the competency model, this resource guide was developed to describe how the
competencies are to be used in human and performance management functions, such as
recruiting, structured interviewing, selection, onboarding, training, succession planning,
performance appraisal, and career planning. Applying the FSIS Leadership Competency Model
and accompanying resource guide, FSIS can conduct workforce planning, and individual
supervisors can identify and prioritize their employees’ developmental needs, as well as their
own. This planning will ensure that FSIS is able to recruit, develop, and maintain its workforce
in a way that supports the department’s mission and success.
LEVERAGING THE FSIS LEADERSHIP COMPETENCY MODEL & RESOURCE
GUIDE
The FSIS Leadership Competency Model and Resource Guide were developed in an effort to
meet the needs of aspiring and current leaders within FSIS. This resource guide contains detailed
information regarding the critical knowledge, skills, abilities, and behaviors required for each
competency as well as an array of tools, suggestions, and materials FSIS personnel can use to
develop these competencies in themselves and others.
Leaders can, and should, use the FSIS Leadership Competency Model and this resource guide to
identify their strengths, as well as to target skill areas they want to improve. Together, the FSIS
Leadership Competency Model and FSIS Leadership Competency Model Resource Guide can
provide leaders with a clear understanding of what it takes to not only succeed in their current
roles, but to advance their leadership roles within FSIS.
Most importantly, the model and guide were created under the assumption that all FSIS
personnel can benefit from continual growth and self-development. Although all the
competencies are necessary for successful leadership within FSIS, many positions may require
various levels of skills to be successful. The FSIS Leadership Competency Model is holistic in
that it embodies all levels of leadership skills and knowledge and the dynamic development of
these qualities.
Because all FSIS personnel have the opportunity to exhibit leadership skills on a daily basis,
whether through their interactions with stakeholders or coworkers, the FSIS Leadership
Competency Model and Resource Guide are key in reaching FSIS’s strategic goals. Each
competency was carefully selected and created to capture behaviors that are necessary across all
leadership positions within FSIS. This ensures there are common standards for behavior and
performance to streamline training and development opportunities across FSIS personnel. The
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competency model is to be viewed as a cohesive framework that, when embodied, contributes to
a highly effective organization.
The FSIS Leadership Competency Model is comprised of 18 competencies divided into two
cross-cutting categories: Foundational Competencies and Core Leadership Competencies. The
Foundational Competencies represent the basic and minimum competencies expected of an FSIS
leader. Typically, foundational competencies are acquired early in the career or even during
education and training. These competencies are not specific to FSIS but are integral and
necessary for supporting the Core Leadership Competencies, which build on the Foundational
Competencies to include leader-specific skills. The set of leadership competencies are not only
specific to FSIS but imperative for successful performance as a leader on the job. A leader
should aim to build a sturdy competency foundation by developing and improving the
Foundational Competencies so that acquisition of the Core Leadership Competencies can be
more fluid and permanent. Expertise in both categories of cross-cutting competencies is required
to be considered a top leader at FSIS.
FSIS Leadership Competency Model
Presented below is the FSIS Leadership Competency Model. This model is based on OPM’s 28
Core Competencies, OPM’s Executive Core Qualifications/Fundamental Competencies, the
Department of Defense Civilian Leader Development Framework issued by the Civilian
Personnel Management Service, Competencies for the Budget Analysts in the Federal
Government, Competencies for the Education Training & Development Field, National Oceanic
and Atmospheric Administration, the NCHL Health Leadership Competency Model, the
Department of Veterans Affairs Leadership Competencies, and other related competencies,
literature, and technical reports. A core set of competencies were narrowed down and customized
for FSIS. Following a comprehensive development and validation process, the resulting FSIS
Leadership Competency Model consists of 12 Core Leadership Competencies and 6
Foundational Leadership Competencies. This cross-cutting competency model is applicable to all
FSIS employees.
The table on the next page provides an overview of the FSIS Leadership Competency Model.
Each competency is associated with a definition specific and unique to the vision, mission, and
goals of FSIS.
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Core Leadership Competencies
Competency Name Definition
Accountability
Holds self and others accountable for high-quality results and
compliance with established rules and procedures. Creates
transparency, demonstrates integrity, and accepts responsibility for
mistakes.
Adaptability
Effectively deals with ambiguous and changing conditions by adapting
behavior or work methods in response to new information and
convincing others of the need for change. Serves as an anchor in times
of change by reaffirming FSIS goals.
External Awareness
Understands and keeps up-to-date on food safety research, other
government food safety practice and policies, economic, industry, and
technological trends that affect the organization, impact FSIS
customers (internal and external), and shape stakeholders’ views.
Leveraging Diversity
Provides a workplace environment that honors excellence, teamwork,
respect, dignity, fairness and equity. Plays an integral role in
maintaining a discrimination-free work environment and treats all
FSIS coworkers, colleagues, and customers with dignity, respect, and
professionalism.
Management
Excellence
Aligns people, work, and processes with the mission of FSIS. Ensures
that employees are appropriately recruited, selected, and rewarded, and
that they have the resources they need.
Maximizing
Performance
Creates and sustains a motivating culture, which encourages FSIS
personnel to contribute their maximum performance to the
organization, by providing ongoing feedback and developmental
opportunities, and removing barriers to application of new knowledge
and skills.
Operations
Management
Applies sound resource and financial management principles and best
practices, along with the appropriate policies, regulations, and laws to
support projects and operations.
Partnering
Networks and collaborates with individuals across the Farm-to-Table
Continuum to achieve FSIS's mission. Finds common ground with a
wide range of stakeholders and uses these contacts to build and
strengthen internal support bases.
Political Savvy
Identifies the internal and external politics that impact the mission of
FSIS. Persuades others to accept recommendations, cooperate, or
change their behavior; negotiates to find mutually acceptable
solutions.
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Problem Solving
Identifies and analyzes problems by weighing the relevance and
accuracy of information even when data are limited; produces well-
informed, effective, and timely solutions.
Team Building
Inspires team commitment and motivates team members to develop
and accomplish group goals. Ensures cooperative team relationships
by supporting constructive resolution of conflicts.
Vision
Develops new insights into situations, and builds a shared vision with
others. Influences others to translate vision into actions that align with
long-term FSIS goals.
Foundational Competencies
Competency Name Definition
Integrity/Honesty Behaves in an honest, fair, and ethical manner. Shows consistency in
words and actions. Models high standards of ethics.
Interpersonal Skills
Demonstrates the ability to notice, interpret, and anticipate others'
concerns and feelings. Shows understanding, courtesy, tact, empathy,
and concern toward others.
Oral Communication Makes clear and convincing oral presentations. Listens effectively;
clarifies information as needed.
Public Service
Motivation
Demonstrates a commitment to serve the public, including consumers,
the industry, and Congress. Ensures that actions meet public needs.
Aligns organizational objectives and practices with public interests.
Self-Development
Exhibits ability to assess own strengths and developmental needs.
Addresses these needs through reflective, self-directed learning.
Develops new knowledge and skills as the work evolves.
Written
Communication
Writes in a clear, concise, organized, and convincing manner for the
intended audience.
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Understanding Proficiency Levels
Presented below is the FSIS leadership competency proficiency scale. This scale is intended to
measure one’s ability to demonstrate a specific competency on the job. The scale captures a wide
range of ability levels and organizes them into five categories: Novice, Advanced Beginner,
Competent, Proficient, and Expert. More specifically, proficiency levels indicate different levels
of expertise or mastery in a competency. Each level describes the developmental stage of that
specific competence, providing a clear description of the differences between a beginning,
average, and expert performer within FSIS.
The overall goal of the proficiency scale is to help FSIS personnel compare their current level of
proficiency to that of top performers across FSIS.
Proficiency Level Description
Novice
(basic knowledge)
Applies the competency in the simplest situations
Requires close and extensive guidance
Focus is on learning
Relies on rules and basic procedures
Advanced
Beginner
(limited experience)
Applies the competency in somewhat difficult situations
Requires frequent guidance
Focus is on development through on-the-job experience
Understands and can discuss competency terminology, concepts, and
principles
Competent
(practical application)
Applies the competency in difficult situations
Requires occasional guidance
Focus is on applying and enhancing knowledge or skill
Aware of own and others’ abilities
Proficient
(applied theory)
Applies the competency in considerably difficult situations
Generally requires little or no guidance
Focus is on broad organizational/professional issues
Can participate in senior-level discussions regarding this competency
Expert
(recognized authority)
Applies the competency in exceptionally difficult situations
Serves as a key resource and advises others
Focus is strategic
Considered a “go to” person in this area within FSIS
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FSIS Leadership Competency Self-Assessment Exercise – Part 1
Before reviewing the behavioral elements of each Competency, it is beneficial to complete a
self-assessment to help indicate areas you perform well in and areas that may benefit from
personal development. Below are 36 different behaviors FSIS personnel are encouraged to
demonstrate. Using the scale provided, indicate what you feel your level of performance is on
each of the behaviors listed, where 1 indicates a low level of performance and 4 indicates a high
level of performance. You will use these as a reference point for Part 2 on the next page.
Behavioral Leadership Actions Low
1
2
3
High
4 1. Proactively seeks and considers multiple barriers to work quality and
compliance
2. Encourages others to take pride and personal responsibility for their own
work and the success of the agency
3. Cultivates an open environment that readily accepts change
4. Applies new technologies and ideas to address change, such as updates
to foodborne public safety risks or policies
5. Keeps track of how the agency's function is reflected in the media and
other sources that relay agency-related information to consumers
6. Fosters collaboration and partnerships across the agency and within
relevant public, private, and non-profit organizations
7. Builds a diverse staff, with a variety of skills, that functions effectively
to accomplish the mission of the organization
8. Creates an inclusive environment that grows, encourages, and supports
different perspectives and ideas
9. Identifies misalignment with staff’ skills and work; realigns as necessary
to improve morale and efficiency
10. Redesigns organizational structure to provide improved service to
customers by considering organizational goals, timeframes for achieving
goals, and staff responsibilities
11. Engages in creative developmental and performance strategies to make
up for limited resources
12. Anticipates, identifies, and removes developmental barriers
13. Improves agency productivity by expanding the use of existing IT
applications by clients and staff
14. Possesses exceptional planning skills and helps others to ensure they
are able to develop feasible plans that focus on protecting consumers from
foodborne illness
15. Identifies challenges to collaboration across groups and plans solutions
to address challenges
16. Accomplishes agency’s mission, vision, and strategies by building a
cohesive network of constituents, stakeholders, and decision makers
17. Effectively educates staff of the organization’s agenda even when
provided limited information
18. Recognizes opportunities to publicize the organization’s programs
through a variety of methods
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Behavioral Leadership Actions Low
1
2
3
High
4 19. Synthesizes information from internal and external sources to develop
action plans addressing program issues
20. Pursues and maintains relationships with newly acquainted individuals
from problem-solving discussion
21. Motivates team by assigning work based on team member skill level
and area of interest
22. Applies a variety of tools and techniques (e.g., Myers-Briggs, informal
bonding time, facilitators) to promote appreciation between team members
23. Directs and provides guidance to FSIS leaders to develop a long-term
strategic plan for the organization
24. Creatively aligns all projects and department goals with the overarching
FSIS mission
25. Creates an environment where ethical, honest, and fair behavior is
rewarded and encouraged
26. Displays fortitude to support ethical actions that may negatively impact
self or stakeholders
27. Models a positive demeanor and effective interpersonal skills
28. Adopts a strategic, big-picture, forward-thinking approach when
addressing interpersonally driven issues and situations
29. Provides brief but convincing and informative presentations to a variety
of audiences
30. Applies both technical and lay-person language when appropriate to
engage a wide audience
31. Cultivates relationships with community stakeholders to validate
usefulness of proposed products and services
32. Anticipates and integrates changes in public interests for a long-term
alignment between agency programs and policies and public interests
33. Aligns own long-term developmental goals and objectives with
organizational strategies
34. Invests in the development of others as a means to achieve own self-
development
35. Synthesizes information from multiple sources into a clear and concise
document
36. Provides expert interpretations of documents pertaining to protecting
public health and potential food safety issues
FSIS Leadership Competency Self-Assessment Exercise – Part 2
In Part 2 of the Self-Assessment, each behavior you just rated is linked to an FSIS leadership
competency. Behaviors you rated as 2 or below suggest FSIS leadership competencies you may
wish to focus on developing.
To complete this self-assessment, follow the steps below:
1. For those behaviors rated 2 or below, find the associated leadership competency in the
Competency Specific Resources section of this guide.
2. Review the self-development activities recommended for the specific competency.
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3. Choose one of the self-development activities that interest you and write it in the last
column.
Behavioral Indicator FSIS Leadership
Competency
Self-Development
Activity 1. Proactively seeks and considers multiple barriers to
work quality and compliance Accountability
2. Encourages others to take pride and personal
responsibility for their own work and the success of the
agency
Accountability
3. Cultivates an open environment that readily accepts
change Adaptability
4. Applies new technologies and ideas to address change,
such as updates to foodborne public safety risks or
policies
Adaptability
5. Keeps track of how the agency's function is reflected in
the media and other sources that relay agency-related
information to consumers
External
Awareness
6. Fosters collaboration and partnerships across the
agency and within relevant public, private, and non-profit
organizations
External
Awareness
7. Builds a diverse staff, with a variety of skills, that
functions effectively to accomplish the mission of the
organization
Leveraging
Diversity
8. Creates an inclusive environment that grows,
encourages, and supports different perspectives and ideas
Leveraging
Diversity
9. Identifies misalignment with staff’ skills and work;
realigns as necessary to improve morale and efficiency
Management
Excellence
10. Redesigns organizational structure to provide
improved service to customers by considering
organizational goals, timeframes for achieving goals, and
staff responsibilities
Management
Excellence
11. Engages in creative developmental and performance
strategies to make up for limited resources
Maximizing
Performance
12. Anticipates, identifies, and removes developmental
barriers
Maximizing
Performance
13. Improves agency productivity by expanding the use
of existing IT applications by clients and staff
Operations
Management
14. Possesses exceptional planning skills and helps others
to ensure they are able to develop feasible plans that
focus on protecting consumers from foodborne illness
Operations
Management
15. Identifies challenges to collaboration across groups
and plans solutions to address challenges Partnering
16. Accomplishes agency’s mission, vision, and
strategies by building a cohesive network of constituents,
stakeholders, and decision makers
Partnering
17. Effectively educates staff of the organization’s Political Savvy
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Behavioral Indicator FSIS Leadership
Competency
Self-Development
Activity agenda even when provided limited information
18. Recognizes opportunities to publicize the
organization’s programs through a variety of methods Political Savvy
19. Synthesizes information from internal and external
sources to develop action plans addressing program
issues
Problem Solving
20. Pursues and maintains relationships with newly
acquainted individuals from problem-solving discussion Problem Solving
21. Motivates team by assigning work based on team
member skill level and area of interest Team Building
22. Applies a variety of tools and techniques (e.g.,
Myers-Briggs, informal bonding time, facilitators) to
promote appreciation between team members
Team Building
23. Directs and provides guidance to FSIS leaders to
develop a long-term strategic plan for the organization Vision
24. Creatively aligns all projects and department goals
with the overarching FSIS mission Vision
25. Creates an environment where ethical, honest, and
fair behavior is rewarded and encouraged
Integrity & Honesty
26. Displays fortitude to support ethical actions that may
negatively impact self or stakeholders
Integrity & Honesty
27. Models a positive demeanor and effective
interpersonal skills
Interpersonal Skills
28. Adopts a strategic, big-picture, forward-thinking
approach when addressing interpersonally driven issues
and situations
Interpersonal Skills
29. Provides brief but convincing and informative
presentations to a variety of audiences
Oral
Communication
30. Applies both technical and lay-person language when
appropriate to engage a wide audience
Oral
Communication
31. Cultivates relationships with community stakeholders
to validate usefulness of proposed products and services
Public Service
Motivation
32. Anticipates and integrates changes in public interests
for a long-term alignment between agency programs and
policies and public interests
Public Service
Motivation
33. Aligns own long-term developmental goals and
objectives with organizational strategies
Self-Development
34. Invests in the development of others as a means to
achieve own self-development
Self-Development
35. Synthesizes information from multiple sources into a
clear and concise document
Written
Communication
36. Provides expert interpretations of documents
pertaining to protecting public health and potential
food safety issues
Written
Communication
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Competency-Specific Resources
In this resource guide, competency-specific resources are provided for both the Core Leadership
Competencies and the Foundational Competencies. For each competency, information is
presented in the same standardized format:
First, the competency definition is provided, along with attributes of a Top Performer.
Next, behavioral indicators of that competency are provided. These behavioral indicators
are examples of ways one can demonstrate a specific competency.
These behavioral examples are then broken down based on the FSIS leadership
competency proficiency scale.
o It is important to note that these are examples of what behaviors could look like.
They are not inclusive of all behaviors that demonstrate each level of performance
for the competency and should not be used as a checklist for employees’
behaviors.
Subsequently, information on how each competency relates to the FSIS goals and
objectives is provided.
After each competency, specific model information is provided and developmental
resources are offered. These activities and resources are based in part on the behavioral
indicators for a given proficiency. First, self-development activities are provided.
o These self-development activities are intended to serve as examples of on-the-job
actions and practices that can help develop that competency.
In addition to these self-development activities, mentoring and coaching suggestions are
provided. This section is intended to help FSIS leaders develop these competencies
within their staff.
For more formal training opportunities, FSIS personnel are encouraged to consider the
various training courses provided by the Office of Outreach, Employee Education and
Training, including the Organization and Employee Development Branch programs and
AgLearn.
Finally, lists of relevant books and skill briefs have been provided for FSIS personnel
seeking a broader and deeper understanding of a given competency.
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Core Leadership
Competencies
Core Leadership Competencies
In this section we will describe the twelve Core Leadership Competencies. The Core Leadership
Competencies include competencies that are specific to the position of a leader. The set of
leadership competencies are unique and specific to FSIS and imperative for successful
performance as a leader at the Agency.
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Accountability
Holds self and others accountable for high-quality results and compliance with established rules and procedures. Creates transparency,
demonstrates integrity, and accepts responsibility for mistakes.
Accountability
A top performer in Accountability keenly understands how accountability is the basis for accomplishing results with internal and external customers, and can
easily help others understand the role accountability has in their work. This individual is respected by many because he or she upholds the most professional
standards when dealing with customer service, products, and compliance with rules and procedures.
Novice Advanced Beginner Competent Proficient Expert
Delegates work tasks,
monitors progress, and
ensures deadlines are met
Ensures compliance with
established procedures and
FSIS Directives and
Regulations to ensure food
safety
Maintains confidentiality
of sensitive information by
establishing new policies
and procedures for
handling such information
Recognizes the need to
shift from the role of peer
to that of supervisor in
order to hold others
accountable
Understands the
importance of holding
oneself and others
accountable for their
work
Acts in line with
agency mission and
established regulations
Communicates and
enforces the
Regulations,
Directives, and Legal
Statutes set forth by
the US Department of
Agriculture
Investigates claims of
employee violations
and encourages staff to
take responsibility for
actions
Develops and implements
strategies and tools to
monitor work quality and
progress
Accepts responsibility
when work objectives or
expectations are not met
Takes action to remove
compliance and work
quality barriers that arise
Strives for transparency
and clarity in work roles
and objectives
Provides all information
and resources necessary to
meet work standards
Holds others accountable
when appropriate in a fair
and consistent manner
Explains rationale behind
decisions to ensure others'
understanding
Provides constructive
feedback and holds staff
accountable when work
standards are not being met
Encourages others to take
pride and personal
responsibility for their own
work and the success of the
agency
Educates all necessary
parties across FSIS, and
consumers, on compliance
with food safety policies,
food safety risks, and work
standards
Proactively seeks and
considers multiple barriers
to work quality and
compliance
Maintains accountability to
FSIS by not hesitating to
make difficult decisions
Accomplishes cultural change
of accountability among staff
by defining roles and
responsibilities to ensure
agency goals are met
Motivates others to take
proactive action and become
involved in establishing work
monitoring systems and
protocols that are in line with
the FSIS mission
Proactively identifies, develops,
and implements controls to
monitor work processes in a
manner that aligns with the
agency's long-term strategic
direction and implementation of
Predictive Analytics
Considers the big picture and
demonstrates concern for public
image and consumer safety as
well as the impact on various
internal and external
stakeholders
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Accountability
Accountability relates to FSIS goals and objectives through the following:
Strategic Plan FY 2011–2016
Key Value, Accountability: Ensuring that the performance of all employees is measured against the success of the Agency’s strategic goals.
Strategic Theme, Prevent Foodborne Illness: Preventing foodborne illness and protecting public health is the primary purpose of FSIS. FSIS continually
strives to become more adaptable to changing food safety risks, educates consumers on food handling best practices, and works closely with other
organizations to present a comprehensive approach to preventing illness.
Part II, Corporate Performance Measures: Five corporate performance measures provide both internal and external stakeholders with information
necessary to both set and chart the Agency’s progress over time.
FSIS Workforce Plan 2013–2017
Goal 3: Build a high-performing, results-oriented, and inclusive work environment.
Goal 5: Provide the accountability infrastructure and oversight necessary to achieve high-performance human capital management and to extend human
capital responsibility and accountability to all levels of FSIS.
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Accountability Developmental Resources
Self-Development Activities
Create a consistent process for prioritizing work on a daily or weekly basis.
Create a personal set of guiding principles for handling confidential information.
Identify someone whom you believe is trustworthy. Talk with this person(s) to find out
what they do to earn trust from others and model their behavior.
Keep a log of each commitment that you make. Review the promises that you made and
whether or not you followed through on them and why. Devise a plan to work on specific
issues.
Negotiate realistic deadlines the next time you receive a project and choose your
commitments carefully. Hold yourself accountable to the agreed deadlines.
With a mentor, focus on the changes that you have been responsible for within FSIS. You
should discuss the outcomes of these and whether they have led to increased quality and
higher standards. What might you do differently, and how does this relate to your
personal strengths and limitations?
Consider and discuss with a mentor an incident that occurred, or establishment meeting
you led, that you feel did not achieve a satisfactory result. Look at what could have been
achieved, and think about what you could have done differently to facilitate a better
outcome.
Familiarize yourself with FSIS’s approach to accountability. Are you working to these
standards? If not, determine what you need to do to ensure that these standards are met.
If you notice yourself avoiding a task or problem, make a list of the reasons, and then try
to tackle these reasons one at a time.
Break down projects and tasks into smaller units; this can help ensure all steps are
included (especially as level of detail increases), and help determine the time to complete
each task more accurately (helping ensure timelines are met). Color-code or cross off
items as you complete them.
Track and monitor any task which may require special attention, then establish your own
checks and balances system
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Volunteer to help review and identify discrepancies/differences in key documents to
ensure understanding of important details and changes.
Consult with your supervisor on the extent of authority available to you in making
unilateral decisions. Do not be daunted by the prospect of making important decisions.
Work with your team to discuss and agree on measurement and evaluation criteria for
group goals at the outset of a project.
Whenever faced with a tough decision, ask yourself these three questions:
1 Is an aspect of it illegal? Will you be violating either FSIS policy or law?
2 Are all aspects fair and balanced? Are all people involved being treated fairly—in
both the long-term and short-term?
3 How will you feel when it’s done? Will you be proud of what you did? If news of
your actions were published in the newspaper, would you feel comfortable with
your family and friends reading it?
Mentoring/Coaching Suggestions
Find a senior FSIS leader whose values and principles you admire. Invite that person to
address your staff in a meeting. Ask the District Officers/Supervisors to cover topics such
as the importance of ethics in business and how to make principled decisions.
Implement periodic time-outs to regroup, recognize individual and team
accomplishments, and reinforce the payoffs of staying focused.
Have staff members commit to personal accountability at the start of a new assignment or
project by agreeing to (1) analyze why issues or problems arose, (2) identify what they
could have done differently to prevent or deal with the issues or problems, and (3)
identify what they will do differently in the future based on their experience with this
situation.
Review FSIS policies related to ethics, privacy, and confidentiality. Discuss with team
members how these policies may apply in your work unit.
At your next meeting, consider getting everyone to focus on areas where quality can be
improved. Choose two or three of these, and agree on action plans to raise standards.
Following this, you should use these plans to review your success at later meetings.
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Take time to review with your team how well the progress of tasks is maintained. Discuss
possible improvements and spend time brainstorming ways to involve other people in
continuous quality improvement.
Ask your staff to develop compelling, visible ways of tracking and publicizing progress
on project and assignment goals. Encourage them to involve their team in the generation
of innovative approaches that will motivate team members to achieve targets and
milestones.
Ask your staff to think through what they will do to overcome problems or shortfalls in
order to keep the team motivated and identify solutions, alternatives, and action steps to
achieve results. Encourage them to plan how they will work and win as a team.
Ask your staff to identify measurable goals and objectives at the start of any new
assignment or project and to describe how and when they will measure progress. Ask
them to identify what they will do to ensure they achieve or exceed their measurable
targets. Agree on their measurement and evaluation criteria at the onset of their
assignment/project.
Empower your staff to do more. Review your staff’s assignments and duties to see
whether they would be able to assume more authority or responsibility. Staffs that are
performing well, especially at tasks they have been performing for a long time, may be
ready to assume greater responsibility and decision-making authority. Discuss
possibilities with them to determine opportunities that will enable them to learn, gain
visibility, and add to the high performance of the organization.
At the start of a project or assignment, have your staff plan and implement specific ways
they will recognize team members' efforts and successes in achieving results.
Have your staff establish a peer reviewing process for the effectiveness of the goals they
set. Encourage them to ask tough questions to realistically test how challenging their
goals are, how their progress will be measured, and how each individual or team plans to
ensure their achievement of the goals.
OEDB Individual Development Plan (IDP) Supporting Training
Learning events are announced annually by the following programs:
FSIS Gateway: A Supervisor’s Path to Continual Learning – Provides FSIS supervisors
with ongoing training and resources to support successful management, mentoring and
coaching of employees. The program provides supervisors with ongoing development
opportunities to refresh and strengthen core competencies.
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FSIS Learning Trove – Facilitator-led, daytime and evening webinars and traditional
classroom instruction that may include assessment tools, books, and videos.
FSIS Virtual Leadership Network – AgLearn Books24x7®-based, facilitated discussions
open to all aspiring FSIS leaders, informal leaders, current team leaders, supervisors and
managers, and all other employees in the field and headquarter locations interested
in exploring leadership topics and workplace applications.
Relevant AgLearn Training
Demonstrating Accountability in a Crisis Situation
Working for Your Inner Boss: Personal Accountability
Professionalism, Business Etiquette, and Personal Accountability
Competency Development Reading List
The Power of Personal Accountability: Achieve What Matters to You by Mark Samuel
and Sophie
Managing by Accountability: What Every Leader Needs to Know about Responsibility,
Integrity and Results by M. David Dealy and Andrew R. Thomas
Winning with Accountability: The Secret Language of High-Performing Organizations
by Henry J. Evans
The Accountable Leader: Developing Effective Leadership Through Managerial
Accountability by Brian Dive
Beyond Planning: Creating a Strategy that Promotes Alignment, Agility, and
Accountability by American Productivity & Quality Center
Creating the Accountable Organization: A Practical Guide to Performance Execution by
Mark Samuel
Accountability: Freedom and Responsibility Without Control by Rob Lebow and Randy
Spitzer
The Accountable Organization: Reclaiming Integrity, Restoring Trust by John Marchica
The Speed of Trust: The One Thing That Changes Everything by Stephen R. Covey
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Winning with Accountability: The Secret Language of High-Performing Organizations
by H. J. Evans
Ethics: Theory and Practice, 10th Edition by J. Thiroux
Managing Business Ethics by K. Nelson and L. Trevino
Moral Intelligence 2: Enhancing Business Performance and Leadership Success in
Turbulent Times by F. Kiel and D. Lennick
The Accountability Revolution: Achieve Breakthrough Results in Half the Time by Mark
Samuel
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Adaptability
Effectively deals with ambiguous and changing conditions by adapting behavior or work methods in response to new information and
convincing others of the need for change. Serves as an anchor in times of change by reaffirming FSIS goals.
Adaptability
A top performer in Adaptability anticipates future situations that may require change and taps into prior experiences to identify ways to address those changes. He
or she can quickly amend plans so that his or her actions appear fluid and seamless. This individual successfully guides and builds others to serve as leaders of
change. Focus is on leading change as a team rather than as a sole leader.
Novice Advanced Beginner Competent Proficient Expert
Adjusts staff assignments
based on feedback and
workload priorities
Recognizes the need to assume
PHIS tasks from others based
on workload priorities
Strictly follows rules, at times
being limited and inflexible
Reflects a sense of being
overwhelmed since all stimuli
are perceived to be equally
relevant
Depends on others to lead
change management
Meets with team to adjust and
coordinate schedules to
accommodate all team member
Adjusts project plan
based on input from
staff and stakeholders
Uses staff feedback to
streamline processes
in order to meet
deadlines
Takes time
deliberating a
potential proposal and
course of action
Makes changes based
on credible
information
Remains calm, confident, and
focused during times of
change
Understands and promotes the
organizational reasons for
change
Anticipates and prepares for
future problems that may
require change
Takes feedback into
consideration while
implementing organizational
change
Maintains productivity and
focus when change occurs
Adjusts plans when there are
limited resources and/or when
time is limited
Manages employees’
frustrations and keeps
momentum going during
difficult changes
Attempts to assist others
in accepting and
understanding change and
how it is aligned with
FSIS goals
Adjusts organizational
priorities and procedures
quickly as situations
change
Applies extensive domain
knowledge and prior
experience to better
address change
Cultivates an open
environment that readily
accepts change
Recognizes and manages
own feelings that may
prevent the ability to
adapt, or motivate others
to adapt
Actively leads change
Aligns change with FSIS goals
to steer team in the right
direction
Remains consistent and stable
during unfamiliar and
ambiguous situations
Implements a successful action
plan after a major
organizational change
Prioritizes, considers
alternatives, and responds
quickly and effectively to
unexpected and rapidly
changing conditions
Applies new technologies and
ideas to address change, such
as updates to foodborne public
safety risks or policies
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Adaptability
Adaptability relates to FSIS goals and objectives through the following:
Strategic Plan FY 2011–2016
Key Value, Accountability: Ensuring that the performance of all employees is measured against the success of the Agency’s strategic goals.
Strategic Theme, Prevent Foodborne Illness: Preventing foodborne illness and protecting public health is the primary purpose of FSIS. FSIS continually
strives to become more adaptable to changing food safety risks, educates consumers on food handling best practices, and works closely with other
organizations to present a comprehensive approach to preventing illness.
Goal 1, Strategy 3: Allocate resources in accordance with the hazard profiling system.
Goal 7, Strategy 2: FSIS will assess the level of achievement of defined core competencies across the organization to better determine strategic training
needs. The Agency will also close gaps in core competencies through training, recruitment, and recognition of quality work. FSIS will seek to understand
and adapt best practices from high-performing organizations that have proven successful in motivating employees and improving job satisfaction.
Part II, Corporate Performance Measures: Five corporate performance measures provide both internal and external stakeholders with information necessary
to both set and chart the Agency’s progress over time.
Part II, Data-Driven Decision-Making and the Public Health Information System (PHIS): FSIS is working to further ensure that its policy and management
decisions are based upon data supported by innovative technology. This “data-driven decision-making” will enable the Agency to more quickly and
effectively respond to indications of risk to human health. FSIS will increasingly rely on a robust data management and proactive decision-making tool—
the Public Health Information System (PHIS).
FSIS Workforce Plan 2013–2017
Prepared agencies are better able to attract, retain, and develop a workforce that will be competent to address new objectives, new technology, and new
business requirements.
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Adaptability Developmental Resources
Self-Development Activities
Analyze situations in which you needed to adapt to change during the past year. Ask
yourself how you dealt with those situations. Were you flexible and willing to change, or
did you tend to continue to do business as usual?
Observe or shadow other FSIS staff who have a reputation for responding positively and
flexibly to operational and/or personnel problems or changes. Discuss with them how
they approach these situations.
Think of a recent, significant change you made in your position. Ask a trusted colleague
to comment on your approach to the change. What could you have done more
effectively?
Learn about the values and principles behind FSIS’s rules, policies, and procedures. This
knowledge will guide you in knowing when to be flexible regarding a rule, policy, or
procedure in order to get the desired results, but still align you with the FSIS's value
system.
Make a list of all the work problems facing you. Rewrite each problem as an objective;
then create plans and assemble resources for achieving each objective.
The next time you face a major policy or procedure change, find a way to access a broad
range of ideas. Pose difficult challenges and ask for others’ thoughts or related
experience. (Do not assume that only the people you know will have the knowledge you
need.) Borrow aspects of what others suggest to craft a situation-specific solution for
your needs.
The next time you need to plan a project or implement a new policy, develop multiple
contingency plans so you are not locked into any single course of action.
Identify things that are likely to change about your position in the next year (new
responsibilities, new processes or procedures) and plan how you can modify your work to
absorb the change.
Develop a network of individuals throughout FSIS that can help you interpret and
navigate uncertainty and change.
As you manage a situation or task with changing variables, request feedback from others
regarding your style and effectiveness.
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Remain open to feedback. Insist that feedback include both strengths and opportunities
for improvement.
Volunteer to lead a task force managing a change initiative.
Develop a business case that supports a significant change in the way your work unit or
department does business. Present the costs/benefits associated with the change.
Make a list of routine processes in your work unit. Devise a plan to implement new
technology and/or techniques to make these processes more efficient.
Tell your peers you are trying to improve your flexibility and ask them to give you
feedback when you are or are not being flexible. Keep a log of the situation and
determine ways in which you can be more flexible in the future.
When you first encounter shifting priorities and change, don’t react. Gain more
information before you express your reaction. Internalizing the change may make it
easier for you to accept it.
Mentoring/Coaching Suggestions
For a specific work aspect, through your words and actions, offer a flexible model that is
accessible to people. Show people through example how things can be done effectively in
more than one way. By showing others how a little bending can help move things
forward, and by exposing others to people who are able to be flexible in seemingly black-
and-white situations, you are modeling a “can do” attitude toward doing things
differently than people think possible.
Explore different management styles and techniques for different staff members.
Focus on achieving “early wins” to demonstrate the viability of change efforts. There is
nothing like success to foster momentum and commitment. An early victory can be a
pilot of the implementation or simply a “proof of concept” that reinforces the benefits of
the change. Debrief the “win” with your group to generate “lessons learned.”
Explain the rationale for change in concrete business terms, including the implications for
responsibilities and performance expectations. Do not pass the buck or continually refer
to things as being beyond your control. Try to motivate the group to look for the
opportunities the change presents as well as the less desirable consequences. If most of
your energy is around mitigating the downsides of change, as opposed to exploiting the
positives, your organization will respond in kind.
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Assign a team member to a project or assignment in which the team member does not
have technical expertise. Provide opportunities for learning from others' expertise and
ideas, figuring out how to handle unfamiliar situations, and practicing collaboration with
others in unfamiliar areas.
Assign team members to “pressure cooker” environments temporarily in order to stretch
their experience and ability to handle situations quickly and flexibly. Debrief their
experience afterward to identify what was challenging or difficult for them and how they
can handle those aspects more effectively in the future.
Recognize and reward team members who lead or actively contribute to change efforts
(e.g., increased efficiencies, new programs, and new communication methods). Be
specific about the contributions you are citing, and articulate what the team member did
in a way that makes it so others can emulate it. If appropriate, ask the team member to
give a brief report to the rest of the group about how they got the idea to do what they
did.
For team members, who are having difficulty adjusting to change, make specific
behavioral suggestions about ways they can adapt more effectively. Instead of saying,
"Try to communicate better with other members of the team," make a suggestion like,
"Maybe you should write up a memo each week explaining the results of your
investigation and your next steps." Discuss your suggestion so that the individual
understands what you mean, and ask him or her to come up with a potential action of
their own that implements the suggestion.
OEDB Individual Development Plan (IDP) Supporting Training
Learning events are announced annually by the following programs:
FSIS Gateway: A Supervisor’s Path to Continual Learning – Provides FSIS supervisors
with ongoing training and resources to support successful management, mentoring and
coaching of employees. The program provides supervisors with ongoing development
opportunities to refresh and strengthen core competencies.
FSIS Learning Trove – Facilitator-led, daytime and evening webinars and traditional
classroom instruction that may include assessment tools, books, and videos.
FSIS Virtual Leadership Network – AgLearn Books24x7®-based, facilitated discussions
open to all aspiring FSIS leaders, informal leaders, current team leaders, supervisors and
managers, and all other employees in the field and headquarter locations interested
in exploring leadership topics and workplace applications.
FSIS Leadership Resource and Development Guide
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Relevant AgLearn Training
FSIS Learning Trove - Making Change Management Work
Leading Change in Ambiguous and Turbulent Times
USDA SES Speaker Series Leading Change
USDA SES Speaker Series Leveraging Diversity through the Change Process
Assessing Employees for Cultural Adaptability
Weighing the Costs of Project Change
Six Sigma Leadership and Change Management
Managing Change: Understanding Change
Managing Change: Building Positive Support for Change
Managing Change: Dealing with Resistance to Change
Managing Change: Sustaining Organizational Change
Involving Employees in Corporate Change
Communicating Organizational Change
Beyond Change: Working with Agility
Managing for Rapid Change and Uncertainty
Leadership Essentials: Leading Change
Leading Teams through Change
Leading Change
Understanding Organizational Change
Preparing for Organizational Change
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Embracing Organizational Change
Managing the Stress of Organizational Change
Competency Development Reading List
How Successful People Think: Change Your Thinking, Change Your Life by J. C.
Maxwell
Adaptability: How to Survive Change You Didn't Ask For by M. J. Ryan
Guiding Change Journeys: A Synergistic Approach to Organization Transformation by R.
Chan-Allen and R. Bechard
Adaptability: Responding Effectively to Change by Joan Gurvis and Allan Calarco
Adaptive Action: Leveraging Uncertainty in Your Organization by Glenda Eoyang and
Royce Holladay
Flexibility: Flexible Companies for the Unclear World by Gill Eapen
Strategic Flexibility: Managing in a Turbulent Environment by Gary Manel, C. K.
Prahalad, Howard Thomas, and Don O’Neal
Adaptability: The Art of Winning in an Age of Uncertainty by Max McKeown
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External Awareness
Understands and keeps up-to-date on food safety research, other government food safety practice and policies, economic, industry,
and technological trends that affect the organization, impact FSIS customers (internal and external), and shape stakeholders’ views.
External Awareness A top performer in External Awareness understands how to leverage external trends to update and improve services and products and identifies future barriers to
work processes by perceiving meaningful patterns in current trends. This individual is comfortable asking questions to internal and external customers to gain
better situational awareness.
Novice Advanced Beginner Competent Proficient Expert
Recognizes that external
and internal factors have
an impact on the agency's
effectiveness
Understands how own
work impacts the agency
and its internal and
external customers
Keeps up-to-date by
reviewing articles, the
FSIS website, and
attending key meetings
hosted within the agency,
or by other agencies or
organizations
Keeps abreast of
developments of other
parts of the organization
Recognizes the
interdependence among
agency areas and teams
in regards to the ability
to deliver high-quality
service to customers
Considers the impact of
external events in near-
term planning
Considers external
policies and trends when
reviewing
correspondence, reports,
and policy documents
Leverages available
resources, including
FSIS website, to research
economic, industry, or
technological trends
Communicates how own
work, the agency mission,
and regulations impact
internal and external
customers
Considers how a shift in
programmatic direction
impacts consumer safety,
and the agency’s ability to
meet the needs of local
and national customers
Considers organizational
and political realities, the
media, and special
interests when making
decisions
Synthesizes, interprets,
and uses data from
multiple sources to gain
awareness of internal and
external factors
influencing the agency's
success in preventing
foodborne illness
Keeps track of how the
agency's function is
reflected in the media and
other sources that relay
agency-related
information to consumers
Reflects industry best
practices in the
development of agency-
wide policies and
procedures
Effectively navigates the complex
political, social, and cultural
landscape inherent in the agency's
function
Fosters collaboration and
partnerships across the agency
and within relevant public,
private, and non-profit
organizations
Develops, plans, and implements
community outreach activities that
communicate, clarify, and
facilitate the agency's mission and
effectiveness
Develops programs by taking into
account multiple, diverse views
and needs of other agencies or
external organizations
Provides officials with policy
advice that is consistent with
local, national, and international
policies and trends
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External Awareness External Awareness relates to FSIS goals and objectives through the following:
Strategic Plan FY 2011–2016
Strategic Theme, Prevent Foodborne Illness: Preventing foodborne illness and protecting public health is the primary purpose of FSIS. FSIS continually
strives to become more adaptable to changing food safety risks, educates consumers on food handling best practices, and works closely with other
organizations to present a comprehensive approach to preventing illness.
Strategic Theme, Understand and Influence the Farm-to-Table Continuum: FSIS cannot improve its ability to prevent foodborne illness, develop new
policy or regulation, or effectively collaborate with other food safety organizations without first understanding the epidemiology of foodborne illness
outbreaks and factors influencing food safety issues. To gain this insight, FSIS optimizes its use of science and data to fully understand the environment
in which FSIS operates.
Goal 1: Ensure that food safety inspection aligns with existing and emerging risks.
Goal 2: FSIS will improve the methods used by industry to prevent the contamination of the food supply and seek to continuously increase the number
of facilities that have adopted Food Defense Plans (FDPs). It will engage countries through outreach activities to encourage implementation of a process
to protect product from intentional contamination.
Goal 3: FSIS will strive to continuously increase consumer awareness of food safety best practices with the intent to improve “in-home” food-handling
behavior. Public education and outreach initiatives will place an emphasis on connecting with vulnerable and underserved populations.
Goal 3, Strategy 2: Deliver food safety messages that are easily understood and readily accessible; FSIS will produce and deliver simple, easy-to-
understand communications to targeted populations using relevant forms of communication (e.g., social media). FSIS will locate information on food
handling and preparation best practices, foodborne illnesses, and food safety risks in physical (e.g., school libraries) and virtual (e.g., the FSIS Web site)
locations that are easily accessible.
Part II, Corporate Performance Measures: Five corporate performance measures provide both internal and external stakeholders with information
necessary to both set and chart the Agency’s progress over time.
FSIS Workforce Plan 2013–2017
Goal 8: Based on the defined Agency business needs, develop, maintain, and use innovative methodologies, processes, and tools, including the Public
Health Information System (PHIS), to protect public health efficiently and effectively and to support defined public health needs and goals.
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External Awareness Developmental Resources
Self-Development Activities
Log onto the FSIS website on a regular basis. This site includes information about current
recall notices, the budget, the history of the agency, and background on related laws and
regulations. The site is regularly updated to include the latest FSIS news and information.
Maintain relationships with individuals in other FSIS Districts and divisions. Learn from
these contacts about FSIS activities in which you are not directly involved.
Refer to several sources for news, such as television, radio, magazines, and newspapers
to keep track of regional, national, and international events that may influence food safety
and security.
Be curious about things you do not understand. Dig into complexity and avoid simple
explanations.
Keep abreast of current events especially those that may affect FSIS’s mission and have
implications for how FSIS goes about accomplishing its mission.
Increase your network. Create and develop contacts in the industry, local universities, and
other sections of government.
Mentoring/Coaching Suggestions
Encourage your staff to read local, regional, and national papers and to log onto the FSIS
website on a regular basis to review new information from the USDA and other sources.
Encourage your staff to read international press to identify international trends and
developments in international food safety issues.
Analyze trends affecting your work unit and your profession, and discuss your findings
with your staff.
Recommend participation in conferences that focus on issues and developments related to
the mission of FSIS.
Assign your team members the task of researching emerging issues and developments
that involve or impact the FSIS mission. Have them present what they learn in a Lunch
and Learn setting to the other team members.
Review the FSIS and USDA strategic plans and consider how national and international
events might change those plans. Discuss your conclusions with your team.
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OEDB Individual Development Plan (IDP) Supporting Training
Learning events are announced annually by the following programs:
FSIS Gateway: A Supervisor’s Path to Continual Learning – Provides FSIS supervisors
with ongoing training and resources to support successful management, mentoring and
coaching of employees. The program provides supervisors with ongoing development
opportunities to refresh and strengthen core competencies.
FSIS Learning Trove – Facilitator-led, daytime and evening webinars and traditional
classroom instruction that may include assessment tools, books, and videos.
FSIS Virtual Leadership Network – AgLearn Books24x7®-based, facilitated discussions
open to all aspiring FSIS leaders, informal leaders, current team leaders, supervisors and
managers, and all other employees in the field and headquarter locations interested
in exploring leadership topics and workplace applications.
Relevant AgLearn Training
FSIS Industry Practices for Producing Not Shelf Stable, Ready-to-Eat/Not Ready-to-Eat
Products
FSIS Industry Practices for Producing Not Shelf Stable, RTE/NRTE Products CD
Assessment
FSIS Industry Practices for Producing Raw Product
FSIS Industry Practices for Producing Shelf Stable Products
FSIS Industry Practices for Producing Shelf Stable Products CD Assessment
Competency Development Reading List
The White House website – http://www.whitehouse.gov/
o This website provides links and information to a variety of useful/relevant topics.
It includes information related to national and homeland security issues as well as
the latest news updates and press briefings from the White House.
CEOExpress – http://www.ceoexpress.com/default.asp
o This portal was created with executives in mind. It provides links to U.S. and
global news sites, business magazine sites, and other sources executives need to
stay current and informed on events outside of the organization.
Global Public Relations: Spanning Borders, Spanning Cultures by Alan R. Freitag and
Ashli Quesinberry Stokes
Being Global: How to Think, Act and Lead in a Transformed World by Angel Cabrera
and Gregory Unruh
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Leveraging Diversity
Provides a workplace environment that honors excellence, teamwork, respect, dignity, fairness and equity. Plays an integral role in
maintaining a discrimination-free work environment and treats all FSIS coworkers, colleagues, and customers with dignity, respect,
and professionalism.
Leveraging Diversity
A top performer in Leveraging Diversity is open to new experiences, can easily transition into and adapt to diverse groups (including diverse educational and
social backgrounds), and understands that leveraging diversity is a competitive advantage. This individual taps into previous experiences to apply a wide range of
unique and successful routines or tactics for fostering an inclusive environment.
Novice Advanced Beginner Competent Proficient Expert
Demonstrates basic
awareness of the need for
diversity
Engages others despite
limited exposure to dealing
with individual differences
Attends diversity programs to
increase awareness (i.e., Civil
Rights Polices and Sexual
Orientation in the Workplace)
Adheres to EEO policies,
goals, and objectives, as well
as philosophies of valuing
diversity in performing
everyday duties and
responsibilities
Asks appropriate
questions to gain a
better understanding of
diversity needs and
individual differences
Meets with staff to
obtain input on
diversity issues within
workgroup
Attempts to include
different perspectives in
working groups
Communicates and works
effectively in diverse
team settings
Obtains others’
perspectives and
incorporates them into
work tasks, processes, and
overall vision
Recognizes and uses
skills of staff with diverse
backgrounds to benefit
the organization, clients,
and coworkers
Addresses and corrects
the use of language and
actions that deride
diversity
Leverages the diverse
capabilities of staff when
building teams
Develops a creative initiative
focused on recognizing the
various dimensions of
diversity and encouraging
inclusiveness in the
workplace
Encourages and teaches staff
to respect and appreciate
diversity and individual
differences
Synthesizes a variety of ideas
and perspectives when
creating and managing goals
Understands and leverages
both the similarities and
differences within a group
Builds a diverse staff, with a
variety of skills, that
functions effectively to
accomplish the mission of the
organization
Creates an inclusive
environment that grows,
encourages, and supports
different perspectives and
ideas
Demonstrates model
behavior for working with a
diverse population
Exhibits sensitivity to the
needs and perspectives of
others
Actively seeks out opinions
and perspectives different
from own
Identifies creative
approaches for targeted
recruiting to develop a
representative workforce
that benefits from diverse
strengths
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Leveraging Diversity
Leveraging Diversity relates to FSIS goals and objectives through the following:
Strategic Plan FY 2011–2016
Strategic Theme, Empower People and Strengthen Infrastructure: Each FSIS employee contributes to the success of the entire Agency.
Goal 7: The Agency will build an infrastructure to promote and sustain diversity and inclusion initiatives that integrate EEO into the Agency’s strategic
mission and leverage the diversity of the FSIS workforce.
Goal 7, Outcome 7.3: FSIS has a diverse, engaged, high-performing, and satisfied workforce; increase the hiring rate of Persons with Targeted
Disabilities.
Part II, Cultural Transformation: Inclusion through “One Team, One Purpose.”
FSIS Workforce Plan 2013–2017
Goal 2: Cultivate effective leadership practices that permeate the organization and help drive a culture of openness, continuous learning, and innovation.
Goal 4: Attract, hire, and retain talented individuals with the right technical and professional skills needed to meet FSIS’s public health mission.
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Leveraging Diversity Developmental Resources
Self-Development Activities
In discussions with other FSIS personnel, promote differences as being assets, not
liabilities.
Make an effort to interact with Agency Personnel who are different from you. Learn
about their backgrounds, perspectives, and cultures.
Volunteer to be a coach or mentor for someone whose ethnic background is different
from yours.
Analyze your own values, beliefs, and actions. Make sure that you demonstrate respect
for diversity in your language and actions.
Be aware of and sensitive to incorrect assumptions you may be unconsciously making
about people as well as stereotypical ways in which you may respond to those that are
different from you when you evaluate such areas as performance, skill, and potential.
In discussions about your work, or FSIS initiatives, ask questions about how the cultural
context will influence the outcome.
Seek to build partnerships outside of FSIS with diverse organizations and stakeholders to
learn from their experience.
Build a support network of colleagues who are interested in more effectively leveraging
diversity. Explore ideas with each other and implement them.
Go beyond conventional ideas and solutions. Make a point of bringing out the ideas of
people who have unique backgrounds or perspectives.
Avoid the tendency to joke about differences in ways that may be seen as hurtful or
inappropriate.
Identify and challenge a team or organizational policy/practice that may exclude people
or groups.
Seek to have a mentor/mentee with different experiences, perspectives, and/or
background.
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Speak out when others are not valued or their ideas or views are not taken into account.
Suggest diversity issues and topics for the agenda at regular management or work team
meetings.
Use personality tools, such as the DiSC Profile, to learn ways of understanding individual
differences among people.
Mentoring/Coaching Suggestions
Initiate a process of identifying specific experiences, skills, expertise, and interests
members of your staff have that could be used to address key issues or needs in the
organization. Then plan how to leverage them.
Explain to hesitant team members that leveraging diversity should not solely focus on
cultural differences but on individual differences ranging from perspectives, work styles,
work experience, age, and gender.
Develop mechanisms to bring team members of diverse backgrounds, work styles, and
perspectives into your area of responsibility.
Create the time and a safe space for others to reflect, share their thoughts, and learn from
each other across FSIS.
Keep re-examining how you judge the characteristics or qualities you look for in high-
potential employees and how this impacts who you include/exclude in your team or
project.
Be aware that the desire to receive and apply feedback is largely based on individual
differences. Furthermore, ask individuals how they prefer getting feedback, both
compliments and constructive suggestions.
Assign lower-level supervisors within your organization the task of getting to know their
team members’ skills, expertise, experience, and interests to identify how to leverage
these in ways that aid FSIS needs.
Recommend that lower-level supervisors organize informal meetings in which the
members of their teams can get to know more about the backgrounds, interests, and
capabilities of their fellow team members and take these into consideration when working
together and interacting with each other.
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Make a point of bringing together diverse groups when discussing issues, solving
problems, and developing opportunities.
Encourage team members to learn more about other cultures and their values through
travel, books, films, and conversations with those who have experienced other cultures,
as well as by attending local cultural events and celebrations.
OEDB Individual Development Plan (IDP) Supporting Training
Learning events are announced annually by the following programs:
FSIS Gateway: A Supervisor’s Path to Continual Learning – Provides FSIS supervisors
with ongoing training and resources to support successful management, mentoring and
coaching of employees. The program provides supervisors with ongoing development
opportunities to refresh and strengthen core competencies.
FSIS Learning Trove – Facilitator-led, daytime and evening webinars and traditional
classroom instruction that may include assessment tools, books, and videos.
FSIS Virtual Leadership Network – AgLearn Books24x7®-based, facilitated discussions
open to all aspiring FSIS leaders, informal leaders, current team leaders, supervisors and
managers, and all other employees in the field and headquarter locations interested
in exploring leadership topics and workplace applications.
Relevant AgLearn Training
Diversity on the Job: The Importance of Diversity and the Changing Workplace
Diversity on the Job: Diversity and You
Understanding Workplace Diversity
Workplace Diversity: Assessing Your Organization
Managing Diversity
A Manager's Guide to Diversity, Inclusion, and Accommodation
FSIS Diversity Training
FSIS The Loudest Duck
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Competency Development Reading List
Bridging Differences: Effective Intergroup Communication by William B. Gudykunst
Generations, Inc.: From Boomers to Linksters—Managing the Friction Between
Generations at Work by Meagan Johnson and Larry Johnson
None of Us Is as Good as All of Us: How McDonald’s Prospers by Embracing Inclusion
and Diversity by Patricia Sowell Harris
Salsa, Soul, and Spirit: Leadership for a Multicultural Age by Juana Borda
The Loudest Duck: Moving Beyond Diversity while Embracing Differences to Achieve
Success at Work by Laura A. Liswood
Cultures and Organizations: Software of the Mind by Geert Hofstede
The Power of Inclusion: Unlock the Potential and Productivity of Your Workforce by
Michael C. Hyter, Judith L. Turnock, and James M. Kilts
Leading in Black and White: Working Across the Racial Divide in Corporate America by
Ancella B. Livers and Keith A. Caver
The Inclusion Breakthrough: Unleashing the Real Power of Diversity by Frederick A.
Miller and Judith H. Katz
Coaching Across Cultures: New Tools for Leveraging National, Corporate, and
Professional Differences by Philippe Rosinski
The Diversity Toolkit: How You Can Build and Benefit from a Diverse Workforce by
William Sonnenschein
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Management Excellence
Aligns people, work, and processes with the mission of FSIS. Ensures that employees are appropriately recruited, selected, and
rewarded, and that they have the resources they need.
Management Excellence A top performer in Management Excellence identifies and effectively responds to individual nuances that may become future barriers to successful performance.
He or she constantly searches for and identifies unique techniques to advance recruitment, selection, and reward processes.
Novice Advanced Beginner Competent Proficient Expert
Meets with staff to set
performance goals
Ensures team objectives
are consistent with FSIS
and District’s strategic
plan
Bases hiring decisions on
tenure with FSIS without
looking at quality of
tenure experiences
Uses peer recognition
process to recognize
employees
Appropriately hires staff
from applicant pool using
correct EEO procedures
Determines tasks to be
completed by members of
a work team or section
Maintains effective
working conditions for a
small group
Keeps employees
informed and actively
listens to their concerns
about work-related issues
(e.g., organizational
changes, quality of work
life)
Provides positive
feedback to high-
performing staff and
rewards exceptional
performance
Considers impact of
personnel decisions on
current staff
Evaluates employee
performance against FSIS
standards
Understands and complies
with basic state and federal
HR laws and regulations
Makes well-informed
decisions when choosing
new employees: considers
resume, recommendations,
and fit with current FSIS
staff
Reviews and updates
position descriptions and
performance plans
Identifies misalignment
with staff’ skills and work;
realigns as necessary to
improve morale and
efficiency
Designs creative rewards
and incentives that fit
within budget constraints
Recognizes and addresses
deficiencies of HR
processes or tools
Considers long-term
impacts and needs when
addressing staffing issues
Identifies creative strategies
to recruit employees with
the required skills and
qualifications, despite
having limited resources
Identifies mission critical
occupations and associated
competencies needed to
perform organizational
functions
Empowers others to perform
beyond expectations
Advocates for policies and
initiatives that attract qualified
individuals to FSIS
Advocates for funding and
developmental programs that
will help employees meet
strategic goals
Arranges for staff to shadow
others and gain opportunities
for growth
Redesigns organizational
structure to provide improved
service to customers by
considering organizational
goals, timeframes for
achieving goals, and staff
responsibilities
Leads task force to analyze
agency-wide staffing needs
and develops strategies to
address recruitment needs
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Management Excellence Management Excellence relates to FSIS goals and objectives through the following:
Strategic Plan FY 2011–2016
Strategic Theme, Empower People and Strengthen Infrastructure: All FSIS employees deserve to take pride in the fact that what they do helps prevent
foodborne illness. FSIS hires the appropriate people, trains them correctly, and ensures that they have the right tools and technology to perform their
jobs. Each FSIS employee contributes to the success of the entire Agency.
Goal 5: Science must form the basis for policies that the FSIS creates and the steps that the food-producing industry takes as a result of FSIS policies.
Goal 7: The workforce will need to be trained to do multiple jobs in order to meet human resources requirements for completing the mission.
Goal 7, Outcome 7.1: Each employee understands how he/she impacts public health.
Goal 7, Outcome 7.3: FSIS has a diverse, engaged, high-performing, and satisfied workforce.
Leadership and management will foster a safe and inviting work environment and continually seek to improve worker satisfaction. FSIS will
demonstrate a commitment to equal employment opportunity (EEO) and eliminate potential EEO barriers, in accordance with EEO Commission
Management (MD) Directive-715, that it identifies in its operation.
Goal 7, Strategy 1: The Agency will provide training to improve workers' problem-solving skills. Training will link particular problems and situations to
available internal and external resources and promote increased worker self-sufficiency. FSIS leadership and management will communicate findings
concerning food safety hazards to relevant FSIS workers and deliver the "One Team, One Purpose" message across all FSIS.
Goal 7, Strategy 2: FSIS will assess the level of achievement of defined core competencies across the organization to better determine strategic training
needs. The Agency will also close gaps in core competencies through training, recruitment, and recognition of quality work. FSIS will seek to
understand and adapt best practices from high-performing organizations that have proven successful in motivating employees and improving job
satisfaction.
FSIS Workforce Plan 2013–2017
Workforce planning allows agencies to strategically build and shape a workforce prepared to achieve long-term objectives. An effective workforce plan
is an essential tool to identify appropriate workload staffing levels and justify budget allocations so that organizations can meet their objectives.
Goal 1: Align human capital strategies and proactively position the FSIS workforce to meet the Agency’s current and future mission, goals, and
objectives.
Goal 4: Attract, hire, and retain talented individuals with the right technical and professional skills needed to meet FSIS’s public health mission.
Goal 5: Provide the accountability infrastructure and oversight necessary to achieve high-performance human capital management and to extend human
capital responsibility and accountability to all levels of FSIS.
Employee Development and Training: The Agency’s approach to enhancing its workforce training capability consists of: (a) providing programs for
entry-level employees that incorporate a public health focus by integrating scientific and technical principles; (b) assuring that training is delivered as
close to the employee’s worksite as possible; and (c) providing refresher training and training on updated policies to ensure that the knowledge of
employees keeps pace with Agency changes.
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Management Excellence Developmental Resources
Self-Development Activities
Identify and assess the internal and external factors that will influence the need for and
availability of competent FSIS personnel in the near future and long-term, and then share
them with your supervisor. Consider factors such as expansion or down-sizing plans,
expected turnover, expected changes in technology, and economic forecasts.
For the next major initiative that you are given, track and project progress well in
advance of final deadlines. When problems arise, ask Agency Personnel with different
perspectives to brainstorm solutions and pursue the option with the best chance of
success.
The next time you are given two orders that compete for the same resources, prioritize
your activities and identify critical tasks necessary for achieving the desired results.
Focus time, energy, and resources on accomplishing the tasks that you expect to produce
the greatest results.
When hiring, focus not only on the skills needed for the current position but also on the
qualities needed to be successful in future roles within the Agency.
Challenge other team members to identify opportunities and recommendations for
improvement in all aspects of your operation or organization. Systematically review their
ideas and actively support the implementation of ones that are feasible and will produce
measurable improvements.
Use multiple approaches to collect new ideas for improving the overall effectiveness of
the organization. Get input from direct reports, supervisors, customers, and stakeholders,
and evaluate the ideas’ viability and impact on the organization. Take the top two or three
ideas that make sense for the organization and develop a plan for implementation.
Champion a culture within the organization that listens to fresh approaches and takes
action to implement those that make sense.
Take time to talk to individuals within FSIS whom you regard as being successful people
managers. Discuss with them how they approach managing their teams’ performance and
how they have subsequently ensured that required standards are met.
Make a list of all the situations in which you have taken the role of team or group leader.
Look at how much you helped to organize the group, and try to determine whether or not
you do this consistently.
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Be willing to give people accurate and honest feedback. Make sure that the feedback is
descriptive and focuses on behaviors, rather than on your opinions or judgments.
Coach/mentor someone on how to do something with which he/she has little familiarity.
Connect team members with role models and mentors who possess the skills they are
trying to develop.
Develop a presentation that informs customers of the agency’s products and services.
Regularly share resources or information that you have researched or learned about for
the benefit of individual agencies and the government as a whole.
Schedule individual one-on-one time with subordinates/supervisors for the sole purpose
of development. Focus on coaching and development—what is accomplished well and
what could be done more effectively.
Mentoring/Coaching Suggestions
Stand behind your team when they make decisions, take risks, and try new things. Your
confidence level will rise with each success they have. If, however, you find that they are
not up to the challenge, coach them to higher performance levels.
Partner with your direct reports to create development plans and encourage them to do
the same for their teams.
Ask your team for feedback about how clear they are with respect to their goals,
responsibilities, and objectives. It is important that you ask them what you can do to more
effectively provide a clear sense of direction.
Establish processes that promote learning from one another, both within and across
departments.
Let your staff take turns running team meetings. This does three things: it shows that you
respect and trust their abilities, it builds their confidence and leadership skills, and it
gives you a chance to see how someone handles a group.
Identify job assignments that will increase team members’ exposure to different divisions
and management experience. Identify initiatives in other areas that may provide
development opportunities for others.
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Communicate current and future organizational needs and how they relate to the
development priorities of individuals on your team.
Identify ways to ensure the quality of work life. Assign employees challenging yet
manageable tasks that can be accomplished within the normal workday. Bring in speakers
on stress management, smoking cessation, fitness, and/or nutrition. Have a discussion
session to allow employees to voice concerns about the effects of their jobs on their
family lives.
Ensure there are current job descriptions for the positions in your team and that you are
familiar with them. Review team member performance against these on a regular basis.
When reviewing below-average performance with a team member, watch for clues of
deeper problems and be prepared to be flexible (in the short-term at least) in your
demands, especially when a legitimate problem is getting in the way.
Encourage your team members to take calculated risks. These measured risks are needed
to achieve goals or improvements; do not punish them if the risk does not pay off.
Debrief to determine how to increase the chances of success next time.
Encourage your staff to take on responsibilities outside their team in order to develop
new capabilities and contribute to the larger FSIS mission.
Meet regularly with members of your team to step back and review the objectives when
facing a problem and formulating a solution. Work with them to objectively compare the
pros and cons of alternative solutions before selecting the best course of action.
Work with your team to establish clear expectations for performance.
Consider the future capabilities your department will need to succeed. Help your staff
draft development plans that will be mutually beneficial.
OEDB Individual Development Plan (IDP) Supporting Training
Learning events are announced annually by the following programs:
FSIS Gateway: A Supervisor’s Path to Continual Learning – Provides FSIS supervisors
with ongoing training and resources to support successful management, mentoring and
coaching of employees. The program provides supervisors with ongoing development
opportunities to refresh and strengthen core competencies.
FSIS Learning Trove – Facilitator-led, daytime and evening webinars and traditional
classroom instruction that may include assessment tools, books, and videos.
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FSIS Virtual Leadership Network – AgLearn Books24x7®-based, facilitated discussions
open to all aspiring FSIS leaders, informal leaders, current team leaders, supervisors and
managers, and all other employees in the field and headquarter locations interested
in exploring leadership topics and workplace applications.
Relevant AgLearn Training
FSIS Gateway: A Supervisor's Path to Continual Learning
FSIS Management Directive 715 Training
FSIS Supervisor Refresher Training
Coaching Skills for Supervisors and Managers Expert Encore
FSIS Managing Difficult or Problem Employees
FSIS AssuranceNet for OIA
FSIS Learning Trove - Energy Management
FSIS Learning Trove - Time Management
FSIS Pay Pool Management
Competency Development Reading List
Putting Management Back Into Performance: A Handbook for Managers and
Supervisors by James Webb
Performance Leadership: The Next Practices to Motivate Your People, Align
Stakeholders, and Lead Your Industry by Frank Buytendijk
Case Studies in Performance Management: A Guide from the Experts by Tony Adkins
Performance Management: Key Strategies and Practical Guidelines, 3rd Edition by
Michael Armstrong
Managing Away Bad Habits by James Waldrop and Timothy Butler
How to Motivate Your Problem People by Nigel Nicholson
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Keep ‘Em Motivated: A Practical Guide to Motivating Employees by Larry R. Williams
and Marshall Cavendish
Coaching, Counseling & Mentoring: How to Choose & Use the Right Technique to Boost
Employee Performance, Second Edition by Florence M. Stone
The Coaching Revolution: How Visionary Managers are Using Coaching to Empower
People and Unlock Their Full Potential by David Logan and John King
Coaching for Performance: Growing Human Potential and Purpose by John Whitmore
Developing the Leaders Around You by John C. Maxwell
Leadership Coaching: Working With Leaders to Develop Elite Performance by
Johnathan Passmore
Manager’s Guide to Effective Coaching by Marshall J. Cook and Laura Poole
Mentoring 101: What Every Leader Needs to Know by John Maxwell
Quiet Leadership: Six Steps to Transforming Performance at Work by David Rock
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Maximizing Performance
Creates and sustains a motivating culture, which encourages FSIS personnel to contribute their maximum performance to the
organization, by providing ongoing feedback and developmental opportunities, and removing barriers to application of new
knowledge and skills.
Maximizing Performance
A top performer in Maximizing Performance applies a range of techniques for sustaining a motivating and learning environment, recognizes when individuals
are not reaching their maximum performance, and pinpoints the specific areas for growth. This includes demonstrating the ability to match key individuals with
key assets or roles that align with FSIS goals and mission.
Novice Advanced Beginner Competent Proficient Expert
Makes staff feel valued
and appreciated
Provides developmental
feedback to staff on their
performance
Offers suggestions and
encourages staff to pursue
leadership opportunities
Bases the development of
employees on strict
adherence to traditional
performance models and
guidelines set by the
agency
Takes action to correct
performance gaps or raise
work standards and
performance
Delineates performance
plans and ensures
performance standards
and objectives are clearly
understood
Solicits feedback
regarding work progress
and seeks to improve
work quality
Encourages employees to
participate in mentoring
programs and other
learning opportunities
Pairs new staff with
seasoned employees to
facilitate understanding of
the position and
organization
Tailors performance plans to
address employee, agency,
and stakeholder concerns as
needed
Implements appropriate
reward systems to recognize
high performers
Encourages others to take
advantage of developmental
opportunities and apply new
knowledge and skills
Evaluates training programs
to ensure content meets staff
needs
Provides support and
necessary resources so that
subordinates can meet their
goals and develop their skills
Identifies and matches
employees’ strengths to the
appropriate tasks, projects,
and/or positions
Provides constructive and
idiosyncratic feedback
and helps others identify
and tailor strategies for
reaching performance
objectives
Engages in creative
developmental and
performance strategies to
make up for limited
resources
Creates work
opportunities and
assignments that lead to
growth and development
Delegates authority and
responsibility to build the
leadership capacity of
others
Develops, implements, and
evaluates agency-wide
resources and tools to help
enhance performance
Anticipates, identifies, and
removes developmental
barriers
Helps others recognize their
talents and skill gaps and
maximize their potential
Facilitates access to and
improves use of resources and
tools
Designs and implements
opportunities for career
development in anticipation of
agency restructuring,
including mentoring staff and
providing training
Develops and advocates for
programs for leadership
development
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Maximizing Performance
Maximizing Performance relates to FSIS goals and objectives through the following:
Strategic Plan FY 2011–2016
Key Value, Empowerment: Giving FSIS field employees the information, methods, and training they need to make informed decisions in the
establishment and in commerce.
Strategic Theme, Empower People and Strengthen Infrastructure: All FSIS employees deserve to take pride in the fact that what they do helps prevent
foodborne illness. FSIS hires the appropriate people, trains them correctly, and ensures that they have the right tools and technology to perform their
jobs. Each FSIS employee contributes to the success of the entire Agency.
Goal 7: The workforce will need to be trained to do multiple jobs in order to meet human resources requirements for completing the mission.
Goal 7: The Agency will build an infrastructure to promote and sustain diversity and inclusion initiatives that integrate EEO into the Agency’s strategic
mission and leverage the diversity of the FSIS workforce.
Goal 7, Outcome 7.2: All employees have the knowledge, tools, and resources to accomplish the FSIS mission.
Goal 7, Outcome 7.3: FSIS has a diverse, engaged, high-performing, and satisfied workforce; increase the hiring rate of Persons with Targeted
Disabilities.
Goal 7, Strategy 2: The Agency will also close gaps in core competencies through training, recruitment, and recognition of quality work.
Part II: Cultural Transformation:
o Inclusion through “One Team, One Purpose.”
o Continuous improvement through employee development, organizational development, and program/process improvement.
o Cultural Transformation at USDA is the process of creating a workplace where all employees and customers are treated with dignity and
respect and provides the opportunity for success.
FSIS Workforce Plan 2013–2017
Goal 4: Attract, hire, and retain talented individuals with the right technical and professional skills needed to meet FSIS’s public health mission.
Appendix B, Communication Plan: As such, supervisors will be responsible for engaging their employees in discussions about the plan and how the
plan impacts them. FSIS supervisors will also provide employees with additional direction and guidance on using the plan, how the plan benefits them,
and their roles in helping to achieve the plan’s goals.
Appendix E: Employees should take responsibility for technical and professional development and include supervisors in developing IDPs. IDPs should
show direct links between the workforce plan and employee development goals, ensuring that the limited resources available are allocated for
developmental activities to address organizational needs and help in closing workforce gaps.
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Maximizing Performance Developmental Resources
Self-Development Activities
Ask FSIS personnel what you can do to improve the way you delegate tasks. Listen to
their suggestions and integrate them into your style of delegation.
Ask your team members to set their own milestone dates, and then hold to these dates,
except on rare occasions when adjustments are clearly justified.
Take part in a role-playing scenario where good listening skills are critical. Verbalize
what you heard your colleague say, and compare what you heard with what they were
trying to say. Did you get their message? If not, what did you miss out on? Discuss what
you might do better in the future to improve your listening skills.
Complete performance appraisals. Highlight and emphasize areas for positive feedback,
and recognize contributions individually. Have a two-way discussion on ideas for
improvement.
Conduct monthly one-on-one meetings with each direct report to assess progress toward
performance plan and to solicit feedback.
Delegate one responsibility, whether large or small, you have never been comfortable
delegating before. Stretch your comfort level. Limit the risk, and monitor the process, not
the results. Notice your own reactions.
Design your team meetings so you are not the sole source of information. Ask others to
give updates and share relevant information.
Identify someone in your organization who delegates responsibility well and meet with
him or her, or shadow the person for a day.
Actively coach individuals and teams to strengthen their performance.
Mentoring/Coaching Suggestions
When a team member comes to you with a work problem, first ask how he or she plans to
approach it.
Notice and show appreciation when expected results and behaviors are realized; retain
high performers through recognition of accomplishments and development/career
opportunities.
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Schedule feedback sessions with employees after they complete a major assignment.
Discuss what went well and what did not go well.
Take time to contact employees periodically, particularly those you do not see daily.
Taking time to talk informally with people conveys a message of support.
Establish clear linkages between each employee’s job and the overall mission of FSIS.
Take responsibility for identifying individual employee development needs, and find
ways to address them.
Every day, spend 20 minutes “checking in” with four of your employees for five minutes
each. No conference rooms or formal agendas—just stop by somebody’s desk and check
in. You can accomplish a lot in those five minutes: sharing information on project
updates and industry trends, answering/asking burning questions, handling important
customer issues, etc.
Give frequent and candid performance feedback on how employees are doing their jobs.
Set clear expectations by building goals and objectives with each member of your team
individually. Communicate the process with each team member so that each is able to
prepare effectively and provide input.
Rather than automatically replacing a position that becomes open, consider whether the
job duties associated with the role can be divided among others in the department. This
could save the agency the cost of a new hire while giving other team members a chance
to broaden their skills and enhance their future marketability.
Personalize your approach. You may be coaching many employees and be tempted to
adopt the same style with each. Instead, get to know them as individuals so you can tailor
your coaching efforts appropriately. One employee may need reassurance, while another
may respond to being challenged. Learn how to reach each one.
Pair new employees with a “buddy” to ease their transition into the organization. A
buddy can give them information that’s not generally available from traditional
orientation programs—e.g., how to get things done and what to avoid.
OEDB Individual Development Plan (IDP) Supporting Training
Learning events are announced annually by the following programs:
FSIS Gateway: A Supervisor’s Path to Continual Learning – Provides FSIS supervisors
with ongoing training and resources to support successful management, mentoring and
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coaching of employees. The program provides supervisors with ongoing development
opportunities to refresh and strengthen core competencies.
FSIS Learning Trove – Facilitator-led, daytime and evening webinars and traditional
classroom instruction that may include assessment tools, books, and videos.
FSIS Virtual Leadership Network – AgLearn Books24x7®-based, facilitated discussions
open to all aspiring FSIS leaders, informal leaders, current team leaders, supervisors and
managers, and all other employees in the field and headquarter locations interested
in exploring leadership topics and workplace applications.
Relevant AgLearn Training
Introduction to Performance Management for OFO
Leading Teams: Motivating and Optimizing Performance
Monitoring and Improving Performance
FSIS Learning Trove - Making Change Management Work
FSIS Performance Management Training
FSIS New Supervisor Training
Leadership Essentials: Motivating Employees
Leadership Essentials: Communicating Vision
Leadership Essentials: Building Your Influence as a Leader
Leadership Essentials: Leading with Emotional Intelligence
Leadership Essentials: Leading Business Execution
Leadership Essentials: Leading Innovation
Leadership Essentials: Creating Your Own Leadership Development Plan
Knowing When to Take Leadership Risks
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Wanted - Innovation Leaders
Leader as Motivator
The Emotionally Intelligent Leader
The Voice of Leadership: Inspirational Leadership
The Voice of Leadership: Self-assessment and Motivation
The Voice of Leadership: Effective Leadership Communication Strategies
The Voice of Leadership: The Power of Leadership Messaging
Competency Development Reading List
151 Quick Ideas for Delegating and Decision Making by Robert E. Dittmer and
Stephanie McFarland
Busy Manager's Guide to Delegation by Richard A. Luecke and Perry McIntosh
Developing the Leaders Around You by John C. Maxwell
If You Want It Done Right, You Don't Have to Do It Yourself: The Power of Effective
Delegation by Donna M. Genett
Manager’s Guide to Effective Coaching by Marshall J. Cook and Laura Poole
One Page Talent Management: Eliminating Complexity, Adding Value by Marc Effron
and Miriam Ort
Perfect Phrases for Performance Reviews: Hundreds of Ready-to-Use Phrases That
Describe Your Employees' Performance by Douglas Max and Robert Bacal
The Carrot Principle: How the Best Managers Use Recognition to Engage Their People,
Retain Talent, and Accelerate Performance by Adrian Gostick and Chester Elton
The Leadership Pipeline by Ram Charan, Stephen Drotter, and James Noel
The Talent Masters: Why Smart Leaders Put People Before Numbers by Bill Conaty and
Ram Charan
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Operations Management
Applies sound resource and financial management principles and best practices, along with the appropriate policies, regulations, and
laws to support projects and operations.
Operations Management A top performer in Operations Management is not only aware of best practices for management but also develops own unique processes specific to the situation
or need. He or she mentally simulates future risks or barriers to resources and/or finances and prepares several courses of action to address them.
Novice Advanced Beginner Competent Proficient Expert
Keeps up-to-date with
technology in order to
ensure tasks are performed
most efficiently
Provides budget figures for
projects in own area of
work
Follows established FSIS
standards and security
regulations regarding
computer storing of
financial data or other
sensitive information
Tracks and controls
expenditures for assigned
projects
Promotes IT security by
disseminating IT security
training and information,
and reinforcing it
Demonstrates knowledge
of budget and funding
process
Prepares and justifies
budget for organization
or project activities
Ensures inventory
accounting is accurate
and complete
Usually communicates
information to team
members regarding
project milestones,
resource requirements,
timelines, and measures
of success
Researches IT systems
that meet specific
program needs and assist
with maintaining
compliance of food
safety policies
Uses technology to
streamline project or
operations management when
appropriate
Ensures financial and
operations management
information is secure and that
recovery back-up systems are
in place
Accurately anticipates
resource requirements (i.e.,
time, budget, and personnel)
on projects of moderately
complex scope
Establishes and builds
agreement among project
team members for project
milestones, resource
requirements, timelines, and
measures of success
Understands the FSIS
workflow/process and applies
the latest technology and
trends to enhance it
Considers resources
available, possible
barriers, and potential
risks to create detailed
project plans that address
all known factors
Considers implications of
financial decisions and
suggests methods for
meeting the needs of staff
and the organization
overall
Consistently drives the
project team toward
exceeding expectations of
project milestones and
ultimately the
overarching project
timeline
Improves agency
productivity by
expanding the use of
existing IT applications
by clients and staff
Promotes technological
proficiency throughout FSIS
Anticipates and develops
strategies for overcoming set-
backs and obstacles in
achieving project goals
Possesses exceptional
planning skills and helps
others to ensure they are able
to develop feasible plans that
focus on protecting consumers
from foodborne illness
Develops contingency plans
during the planning phase of a
project by anticipating the
most likely risks to the project
work plan; implements
contingency plans quickly
when needed
Reforms infrastructure and
develops innovative IT
business systems by
leveraging expert IT
knowledge and sharing
information with staff
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Operations Management Operations Management relates to FSIS goals and objectives through the following:
Strategic Plan FY 2011–2016
Goal 1, Strategy 2: Using the results of the annual sampling plan, FSIS will create a hazard profiling system to indicate the relative risks associated with
different food safety hazards (e.g., Salmonella). In addition, it will evaluate the relative financial costs involved in mitigating the various existing and
emerging hazards within the Agency’s purview.
Goal 1, Strategy 3: FSIS will align internal resources and implement changes based on a hazard ranking system.
Goal 8, Strategy 2: Fully implement PHIS and continually perform cost-benefit analyses on existing and new technologies and innovations. Technology
and information specialists and financial (i.e., capital budgeting) professionals will work together to determine the added value entailed in pursuing
various technological/innovation options that could improve food safety and public health.
FSIS Workforce Plan 2013–2017
Workforce planning allows agencies to strategically build and shape a workforce prepared to achieve long-term objectives. An effective workforce plan
is an essential tool to identify appropriate workload staffing levels and justify budget allocations so that organizations can meet their objectives.
Goal 5: Provide the accountability infrastructure and oversight necessary to achieve high-performance human capital management and to extend human
capital responsibility and accountability to all levels of FSIS.
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Operations Management Developmental Resources
Self-Development Activities
Develop a forecasting model, or use forecasting software, to determine staffing,
technology, and/or budget needs.
Devise a tracking process for monitoring progress and/or the progress of others against
deadlines and standards that have been established. Prepare interim progress reports and
schedule regular update meetings to provide feedback regarding progress against
deadlines.
For upcoming projects, identify the tasks involved and the type and amount of resources
needed to complete each task. Devise a plan to acquire the necessary resources.
Identify one or two people within the organization who have excellent project
management skills. Work to improve relationships with them. Discuss how they have
handled various work situations. Apply what is learned to similar situations.
Identify other team members who are successful at making optimum use of their
resources (e.g., people, financial, and technology). Find out what they do.
Review your weekly schedule with your supervisor to ensure that you both have an
understanding of both your upcoming and long-term priorities. Discuss those factors that
you have no control over and which are taking up your time. Share your ideas to address
these factors with your supervisor.
Seek feedback from a supervisor and/or colleagues regarding planning skills on a current
project. Work to strengthen skills in problem areas.
Take time at the end of the week to prioritize tasks for the upcoming week. Group tasks
into one of three categories: Critical, Important, and Nice to Do. Determine the
consequences involved if a task is not complete and the benefits if a task is completed.
When working on a project, develop or use a project management tool to help track
resources.
When working on a project, make a list and prioritize the resources needed according to
their level of importance within the department. Determine the costs (including
opportunity costs) involved in using these resources.
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Design a process for verifying business operations data, and use it with a client.
Identify three important tasked performed in your area of responsibility. At least one
should be routine (i.e., something you have to do on an ongoing basis), and at least one
should be of special note (i.e., a new initiative or something that is a one-time effort).
Prioritize them according to importance and urgency. Check your thinking with an
experienced advisor who is good at managing priorities.
Mentoring/Coaching Suggestions
Periodically, ask team members whether they have the necessary resources to perform
their jobs.
Review with team members the procedures for acquiring resources. Make sure the
approval process for obtaining various resources is understood.
Review a recent implementation or process change with staff members. Discuss what
went well, and what caused more work than anticipated. What should the team do
differently for the next implementation?
Identify someone outside your team who has a reputation for being good at setting and
managing priorities. Ask this person to coach or mentor your staff members as they build
their skills in prioritizing.
Encourage your staff members to develop a forecasting model or use forecasting software
to determine staffing, technology, and/or budget needs.
OEDB Individual Development Plan (IDP) Supporting Training
Learning events are announced annually by the following programs:
FSIS Gateway: A Supervisor’s Path to Continual Learning – Provides FSIS supervisors
with ongoing training and resources to support successful management, mentoring and
coaching of employees. The program provides supervisors with ongoing development
opportunities to refresh and strengthen core competencies.
FSIS Learning Trove – Facilitator-led, daytime and evening webinars and traditional
classroom instruction that may include assessment tools, books, and videos.
FSIS Virtual Leadership Network – AgLearn Books24x7®-based, facilitated discussions
open to all aspiring FSIS leaders, informal leaders, current team leaders, supervisors and
managers, and all other employees in the field and headquarter locations interested
in exploring leadership topics and workplace applications.
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Relevant AgLearn Training
FMMI 204: Funds Management Overview
FMMI 205: Cost Management Overview
USDA Automating Business Processes with Enterprise Content Management (ECM)
Course
Competency Development Reading List
Absolute Beginner's Guide to Project Management, 2nd Edition by Greg Horine
Mastering Project Management: Applying Advanced Concepts of System Thinking,
Control and Evaluation and Resource Allocation by J. P. Lewis
Project Management for Dummies by Stanley E. Portny
The 25 Best Time Management Tools & Techniques: How to Get More Done Without
Driving Yourself Crazy by D. Sundheim
The Project Management Tool Kit: 100 Tips and Techniques for Getting the Job Done
Right, 2nd Edition by Tom Kendrick
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Partnering
Networks and collaborates with individuals across the Farm-to-Table Continuum to achieve FSIS's mission. Finds common ground
with a wide range of stakeholders and uses these contacts to build and strengthen internal support bases.
Partnering
A top performer in Partnering is able to monitor others’ emotions and use that information to understand their needs. He or she then aligns these needs with
FSIS’s mission. This individual understands how to leverage networks and key people to build collaborations that benefit FSIS goals and vision.
Novice Advanced Beginner Competent Proficient Expert
Creates networks and
relationships within the
agency
Requires guidance to
understand best practices in
food handling and food safety
risks via networking with
other groups
Requires guidance to
understand which stakeholder
to consult in a particular
scenario
Meets regularly with peers and
supervisors to identify
recurring issues
Sees situations in isolation and
ignores solutions that are not
immediately obvious
Attempts to
independently extend
and build
relationships with
customers, industry,
and employee
networks to support
work in own area
Understands
importance of
multiple stakeholder
buy-in
Finds common
ground with industry,
customers, and
employees to ensure
effective working
relationships
Considers
stakeholder input
when developing
strategies to ensure
mutually agreeable
initiatives
Sensitive to multiple
perspectives involved in
negotiating with internal and
external stakeholders
Understands appropriate
chain of command when
reaching out to stakeholders
Builds consensus with
partners by considering
input and promoting trust
between various parties
Coordinates with partners
regarding new strategies to
ensure consistent
communication with
agencies
Ensures future partnerships
by developing strong
relationships and resolving
issues with partners
Uses scientific knowledge
and buy-in to persuade
others first rather than
authority or force
Understands FSIS’s
mission and creates goals
that span multiple groups
Anticipates potential for
failure and plans
appropriately when
making high-stakes
negotiations
Identifies challenges to
collaboration across
groups and plans solutions
to address challenges
Collaborates with
headquarters, District
Offices, and key
stakeholders to implement
new initiatives to protect
public health
Addresses concerns of
internal and external
stakeholders while
managing situational and
personal idiosyncrasies
Develops subordinates by
helping them connect with
stakeholders (i.e., CSI’s,
PHV’s, FLS’s, EIAO’s, and
Establishment management)
Accomplishes agency’s
mission, vision, and strategies
by building a cohesive
network of constituents,
stakeholders, and decision
makers
Considers others viewpoints
in order to meet needs of
internal and external
customers
Understands the link between
science and regulatory
policies, succeeds in
convincing others to
strengthen this link
Seeks out opportunities to
meet and extend network
beyond known stakeholders
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Partnering
Partnering relates to FSIS goals and objectives through the following:
Strategic Plan FY 2011–2016
Key Value, Collaboration: Working cooperatively at all governmental levels—domestically and internationally—on policy matters affecting a broad
audience.
Strategic Theme, Understand and Influence the Farm-to-Table Continuum: FSIS cannot improve its ability to prevent foodborne illness, develop new
policy or regulation, or effectively collaborate with other food safety organizations without first understanding the epidemiology of foodborne illness
outbreaks and factors influencing food safety issues. To gain this insight, FSIS optimizes its use of science and data to fully understand the environment
in which FSIS operates.
Goal 2: FSIS will improve the methods used by industry to prevent the contamination of the food supply and seek to continuously increase the number
of facilities that have adopted Food Defense Plans (FDPs). It will engage countries through outreach activities to encourage implementation of a process
to protect product from intentional contamination.
Goal 2, Strategy 2: Oversee compliance with food safety, humane handling, and other consumer protection standards. The Agency will also encourage
businesses to develop other consumer protection process control plans, including humane handling and accurate labeling, and perform their own quality
control activities backed by FSIS verification.
Goal 2, Strategy 3: The Agency will reach out to small and very small establishments that may require assistance in implementing FDPs.
Goal 4: Strengthen collaboration among internal and external stakeholders to prevent foodborne illness.
Goal 4, Outcome 4.1: FSIS maximizes relationships with public health and food safety partners (i.e., large, small, and very small regulated
establishments; other Federal, State, and local agencies; consumer groups; academia; and other food safety stakeholders) to enhance the food safety
system. FSIS will improve collaboration with key Federal partners, such as the FDA and CDC, in its ongoing efforts to prevent foodborne illness.
FSIS Workforce Plan 2013–2017
FSIS Organizational Structure: Administrator works closely with all FSIS program areas and external constituents to help spread awareness of the
Agency’s goals and strategic direction.
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Partnering Developmental Resources
Self-Development Activities
Participate in or lead problem-solving teams that involve key stakeholders, and focus on
addressing issues important to FSIS achieving its mission.
Identify ways that partnering can complement your work. Ask your supervisor and
colleagues how they have positively used partnerships. Ask them to describe
relationships that could make your area more effective.
Work on a project that requires combining your own skills and knowledge with the
specialized capabilities of others to be successful.
Organize a Lunch & Learn as a forum for airing diverse views and discussing them
openly.
Identify opportunities where a partnership with colleagues from other work units would
add value to a work project. Ask them if they would be interested in partnering with you
on the work. Bring them into the planning process.
Be proactive about asking coworkers for invitations to their staff meetings or to
participate on their task forces. Share information about your team or function that might
not make it out through normal channels.
Become an active participant in a taskforce, committee, or cross-functional team in FSIS.
Lead a process improvement meeting involving several interrelated functional areas.
Organize an information-sharing event to share best practices with a peer group.
Maintain ongoing dialogue about issues of mutual interest with colleagues in other parts
of FSIS.
Document an experience where you learned something about partnering. It may be
simple—a couple of paragraphs or pages. Ask for critical feedback from colleagues,
especially partners, about what you can do to improve your partnering skills.
Mentoring/Coaching Suggestions
Ask team members to identify other Agency Personnel that they interact with and how
they could improve the effectiveness of their interactions. Have them pick one team to
meet, with the goal of analyzing the purpose and process of their interactions and
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communications and to identify ways that your team could improve or leverage their
interactions by partnering with each other to better serve the mission of FSIS.
Ask key team members to build networks and relationships with their counterparts across
FSIS in order to share information about issues, challenges, and best practices.
Encourage or assign team members to participate in cross-functional, area-wide, or FSIS-
wide task forces and special project teams.
OEDB Individual Development Plan (IDP) Supporting Training
Learning events are announced annually by the following programs:
FSIS Gateway: A Supervisor’s Path to Continual Learning – Provides FSIS supervisors
with ongoing training and resources to support successful management, mentoring and
coaching of employees. The program provides supervisors with ongoing development
opportunities to refresh and strengthen core competencies.
FSIS Learning Trove – Facilitator-led, daytime and evening webinars and traditional
classroom instruction that may include assessment tools, books, and videos.
FSIS Virtual Leadership Network – AgLearn Books24x7®-based, facilitated discussions
open to all aspiring FSIS leaders, informal leaders, current team leaders, supervisors and
managers, and all other employees in the field and headquarter locations interested
in exploring leadership topics and workplace applications.
Relevant AgLearn Training
FSIS Skillful Collaboration and Communication
Competency Development Reading List
Partnerships: Negotiating Relationships - A Resource for Non-governmental
Development Organisations by Alan Fowler
Exit Strategies: Transitioning from International to Local NGO Leadership by Richard
Holloway
The Art of Facilitation: How to Create Group Synergy by Dale Hunter, Anne Bailey, and
Bill Taylor
The Wisdom of Teams by Jon R. Katzenbach and Douglas K. Smith
How to Make Meetings Work: The New Interaction Method by Michael Doyle and David
Straus
Working Across Boundaries: Making Collaboration Work in Government and Nonprofit
Organizations by Russel M. Linden
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Successful Team Building by Thomas L. Quick
Building Consensus: Conflict and Unity by Monteze M. Snyder
The Consensus Building Handbook: A Comprehensive Guide to Reaching Agreement by
Lawrence E. Susskind, Sarah McKearnen, and Jennifer Thomas-Lamar
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Political Savvy
Identifies the internal and external politics that impact the mission of FSIS. Persuades others to accept recommendations, cooperate, or
change their behavior; negotiates to find mutually acceptable solutions.
Political Savvy
A top performer in Political Savvy understands that individual, team, organization, state, and national factors influence the political environment. He or she knows
how to capitalize on different individual agendas to develop collaborations and solutions that benefit all parties. During negotiations this individual’s demeanor is
respectful, knowledgeable, and experienced.
Novice Advanced Beginner Competent Proficient Expert
Understands importance of
multiple players in key
decisions
Understands political nature
of agency and is sensitive to
flow of information and
decision-making
Directs complaints, makes
special requests, or brings
concerns to the attention of
the appropriate party
Understands that people
from different organizations
will have their own agendas
Identifies key
stakeholders within own
work area and keeps
them informed of
important situations
Addresses political
issues that may impact
internal and external
stakeholders
Develops relationships
with new leaders in the
agency (i.e., CSI’s,
PHV’s, FLS’s, EIAO’s)
Uses diplomacy when
sharing opinions and
stating decisions
Maintains awareness of
the organization’s
political climate
Recognizes when to
compromise and when to
remain firm to accomplish
broader FSIS objectives that
affect projects
Involves stakeholders in
making decisions for the
organization and gains their
support
Demonstrates willingness to
compromise with others
when appropriate
Takes advantage of
opportunities to develop
political knowledge and
experience
Talks with people to better
understand how they think,
what they are going to do,
and what is important to
them
Evaluates political
implications by considering
different courses of action on
a key issue
Balances individual staff
interests with broader
organizational realities to
arrive at the best solution
for the food safety program
Ensures staff understands
documentation and
required metrics to analyze
political issues
Addresses controversial
political issues by
conducting research and
considering best practices
in food safety policies
Effectively educates staff
of the organization’s
agenda even when
provided limited
information
Acts as a mentor to
develop others’ political
skills and connectedness by
helping build confidence in
high-level negotiation
Balances FSIS interests with
The Secretary of Agriculture’s
objectives and realities to
arrive at the best solution to
protect public health
Recognizes opportunities to
publicize the organization’s
programs through a variety of
methods
Recognizes when a situation
or initiative is media or
politically sensitive and acts
appropriately and
professionally
Uses authenticity and
personality when networking
across groups in order to gain
trust
Understands political issues
and effectively works with
Congress to receive legislative
approval
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Political Savvy
Political Savvy relates to FSIS goals and objectives through the following:
Strategic Plan FY 2011–2016
Goal 4: Strengthen collaboration among internal and external stakeholders to prevent foodborne illness.
FSIS Workforce Plan 2013–2017
FSIS Organizational Structure: Administrator works closely with all FSIS program areas and external constituents to help spread awareness of the
Agency’s goals and strategic direction.
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Political Savvy Developmental Resources
Self-Development Activities
Ask for feedback from people who did not support an idea or proposal you developed.
Find out what you could have done to persuade them.
Seek assignments for yourself that require you to lead without formal authority.
Identify those people who are key to your success, and develop strategies that are
designed to enlist their support. Don’t wait until you need buy-in on a project to build
relationships with key stakeholders. Work to build agreement with these people at the
conceptual phase of a project.
Invite a senior FSIS leader to observe you in a meeting where you will be negotiating or
influencing a group. Ask for feedback.
Meet with someone whose negotiating skills you would classify as win-win. Find out
what she or he does and apply what you learn to similar situations.
Express your passion and commitment when you are trying to influence others. Genuine
enthusiasm and conviction are contagious.
Practice active listening; restate and recap others’ perspectives so they will know you
have understood the essence of their position.
Think about your audience’s needs, concerns, and perspectives. Consider how people are
likely to react to your message, and whenever possible, position your message in a way
that appeals to them and avoids negative reaction.
Videotape yourself participating in a role-play where you are persuading someone to take
action. Review it and give yourself feedback on your approach.
Minimize the politics in specific situations. Set the standard for working through difficult
issues in as straight-forward a manner as possible. Invite stakeholders into the decision-
making process. Clarify criteria and decision rules.
Conduct a stakeholder analysis of both internal and external stakeholders. Identify who
the stakeholders are, and analyze what their key interests and concerns are as they relate
to your work and interaction with them. For specific initiatives or projects, anticipate
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what their reactions will be and what their “hot buttons” are. Identify who you need to
involve or communicate with on specific issues.
Don’t back down quickly when challenged. Instead, restate your position clearly to
ensure others understand your perspective.
Include processes for analyzing the political and cultural context of a decision, separate
from the technical and logical considerations usually considered. (Note: This is for non-
routine decisions, not for every decision you make.)
Mentoring/Coaching Suggestions
Have team members conduct stakeholder analyses for their own work to make sure they
are covering their political bases effectively. Review their analysis with them and ask
questions or provide feedback to expand their thinking about who their stakeholders are
and what’s important to them.
Encourage your team members to take on leadership roles where they may have limited
formal authority.
Help your staff understand the political realities of working with senior FSIS leadership
in a positive developmental context.
Ask a senior FSIS leader to lead a presentation in your team regarding how to negotiate
win-win solutions with FSIS.
OEDB Individual Development Plan (IDP) Supporting Training
Learning events are announced annually by the following programs:
FSIS Gateway: A Supervisor’s Path to Continual Learning – Provides FSIS supervisors
with ongoing training and resources to support successful management, mentoring and
coaching of employees. The program provides supervisors with ongoing development
opportunities to refresh and strengthen core competencies.
FSIS Learning Trove – Facilitator-led, daytime and evening webinars and traditional
classroom instruction that may include assessment tools, books, and videos.
FSIS Virtual Leadership Network – AgLearn Books24x7®-based, facilitated discussions
open to all aspiring FSIS leaders, informal leaders, current team leaders, supervisors and
managers, and all other employees in the field and headquarter locations interested
in exploring leadership topics and workplace applications.
Relevant AgLearn Training
FSIS Political Savvy
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Competency Development Reading List
Creative Negotiating: Proven Techniques for Getting What You Want from Any
Negotiation by Stephen Kozicki
Essentials of Negotiation/Edition 5 by Roy J. Lewicki, David M. Saunders, Bruce Barry
How to Win Friends and Influence People by Dale Carnegie
Influence without Authority by David L. Bradford and Allen R. Cohen
Influence: Science and Practice by Robert B. Cialdini
Influence: The Psychology of Persuasion by Robert B. Cialdini
Power, Politics, and Organizational Change: Winning the Turf Game by David
Buchanan and Richard Badham
Political Savvy: Systematic Approaches to Leadership Behind the Scenes by Joel DeLuca
Don’t Sabotage Your Success! Make Office Politics Work by Karen Ginsburg Wood
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Problem Solving
Identifies and analyzes problems by weighing the relevance and accuracy of information even when data are limited; produces well-
informed, effective, and timely solutions.
Problem Solving
A top performer in Problem Solving applies prior experience for both the assessment of problem situations and decision-making. This individual demonstrates
the ability to detect problems early on, and if there is a problem, he or she spends more time assessing the situation and less time deliberating a course of action.
He or she constantly seeks out information to maintain situational awareness. This individual remains confident while reacting quickly to problem situations.
Novice Advanced Beginner Competent Proficient Expert
Requires guidance for
understanding the appropriate
time to reach out to external
partners to discuss problems
Views challenging situations
as issues that always have to
be won by the organization
rather than putting importance
on preserving relationships
Requires guidance when
dealing with individuals with
varying backgrounds (e.g.,
cultural, political, religious,
work style) to better
understand their needs
Proposes solutions to improve
customer satisfaction
Addresses routine
organizational problems
by leading a team to
brainstorm solutions
Establishes guidelines
to clarify complex
and/or controversial
food safety policies
Fosters and preserves
relationships with
stakeholders and
partners when
facilitating problem
discussions
Understands which
individuals and/or FSIS
roles need to be
involved when
facilitating discussions
of problems
Reconciles conflicting
and/or incomplete
information to develop
solutions
Applies appropriate
methodology to discover or
identify policy issues and
resource concerns
Determines cause of
workforce problems and
recommends corrective
action
Communicates risks
associated with an issue
and proposes how to
overcome the risk
Utilizes AskFSIS as a
primary resource to
research issues and
questions
Synthesizes information
from internal and
external sources to
develop action plans
addressing program
issues
Addresses systemic
barriers inhibiting the
achievement of results by
forming teams to conduct
focus groups and develop
solutions
Applies different
technologies to quickly
and efficiently resolve
problems
Develops automated
processes to help identify
and resolve problems or
risks that may affect
public health
Pursues and maintains
relationships with newly
acquainted individuals from
problem-solving discussions
Focus is external rather than
internal; actively finds
external partners to help
resolve organizational issues
Improves organizational
efficiency by developing,
planning, and implementing a
solutions to complex or
unprecedented problems
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Problem Solving
Problem Solving relates to FSIS goals and objectives through the following:
Strategic Plan FY 2011–2016
Key Value, Empowerment: Giving FSIS field employees the information, methods, and training they need to make informed decisions in the
establishment and in commerce.
Key Value, Participation: Providing opportunities for FSIS constituents to shape and improve services provided by the Agency.
Strategic Theme, Prevent Foodborne Illness: Preventing foodborne illness and protecting public health is FSIS’s primary purpose. FSIS continually
strives to become more adaptable to changing food safety risks, educates consumers on food handling best practices, and works closely with other
public health partners to present a comprehensive approach to preventing illness.
Goal 1, Strategy 3: FSIS will align internal resources and implement changes based on a hazard ranking system.
Goal 7, Strategy 1: The Agency will provide training to improve workers' problem-solving skills. Training will link particular problems and situations to
available internal and external resources and promote increased worker self-sufficiency. FSIS leadership and management will communicate findings
concerning food safety hazards to relevant FSIS workers and deliver the "One Team, One Purpose" message across all FSIS.
Part II, Current and Intended Risk Mitigation Strategies: An important part of the FSIS mission is its ability to reduce the potential risk of foodborne
illness. As with other aspects of the Agency’s performance, FSIS recognizes that the impact of the implementation of any new risk management strategy
must be measured. Consideration of competing strategies or policies should be informed by the expected impact of those strategies in reducing hazards
in meat, poultry, and processed egg products, thereby preventing illnesses attributed to these products.
FSIS Workforce Plan 2013–2017
Goal 3: Build a high-performing, results-oriented, and inclusive work environment.
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Problem Solving Developmental Resources
Self-Development Activities
Ask coworkers how they came to their successful decision in a complex situation or
issue; discuss their thought processes and apply lessons learned to your own situation.
Broaden your learning style and interactive problem-solving skills by seeking
opportunities to work with FSIS personnel whose work styles differ from your own (e.g.,
quick-results-oriented style vs. deliberate analytical style).
Broaden your thinking processes by outlining two to three different approaches to one
problem before actually tackling the problem. Do an initial analysis of the information
you gathered, looking for trends and relationships. Then discuss your analysis with a
trusted colleague to get another perspective.
Think about a solution or decision that did not work out as well as expected. Try to
analyze why it did not meet expectations, and learn from these experiences by changing
your approach.
Consider a decision that needs to be made and involve other people in this decision by
asking for their opinions. Ask people who you think will see the issue very differently
from you, and draw on their experience with similar decisions.
Volunteer to work on a project or assignment that is larger or more complex than any
you've handled before.
Offer to conduct the research and data gathering needed to understand and develop
possible solutions to a problem affecting your team.
Find someone you respect that makes decisions well and acts on them. Ask if he or she
will mentor you to improve your skills in identifying issues and solving problems.
When you uncover issues, problems, or opportunities, decide whether you are relying on
the same people and resources every time. Identify all the sources of information that you
could use, and use some new ones to expand your perspective.
Identify your solution for the problem you have selected or the outcome you desire for an
opportunity you have spotted. Then try to explain these simply and understandably to
several individuals.
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Rank your top three alternative solutions, based on how well they meet the criteria. List
the pros and cons for each. Look for ways you can improve and combine the top
alternatives to come up with a solution all can support.
Make a list of all the skills you believe are involved in judgment and decision-making.
Then discuss with your supervisor which of these skills you most need to develop.
Together, develop a plan of how to ensure that this development takes place.
Before you make a decision, stop and think about whether you have sufficient
information to make a logical one, rather than a subjective decision. If someone disagreed
with your decision, consider whether you would have the information available to justify
it.
Think about a decision you made quickly and subsequently had to change. Try to identify
what you could have done differently, and why you had to change it. Next time you have
to make a decision, consider more than one alternative and gather as much relevant
information as possible before deciding on one option.
Mentoring/Coaching Suggestions
Assign direct reports temporarily to situations that require skillful problem-solving under
time pressure.
Recommend that team members debrief problems in order to identify learnings for
individuals and the team. Ask for an action plan. Discourage attribution of blame.
Ask team members to develop a systematic approach to analyzing and solving problems
within their jobs. Review their systematic approaches and suggest what they can add to
improve them (e.g., anticipate impact or consequences, identify contingency plans).
Ask team members to identify key issues in a complex assignment or situation prior to
proceeding. Suggest they talk with those close to the situation, or decision makers, to get
a better understanding, and then critique the plans the staff members are developing.
Assign team members the responsibility of solving a challenging operational problem.
Have them mobilize key Agency Personnel and/or stakeholders who are impacted by or
have perspectives/skills needed to solve the problem.
When a team member comes to you with a possible solution to a critical problem, ask
what other options he or she considered. Why were the other options discarded? What
makes this the best solution? Is this the ideal solution, or just the best of the rest? Discuss
the issue in detail and work with the individual to ensure that the best possible solution is
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selected. Be sure that the person understands that you are trying to help them think
through the best solution, rather than second-guessing them.
OEDB Individual Development Plan (IDP) Supporting Training
Learning events are announced annually by the following programs:
FSIS Gateway: A Supervisor’s Path to Continual Learning – Provides FSIS supervisors
with ongoing training and resources to support successful management, mentoring and
coaching of employees. The program provides supervisors with ongoing development
opportunities to refresh and strengthen core competencies.
FSIS Learning Trove – Facilitator-led, daytime and evening webinars and traditional
classroom instruction that may include assessment tools, books, and videos.
FSIS Virtual Leadership Network – AgLearn Books24x7®-based, facilitated discussions
open to all aspiring FSIS leaders, informal leaders, current team leaders, supervisors and
managers, and all other employees in the field and headquarter locations interested
in exploring leadership topics and workplace applications.
Relevant AgLearn Training
FSIS Alternate Dispute Resolution
FSIS Creative Problem Solving
FSIS Critical Thinking
FSIS Learning Trove - Problem Solving
Problem-Solving and Process Management Tools
Recognizing and Diagnosing Problem Performance
Problem Solving: The Fundamentals
Problem Solving: Determining and Building Your Strengths
Problem Solving: Digging Deeper
Uncovering the Root Problem
Turning Problems Around with Reverse Brainstorming
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Problem Solving: Process, Tools, and Techniques
Anticipating and Solving Problems as a Project Champion
Competency Development Reading List
151 Quick Ideas to Manage Your Time by Robert E. Dittmer
Upgrade Your Life: The Lifehacker Guide to Working Smarter, Faster, Better, 2nd
Edition by Gina Trapani
The Psychology of Problem Solving by Janet E. Davidson and Robert J. Sternberg
Decision Making & Problem Solving Strategies by John Adair
Instant Creativity: Simple Techniques to Ignite Innovation & Problem Solving by Brian
Clegg and Paul Birch
Problem-Solving by Team Publications
Step-by-Step Problem Solving: A Practical Guide to Ensure Problems Get (And Stay)
Solved by Richard Y. Chang and P. Keith Kelly
Breakthrough Thinking: The Seven Principles of Creative Problem Solving, Second
Edition by Gerald Nadler and Shozo Hibino
The McKinsey Engagement: A Powerful Toolkit for More Efficient & Effective Team
Problem Solving by Paul N. Friga
Decision Making: 5 Steps to Better Results by Harvard Business School Publishing
Judgment in Managerial Decision Making, Sixth Edition by Max H. Bazerman
Moving Out of the Box: Tools for Team Decision Making by Jana M. Kemp
151 Quick Ideas for Delegating and Decision Making by Robert E. Dittmer and
Stephanie McFarland
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Team Building
Inspires team commitment and motivates team members to develop and accomplish group goals. Ensures cooperative team
relationships by supporting constructive resolution of conflicts.
Team Building
A top performer in Team Building can identify typical and atypical behavior for successful team dynamics and quickly addresses barriers or toxic environments. By
constantly updating and providing challenging goals, this individual does not allow the team to become complacent. He or she initiates team-building activities that
fit naturally with the dynamics of the team, rather than forced interventions. He or she is not seen only as the team leader but also as an integral member of the team.
Novice Advanced Beginner Competent Proficient Expert
Focuses on guiding the team
and being recognized as the
leader rather than on being an
active member
Offers occasional feedback
and suggestions for working
as a productive team
Takes a passive role during
the resolution of team
conflicts
Develops the team by
adhering to set rules
regardless of the context
Motivates team members by
using the same approach for
everyone
Suggests team-building
exercises to improve
office dynamics
Encourages staff to share
skills and abilities with
team members to
facilitate completion of
challenging tasks
Forms teams to identify
and address agency
concerns
Informs team members
of issues requiring
resolution and considers
input
Seeks out expertise and
insight from seasoned
team leaders
Clearly explains the
importance of projects,
including the benefits
and rewards, to motivate
the team
Actively provides
developmental feedback and
suggestions to team members
Effectively sets goals and
group standards that align
with the commitment to
protect food safety
Coordinates successful
interactions between team
members and addresses
conflicts when they arise
Integrates and works
effectively with co-located
team members
Guides team development to
align with FSIS mission and
goals
Ensures that regular
communication occurs based
on the needs of the work, the
individual, management, or
the situation
Actively works to form
positive and productive
relationships among team
members
Forms and leads teams
from various areas and
levels within FSIS to
create new systems or
processes
Motivates team by
assigning work based on
team member skill level
and area of interest
Provides and encourages a
supportive feedback
environment to promote
team collaboration
Inspires interagency team to
accomplish long-term strategic
goals
Coordinates partnerships from
multiple areas within FSIS,
even those with competing
timelines, leads, and ideas
Recognizes the appropriate
time to step back and let the
team get credit
Detects problem areas or
conflicts early and applies a
wide range of tactics for
resolving the issues
Applies a variety of tools and
techniques (e.g., Myers-
Briggs, informal bonding time,
facilitators) to promote
appreciation between team
members
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Team Building
Team Building relates to FSIS goals and objectives through the following:
Strategic Plan FY 2011–2016
Key Value, Participation: Providing opportunities for FSIS constituents to shape and improve services provided by the Agency.
Goal 7, Strategy 2: Continually improve employee satisfaction and effectiveness. FSIS will update its defined worker core competencies and align
employees throughout the Agency with this new set of competencies.
Part II, Cultural Transformation: Completed a number of employee feedback strategies, such as listening sessions and brown bag lunches, the
Administrator’s blog, and Agency studies.
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Team Building Developmental Resources
Self-Development Activities
Find a respected colleague or friend that you see as a good team player and ask them to
mentor and advise you as you develop skills in yourself.
If your team or work unit runs into organizational or other obstacles, look for ways to
help the team get around the obstacles by yourselves. Help your teammates brainstorm
sources, contacts, and approaches.
Identify recurring conflict situations. Investigate the barriers that prevent agreement to
help determine the root cause of the disagreements. Discuss your observations with your
supervisor and create a plan to address the issues.
If you disagree with something the team is doing, raise your objection with the team.
When you are in public, speak out in support of the team’s initiatives and decisions.
Involve yourself in projects or committees that will require working with challenging
persons or colleagues. Keep a journal of difficult situations and how you handled them.
When your team or work unit encounters problems or setbacks, work at responding with
energy, interest, and enthusiasm when finding a way to solve the problem.
Avoid revisiting past history of problems, except to look for data that will help the team
solve current ones.
Think carefully about the individuals who are part of your team and make an effort to
understand their perspectives as you update yourself about their particular tasks and
responsibilities. To help you to understand their perspective you should consider their
position; imagine how they see themselves and how they see you.
Debrief projects/situations with your team to identify lessons learned and best practices,
regardless of whether they were successes or failures.
Discuss with a mentor/colleague your strengths and limitations with respect to teamwork.
Make an action plan of specific goals for this area. These are likely to include strengths
and weaknesses and specific activities you could take part in. Use this as a basis to
encourage yourself to make more positive contributions to team activities.
Co-teach a conflict-management class.
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Consider organizing a team building event for you and your staff. Plan programs that will
help the team build on its strengths, work on its limitations, and become more aware of
its interactions.
Consider setting up a team or departmental bulletin board to keep people informed on
issues of interest (work and non-work related).
Ask someone you trust and respect to observe your interactions with others for a day. Ask
for feedback on the way you interact with others.
Develop a reward and recognition program for your team/department.
Devise a plan to create team spirit in your work unit or department (e.g., organize
informal team get-togethers, contests, parties, team chants, and impromptu celebrations,
or participate in community service activities together).
Each week, volunteer to help at least one person in your work unit or department.
Seek out a supervisor or coworker who has effective conflict-resolution skills and ask
them to coach you or give you feedback.
Mentoring/Coaching Suggestions
Try to practice the principle of “Management By Walking About.” Make an effort to not
always shut yourself away in your office; instead, interact more with your colleagues,
even if this is just to ask them how they are feeling or what they are working on.
Seek feedback from your supervisor and other Agency Personnel regarding your team-
management techniques. Work to improve problem areas.
Recognize team members’ contributions at each team meeting.
Consistently meet with all direct reports monthly—no exceptions.
Once a month, pass along an interesting article to someone in your work unit or
department that would benefit from the information.
Make a habit of asking people who do not normally work together to work on projects
together.
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Meet with peers from other work units or departments to find how your team can work
more effectively with other work units. Devise a plan to implement some of their
suggestions.
Have your team identify a current obstacle that is impeding your team from working
effectively. Have them determine the root causes and possible solutions and plan to
implement the solutions they have identified. Monitor the results.
Facilitate a group discussion with team members to solve a problem in your work unit or
department.
As a team building exercise, have each team member describe how each person
contributes to the team uniquely. Make a list for each person to show the differences and
likenesses of all team members.
Develop a short list of “values” with your department or unit to guide decision-making
and interpersonal behavior. Get your team involved in making the list. Review the list at
meetings.
Create a system where employees can recognize each other for good work.
Subscribe to management newsletters or websites. Read the articles and apply what you
learn.
OEDB Individual Development Plan (IDP) Supporting Training
Learning events are announced annually by the following programs:
FSIS Gateway: A Supervisor’s Path to Continual Learning – Provides FSIS supervisors
with ongoing training and resources to support successful management, mentoring and
coaching of employees. The program provides supervisors with ongoing development
opportunities to refresh and strengthen core competencies.
FSIS Learning Trove – Facilitator-led, daytime and evening webinars and traditional
classroom instruction that may include assessment tools, books, and videos.
FSIS Virtual Leadership Network – AgLearn Books24x7®-based, facilitated discussions
open to all aspiring FSIS leaders, informal leaders, current team leaders, supervisors and
managers, and all other employees in the field and headquarter locations interested
in exploring leadership topics and workplace applications.
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Relevant AgLearn Training
FSIS CEPD Team Building
Leading an Agile Team
Being an Effective Team Member
Elements of a Cohesive Team
Effective Team Communication
Using Feedback to Improve Team Performance
Leading Teams: Launching a Successful Team
Leading Teams: Establishing Goals, Roles, and Guidelines
Leading Teams: Developing the Team and Its Culture
Leading Teams: Building Trust and Commitment
Leading Teams: Fostering Effective Communication and Collaboration
Leading Teams: Motivating and Optimizing Performance
Leading Teams: Dealing with Conflict
Leading Teams: Managing Virtual Teams
Inspiring your Team
Developing Self-Sufficient Teams
Choosing the Right Team Culture
Managing Communications in a Virtual Team
Building and Leading Teams
Meeting Team Performance Challenges
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Forming Project Teams for Six Sigma
Motivation and Communication in Six Sigma Teams
Managing Six Sigma Team Performance
Final Exam: Six Sigma Black Belt (2007 BOK): Team Management
Six Sigma Projects and Project Teams
Team Dynamics
Basics of Six Sigma Projects and Teams
Addressing Attrition in High Performance Teams
Management Essentials: Managing a Diverse Team
Managing Workforce Generations: Working with a Multigenerational Team
Leading Teams through Change
Cross-functional Team Fundamentals
Key Strategies for Managing Cross-functional Teams
Managing Internal Dynamics in a Cross-functional Team
Mediating Project Team Conflict
Generating Creative and Innovative Ideas: Maximizing Team Creativity
Managing Conflict in Project Teams
Managing Software Project Outsourcing: Working with the Outsourced Team
Leading an Agile Team
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Being an Effective Team Member
Establishing Team Goals and Responsibilities
Competency Development Reading List
Cross-Functional Teams: Working with Allies, Enemies, and Other Strangers by Glenn
M. Parker
Teamwork Training by Sharon Boller
Working Relationships: Using Emotional Intelligence to Enhance Your Effectiveness with
Others, Revised Edition by Bob Wall
Managing Your Boss by John Gabarro and John Kotter
Harnessing the Science of Persuasion by Robert Cialdini
The Speed of Trust: The One Thing That Changes Everything by Stephen R. Covey
Team Players and Teamwork: Working with Personalities to Develop Effective Teams by
Glenn M. Parker
The Big Book of Team-Motivating Games: Spirit-Building, Problem-Solving and
Communication Games for Every Group by Mary Scannell and Edward Scannell
The Five Dysfunctions of a Team: A Leadership Fable by Patrick M. Lencioni
The Gold Standard: Building a World-Class Team by Mike Krzyzewski and Jamie K.
Spatola
The One Minute Manager Builds High Performing Teams by Ken Blanchard, Donald
Carew, and Eunice Parisi-carew
Anatomy of Peace: Resolving the Heart of Conflict by Arbinger Institute
How to Reduce Workplace Conflict and Stress: How Leaders and Their Employees Can
Protect Their Sanity and Productivity from Tension and Turf Wars by Anna Maravelas
Perfect Phrases for Dealing with Difficult People: Hundreds of Ready-to-Use Phrases
for Handling Conflict, Confrontations, and Challenging Personalities by Susan F.
Benjamin
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Vision
Develops new insights into situations, and builds a shared vision with others. Influences others to translate vision into actions that
align with long-term FSIS goals.
Vision
A top performer in Vision understands not only the FSIS’s vision and how to apply it but, more importantly, why that specific vision was developed; in other
words, he or she understands what specific internal and external factors influenced the development of FSIS’s vision and can influence it in the future. This
individual shares this knowledge with the team and networks to ensure a shared understanding and application of the vision.
Novice Advanced Beginner Competent Proficient Expert
Focuses on the short-term,
day-to-day activities
Focuses strictly on individual
goals rather than on
organizational goals
Demonstrates awareness of the
overall vision and goals of
FSIS but is not confident in
implementation
Develops and generates
support for the FSIS vision set
forth by agency leadership
Understands how to
contribute to the
mission and goals of
FSIS
Understands where
leadership plays a
role in overall FSIS
vision
Communicates
importance of
commitment to
preventing foodborne
illness and protecting
consumers within the
team or department
Involves staff in
setting annual goals
to ensure buy-in
Takes the initiative to reach
the overall mission and goals
of FSIS
Conveys vision of the agency
and ensures buy-in to
stakeholders and external
partners
Acknowledges organizational
strengths and develops plans
to address areas needing
improvement
Incorporates employee
feedback in ideas on
accomplishing new goals and
objectives
Maintains awareness of
changes in mission and
goals
Encourages others to
acknowledge and
appreciate the FSIS
mission
Directs and provides
guidance to FSIS leaders
to develop a long-term
strategic plan for the
organization
Educates agency officials
about new systems, food
safety risks, and
compliance with food
safety policies, and
outlines how the long-
term benefits align with
agency goals
Applies a wide range of tactics
for meeting organizational
vision and goals
Detects and removes internal
and external factors that
prevent reaching
organizational goals
Creatively aligns all projects
and department goals with the
overarching FSIS mission
Develops approaches to
improve the efficiency and
effectiveness of the
organizational structure by
using creative reorganizing
concepts
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Vision
Vision relates to FSIS goals and objectives through the following:
Strategic Plan FY 2011–2016
Strategic Theme, Prevent Foodborne Illness: Preventing foodborne illness and protecting public health is FSIS’s primary purpose. FSIS continually
strives to become more adaptable to changing food safety risks, educates consumers on food handling best practices, and works closely with other public
health partners to present a comprehensive approach to preventing illness.
Strategic Theme, Empower People and Strengthen Infrastructure: All FSIS employees deserve to take pride in the fact that what they do helps prevent
foodborne illness. FSIS hires the appropriate people, trains them correctly, and ensures that they have the right tools and technology to perform their jobs.
Each FSIS employee contributes to the success of the entire Agency.
Goal 7, Strategy 2: Continually improve employee satisfaction and effectiveness. FSIS will update its defined worker core competencies and align
employees throughout the Agency with this new set of competencies.
Goal 8: FSIS will work to ensure the application of a “life-cycle” concept (i.e., business processes and technologies support continuous innovation)
between outcomes so that they are in alignment and their interdependencies are clear.
FSIS Workforce Plan 2013–2017
FSIS’s ability to effectively and proactively recruit, develop, and retain a diverse, engaged, motivated, committed, and skilled workforce requires
strategic thinking and planning for today as well as for tomorrow.
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Vision Developmental Resources
Self-Development Activities
Ensure that you know the mission and vision statements of FSIS and the USDA as a
whole. Without this understanding you are likely to find it difficult to be able to set
appropriate strategies that fit with those of the organization.
Assess current project plans for how they contribute to both the short-term and long-term
goals of your team and FSIS as a whole.
Draft a vision and mission statement with your team.
Get to know your own team thoroughly, including its history and how that affects current
practice, its products or services, its organizational structure and allocation of employees,
its ownership and sources of funding and its technology.
Make sure that you understand the future long-term plans for your own team. Talk to
your leadership about the goals that are involved and how that they will be reached.
Whenever you discuss work initiatives or problems, talk about how they relate to the
mission, vision, and values. Do this in group meetings as well as individual
conversations.
Take time to discuss key current issues affecting your team and FSIS as a whole with
colleagues. It is important to take a global approach, ensuring you consider a wide range
of factors, for instance political or economic factors.
Contribute to policy documents by responding to any consultative document that relates
to strategic matters.
Attend staff meetings in other circuits and Districts to understand and explain how your
team's efforts fit into the larger FSIS mission.
Learn about and ensure that new FSIS policies and procedures are being implemented
effectively within your team.
Identify short-term initiatives that would contribute to the long-term strategy and goals of
your area, and take action on them.
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Make presentations on your work unit's mission, purpose, goals, and objectives.
Take a lead role in communicating FSIS strategy to workgroups or stakeholders.
Translate FSIS policies, mandates, and initiatives into clear implementation plans,
directions, and procedures that will work effectively in your local unit.
If priorities seem unclear, express your dilemma in terms of the mission, vision, and
values, and seek to have them clarified by your supervisor.
Mentoring/Coaching Suggestions
Pay attention to others’ actions, and acknowledge them when they do something to
support the mission, vision, and values of FSIS. Develop ways to reward and recognize
your subordinates when they do this.
Assess current project plans for how they contribute to both the short-term and long-term
goals of the Agency. Once you have done this, discuss them with staff to get their
feedback and ensure they understand.
Identify and document explicit connections between organizational vision and local/team
goals; share them with your team.
Identify aspects of your FSIS long-term plans and strategies that are unclear, and work to
clarify them.
Identify short-term initiatives that would contribute to the long-term strategy and goals of
your area, and take action on them with your team.
Have your staff make a presentation on your work team’s mission, purpose, goals, and
objectives.
Encourage your staff to take advantage of opportunities to discuss your organization's
long-term goals with senior management.
Each time you make a decision or assign a priority, first explain it to yourself in terms of
the mission, vision, and values. Then use this language to communicate your decisions to
others in your team.
OEDB Individual Development Plan (IDP) Supporting Training
Learning events are announced annually by the following programs:
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FSIS Gateway: A Supervisor’s Path to Continual Learning – Provides FSIS supervisors
with ongoing training and resources to support successful management, mentoring and
coaching of employees. The program provides supervisors with ongoing development
opportunities to refresh and strengthen core competencies.
FSIS Learning Trove – Facilitator-led, daytime and evening webinars and traditional
classroom instruction that may include assessment tools, books, and videos.
FSIS Virtual Leadership Network – AgLearn Books24x7®-based, facilitated discussions
open to all aspiring FSIS leaders, informal leaders, current team leaders, supervisors and
managers, and all other employees in the field and headquarter locations interested
in exploring leadership topics and workplace applications.
Relevant AgLearn Training
Leadership Essentials: Communicating Vision
Communicating a Shared Vision
Crafting an Organizational Vision
Competency Development Reading List
Communicating Your Vision by Talula Cartwright and David Baldwin
Expanding Your Vision and Ideas by Tony Alessandra
Broaden the Vision and Narrow the Focus: Managing in a World of Paradox by James.
R. Lucas
Execution: Create the Vision. Implement the Plan. Get the Job Done by Tom Gorman (F
+ W Publications, 2007).
The Complete Book of Business Plans: Simple Steps to Writing Powerful Business Plans,
Second Edition by Joseph A. Covello and Brian J. Hazelgren (Sourcebook, 2009).
Strategic Planning For Dummies by Erica Olsen (Wiley, 2007).
Learning to Think Strategically by Julia Sloan(New Frontiers in Learning Series, 2006).
Using Values to Turn Vision into Reality by Bud Bilanich (2000). (iUniverse, 2000).
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The Answer to How Is Yes: Acting on What Matters by Peter Block (Berrett-Koehler,
2001).
The Committed Enterprise: How to Make Vision and Values Work by Hugh Davidson
(Butterworth-Heinemann, 2002).
Servant Leadership: A Journey into the Nature of Legitimate Power and Greatness by R.
K. Greenleaf and L. C. Spears (Paulist Press, 2002).
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Foundational Competencies
Foundational Competencies
In this section, we will describe the six Foundational Competencies. The Foundational
Competencies represent the basic and minimum competencies expected of an FSIS leader. These
competencies are not specific to FSIS but are integral and necessary for supporting the Core
Leadership Competencies.
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Integrity & Honesty
Behaves in an honest, fair, and ethical manner. Shows consistency in words and actions. Models high standards of ethics.
Integrity & Honesty
A top performer in Integrity & Honesty expects others to also display high standards of ethics and monitors employees to ensure this type of behavior. This
individual identifies situations during projects where integrity and honesty become key elements to success and uses them as teaching points. He or she quickly
addresses situations where unethical behavior is witnessed.
Novice Advanced Beginner Competent Proficient Expert
Addresses concerns with
employee behavior in a
confidential and respectful
manner
Establishes open and honest
communication with staff at
all levels, as well as external
customers
Requires guidance and
feedback to ensure an
appropriate response during
an ethical dilemma
Respects the rights of others
Interacts in a fair and
ethical manner with the
public and with other
departments and
partners
Accepts personal
responsibility for
behavior and work
Exhibits trustworthiness
with sensitive
information
Communicates ethical
standards clearly
Chooses the ethical
course in the face of
pressure
Places a high priority on
ethics, honesty, and
fairness
Consistently demonstrates
integrity in words and
actions
Discusses potential ethical
problems and wrong-
doing with employees and
responds appropriately
Communicates honestly
with employees regarding
potential changes
affecting the organization
to ensure staff are treated
fairly
Creates an environment
where ethical, honest, and
fair behavior is rewarded
and encouraged
Instills a climate of trust
by admitting own
mistakes and taking
responsibility for own
actions
Ensures and promotes
personal, team, and
organizational integrity
Exemplifies impeccable track
record of ethical conduct,
exhibiting model ethical behavior
Places ethics at the forefront of all
decisions
Demonstrates a sense of
responsibility and commitment to
public trust
Trains team in ethical, honest, and
fair behavior
Anticipates issues and does not
acquiesce to inappropriate personal
requests in exchange for favors,
political pressure, or promise of
gain; anticipates the potential for
these situations
Displays fortitude to support
ethical actions that may negatively
impact self or stakeholders
Integrity & Honesty relates to FSIS goals and objectives through the following:
Strategic Plan FY 2011–2016
Key Value, Transparency: Making FSIS management processes more open so that the public can learn how the Agency supports Americans every day.
Goal 2: FSIS will ensure adherence to humane handling, as well as "other consumer protection" requirements, and food labeling regulations and policies.
Goal 3, Strategy 2: The Agency will maximize partnerships to reach target populations, improve information transparency, and increase exposure to food
safety messages and best practices.
Part III: FSIS seeks to reduce the contamination of these food products and, thereby, prevent foodborne illness and earn the public’s trust.
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Integrity & Honesty Developmental Resources
Self-Development Activities
Report information and data as accurately as you are able. Avoid minimizing or
exaggerating information to support your own views (e.g., accurate recording of info into
PHIS, and on MOI’s, FSA’s).
When you don't know something, say so. If it is your responsibility to have that
information, tell the person requesting it that you will get it for them. Then, be sure to
follow through on your commitment in a timely manner.
For the next week, ensure that whenever you make a commitment, you do whatever it
takes to meet it. This includes keeping the people involved updated on your status,
especially if the commitment needs to be re-negotiated. At the end of the week, analyze
how you did and determine what you need to do in the future to ensure you can better
deliver on the commitments you make (e.g., don't promise what you cannot deliver,
mobilize resources/help you will need to meet particularly challenging commitments).
Consult with your supervisor and/or legal about any ethical issues that you are not sure
how to handle.
Take the next opportunity to speak up on behalf of a coworker whose ideas are not
getting the attention or support they deserve.
At a staff meeting, ask others to share lessons learned from personal experiences with
handling ethical violations or questionable situations.
In the next meeting with a trusted colleague, openly acknowledge a limitation you have
or a recent mistake you made, and take action to address or resolve the issue.
Prior to informing others of a difficult or controversial change, write out a list of steps
you will take to ensure fairness.
Quiz yourself at the end of each month on instances where you have gone back on your
word or failed to follow through on an action. Follow up on these instances, and ensure
you can avoid neglecting them in the future.
When you are stating your own opinions and beliefs, or your own version of events, tell
people that you are reporting your own views (rather than representing them as facts).
People will respect your honesty if you do this.
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Before you reveal information about others (or about organizational issues), pause to
consider whether the information is confidential. If you are unsure, ask the person
involved. In the case of an organizational issue, ask your supervisor or an appropriate
staff member.
When a course of action you disagree with is proposed in a meeting, raise your objections
during the meeting while there is time and opportunity for others to consider them.
Identify someone (within or outside of the organization) who you think has taken
courageous actions without thinking through the risks to their personal reputation. Read
about or meet with this person to find out how they developed this courage.
Mentoring/Coaching Suggestions
Conduct explicit discussions with team members on how to make the FSIS’s values
visible in the way they run their team and/or do their jobs. Ask them to identify specific
practices, actions, and behaviors they will demonstrate on the job to model, implement,
or to reinforce the values. Together, identify opportunities to demonstrate them in the
workgroup. Check periodically to see whether team members have followed through.
Assign a team member a one-week task of analyzing the impact of his or her actions and
behavior on others' perception of their integrity. Meet with them to review key actions,
decisions, and responses to situations during that week and ask questions to help them
assess how others perceived them. Provide your own observations and feedback to
enhance their awareness in areas where they have blind spots.
Have personal, one-on-one discussions with team members when they do something that
damages their credibility. Discuss what they can do to correct mistakes or
overcome/change negative perceptions.
Encourage team members to analyze role models by having them identify people they
know who they find trustworthy. Ask them to write a paragraph on what these role
models do or say that demonstrates credibility and authentic concern for others. By
contrast, has someone lost their trust? Why?
Give consistent messages to different audiences. While you need to adjust the tone and
wording of your message to different audiences, be sure the core message is the same.
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OEDB Individual Development Plan (IDP) Supporting Training
Learning events are announced annually by the following programs:
FSIS Gateway: A Supervisor’s Path to Continual Learning – Provides FSIS supervisors
with ongoing training and resources to support successful management, mentoring and
coaching of employees. The program provides supervisors with ongoing development
opportunities to refresh and strengthen core competencies.
FSIS Learning Trove – Facilitator-led, daytime and evening webinars and traditional
classroom instruction that may include assessment tools, books, and videos.
FSIS Virtual Leadership Network – AgLearn Books24x7®-based, facilitated discussions
open to all aspiring FSIS leaders, informal leaders, current team leaders, supervisors and
managers, and all other employees in the field and headquarter locations interested
in exploring leadership topics and workplace applications.
Relevant AgLearn Training
USDA Scientific Integrity Policy
The Fruits of Integrity: Building Trust at Work
Ethics, Integrity, and Trust
Integrity in the Workplace
Competency Development Reading List
Power Through People and Principles by Vipen Kapur
Integrity: The Courage to Meet the Demands of Reality by Henry Cloud
Managing Conflict with Peers by Talula Cartwright
Managing Conflict With Direct Reports by B. Popejoy and B. J. McManigle
The Assertiveness Workbook: How to Express Your Ideas and Stand Up for Yourself at
Work and in Relationships by Randy J. Paterson
Power of Positive Confrontation: The Skills You Need to Know to Handle Conflicts at
Work, at Home and in Life by B. Patter and S. Magee
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Interpersonal Skills
Demonstrates the ability to notice, interpret, and anticipate others' concerns and feelings. Shows understanding, courtesy, tact,
empathy, and concern toward others.
Interpersonal Skills
A top performer in Interpersonal Skills intuitively assesses others’ concerns and can adjust own demeanor to accommodate each situation. He or she considers
individual nuances and personalities when dealing with others and adjusts his or her approach accordingly. Teaches others how to successfully work around
different work styles.
Novice Advanced Beginner Competent Proficient Expert
Demonstrates respectful and
courteous behavior toward
coworkers and/or customers
Attempts to address others'
concerns when approached
Struggles to recognize the
impact of own
demeanor/interpersonal
approach on others
Requires guidance in
developing and maintaining
positive working
relationships with other staff,
and establishment contacts
Conveys an empathetic
understanding of others'
situations
Strives to gain
coworkers’ and/or
customers’ respect and
trust in self and agency
Listens attentively to
others' concerns and
perspectives
Understands the
importance of
developing good
working relationships
Deals with others
consistently and fairly
Makes time for others and
is approachable
Accepts opposing
viewpoints and encourages
others to share their own
concerns and feelings
Anticipates others'
concerns and reactions
prior to making decisions
Tailors interpersonal
approach to particular
situation or individual
Addresses issues or
mistakes in a courteous,
sensitive, and timely
manner
Demonstrates awareness of
own behaviors and biases
that may influence
interactions with others
Demonstrates emotional
involvement by taking
ownership of successes and
failures
Seeks win-win solutions
for all parties involved
Fosters a positive
interpersonal climate
within the team
Leverages interpersonal
influence to motivate
staff engagement and
buy-in
Strives to integrate
others' opinions into
work functions and
processes
Serves as an objective
mediator
Models a positive
demeanor and effective
interpersonal skills
Identifies root cause of
interpersonal problems and
takes action to prevent or
reduce precipitating factors
Understands and considers
long-term impact of
interpersonal relationships and
demeanor on team, agency,
and public
Adopts a strategic, big-
picture, forward-thinking
approach when addressing
interpersonally driven issues
and situations
Skillfully navigates a complex
interpersonal landscape with
stakeholders from multiple
organizations
Views interpersonal rapport
and influence as a way to
promote the FSIS mission and
champion the agency’s long-
term success
Proactively seeks to restore
breaches in trust and right
interpersonal mishaps
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Interpersonal Skills
Interpersonal skills relate to FSIS goals and objectives through the following:
Strategic Plan FY 2011–2016
Goal 7, Strategy 2: FSIS will update its defined worker core competencies and align employees throughout the Agency with this new set of
competencies. These core competencies will create an environment in which job satisfaction is the norm, and all employees work in a place where they
feel confident of being treated with dignity and respect.
Part II, Cultural Transformation: Cultural Transformation at USDA is the process of creating a workplace where all employees and customers are
treated with dignity and respect and which provides the opportunity for success.
FSIS Workforce Plan 2013–2017
Agency Management Initiatives: Federal Employee Viewpoint Survey (FEVS) – The views of the workforce are of great importance to Agency
leadership.
Agency Management Initiatives: The FEVS focuses on employee perceptions regarding critical areas of their work life, areas which drive employee
satisfaction, commitment, and ultimately retention in the workforce.
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Interpersonal Skills Developmental Resources
Self-Development Activities
In conversations, focus on the speaker and what they are saying. Do not do other tasks
while you are listening.
Practice listening skills by listening to a news broadcast and testing yourself on how
much you can remember.
Seek opportunities to interact and communicate with diverse audiences (e.g., executive,
technical, internal, external).
Take part in a role playing scenario where good listening skills are critical. Verbalize
what you heard your colleague say, and compare what you heard with what they were
trying to say. Did you get their message? If not, what did you miss out on? Discuss what
you might do better in the future to improve your listening skills.
Suspend judgment based on people’s background or experience, or what other people say
about them. Instead, focus on learning about each individual and how you can work
together.
After a team meeting, ask a colleague for feedback on how your comments and behavior
affected other people. Ask for specific feedback as well as suggestions for ways in which
you can accomplish task goals while building relationships. Ask your supervisor and
others at the meeting for similar feedback.
Identify a colleague who has good interpersonal relations with a diverse spectrum of
people. Request his or her help in learning more about establishing good interpersonal
relationships. Ask:
1. How do they find out how others prefer to be treated?
2. What do they do to adapt their approach so successfully?
3. What do they recommend for how you might modify your own approach?
Mentoring/Coaching Suggestions
Encourage your staff to make it a point to spend a lunch or break period with Agency
Personnel they do not regularly spend informal time with on the job. If they are
uncomfortable talking on a personal level, have them focus on learning more about what
those individuals do within FSIS, what they enjoy about their job, and what they see as
their areas of expertise.
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Challenge supervisory staff to get to know the experience and background of their team
members, including their skills and expertise beyond their FSIS job, and to inquire about
any issues or concerns their team members have that impact the productiveness of the
work environment.
Have your staff practice asking questions when meeting with employees and
stakeholders. Have them ask questions about their experiences, interests, and concerns.
Have them acknowledge what they heard and identify issues that are important to address
to maintain morale and productivity.
Have your staff brief you about their employees' backgrounds and interests. This will
help you get to know FSIS employees better and it will ensure that you have information
your supervisors do. Together you can identify and discuss employee issues that need to
be addressed.
Observe your staff’s interactions with other team members to assess their interpersonal
skills. Provide diplomatic feedback and coaching suggestions as needed to help them
enhance their interpersonal skills and their employees.
OEDB Individual Development Plan (IDP) Supporting Training
Learning events are announced annually by the following programs:
FSIS Gateway: A Supervisor’s Path to Continual Learning – Provides FSIS supervisors
with ongoing training and resources to support successful management, mentoring and
coaching of employees. The program provides supervisors with ongoing development
opportunities to refresh and strengthen core competencies.
FSIS Learning Trove – Facilitator-led, daytime and evening webinars and traditional
classroom instruction that may include assessment tools, books, and videos.
FSIS Virtual Leadership Network – AgLearn Books24x7®-based, facilitated discussions
open to all aspiring FSIS leaders, informal leaders, current team leaders, supervisors and
managers, and all other employees in the field and headquarter locations interested
in exploring leadership topics and workplace applications.
Relevant AgLearn Training
Interpersonal Communication: Communicating with Confidence
Interpersonal Communication: Targeting Your Message
Interpersonal Communication: Listening Essentials
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Interpersonal Communication: Communicating Assertively
Interpersonal Communication: Being Approachable
Effective Interpersonal Communications Simulation
Final Exam: Interpersonal Communication
Competency Development Reading List
Drive: The Surprising Truth of what Motivates Us by Daniel Pink
Read Wired to Care: How Companies Prosper When They Create Widespread Empathy,
by Dev Patnaik
Interpersonal Skills at Work by John Hayes
Leadership Through People Skills by R. Lefton and Victor Buzzotta
How to Win Friends and Influence People by Dale Carnegie
PeopleSmart: Developing Your Interpersonal Intelligence by Melvin L. Siberman Freda
Hansburg
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Oral Communication
Makes clear and convincing oral presentations. Listens effectively; clarifies information as needed.
Oral Communication A top performer in Oral Communication has the ability to effectively adjust the message for a specific audience; this includes incorporating domain-specific
words that are relevant to that audience. He or she can clearly present complex ideas, thoughts, or changes to individuals with no background on the domain.
Novice Advanced Beginner Competent Proficient Expert
Focuses on instantly sharing
ideas or thoughts rather than
on gauging the appropriate
time to do so (e.g., may
interrupt people)
Observes telephone and
conference call etiquette
Applies the same delivery
method for all messages
with all audiences
Provides too much
information or
meaningless/distracting
information
Applies buzz words, jargon,
acronyms, and area-specific
terminology when speaking
or presenting to groups that
may not understand them
Updates supervisors on
project status
Actively listens to staff
ideas and concerns
regarding work-related
issues
Communicates effectively
with staff by conducting
regular meetings to
discuss initiatives and
current events
Clearly explains and
clarifies policies, to FSIS
staff and establishment
personnel alike
Provides status updates to
management during
quarterly division
meetings
Observes verbal and non-
verbal cues that lead to
deeper understanding
Asks questions and seeks
feedback from audience to
ensure clarity of message
Responds to difficult
questions with ease and
confidence
Delivers message using
different techniques (e.g.,
analogies and visuals) to
best suit the specific
audience
Persuades stakeholders to
accept programmatic
change
Clearly presents
information, analysis, and
recommendations to
officials and stakeholders
Confirms understanding
of the message by
paraphrasing
Understands the
importance of timing and
applies it properly when
speaking or presenting
(e.g., appropriately
pauses to allow audience
to think about topic)
Presents, explains, and
defends agency positions
and proposals
Provides brief but
convincing and
informative presentations
to a variety of audiences
Clearly explains the
broad picture of projects
and how they fit into
FSIS goals
Picks up on underlying
messages, i.e., “hears between
the lines”
Explains difficult concepts in
different ways to ensure
clarity
Proactively informs others of
potential issues in a sensitive
manner
Applies both technical and
lay-person language when
appropriate to engage a wide
audience
Speaks in a unifying language
that reassures others of
attendance to FSIS goals
Presents complex information
articulately when meeting
with key executives or public
officials regarding a high-
visibility issue
Oral Communication relates to FSIS goals and objectives through the following:
[None available at this time]
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Oral Communication Developmental Resources
Self-Development Activities
When preparing for significant speeches and presentations, take time to practice your
delivery beforehand, preferably in front of someone who can provide feedback. If
possible, practice before a video camera and ask for someone to view it with you and
give you feedback. Create an outline that includes your overall goal and the key points
you wish to get across.
Volunteer to make an oral presentation on an emerging topic to leaders or peer groups in
FSIS or to external stakeholders.
Ahead of your next oral presentation, arrange for a coworker to provide you with
constructive feedback immediately following the presentation.
Seek opportunities to interact and communicate with diverse audiences (e.g., executive,
technical, internal, external) across the agency as well as external to FSIS.
Ask for the responsibility of presenting a new work process or procedure to another team
members.
Be a spokesperson for FSIS to stakeholders and/or the public.
Observe and learn from the speeches and presentations made by your organization's
leaders or experienced peers.
Observe effective presenters in your organization, in public forums, and on television.
Analyze the practices and behaviors that make them effective, and identify how to
incorporate them into your own presentations.
When giving a presentation, vary your pitch, tone, and volume to emphasize key words
or sentences.
Identify situations in which you have the most difficulty being a good listener and devise
a strategy to prepare for them in advance.
Practice your oral communication by volunteering to speak in front of local groups.
Opportunities in your community can be good practice. Join a public speaking club such
as Toastmasters.
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Volunteer to design and deliver a presentation to your coworkers on a work-related
subject or topic for which you have expertise.
When interacting with individuals you have not worked with before, ask questions about
what you are talking about until you are sure they understand what you are trying to
communicate.
Critique speakers, supervisors, and managers to better understand the criteria for effective
communication.
Record yourself giving a practice presentation. Be conscious of your speech to avoid
filler words (e.g., “um,” “uh,” “ah,” “like,” “well,” etc.). Count how many times you do
use these filler words. Identify ways to remove these from the presentation.
When making a presentation, use the active voice, which is more direct, as the focus is
placed on the person or thing, rather than the passive voice (e.g. say “I will finish the
report tomorrow” rather than “The report will be finished tomorrow”).
Attend meetings in which you communicate to a variety of people. Debrief the meeting
with them afterwards, focusing on what you wanted to communicate to each person, what
your strategy was, what you actually did and said, and what the results were.
Mentoring/Coaching Suggestions
Ask team members to think about one of their communication strengths and to reflect on
how they developed it. Did a class, practice, feedback, or a good role model help them?
Ask them to share their lessons learned with others that are seeking development in that
particular area.
Have your team members consider the technical knowledge of stakeholders they interact
with. Encourage them to try not to use technical jargon with a less technical audience.
They need to be sensitive and flexible in the way they deliver the message.
Ask your staff to assess the effectiveness of oral communication methods that they and
others in their team use (e.g., voice mail, speeches, and hallway conversations). Have
them identify changes that will improve the overall impact of communication within their
group.
Ask team members to discuss with their team situations in which communication gaps
occur and the potential problems they create. Have them identify what would help
prevent or close these communication gaps. Encourage them to develop a set of
communication principles or ground rules with their team to maximize the effectiveness
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of their communications with each other.
Assign a team member the task of having to make a formal presentation. Coach the
person during preparation and practice rehearsals of the presentation to ensure success.
You can also debrief him or her after the presentation to discuss what went well and what
needed improvement. Make sure you provide behavioral feedback when addressing the
content and the delivery.
Identify a colleague that you or others feel could use improvement in communications.
Offer to watch that person conduct practice presentations. Offer feedback on how he or
she could clarify, simplify, or otherwise communicate messages more effectively.
Establish a routine of visiting and/or talking with people across levels within FSIS. Try
informal walk-abouts, lunch in the break room, monthly breakfast meetings in different
locations, or "town meetings" for employees.
OEDB Individual Development Plan (IDP) Supporting Training
Learning events are announced annually by the following programs:
FSIS Gateway: A Supervisor’s Path to Continual Learning – Provides FSIS supervisors
with ongoing training and resources to support successful management, mentoring and
coaching of employees. The program provides supervisors with ongoing development
opportunities to refresh and strengthen core competencies.
FSIS Learning Trove – Facilitator-led, daytime and evening webinars and traditional
classroom instruction that may include assessment tools, books, and videos.
FSIS Virtual Leadership Network – AgLearn Books24x7®-based, facilitated discussions
open to all aspiring FSIS leaders, informal leaders, current team leaders, supervisors and
managers, and all other employees in the field and headquarter locations interested
in exploring leadership topics and workplace applications.
Relevant AgLearn Training
Communication Skills
Motivation and Communication in Six Sigma Teams
The Voice of Leadership: Effective Leadership Communication Strategies
FSIS Communication Solutions: Clashes to Collaboration
FSIS Non Verbal Training
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Putting Yourself in the Other Person’s Shoes
Competency Development Reading List
Difficult Conversations: How to Discuss What Matters Most by Douglas Stone, Bruce
Patton, Sheila Heen, and Roger Fisher
Communication in Organizations by C. Leech & K. Williams
Leadership Communication by D. Barrett
It's the Way You Say It: Becoming Articulate, Well-Spoken and Clear Carol A. Fleming
How to Say It At Work: Putting Yourself Across with Power Words, Phrases, Body
Language and Communication Secrets by Jack Griffin
Speaking as a Leader: How to Lead Everyone Time You Speak...From Boardrooms to
Meeting Rooms, From Town Halls to Phone Calls by Judith Humphrey
Mastering Communication at Work: How to Lead, Manage and Influence by Ethan F.
Becker and Jon Wortmann
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Public Service Motivation
Demonstrates a commitment to serve the public, including consumers, the industry, and Congress. Ensures that actions meet public
needs. Aligns organizational objectives and practices with public interests.
Public Service Motivation
A top performer in Public Service Motivation conducts his or her work with the recognition that serving public needs/welfare is the primary goal. This individual
consistently reminds others of the importance of public service and aligns work so that food safety is at the forefront of any services or products. He or she
ensures all team members are motivated to serve public needs.
Novice Advanced Beginner Competent Proficient Expert
Strives to project a positive
image of self, work team, and
the agency
Takes actions that reflect
commitment to the public and
the agency's mission
Recognizes the importance of
considering interests other
than one's own
Responds promptly and
accurately to public inquiries
about agency policies
Suggests gaining feedback
from public regarding new
food safety and handling
policies
Reviews and monitors
work products, services,
and protocols to ensure
they meet public needs
Reviews organization's
policies and procedures
on a regular basis to
ensure they are consistent
with public needs
Determines community
needs by surveying
citizens
Develops and
disseminates resources to
educate the public about
the agency's mission
Adapts and extends
existing agency protocols,
regulations, and programs
to continue representing
public interests
Ensures statements,
intentions, and actions
align and represent public
interests
Improves processes used
to monitor contractors and
vendors for supplies,
services, and equipment
to ensure government
funds are expended
appropriately
Motivates, encourages,
and enables employees to
act in the best interests of
the public
Seeks and integrates
feedback from the
community and monitors
systems to improve
agency services and
products
Identifies and fully
addresses the public's
critical needs in food
safety
Cultivates relationships
with community
stakeholders to validate
usefulness of proposed
products and services
Approves funding
documentation in
accordance with
procedures to ensure
public resources are
utilized appropriately
Anticipates and integrates
changes in public interests for
a long-term alignment
between agency programs and
policies and public interests
Implements protocols to
monitor changes and
emerging trends in food safety
policies and food handling
practices
Proactively and urgently takes
action and makes well-
informed decisions to protect
the public in the event of a
crisis or emergency
Designs and develops
programs to address critical
community requirements
Helps employees understand
how their roles help align
agency objectives and
practices with public safety
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Public Service Motivation
Public Service Motivation relates to FSIS goals and objectives through the following:
Strategic Plan FY 2011–2016
Key Value, Transparency: Making FSIS management processes more open so that the public can learn how the Agency supports Americans every day.
Key Value, Customer Focus: Serving FSIS constituents by delivering programs that address their diverse needs.
“One Team, One Purpose” Campaign: We are one team, with only one purpose. And that is to protect public health. FSIS employees take pride in the
fact that their jobs help prevent foodborne illness.
Strategic Theme, Prevent Foodborne Illness: Preventing foodborne illness and protecting public health is the primary purpose of FSIS. FSIS continually
strives to become more adaptable to changing food safety risks, educates consumers on food handling best practices, and works closely with other
organizations to present a comprehensive approach to preventing illness.
Goal 3: FSIS will strive to continuously increase consumer awareness of food safety best practices with the intent to improve “in-home” food-handling
behavior. Public education and outreach initiatives will place an emphasis on connecting with vulnerable and underserved populations.
Goal 3, Strategy 2: Deliver food safety messages that are easily understood and readily accessible. FSIS will produce and deliver simple, easy-to-
understand communications to targeted populations using relevant forms of communication (e.g., social media). FSIS will locate information on food
handling and preparation best practices, foodborne illnesses, and food safety risks in physical (e.g., school libraries) and virtual (e.g., the FSIS Web site)
locations that are easily accessible.
Goal 7, Outcome 7.1: Each employee understands how he/she impacts public health.
Part III: FSIS’s unwavering commitment to performance improvement and measurement will demonstrate to the public that it is making continuous
improvement toward achieving its vision, mission, and strategic goals.
FSIS Workforce Plan 2013–2017
Goal 4: Attract, hire, and retain talented individuals with the right technical and professional skills needed to meet FSIS’s public health mission.
Goal 8: Based on the defined Agency business needs, develop, maintain, and use innovative methodologies, processes, and tools, including the Public
Health Information System (PHIS), to protect public health efficiently and effectively and to support defined public health needs and goals.
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Public Service Motivation Developmental Resources
Self-Development Activities
Seek out opportunities to demonstrate loyalty to the citizens of the U.S. by finding new
and creative ways to achieve FSIS’s mission.
Ensure that you serve as a personal model of service to others.
Serve as a mentor or sponsor to a new employee.
Communicate to fellow FSIS personnel that commitment to public service is a top
priority.
Participate in FSIS-sponsored events and activities to display your commitment to public
service.
Practice your public service motivation by finding a local cause that inspires and
motivates you to action.
Volunteer for local charities, youth clubs, nursing homes, or other institutions that require
you to help those that are less fortunate than yourself.
Get involved in local government/office opportunities.
Run for a small role in an executive board for an organization in your community (e.g.,
historian, secretary, event coordinator).
Mentoring/Coaching Suggestions
When interacting with Agency Personnel, convey to them the social significance of
mission of FSIS and, where possible, establish opportunities for direct contact between
employees and beneficiaries of FSIS.
Provide opportunities for new hires to learn about organizational values and expectations
of employee behavior that reflect public service values.
Ensure that rewards are allocated for outstanding service to the public.
Provide a suggestion box for FSIS personnel and customers to submit their ideas on
improving customer service.
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Brainstorm ideas with your employees on how to demonstrate a commitment to public
service.
Set up and coordinate volunteer events for all staff members to attend.
OEDB Individual Development Plan (IDP) Supporting Training
Learning events are announced annually by the following programs:
FSIS Gateway: A Supervisor’s Path to Continual Learning – Provides FSIS supervisors
with ongoing training and resources to support successful management, mentoring and
coaching of employees. The program provides supervisors with ongoing development
opportunities to refresh and strengthen core competencies.
FSIS Learning Trove – Facilitator-led, daytime and evening webinars and traditional
classroom instruction that may include assessment tools, books, and videos.
FSIS Virtual Leadership Network – AgLearn Books24x7®-based, facilitated discussions
open to all aspiring FSIS leaders, informal leaders, current team leaders, supervisors and
managers, and all other employees in the field and headquarter locations interested
in exploring leadership topics and workplace applications.
Relevant AgLearn Training
[None provided at this time]
Competency Development Reading List
Motivation in Public Management. James L. Perry Annie Hondeghem
Give and Take: A Revolutionary Approach to Success by Adam M Grant
Understanding and Managing Public Organizations by Hal G. Rainey
Managing Change and Innovation in Public Service Organizations by Kerry Brown and
Stephen P. Osborne
Dynamics of Leadership in Public Service: Theory and Practice by Montgomery Van
Wart
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Self-Development
Exhibits ability to assess own strengths and developmental needs. Addresses these needs through reflective, self-directed learning.
Develops new knowledge and skills as the work evolves.
Self-Development A top performer in Self-Development is results-oriented in that he or she is very interested in the results produced. This individual constantly monitors, measures,
and plans own performance in order to improve. He or she actively seeks feedback regarding gaps in performance and has an accurate and thorough
understanding of own capabilities.
Novice Advanced Beginner Competent Proficient Expert
Demonstrates difficulty
recognizing and/or admitting
own learning needs
Develops knowledge of
objective facts and features
of FSIS
Requires close and extensive
guidance
Acquires technical
knowledge (e.g., regulations,
best practices/procedures for
preventing foodborne
illness) primarily through
textbooks and professional
conferences
Keeps technology skills up-
to-date through
developmental opportunities
and practice
Identifies resources and
opportunities for growth
and development
Solicits periodic feedback
to continually improve
quality of own work
Reflects the belief that
answers are always best
found from an external
source (e.g., a supervisor)
rather than relying on own
knowledge
Visits other work sites to
gain understanding of staff
functions and daily tasks
Considers different
perspectives as a means to
continue to learn
Recognizes own strengths
and developmental needs
Participates in additional
AgLearn courses to
increase skills
Generates plans and goals
as a tool to measure
progress toward
objectives
Applies knowledge of
objective facts and
features of FSIS as part of
their daily activities
Participates in
challenging assignments
to leverage and improve
skills
Completes leadership
development programs,
including training,
coaching, and mentoring
opportunities and applies
key learnings
Aligns own long-term
developmental goals and
objectives with
organizational strategies
Synthesizes knowledge
and applies it across
contexts
Is not threatened by
criticism but rather uses it
as a learning opportunity
Proactively participates in
meetings and events, even if
not directly relevant, to gain
knowledge and experience
related to professional
development
Demonstrates consistent
excellence in applying job
knowledge across multiple
projects and/or
establishments
Maintains extensive domain
knowledge but understands
the need for continuous
learning and inquiry
Invests in the development of
others as a means to achieve
own self-development
Engages in systematic, self-
directed training and
development activities aligned
with the strategic needs of the
agency
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Self-Development Self-Development relates to FSIS goals and objectives through the following:
Strategic Plan FY 2011–2016
Key Value, Empowerment: Giving FSIS field employees the information, methods, and training they need to make informed decisions in the
establishment and in commerce.
Strategic Theme, Understand and Influence the Farm-to-Table Continuum: To gain this insight, FSIS optimizes its use of science and data to fully
understand the environment in which FSIS operates.
Goal 7, Strategy 1: The Agency will provide training to improve workers' problem-solving skills. Training will link particular problems and situations to
available internal and external resources and promote increased worker self-sufficiency. FSIS leadership and management will communicate findings
concerning food safety hazards to relevant FSIS workers and deliver the "One Team, One Purpose" message across all FSIS.
Goal 7, Strategy 2: FSIS will assess the level of achievement of defined core competencies across the organization to better determine strategic training
needs. The Agency will also close gaps in core competencies through training, recruitment, and recognition of quality work. FSIS will seek to
understand and adapt best practices from high-performing organizations that have proven successful in motivating employees and improving job
satisfaction.
Goal 8, Outcome 8.2: The Agency will research, evaluate, and remain up-to-date on the latest technologies, methodologies, and innovations that could
be of use in mitigating or preventing food safety hazards. FSIS will evaluate the potential for new technologies, innovations, and methodologies to meet
internal needs.
Part II, Cultural Transformation: Continuous improvement through employee development, organizational development, and program/process
improvement.
Part III: FSIS’s unwavering commitment to performance improvement and measurement will demonstrate to the public that it is making continuous
improvement toward achieving its vision, mission, and strategic goals.
FSIS Workforce Plan 2013–2017
Goal 2: Cultivate effective leadership practices that permeate the organization and help drive a culture of openness, continuous learning, and innovation.
FSIS Organizational Structure: To achieve this, FSIS conducted a critical, objective, and probing review of its program areas and the organization as a
whole to position the Agency to support and promote attainment of its strategic goals and objectives; broaden the span of supervisory control; assign
resources to the work of highest priority; maximize the use of limited economic resources; and adhere to the objectives of the Secretary’s “Blueprint for
Stronger Service.”
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Self-Development Developmental Resources
Self-Development Activities
Ask for feedback when working on projects and keep a journal of the feedback that you
receive. Identify trends that reveal areas for improvement and devise a learning strategy
to develop your skills in these areas.
Utilize internal training resources accessible through AgLearn.
Ask your supervisor and/or colleagues to point out sources of information that will help
you to increase your knowledge in a particular area. Review the information and share
what you have learned with others.
Ask your supervisor to increase the scope of your decision-making authority. This will
enable you to learn more about other areas of the business.
Search for, and take advantage of, meaningful training and development workshops being
offered in your area and make an effort to attend them.
Commit to reading professional journals, books, and articles that will expand your
knowledge in a particular area.
Establish a mentoring relationship with an internal or external expert in an area you
would like to develop.
Assess your performance for the past three months and decide which three things you are
most proud of doing and which three you are least proud of doing. For those in the least
category, consider what kinds of courses and/or other developmental activities or
assignments would help you improve your performance.
Establish three professional goals and develop a personal learning agenda, which includes
specific steps needed to accomplish your goals.
Keep abreast of new legislation. Share with others how it impacts your work unit or
department.
Ask your supervisor or coworker to provide you with critical feedback. Learn to look at
negative feedback and criticism as potentially useful information that you need to
understand more fully.
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For two weeks, track your progress against management goals by using charts, posters, or
other mechanisms, including a visual countdown to established milestones.
Make a list of areas you would like to know more about. Identify specific steps you will
take to enhance your knowledge in these areas (e.g., reading books, attending classes,
talking to experts).
Teach yourself how to use software that will help you on the job. (ie, PHIS)
Work with your supervisor to identify a temporary role/assignment that you can fill to
broaden your skill set and learn more about the business.
Create an opportunity for learning out of a "failure." Ask yourself what you can learn
from such situations and solicit feedback from others.
If it is relevant, become a member of a professional body or society that can help to
support your continuous learning needs.
Get involved in a technically demanding project where you will be required to use and
update your technical skills and knowledge.
Mentoring/Coaching Suggestions
Work with your team to establish clear expectations for performance.
Schedule and hold regular coaching conversations with team members.
If you are avoiding sharing feedback to redirect behavior or performance, ask yourself
why.
Have your team members read articles describing innovative technical or collaborative
procedures. Bring in outside experts to present new ideas and approaches.
People learn primarily from feedback on on-the-job application of skills. Develop and
assign projects that can be leveraged to develop the capabilities of your team.
Consider the future capabilities your department will need to succeed. Help your staff
draft development plans that will be mutually beneficial.
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Discuss how development activities can be effectively incorporated into “business as
usual” with in your team.
If you are avoiding a difficult conversation with one of your team members, ask a peer
who has successfully addressed the situation in the past for advice.
OEDB Individual Development Plan (IDP) Supporting Training
Learning events are announced annually by the following programs:
FSIS Gateway: A Supervisor’s Path to Continual Learning – Provides FSIS supervisors
with ongoing training and resources to support successful management, mentoring and
coaching of employees. The program provides supervisors with ongoing development
opportunities to refresh and strengthen core competencies.
FSIS Learning Trove – Facilitator-led, daytime and evening webinars and traditional
classroom instruction that may include assessment tools, books, and videos.
FSIS Virtual Leadership Network – AgLearn Books24x7®-based, facilitated discussions
open to all aspiring FSIS leaders, informal leaders, current team leaders, supervisors and
managers, and all other employees in the field and headquarter locations interested
in exploring leadership topics and workplace applications.
Relevant AgLearn Training
Documenting Self-Assessment Testing for Reperformance Standard
FSIS Energize Yourself and Improve Your Personal Productivity
How to Write an Effective Self-Report of Accomplishments
FSIS Escalade Leadership Development Program
FSIS Learning Trove Webinar Events - Assertiveness & Confidence
FSIS Learning Trove Webinar Events - Career Development
FSIS Learning Trove Webinar Events – Professionalism
FSIS Supervisor Refresher Training
Growing Leaders for the 21st Century - SES Development Workshop/ECQ Preparation
USDA - Career Planning and Development for the Executive Level (The Path to the SES)
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The Voice of Leadership: Self-assessment and Motivation
Improving Your Emotional Intelligence Skills: Self-awareness and Self-management
Managing from Within: Self-empowerment
Exploring Self-development
Personal Productivity: Self-organization and Overcoming Procrastination
Ethical Self-promotion
Leadership Essentials: Creating Your Own Leadership Development Plan
Competency Development Reading List
Getting Ahead: Three Steps to Take Your Career to the Next Level by Joel A. Garfinkle
Seven Habits of Highly Effective People by Stephen Covey
Successful Manager’s Handbook: Development Suggestions for Today’s Managers by
Sue Gebelein
Talent Is Overrated: What Really Separates World-Class Performers from Everybody
Else by G. Colvin
The Power of Feedback: 35 Principles for Turning Feedback from Others into Personal
and Professional Change by Joseph R. Folkman
The Talent Code: Greatness Isn’t Born. It’s Grown. Here’s How by D. Coyle
Strategic Career Management: Developing Your Talent by Jane Yarnall
Understanding Action Learning by Judy O’Neil and Victoria J. Marsick
AST D Handbook for Workplace Learning Professionals by Elaine Biech
Discovery: Extraordinary Results from Everyday Learning by John Drysdale
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Leaders: Start to Finish: A Road Map for Developing and Training Leaders at all Levels;
by Anne Bruce
Learning in Tough Economic Times: How Corporate Learning is Meeting the Challenges
by The American Society for Training & Development
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Written Communication
Writes in a clear, concise, organized, and convincing manner for the intended audience.
Written Communication
A top performer in Written Communication has the ability to describe complex issues through written form to a variety of audiences. He or she serves as a key
editor for important reports and provides challenging and engaging opportunities for others to improve their writing abilities.
Novice Advanced Beginner Competent Proficient Expert
Writes messages in general
and standard formats for all
audiences
Creates and heavily depends
on checklists to track project
status and communicate
deadlines and status to
others
Summarizes
recommendations made in
annual reports (i.e. FSIS
Annual Performance Plan,
FSIS Annual Sampling
Program Plan, etc.)
Seeks guidance from
supervisor for written
products on topics such as
appropriate language,
outlines, and framework
Produces basic memos,
letters, or other similar
documents
Writes daily or weekly
briefs to ensure others on
the team receive updated
information
Develops written
communication at a slow
but effective pace
Adjusts content and style of
written documents
according to subject matter
and audience
Writes in a clear and
concise manner
Develops well-written
documents outlining agency
mission and goals for use by
the local community
Recognizes what
information is important and
must be immediately
recorded for future use
Maintains an organized and
efficient system for written
communication and
correspondence
Conscientious of timeliness
and urgency of various
messages
Uses written
communication to
compel others to action
Writes complex technical
reports using clear
terminology and concise
formats for use by high-
level decision makers
Reviews technical
reports, edits materials,
and provides suggestions
to improve clarity while
ensuring documents are
targeted to the proper
audience
Synthesizes information
from multiple sources
into a clear and concise
document
Understands and writes
in a variety of technical
or formal styles
Maintains an extensive
knowledge of advanced
writing techniques and
formats
Writes, reviews, and publishes
findings, decisions, and
reports for other groups and
agencies
Provides expert interpretations
of documents pertaining to
protecting public health and
potential food safety issues
Assists other organizations,
and is sought by others for
help, in writing critical
documents
Anticipates audiences’
questions and includes
responses or concerns in
message
Understands highly technical
documents and is able to ask
clarifying and validity-testing
questions of those who
prepared the document
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Written Communication
Written Communication relates to FSIS goals and objectives through the following:
Strategic Plan FY 2011–2016
Goal 3, Strategy 2: Deliver food safety messages that are easily understood and readily accessible. FSIS will produce and deliver simple, easy-to-
understand communications to targeted populations using relevant forms of communication (e.g., social media). FSIS will locate information on food
handling and preparation best practices, foodborne illnesses, and food safety risks in physical (e.g., school libraries) and virtual (e.g., the FSIS Web site)
locations that are easily accessible. FSIS subject-matter experts will regularly communicate important food safety messages via lectures and other
opportunities for public education.
Part II, Cultural Transformation: Developed a communications and training plan for FSIS employees.
Part III, Communication: FSIS will develop a range of communication products and feedback loops to ensure that key goals, targets, and messages
included in this plan are conveyed and understood by its employees.
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Written Communication Developmental Resources
Self-Development Activities
Allow important e-mails and other written communication to sit before sending them out.
Draft the communication, then come back several hours later and review it again. You
will be better able to “see” your message and any errors more clearly.
If you don't do so already, create an outline before you start writing a report, memo, or
letter. Check with others who receive/review your writing to see if this has a positive
impact on your overall writing effectiveness.
Have a colleague proofread your writing for grammar, punctuation, spelling, and
sentence structure errors. Take note of the errors made most often and learn rules for
improvement.
Ask a superior, peer, or friend to give feedback on your writing. Revise it if their
understanding of your ideas does not match your intent.
When writing for diverse or non-technical groups, keep technical language to a
minimum. If you use technical terminology and jargon, provide definitions. Have a non-
technical person give you suggestions on what jargon to explain or eliminate.
Review each report that you write and change passive verbs to active ones whenever
possible to make your writing more expressive. A way to ensure that your sentence ends
up in the active voice is to start the sentence with the subject.
Identify someone in your agency who is a great written communicator. Ask the person to
work with you to develop your communications skills.
For two months, learn three new vocabulary words a week and use them regularly.
Spell out acronyms and abbreviations the first time they’re used in any document. This is
especially important when communicating with new employees, customers, and vendors.
Write a speech or draft an e-mail for someone in a higher leadership role in the agency.
Write an article for your agency’s newsletter or website.
Write an article or technical report in your field and submit it for publication.
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Mentoring/Coaching Suggestions
Have team members save and share examples of effective written communication (e.g.,
copies of presentations or handouts) drafted by people inside and outside the team. Have
them discuss the specifics of what works and doesn't work. Encourage them to identify
benchmark examples of effective communications that they can use when they need to
write formal documentation and presentations.
Review team members’ writing. Critique their clarity, logic, and presentation. Review
any issues with grammar and spelling, if necessary. Work with them on drafts as they
develop more effective written communication.
OEDB Individual Development Plan (IDP) Supporting Training
Learning events are announced annually by the following programs:
FSIS Gateway: A Supervisor’s Path to Continual Learning – Provides FSIS supervisors
with ongoing training and resources to support successful management, mentoring and
coaching of employees. The program provides supervisors with ongoing development
opportunities to refresh and strengthen core competencies.
FSIS Learning Trove – Facilitator-led, daytime and evening webinars and traditional
classroom instruction that may include assessment tools, books, and videos.
FSIS Virtual Leadership Network – AgLearn Books24x7®-based, facilitated discussions
open to all aspiring FSIS leaders, informal leaders, current team leaders, supervisors and
managers, and all other employees in the field and headquarter locations interested
in exploring leadership topics and workplace applications.
Relevant AgLearn Training
Written Communication
FSIS - Resume Writing
Competency Development Reading List
Can-Do Writing: The Proven Ten-step System for Fast and Effective Business Writing by
Daniel Graham and Judith Graham
Effective Business Writing by Patrick Forsyth
Get to the Point! Painless Advice for Writing Memos, Letters and Emails Your
Colleagues and Clients Will Understand, Second Edition by Elizabeth Danziger
Getting Your Point Across by P. Khan-Panni
Just Listen by Mark Goulston
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Presentation Skills 201 by William R Steele
The Elements of Style by W. Strunk, E. B. White, and R. Angell
How to Be Better at Writing Reports and Proposals by P. Forsyth
Universities Offering Free Writing Courses Online
Massachusetts Institute of Technology (http://ocw.mit.edu/index.htm)
o MIT offers dozens of free undergraduate and graduate writing courses online
through its MIT OpenCourseWare initiative. Course topics include everything
from writing fiction, poems, and essays to analyzing all forms of literature.
Lecture notes, videos, suggested reading lists, and more will help you to become
the writer you've always wanted to be. No registration is required.
Utah State University (http://ocw.usu.edu)
o Utah State University's Department of English publishes three free courses
devoted to the art of writing through the school's OpenCourseWare program. The
courses are extensive and may take up to 16 weeks to complete if you study at the
average pace. No registration is required. Courses are similar to the courses that
might be found in a professional writing degree program.
University of Utah (http://www.hum.utah.edu/english)
o The University of Utah's English Department offers free courses to self-learners
around the world. Currently, there are only two free writing courses. Both offer
strong preparation in their topic and are built for beginners. No registration is
required.
Western Governors University (http://www.wgu.edu)
o Western Governors University has made free course materials available through
an open content license. There are several free writing courses courtesy of the
university's Liberal Arts Department. All courses are split into convenient self-
study modules. No registration is required.
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PERSONALIZED LEADERSHIP AND COMPETENCY DEVELOPMENT PLANS
Now that you have completed the Self-Assessment and reviewed the competency specific
resources, this section of the resource guide helps you to create your own Leadership and
Competency Development Plans. You will be guided through several sections and steps that will
help you generate a realistic and actionable strategy for reaching your leadership potential.
Please remember that to reap the benefits of a leadership development plan, it is important to
have the necessary motivation, resources, and opportunities to develop, practice, and
demonstrate a competency on the job. Such factors can impact a person’s assessment rating or
feedback in a particular area.
Section I: Identify Mentors and Set Goals
Accurate self-assessment and mentorship are critical to the success of a leadership development
plan. To help identify your strengths and opportunities for growth, you need to reflect on your
current competency proficiency levels as well as seek feedback from your mentors.
STEP 1: Identify Mentors
Identify two to three mentors who can provide suggestions and guidance in your development as
a leader within FSIS. For example, you may reach out to your direct supervisor or a colleague
you consider highly proficient in a variety of leadership competencies. Senior FSIS leadership
may also be able to provide critical insights and feedback.
Mentor 1:_____________________________
Mentor 2:_____________________________
Mentor 3:_____________________________
Use the following questions to facilitate your self-assessment and guide your discussion with
each mentor. These questions are intended to help you and your mentor identify and prioritize
the areas in need of development. You should also reference back to the FSIS Leadership
Competency Self-Assessment Exercise provided earlier in this resource guide.
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Your Current Role
What are your areas of strength in your current role?
What areas do you need to develop in your current role?
What leadership competencies are critical for success in your current role?
Your Future Role
What roles do you aspire to have?
When do you see yourself moving into these roles?
What competencies will be critical for success in these roles?
Which areas of strength would help you move into and succeed in these roles?
Which areas do you need to develop in order to move into and succeed in these roles?
Your Areas of Focus
Given all of the above, which leadership competencies are the most important for you to develop over
the next year?
Which competencies do you feel the most energized to focus on?
Which competencies do you feel the least energized about developing?
If you had to pick only two or three competencies to focus on developing, what would they be?
STEP 2: Set Development Goals
After considering your responses to the above questions and reflecting on your mentors'
feedback, identify several overarching short- and long-term goals to assist in your leadership
development. These goals should not be competency specific, but rather, they should be global in
their focus. That is, these goals should emphasize, for example, your larger career aspirations
within FSIS.
All goals should have the following SMART characteristics.
Specific The goal is clear, concrete, and easy to understand.
Measurable It is possible to measure your progress toward attaining the goal.
Attainable The goal is challenging but achievable and realistic.
Relevant The goal is reasonable, useful, and meaningful to you.
Time-bound The goal has deadlines and milestones.
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Short-Term Goals (1-2 years):
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Long-Term Goals (2-5 years):
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Section II: Identify Competencies and Create a Competency Development
Plan
In conjunction with your leadership development plan, you should create a competency
development plan to focus on specific skills. For this competency development plan, identify
leadership competencies that you would like to develop based on your long-term career
aspirations identified in the leadership development plan. Work with your mentor(s) to assess the
competencies that will be the most beneficial in reaching your developmental goals.
Developing leadership competencies is a process that requires diligence. It is extremely
important to be self-directed and hold yourself accountable for meeting the goals you set for
yourself.
As you complete the following steps, you will generate goals and standards that mark your
development in each of the competencies, brainstorm ideas for developmental opportunities, and
outline specific steps you can take toward accomplishing your goals.
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STEP 1: Identify Competencies
List the FSIS leadership competencies that will be the focus of your Competency Development
Plan.
Competency 1: __________________________________________
Competency 2: __________________________________________
Competency 3: __________________________________________
STEP 2: Create a Competency Development Plan
Once you have identified your focal competencies, you need to create a series of goals and
standards that will allow you to develop each identified competency. You will be able to
continue to document your decisions within this Competency Development Plan.
Again, remember that goals should have the following SMART characteristics.
Specific The goal is clear, concrete, and easy to understand.
Measurable It is possible to measure your progress toward attaining the goal.
Attainable The goal is challenging but achievable and realistic.
Relevant The goal is reasonable, useful, and meaningful to you.
Time-bound The goal has deadlines and milestones.
It is suggested that you create an initial set of specific goals and then meet with your mentor to
review and refine them.
The following tables include questions that you and your mentor can discuss to help create
specific goals and steps toward developing the desired competencies and subsequently larger
leadership development goals.
Use the following questions to assist in holding this goal setting discussion
What does the staff member specifically want to achieve with this competency?
Why is that important to the staff member?
How will the staff member benefit in their current role and/or any future roles to which they aspire?
By when does the staff member want to achieve this?
How will the staff member know whether he/she has been successful in developing this competency?
How will the staff member measure progress toward the goal?
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Use the following questions to assist in holding this development planning discussion
What steps/actions can the staff member take to achieve his/her goal?
What is the smallest step the staff member can take toward achieving this goal?
What obstacles are likely to get in the staff member’s way?
How can the staff member overcome these obstacles & how can I help?
On a scale of 1 to 10, how likely is the staff member to undertake the actions discussed?
How can the staff member move closer to a 10? What support does the staff member need? How can I
help?
What actions will the staff member commit to?
When will the staff member complete these actions?
How will the staff member measure his/her progress along the way?
Plan for Competency #1
What is your current proficiency level regarding this competency? What proficiency level would
you like to achieve?
To evaluate your current proficiency level, in conjunction with your mentor(s)’, use this resource
guide to determine which behaviors you more frequently demonstrate on the job. Also review
and consider those behavioral indicators that typify the proficiency level you are seeking to
achieve.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
In terms of this specific competency, what behaviors/knowledge/ skills that you want to be able
to know or do when your development activities have concluded? Be explicit in describing what
you hope to know or do.
Leverage this resource guide and the behavioral indicators provided for the different proficiency
levels. Consider the suggested self-development activities for this competency. If you are looking
to increase your proficiency levels through mentoring other employees, consider the Mentoring
Activities section of this guide.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
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What are your ideas for how to develop this competency? List actions you want to include in
your development plan.
Again, leverage this resource guide and the suggested resources provided for developing each
competency. When selecting developmental activities, consider the availability of resources
within FSIS. Some activities, such as attending a training session or joining a professional
organization, may involve both time and money. Whereas on-the-job activities, such as
delivering a presentation or facilitating a focus group session, may involve fewer resources and
be just as effective.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Discuss your ideas for developing this competency with your mentors and ask for their
guidance. Remember to discuss the reasons you think these competencies are in need of
development, and design your plan accordingly. If they have any ideas in addition to those you
found in the resource guide, incorporate them. Together, write specific actions and a timeline
to do them by. Set up a meeting with your mentors at the end of your timeline to discuss your
work.
Use the table provided to briefly summarize your goals and timeline. As you make progress
toward your goals, use the table to record specific actions you have taken. This is meant to be a
working document that you and your mentor can use to plan and track your progress.
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Competency Development Plan Summary
Competency Goals Actions Timeline Accomplishments
1 Start Date:
End Date:
2 Start Date:
End Date:
3 Start Date:
End Date:
Employee Signature: ____________________________ Supervisor Signature: _______________________________
Date: ________________________________________ Date: ________________________________
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Plan for Competency #2
What is your current proficiency level regarding this competency? What proficiency level would
you like to achieve?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
In terms of this specific competency, what behaviors/knowledge/skills—when your development
activities have concluded—do you want to be able to know or do? Be explicit in describing what
you hope to know or do.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
What are your ideas for how to develop this competency? Identify actions you want to include in
your development plan and type them in here.
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Plan for Competency #3
What is your current proficiency level regarding this competency? What proficiency level would
you like to achieve?
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In terms of this specific competency, what behaviors/knowledge/skills—when your development
activities have concluded—do you want to be able to know or do? Be explicit in describing what
you hope to know or do.
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What are your ideas for how to develop this competency? Identify actions you want to include in
your development plan and type them here.
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APPLYING THE FSIS LEADERSHIP COMPETENCY MODEL ACROSS
WORKFORCE PLANNING
This section of the resource guide provides guidance on how to effectively integrate the
leadership competency model into current FSIS human and performance management functions.
Competencies are essential not only for identifying the current and future leadership needs of
individuals and the organization but also for the unification and strategic alignment of all critical
talent management systems. Effective implementation of the competency model builds a
common framework that helps enhance the agency’s resilience and preparedness in the face of
change, emerging customer needs, and increasing industry, economic, and societal complexities.
Integrating the competency model into FSIS’s backbone can also serve to facilitate
transformation efforts and seize opportunities for organizational efficiency by harnessing the
power of human capital management.
There are three critical steps in the implementation of a competency model.
First, it is necessary to determine an effective communication strategy for how to
disseminate the competency model throughout the agency, obtain buy-in from key
stakeholders, and educate end-users on its utility and application.
The second step is identifying opportunities for when and how to leverage the
competency model as well as establishing agency and area-specific protocols and
standards.
Following implementation, the third key step is to validate the critical competency model
within the context of FSIS by linking the competencies to key performance outcomes.
INCORPORATING THE FSIS LEADERSHIP COMPETENCY MODEL INTO THE
HUMAN CAPITAL LIFE CYCLE
The competency model should be integrated into the various stages of the human-capital life
cycle (i.e., recruiting, structured interviewing, selection, onboarding, training, succession
planning, performance appraisal, and career planning) and continued to be validated. Additional
efforts should be made to streamline the various processes across these areas by identifying and
seizing opportunities for competency alignment.
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Recruiting
To help move the right talent into the agency’s hiring funnel, various competencies can be
infused into the current recruitment strategy. For example, the agency’s vision and commitment
to public service and the importance of partnership can be advertised and communicated to
potential leadership candidates in order to attract individuals who would fit well with the
agency’s mission.
Structured Interviewing
The goal of a structured interview is to preview the applicant’s future work behaviors. Structured
interview questions can be used, for example, with new hires, or when selecting internal FSIS
candidates for promotions. Aligning the competencies with the structured interview process
ensures that the relevant and appropriate work behaviors are assessed during the interview. This
can be done by framing the questions around the competencies and measuring the responses
based on the behavioral indicators.
Below is an example of a team building question:
Tell me about a situation where you were leading a team that was having difficulty
accomplishing a set goal. What was the goal? What was the problem? Were you able to
resolve it? (If yes) How did you resolve it? What previous knowledge or experience did
you apply to come to that resolution?
The participant’s response can be compared to the behavioral indicators listed on the proficiency
scale to provide information on their expertise level. An example response is:
A few months ago I was leading a team dealing with a very difficult customer. The
customer was rude and unreasonable. I noticed the morale of the team decreasing
because of these interactions. At first, I provided some feedback on how to work with
others, but I found that wasn’t helping. I then talked to my old supervisor who had dealt
with similar experiences before. He provided me with guidance on conflict-resolution
techniques, which I shared with the team.
Based on this response, the rater can infer that the individual is an Advanced Beginner since they
provided feedback for working as a productive team and sought insight from an expert for
guidance (refer to Team Building behavioral indicators). However, the applicant still relied on
external sources to help address the issue. The scoring system used should reflect this
proficiency level. This same process can be used across the competencies that are relevant to, for
example, new hires.
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Selection
The competency model can be used to identify success profiles for each job position or job
position family. Success profiles represent a combination of approximately 5 to 12 competencies
that are critical to the performance within a given leadership position. These competencies can
help inform selection strategy and guide the development of hiring tools and pre-hire
assessments. They can also be used for screening and evaluating resumes.
Additionally, behavior-based questions could be developed to assess the essential competencies
during a structured interview (refer to structured interview section). In addition to interviews, the
competencies can be used to develop content specifications for performance tests. For example,
to measure Oral Communication, a competency-based performance test may ask individuals to
conduct a 15-minute presentation to a group. A competency-based written test item measuring
External Awareness may ask applicants to identify legal, governmental, or international issues
that affect the organization. Furthermore, the proficiency levels generated for each competency
can serve as the foundation for behaviorally-anchored, rating-scale content that would be used to
rate and differentiate candidates for a given job position. For entry-level jobs, the interviews
should focus primarily on the Foundational Competencies while more advanced positions should
also include elements of the Core Leadership Competencies.
Onboarding
The onboarding and ramp-up process is critical for signaling to new hires the types of
characteristics, skills, and behaviors that are valued and rewarded by FSIS. For example,
emphasizing the competencies that are inherent to the success in a given job and in line with the
agency mission could serve to enable valued behaviors while discouraging ineffectual ones.
Training
The competency model, and its example behaviors for the different proficiency levels, is a
valuable tool for conducting individual or agency-wide training-needs analyses and subsequently
developing customized training and development programs to address performance gaps. Upon
identification of strengths and gaps, employees in leadership positions can create competency
development plans that enable employees, and themselves, to reach their leadership potential by
targeting the specific pain points or areas of focus. Furthermore, the behavioral examples can be
adapted and expanded to develop activities, set goals, and guide discussions with mentors or
supervisors.
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Succession Planning
As part of succession planning, the competency model can help leaders assess competency gaps
in the pool of succession candidates. The competency model serves as a framework for leaders to
identify the critical path required to advance and thus pinpoint the needs of those candidates with
the potential for advancement. Similar performance appraisals, leaders can create assessment
tools (e.g., Individual Development Plans (IDPs), Mastery Assessments, and Overall
Performance Scorecards) that will review the competencies of supervisors who appear to have
high potential for advancement.to developing
Performance Appraisal
The proficiency-level examples that accompany each competency can also be applied to the
performance appraisal process as well as linked to compensation systems. The proficiency-level
examples can be translated into a behaviorally-anchored rating scale for each competency such
that the supervisor can evaluate an employee’s performance as it relates to each competency
included in the success profile for that job position or family of jobs.
Career Planning
Aspiring leaders can evaluate their current proficiency levels and identify the proficiency levels
they need to reach in order to move into a leadership position, or reach their current leadership
role’s full potential. In other words, the proficiency-level behavioral examples can help
employees develop plans for how to excel at critical competencies and generate associated goals,
milestones, and timelines.
The table on the next page indicates the areas in which each specific competency has the greatest
potential utility and applicability. Note that any competency can be adapted to guide decision-
making and help drive efforts within each of these eight talent-management processes.
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Recruiting
Structured
Interview Selection Onboarding Training
Succession
Planning
Performance
Appraisal
Career
Planning
Core Leadership Competencies
Accountability
Adaptability
External Awareness
Leveraging Diversity
Management Excellence
Maximizing Performance
Operations Management
Partnering
Political Savvy
Problem Solving
Team Building
Vision
Foundational Competencies
Integrity & Honesty
Interpersonal Skills
Oral Communication
Public Service Motivation
Self-Development
Written Communication
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To further support career planning, the FSIS leadership competencies can be easily integrated within the USDA Virtual University
that identifies leadership development at every team level. The table below describes how the FSIS leadership competencies are
merged into the USDA Virtual University Leadership Development Programs. This table can be applied when planning and tracking a
leader’s career journey at the USDA.