ifss food protection professionals curriculum … food protection professionals curriculum framework...

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IFSS Food Protection Professionals

Curriculum Framework

Entry Level Competencies

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Content Area Page

E1 Regulatory Program Foundations 1

E2 Integrated Food Safety System 4

E3 Emerging Issues -

E4 Allergens 6

E5 Biological Hazards 8

E6 Biosecurity 10

E7 Communication Skills 12

E8 Data & Information Systems 14

E9 Environmental Hazards 16

E10 Feed/Food Defense 18

E11 HACCP 20

E12 Imports 22

E13 Inspections, Compliance, & Enforcement 25

E14 Investigation Principles 28

E15 Jurisdiction 31

E16 Labeling 33

E17 Laws, Regulations, Policies, & Procedures 35

E18 Personal Safety 38

E19 Preventive Controls 40

E20 Professionalism 42

E21 Public Health Principles 45

E22 Recalls 48

E23 Sampling 51

E24 Sanitation Practices 53

E25 Traceability 56

E26 Transportation 58

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E 1 Regulatory Foundations

Definition: Introductory knowledge, skills, and abilities related to the elements of feed and food regulatory

programs.

Level 2: Explain the responsibilities of regulatory agencies within the integrated food safety system.

Level 3:

Communication

o Discuss roles within the integrated food safety system.

Core

o Use agency authority to perform regulatory activities.

Critical Thinking

o Evaluate information within a scientific and risk-based framework.

Organizational Awareness

o Use agency policies and procedures to perform regulatory activities.

Technical

o Use scientific knowledge to perform regulatory activities.

Foundations Definition: Feed and food regulatory program responsibilities. Level 4: Discuss feed and food regulatory program responsibilities. Level 5:

1. Define relevant terminology. 2. Discuss the public health role of a feed and food regulatory professional. 3. Give examples of historically significant events that have influenced feed and food regulatory

programs. 4. Give examples of the basic duties of a feed and food protection professional. 5. Give examples of regulatory compliance actions. 6. Describe the role of education and outreach in a feed and food regulatory program. 7. Discuss the role of critical thinking as a feed and food protection professional. 8. Discuss the role of systems thinking as a feed and food protection professional.

Laws and Regulations Definition: Regulatory program laws and regulations. Level 4: Discuss regulatory program laws and regulations. Level 5:

1. Describe the differences between acts and regulations. 2. Discuss the legislative process for creating laws. 3. Discuss the administrative process for creating rules. 4. Give examples of the acts and regulations that guide food protection professional activities. 5. Discuss federal law adoption by states.

Feed/Food Protection Agencies Definition: Feed and food protection agencies and their interactions. Level 4: Discuss feed and food protection agencies and their interactions.

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Level 5:

1. Give examples of federal feed and food regulatory agencies. 2. Give examples of state, territorial, and tribal feed and food regulatory agencies. 3. Give examples of local food regulatory agencies. 4. Give examples of international feed and food regulatory agencies. 5. Give examples of federal, state, territorial, tribal, local, and international interactions. 6. Discuss the functions at the agencies at various levels of government. 7. Discuss how laboratories support agency regulatory responsibilities.

Program Standards Areas Definition: Regulatory program standards in an integrated food safety system. Level 4: Discuss regulatory program standards in an integrated food safety system. Level 5:

1. Explain the purpose of program standards. 2. Identify standards for feed and food regulatory programs. 3. Give examples of international feed and food program standards.

IFSS Definition: Joining feed and food safety resources and authorities at all levels into a unified and coordinated system to ensure the safety of the feed and food supply. Level 4: Explain the significance of an integrated food safety system. Level 5:

1. Explain the concept of the integrated food safety system. 2. Give examples of feed and food partnerships and alliances within the IFSS. 3. Discuss the farm to fork concept. 4. Describe the interrelationships of the global food system. 5. Discuss the role of feed and food labs within IFSS. 6. Give examples of stakeholders.

Mutual Reliance (recognition and reciprocity) Definition: An overview of the interactions of feed and food regulatory agencies. Level 4: Explain the significance of mutual reliance. Level 5:

1. Give examples of state, local, and tribal cooperative agreements. 2. Discuss mutual reliance for feed and food regulatory activities. 3. Discuss advantages of system recognition. 4. Discuss challenges associated with information sharing between international, federal, state, and

local regulatory agencies. 5. Identify types of agreements.

Resources Definition: Educational and informational resources related to regulatory program foundations. Level 4: Discuss resources and references related to regulatory program foundations.

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Level 5: 1. Describe resources. 2. Locate resources. 3. Select resources.

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E 2 Integrated Food Safety System

Definition: Introductory knowledge, skills, and abilities related to the concept of a national collaborative and

cooperative network of federal, state, local, tribal, and territorial feed and food protection agencies working in

concert to protect the U.S. feed and food supply.

Level 2: Describe how collaborative interrelationships of regulatory agencies promote and protect public health

in a global environment.

Level 3:

Communication

o Discuss the IFSS elements.

Core

o Explain the IFSS.

Critical Thinking

o Distinguish regulatory roles in a global environment.


o Explain responsibilities and roles that contribute to the IFSS.

Technical

o Describe the global food supply system.

Foundations Definition: Basic knowledge of the IFSS concept, development, and sustainment. Level 4: Discuss the origins, mandates, and drivers of the IFSS. Level 5:

1. Define relevant terminology. 2. Discuss the concept of IFSS. 3. Discuss the development of the IFSS. 4. Explain IFSS sustainability. 5. Discuss the relationship between the IFSS and FSMA. 6. Describe the IFSS role throughout the global food/feed supply.

Stakeholders Definition: Government, non-government organizations, and industry with vested interest in the IFSS. Level 4: Describe the stakeholders within the IFSS. Level 5:

1. Identify the types of stakeholders. 2. Describe how stakeholders influence public policy. 3. Discuss roles for each type of stakeholder. 4. Describe the relationship between the Partnership for Food Protection (PFP) and the IFSS. 5. Identify the associations that comprise the Council of Association Presidents (CAP). 6. Match feed/food trade associations within their primary target audience. 7. Describe the role of feed/food safety alliances.

Mutual Reliance Definition: Government agency agreements that support mutual reliance.

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Level 4: Discuss how agreements support mutual reliance. Level 5:

1. Discuss the use of funding vehicles to support mutual reliance programs. 2. Discuss the relationship between formal agreements and the IFSS. 3. Discuss the importance of third-party audit programs. 4. Describe mutual reliance conducted under cooperative programs.

Program standards Definition: Uniform approach to achieve compliance. Level 4: Explain the impact of uniform program standards. Level 5:

1. Explain the rationale for regulatory program standards. 2. Explain the importance of continuous improvement systems. 3. Explain the relationship between international standards and domestic feed and food safety. 4. Give examples of how data sharing could enhance regulatory activities.

Resources Definition: Educational and informational resources related to the integrated food safety system. Level 4: Discuss resources and references related to the integrated food safety system. Level 5:

1. Describe resources. 2. Locate resources 3. Select resources.

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E 4 Allergens

Definition: An overview of food allergens, including labeling requirements, preventive controls, and societal

impact.

Level 2: Discuss the role of allergens in relation to food safety regulation.

Level 3:

Communication

o Explain the risks associated with allergens.

Core

o Identify common allergens.

Critical Thinking

o Discuss allergen preventive control measures.


o Explain allergen recall procedures.

Technical

o Explain allergen recall procedures.

Foundations Definition: Food allergens related to food programs. Level 4: Discuss foundational information related to major food allergens. Level 5:

1. Define relevant terminology. 2. Differentiate food allergy from food intolerance. 3. Discuss the prevalence of food allergy in the United States. 4. Identify major food allergens as recognized by FDA and USDA. 5. Give examples of foods deemed major allergens in non-U.S. countries. 6. Discuss the public health significance of food allergens. 7. Describe the symptoms of an allergic reaction. 8. Describe the treatment of an allergic reaction. 9. Discuss allergens in relation to recalls.

Labeling Requirements Definition: Food labeling requirements pertaining to major food allergens. Level 4: Discuss allergen labeling requirements. Level 5:

1. Discuss the purpose of the Food Allergen Labeling and Consumer Protection Act (FALCPA). 2. Give examples of allergen labeling options under FALCPA. 3. Give examples of scientific terms vs. plain language. 4. Give examples of allergen labeling for tree nuts, fish, and crustacean shellfish. 5. Discuss the placement of allergen provisions on food labels. 6. Discuss the use of allergen advisory (“may contain”) statements.

FSMA Definition: The provisions of FSMA specifically related to major allergens.

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Level 4: Discuss the allergen provisions of the Food Safety Modernization Act (FSMA) Level 5:

1. Discuss “adulterant” in relation to allergens under FSMA. 2. Discuss “hazard” in relation to allergens under FSMA. 3. Define “food allergen cross-contact”.

Control Measures Definition: Measures by industry to prevent allergen cross-contamination. Level 4: Discuss control measures to prevent allergen cross-contact. Level 5:

1. Define “allergen threshold”. 2. Define “dedicated” in relation to allergen cross-contact. 3. Discuss cleaning methods to remove allergen residues. 4. Discuss the role of product changeover in relation to allergen cross-contact. 5. Discuss the scheduling of processing runs in relation to allergen cross-contact.

Resources Definition: Educational and informational resources related to major food allergens. Level 4: Discuss resources and references related to food allergens. Level 5:


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E 5 Biological Hazards

Definition: Introductory knowledge, skills, and abilities related to biological hazards, focusing on sources of

contamination, growth factors, and control methods.

Level 2: Explain the properties of biological hazards.

Level 3:

Communication

o Describe characteristics of biological hazards.

Core

o Identify categories and examples of biological hazards

Critical Thinking

o Distinguish among biological hazards.


o Discuss control factors for biological hazards.

Technical

o Discuss growth factors for biological hazards.

Foundations Definition: Basic knowledge of bacteria, viruses, parasites, fungi, and other biological agents related to food and feed programs. Level 4: Describe the effect of biological hazards in feed and food programs. Level 5:

1. Define relevant terminology. 2. Describe the impact of biological hazards on food production. 3. Distinguish between pathogens and spoilage organisms. 4. Describe where to find resources. 5. Give an example of how a milestone outbreak impacted public policy. 6. Discuss how sampling is used to detect organisms of concern. 7. Give examples of illness caused by biological hazards.

Biological Hazards of Concern Definition: Basic knowledge of biological hazards associated with feed or food products. Level 4: Identify biological hazards for feed and food products. Level 5:

1. Identify categories of biological hazards. 2. Give examples of each category of biological hazard. 3. Compare characteristics of bacteria, viruses, parasites, fungi and other biological agents. 4. Associate biological hazards with products and processes.

Growth Factors Definition: Basic knowledge of the conditions which favor and inhibit growth of biological organisms. Level 4: Describe factors which contribute to the growth of biological organisms. Level 5:

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1. Differentiate between the growth factors of biological organisms. 2. Describe the effects of environmental conditions on growth. 3. Discuss how normal flora competition can inhibit pathogen growth.

Sources and Pathways Definition: Basic knowledge of the sources and pathways that biological hazards can take in contaminating products and processes. Level 4: Explain how products and processes can become contaminated by biological hazards. Level 5:

1. Discuss how biological hazards contaminate products and processes. 2. Describe vectors of contamination. 3. Give examples of food contamination sources. 4. Give examples of feed contamination sources. 5. Differentiate between direct and indirect food contact surfaces 6. Differentiate between intentional and unintentional contamination.

Control Factors Definition: Basic knowledge of the methods used to control biological hazards. Level 4: Discuss methods used to control biological hazards. Level 5:

1. Differentiate between control factors for biological hazards. 2. Explain the concept of FATTOM to prevent the growth of biological hazards. 3. Explain the concept of “Hurdle factors”. 4. Describe how product packaging can limit or prevent the growth of biological hazards. 5. Describe control point monitoring. 6. Give examples of organism-specific control factors. 7. Explain why source is important as a control factor. 8. Describe best management practices that are used to prevent spread of biological hazards.

Resources Definition: Educational and informational resources related to biological hazards. Level 4: Discuss resources and references related to biological hazards. Level 5:


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E 6 Biosecurity

Definition: Introductory knowledge, skills, and abilities related to controlling disease transmission between

people, animals and plants.

Level 2: Discuss the prevention and/or control of diseases related to the interactions of people with agricultural

animals and plants.

Level 3:

Communication

o Discuss the concept of biosecurity.

Core

o Identify common biosecurity hazards.

Critical Thinking

o Describe the impact of disease transmission through human actions.


o Apply established protocols to prevent the transmission of diseases.

Technical

o Identify fundamental measures to prevent transmission of diseases to animals and plants through the actions of humans.

Foundations Definition: Practices intended to prevent and/or control infectious disease related to agricultural animals and plants. Level 4: Discuss practices intended to prevent and/or control infectious disease related to agricultural animals and plants. Level 5:

1. Define relevant terminology 2. Identify agencies with authority to enforce biosecurity regulations. 3. Give examples of potential diseases specific to different types of operations. 4. Describe basic elements of biosecurity plans used by operations. 5. Discuss the impact of biosecurity breaches.

Transmission Definition: Transmission of diseases between humans, agricultural animals and plants. Level 4: Discuss transmission of diseases between humans, agricultural animals and plants. Level 5:

1. Discuss modes/paths of disease transmission. 2. Explain how a human can act as a vector. 3. Discuss the concept of transmission rates. 4. Identify areas within operations of concern for disease transmission. 5. Discuss how imports may transmit disease. 6. Discuss the transmission of zoonotic diseases.

Prevention Methods Definition: Basic knowledge of the conditions which favor and inhibit growth of biological organisms.

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Methods that prevent and/or control diseases related to the interactions of people with agricultural animals and plants. Level 4: Identify prevention methods that prevent and/or control diseases related to the interactions of people with agricultural animals and plants. Level 5:

1. Identify appropriate PPE to prevent and/or control disease transmission. 2. Describe proper donning and doffing of PPE to prevent and/or control disease transmission. 3. Explain strategies/methods that prevent and/or control disease transmission. 4. Identify quarantine areas. 5. Describe quarantine area protocols.

Sanitation Definition: Methods used to prevent and/or control disease transmission related to the interactions of people with agricultural animals and plants. Level 4: Explain sanitation methods as related to biosecurity. Level 5:

1. Explain pre-inspection planning and preparation prior to visiting an operation.

2. Identify equipment that require sanitizing after visiting an operation.

3. Identify effective cleaning, sanitizing, and disinfection procedures and practices.

4. Discuss the importance of uses and dosages of sanitizing products.

Policies Definition: Policies aimed at preventing and/or controlling the transmission of infectious disease. Level 4: Discuss policies aimed at preventing and/or controlling the transmission of infectious disease. Level 5:

1. Explain regulatory agency biosecurity policies. 2. Describe regulatory agency biosecurity plans. 3. Explain biosecurity plans implemented by firms. 4. Explain agency policies for communicating breaches.

Resources Definition: Resources associated with the prevention and/or control of the transmission of infectious disease. Level 4: Discuss resources associated with the prevention and/or control of the transmission of infectious disease. Level 5:


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E 7 Communication Skills

Definition: Introductory knowledge, skills, and abilities related to effective communication in the regulatory field.

Level 2: Discuss the skills required for an effective communicator in the regulatory field.

Level 3:

Communication

o NONE

Core

o Describe communication techniques.

Critical Thinking

o Explain the rationale of various communication techniques.


o Articulate agency communication policy.

Technical

o Demonstrate interaction with the intended audience.

Foundations Definition: Elements for an effective exchange of information. Level 4: Discuss the elements for an effective exchange of information. Level 5:

1. Define relevant terminology. 2. Explain the importance of understanding cultural differences. 3. Describe the advantages of types of communication media, e.g., written, oral, nonverbal, and verbal. 4. Explain the importance of listening skills. 5. Discuss challenges to communication. 6. Discuss the importance of taking accurate notes.

Skills Definition: Communication proficiencies needed to perform job duties. Level 4: Discuss communication proficiencies needed to perform job duties. Level 5:

1. Demonstrate effective written communication. 2. Demonstrate effective interviewing skills. 3. Explain how listening skills can improve communication. 4. Describe the importance of feedback to improve communication skills. 5. Discuss non-verbal communication. 6. Demonstrate the ability to communicate technical information. 7. Give examples of communication break-down.

Situational Awareness Definition: Knowledge, skills, and abilities to determine a course of action in a specific situation. Level 4: Discuss the knowledge, skills, and abilities needed to determine a course of action in a specific situation. Level 5:

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1. Discuss the importance of situational awareness. 2. Demonstrate nonverbal communication behaviors. 3. Explain how cultural differences can challenge communication. 4. Discuss how threats can impact goals and objectives. 5. Recognize how maintaining situational awareness can help avoid potential personal harm. 6. Discuss how communication varies depending on the audience.

Policies Definition: Policies that guide communication practices. Level 4: Discuss policies that guide communication practices. Level 5:

1. Discuss agency media policy.

2. Describe the Freedom of Information Act (FOIA).

3. Explain agency policy for presenting credentials and forms.

4. Discuss limitations to communicating with other governmental agencies (OGAs).

5. Discuss agency policies on professional expectations.

Resources Definition: Educational and informational resources related to communication skills. Level 4: Discuss resources and references related to communication skills. Level 5:


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E 8 Data & Information Systems

Definition: Introductory knowledge, skills, and abilities related to systems used by regulatory agencies to store,

process, and manage data and information.

Level 2: Provide examples of internal and external data and information systems.

Level 3:

Communication

o Describe data and information systems needed to perform assigned duties.

Core

o Describe why data systems are important for regulatory activities.

Critical Thinking

o Determine which systems are appropriate for the performance of duties.

Organizational Awareness o Identify which organization is responsible for data and information systems needed to perform

assigned duties.

Technical

o Use data and information systems to perform duties.

Foundations Definition: Data and information systems. Level 4: Discuss data and information systems. Level 5:

1. Define relevant terminology. 2. Describe the difference between data and information. 3. Give examples of the systems that manage data and information. 4. Discuss the advantages of operating system compatibility. 5. Discuss the use of data analysis in the public health field.

Collaborative Information Management Systems Definition: An overview of methods for ensuring reliable and accurate data is collected and maintained. Level 4: Discuss the role of collaboration tools in feed and food programs. Level 5:

1. Discuss how data and system compatibility supports collaboration. 2. Distinguish between inter-agency, intra-agency, and external information management systems. 3. Give examples of how the government utilizes information management systems to communicate

with external stakeholders. 4. Discuss the uses of social media in relation to regulatory activities.

Knowledge Management Definition: An overview of methods for ensuring reliable and accurate data is collected and maintained. Level 4: Explain the best practices for data collection, storage, and maintenance. Level 5:

1. Discuss the need for reliable and accurate data.

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2. Describe practices and techniques for ensuring the reliability of data. 3. Explain the importance of data redundancy. 4. Explain the importance of backing up data.

Access/Control Definition: An overview of the importance of data system security and how it is protected. Level 4: Explain how data security is maintained. Level 5:

1. Discuss data and information systems security. 2. Give examples of proprietary/non-public data and information. 3. Discuss protection of non-public data and information. 4. Explain the security classification of data and information. 5. Describe how the data and information systems are secured.

Application Software Definition: An overview of applications and systems used in the feed and food program area. Level 4: Discuss the uses for different applications, systems, and databases. Level 5:

1. Give examples of agency application software used for regulatory activities. 2. Discuss the application software for technical writing and/or report entry. 3. Discuss how the Learning Management System (LMS) is used to access training. 4. Describe the importance of updating and synchronizing.

Policies Definition: An overview of policies pertaining to data and information systems. Level 4: Explain the policies pertaining to data and information systems. Level 5:

1. Discuss the agency policy for sharing data and information internally and externally. 2. Discuss the agency policy for utilizing external social media. 3. Explain agency policy on access and security. 4. Discuss the policy on special needs accommodation.

Resources Definition: Educational and informational resources related to data and information systems. Level 4: Discuss resources and references related to data and information systems. Level 5:


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E 9 Environmental Hazards

Definition: Introductory knowledge, skills, and abilities related to environmental hazards focusing on sources of

contamination and associated control methods.

Level 2: Explain the properties of environmental hazards.

Level 3:

Communication

o Discuss the characteristics of environmental hazards.

Core

o Identify categories and examples of environmental hazards.

Critical Thinking

o Recognize impacts of environmental hazards on animal feed and human food.

Organizational Awareness o Differentiate among environmental hazards.

Technical

o Describe methods to control environmental hazards.

Foundations Definition: Basic knowledge of environmental hazards related to feed and food products and processes. Level 4: Describe the effect of environmental hazards in feed and food products and processes. Level 5:

1. Define relevant terminology. 2. Describe where to find resources. 3. Give examples of feed and food products that may be affected by environmental hazards. 4. Give examples of how a milestone event impacted public policy. 5. Describe the consequences of contamination by environmental hazards. 6. Give examples of illness caused by environmental hazards. 7. Discuss how sampling is used to detect environmental hazards.

Environmental Hazards of Concern Definition: Basic knowledge of environmental hazards that can be a risk or threat. Level 4: Explain which environmental hazards can adulterate the feed and food supply. Level 5:

1. Identify the categories of environmental hazards. 2. Give examples of each category of environmental hazard. 3. Associate environmental hazards with products or processes.

Sources and Pathways Definition: Basic knowledge of the sources and pathways that environmental hazards can take in contaminating products and processes. Level 4: Explain how products and processes can become contaminated by environmental hazards. Level 5:

1. Discuss how environmental hazards contaminate products and processes. 2. Differentiate between intentional and unintentional contamination.

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3. Describe vectors of contamination. 4. Give examples of food contamination sources. 5. Give examples of feed contamination sources.

Control Factors Definition: Basic knowledge of methods to control environmental hazards. Level 4: Discuss methods used to control environmental hazards. Level 5:

1. Explain the concept of acceptable levels of exposure. 2. Describe best management practices that are used to prevent spread of environmental hazards. 3. Give examples of preventive controls. 4. Describe control point monitoring. 5. Explain why source is important as a control factor. 6. Discuss response options for contamination

Resources Definition: Educational and informational resources related to environmental hazards. Level 4: Discuss resources and references related to environmental hazards. Level 5:


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E 10 Feed/Food Defense

Definition: Introductory knowledge, skills, and abilities related to the reduction of intentional contamination of

the feed or food supply.

Level 2: Discuss global feed/food supply chain vulnerabilities for potential intentional adulteration.

Level 3:

Communication

o Articulate feed/food defense measures.

Core

o Explain methods to prevent intentional adulteration of animal feed, human food, and ingredients.

Critical Thinking

o Describe intentional adulteration vulnerabilities.

Organizational Awareness o Explain regulatory authority to mitigate intentional adulteration of animal feed, human food, and

ingredients.

Technical

o Explain intentional adulteration vulnerabilities.

Foundations Definition: Defending the feed and food supply against intentional adulteration. Level 4: Discuss defending the feed and food supply against intentional adulteration. Level 5:

1. Define relevant terminology. 2. Differentiate between intentional and unintentional adulteration. 3. Explain the impacts of intentional adulteration of feed and food 4. Identify types of aggressors. 5. Give examples of high profile cases of intentional adulteration. 6. Give examples of strategies for defense against intentional adulteration. 7. Explain basic requirements of Bioterrorism Act. 8. Discuss the implications of FSMA on feed and food defense. 9. Identify legal parameters for a food defense plan.

Food Defense Plan Definition: Procedures to prevent or reduce operational vulnerabilities in the feed and food supply chain. Level 4: Discuss the prevention or reduction of operational vulnerabilities in the feed and food supply chain. Level 5:

1. Explain the importance of a food defense plan. 2. Describe the components of a food defense plan. 3. Recognize the sampling protocols used to determine the scale of an intentional adulteration incident

when intentional adulteration is suspected. 4. Discuss examples of containment. 5. Discuss importance of including traceability into the defense plan. 6. Give examples of items needed in a recovery plan.

Product Control and Security Definition: Measures to protect against intentional adulteration.

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Level 4: Discuss measures to protect against intentional adulteration. Level 5:

1. Identify evidence of tampering/intentional adulteration. 2. Discuss observations related to the firm’s product control measures with stakeholders. 3. Describe common vulnerabilities for feed and food. 4. Explain the importance of security in feed and food defense. 5. Explain security requirements that feed and food stakeholders must observe.

Roles and Responsibilities Definition: Roles and responsibilities of all stakeholders involved in feed and food defense. Level 4: Discuss roles and responsibilities of all stakeholders involved in feed and food defense. Level 5:

1. Discuss stakeholders’ roles and responsibilities in protecting feed and food from adulteration. 2. Discuss firm’s responsibility for developing and implementing a food defense plan. 3. Explain agencies’ authority over feed and food defense. 4. Discuss agency enforcement actions.

Response Definition: Strategies taken by stakeholders when an intentional adulteration is discovered. Level 4: Discuss strategies taken by stakeholders when an intentional adulteration is discovered. Level 5:

1. Explain mitigation strategies that may be used during a response to an intentional adulteration incident.

2. List the typical stakeholders involved in an intentional adulteration incident (firm, media, food regulatory, epidemiology, laboratory, law enforcement).

3. Give examples of agency protocol during a response to an intentional adulteration incident. 4. Recognize agency sampling protocols.

Resources Definition: Educational and informational resources related to feed and food. Level 4: Discuss resources and references related to feed and food defense. Level 5:


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E 11 HACCP

Definition: Introductory knowledge, skills, and abilities related to the hazard analysis and critical control points

(HACCP) system.

Level 2: Describe the principles of HACCP.

Level 3:

Communication

o Discuss the seven principles of HACCP.

Core

o Describe the purpose of HACCP.

Critical Thinking

o Describe the importance of HACCP.

Organizational Awareness o Recognize the programs that use HACCP.

Technical

o Explain the application of HACCP principles.

Foundations Definition: Base knowledge of HACCP related to feed and food programs. Level 4: Explain the purpose of the HACCP system. Level 5:

1. Define relevant terminology. 2. Discuss the history of HACCP (NACMCF). 3. Discuss the seven principles of HACCP. 4. Discuss the steps required to develop a HACCP plan. 5. Describe the purpose of the HACCP team. 6. Explain the HACCP rationale. 7. Contrast voluntary and regulatory HACCP plans. 8. Describe the importance of management commitment.

Principles of HACCP Definition: The role of HACCP in feed and food programs. Level 4: Discuss the role of HACCP in feed and food programs. Level 5:

1. Explain the importance of a hazard analysis. 2. Discuss the difference between critical control points and critical limits. 3. Explain the importance of a systematic approach in relation to the seven principles of HACCP. 4. Explain the elements of taking a corrective action. 5. Discuss record review for accuracy. 6. Explain how the seven principles of HACCP apply to a HACCP plan.

Prerequisite Programs Definition: General knowledge of the relationship between prerequisite programs and HACCP plans. Level 4: Describe the role of prerequisite programs in a HACCP system.

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Level 5: 1. Give examples of prerequisite programs. 2. Distinguish between an SSOP and a SOP. 3. Discuss HACCP training requirements for developing a HACCP plan. 4. Discuss HACCP training requirements for conducting regulatory activities. 5. Discuss the importance of process validation. 6. Summarize the importance of active managerial control. 7. Explain why supplier source is important in HACCP.

Hazards Definition: A biological, chemical, or physical agent that is reasonably likely to cause illness or injury in the absence of its control. Level 4: Describe the significance of identifying and controlling hazards in HACCP. Level 5:

1. Explain the process of identifying hazards. 2. Explain what is meant by “reasonably likely to occur”. 3. Discuss the impact of intended use of the product on the risk of a hazard. 4. Explain the importance of a detailed process flow chart. 5. Give examples of chemical, physical, and biological hazards. 6. Explain control procedures associated with a hazard.

Laws, Regulations, and Guidance Definition: The regulatory requirements for HACCP in feed and food production. Level 4: Discuss the regulatory requirements for HACCP in feed and food production. Level 5:

1. Give examples of products/processes that are required to have a HACCP plan. 2. Give examples of products/processes that have voluntary HACCP programs. 3. Explain the protocol for inspecting facilities that are co-regulated. 4. Discuss the general regulatory requirements for a HACCP plan in feed and food production.

Resources Definition: Educational and informational resources related to HACCP. Level 4: Discuss resources and references related to HACCP. Level 5:


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E 12 Imports

Definition: Introductory knowledge, skills, and abilities related to the regulation of feed and food products

grown, produced or manufactured outside of or returned to the U.S.

Level 2: Apply knowledge of import requirements.

Level 3:

Communication

o Discuss import processes.

Core

o Differentiate between imported and domestic products.

Critical Thinking

o Determine if products meet regulatory requirements.

Organizational Awareness o Identify jurisdiction for imported products.

Technical

o Describe import requirements.

Foundations Definition: The feed and food import process. Level 4: Explain the feed and food import process. Level 5:

1. Define relevant terminology. 2. Identify agencies involved in the import process. 3. Demonstrate knowledge of import regulations. 4. Explain the process for imported feed and food products. 5. Give examples of regulatory enforcement actions.

Acts and Regulations Definition: Rules and regulations for imported feed and food products. Level 4: Recognize the rules and regulations that apply to imported feed and food products. Level 5:

1. Determine jurisdiction over imported products. 2. Explain agency regulations. 3. Identify the various agencies regulating imported product. 4. Define appearance of a violation as it relates to imports.

Entry Process Definition: The regulatory requirements of feed and food products for entry into the U.S. Level 4: Explain the regulatory requirements of feed and food products for entry into the U.S. Level 5:

1. Describe the entry process. 2. Identify entry submission requirements. 3. Identify entry documentation. 4. Discuss types of entry.

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5. Give examples of import admissibility decisions.

Inspection Definition: An examination of imported feed and food products. Level 4: Describe the examination of imported feed and food products. Level 5:

1. Describe import field activities. 2. Discuss sampling procedures. 3. Discuss the concept of Foreign Supplier Verification Program (FSVP). 4. Describe the purpose of filer evaluation. 5. Discuss the concept of Voluntary Qualified Importer Program (VQIP).

Investigation Definition: Planning and conducting an investigation of an imported feed or food product. Level 4: Discuss planning and conducting an investigation of an imported feed or food product. Level 5:

1. Describe causes for import investigations. 2. Determine the appropriate agency to initiate an investigation. 3. Describe the different types of investigations. 4. Discuss types of evidence to collect.

5. Discuss intentional adulteration.

Compliance and Enforcement Actions Definition: Strategies to address non-compliant imported feed and food products. Level 4: Identify strategies used to address non-compliant imported feed and food products. Level 5:

1. Discuss enforcement actions for adverse inspections/investigations. 2. Discuss interagency collaboration. 3. Discuss importer’s options for violative products. 4. Discuss enforcement actions to address non-compliant parties.

Import Fraud Definition: Intentional deception of a regulated feed and food product to gain entry into U.S. commerce. Level 4: Explain the different types of fraud that may lead to legal proceedings. Level 5:

1. Identify types of fraud. 2. Give examples of intentional deception. 3. Identify legal proceedings associated with import fraud. 4. Give examples of criminal activities.

Resources Definition: Resources for supporting regulatory activities of imported feed and food products.

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Level 4: Discuss resources and references related to imported feed and food products. Level 5:


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E 13 Inspections, Compliance, & Enforcement

Definition: Introductory knowledge, skills, and abilities related to ensuring regulatory compliance through

inspection and enforcement activities.

Level 2: Explain compliance activities as they relate to the safety of feed and food programs.

Level 3:

Communication

o Discuss regulatory activities.

Core

o Explain regulatory responsibilities.

Critical Thinking

o Define compliance.

Organizational Awareness o Explain regulatory authority.

Technical

o Identify how regulatory activities support public health.

Foundations Definition: Knowledge of the inspections, compliance, and enforcement process. Level 4: Explain the purpose of regulatory activities. Level 5:

1. Define relevant terminology. 2. Locate laws and regulations pertinent to job function. 3. Describe protocols pertinent to job function. 4. Describe the relationship between inspection, compliance and enforcement. 5. Describe the scope of responsibilities for regulatory agencies. 6. Describe the purpose of education and outreach. 7. Describe the role of standards in the inspection process.

Jurisdiction Definition: Knowledge of regulatory authority for federal, state and local jurisdictions. Level 4: Explain how jurisdiction applies to regulatory activities. Level 5:

1. Explain the jurisdictional authority to conduct regulatory activities. 2. Provide an example of how agencies collaborate with each other. 3. Describe the roles of different regulatory agencies.

Inspection Classifications Definition: Knowledge of inspection types. Level 4: Explain the different types of inspections. Level 5:

1. Explain the differences between a routine and non-routine inspection. 2. Discuss the difference between team inspections and joint inspections. 3. Give examples of triggers for different types of inspections.

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Inspection Tools Definition: Tools necessary to conduct an inspection. Level 4: Describe inspection tools. Level 5:

1. Explain how information technology is used during an inspection. 2. Locate reference materials. 3. Explain the purpose of inspection forms. 4. Give examples of inspection equipment. 5. Give examples of outreach material use. 6. Locate guidance documents related to inspectional duties.

Inspection techniques Definition: Techniques used to conduct an inspection. Level 4: Explain the techniques employed when conducting inspections. Level 5:

1. Explain the purpose of interviews. 2. Give examples of professional demeanor. 3. Apply effective interviewing techniques. 4. Apply effective observation skills. 5. Discuss conflict management techniques. 6. Discuss the importance of accuracy in documenting findings.

Pre-inspection Definition: Preparation for an inspection. Level 4: Describe the preparation required for an inspection. Level 5:

1. Explain the relevance of previous inspection reports. 2. Assemble equipment necessary for the inspection. 3. Determine if resources are available. 4. Explain whether an inspection team is required.

Inspection Process Definition: How to conduct an inspection. Level 4: Discuss the steps involved in an inspection. Level 5:

1. List the activities performed during the opening of an inspection. 2. List the activities performed during the preliminary walkthrough. 3. List the activities performed during assessment. 4. List the activities performed during the exit interview.

Post Inspection Definition: An overview of post inspectional activities.

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Level 4: Describe post inspectional activities. Level 5:

1. Demonstrate report writing skills. 2. Give examples of report requirements. 3. Give examples of compliance strategies. 4. Describe the report submission time frames. 5. Compile inspection findings.

Enforcement Measures Definition: Steps to gain compliance. Level 4: Describe enforcement strategies. Level 5:

1. Give examples of available enforcement options. 2. Discuss re-inspection timeframes. 3. Discuss enforcement timeframes. 4. Discuss options to bring a firm back into compliance. 5. Describe the legal process. 6. Describe progressive enforcement.

Resources Definition: Educational and informational resources related to inspections, compliance, and enforcement. Level 4: Discuss resources and references related to inspections, compliance, and enforcement. Level 5:


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E 14 Investigation Principles

Definition: Introductory knowledge, skills, and abilities related to conducting an investigation of a feed or food

safety-related event.

Level 2: Describe an investigation.

Level 3:

Communication

o Discuss the relevance of information gained during an investigation.

Core

o Apply investigation strategies.

Critical Thinking

o Explain the purpose of the strategies associated with an investigation.

Organizational Awareness o Describe the roles within an investigation team.

Technical

o Explain investigation strategies.

Foundations Definition: Base knowledge of investigation principles related to feed and food programs. Level 4: Explain the fundamentals of investigations. Level 5:

1. Define relevant terminology. 2. Explain the significance of high profile investigations. 3. Explain the difference between an inspection and an investigation. 4. Describe control measures used to mitigate risk to the public. 5. Give examples of different types of investigations. 6. Provide an example of when you would conduct an emergency response investigation.

Level 6: Describe the reasons for an investigation. Level 7:

1. Give examples of inspection techniques used during an investigation. 2. Explain how complaints are received. 3. Demonstrate how to perform trace back investigations. 4. Demonstrate how to conduct outbreak investigations. 5. Explain the process for conducting intentional contamination investigations.

Communication Definition: Policies on agency communication information sharing and messaging to the public. Level 4: Describe the fundamentals of communication during an investigation. Level 5:

1. Explain the role of agency communication in an investigation. 2. Explain the role of agency communications with the media. 3. Explain the agency policy for releasing information to the public. 4. Explain the limitations on communication of proprietary information. 5.

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Agency Collaboration Definition: Cooperation among agencies that may be involved in investigations. Level 4: Describe how agencies coordinate efforts during investigations. Level 5:

1. Give examples of agencies that may potentially be involved. 2. Describe the responsibilities of partner agencies. 3. Describe a basic ICS structure for feed/food investigations or incidents. 4. Describe arrangements allowing agencies to work together.

Investigation Skills Definition: The knowledge and skills needed to collect and document information to draw conclusions. Level 4: Describe the fundamentals of conducting an investigation. Level 5:

1. Describe critical thinking in an investigation. 2. Describe the role of communication in an investigation. 3. Differentiate between observation and intuition. 4. Recognize non-verbal communication. 5. Apply effective interview techniques. 6. Write defensible reports.

Level 6: Describe the systematic approach to investigations. Level 7:

1. Determine if an investigation is needed. 2. Describe the organizational tools used to systematically approach an investigation. 3. Explain the use of the scientific method during investigations. 4. Describe a risk-based approach to investigations. 5. Give examples of risk factors to consider in an investigation.

Pre-investigation Definition: Preparations needed for an investigation. Level 4: Explain the preparation for an investigation. Level 5:

1. Research information on commodity. 2. Review documentation on the incident/outbreak leading up to the investigation 3. List the equipment needed during an investigation. 4. Describe safety precautions. 5. Describe common logistical challenges.

Investigation Definition: Components of an investigation. Level 4: Describe investigation activities.

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Level 5: 1. List types of information that can be collected for use as evidence. 2. Describe agency policy for the collection of evidence. 3. Describe agency policy for the documentation of evidence. 4. Explain the responsibilities of the investigation team. 5. Conduct interviews. 6. Use investigation technologies when conducting an investigation.

Post-investigation Definition: Steps taken after an investigation. Level 4: Explain the importance of post response activities. Level 5:

1. Tabulate findings 2. Describe a chronology of the investigation. 3. Describe contributing factors important to prevention. 4. Explain after action reports. 5. Discuss findings with other agencies. 6. Explain enforcement measures that can be applied.

Resources Definition: Educational and informational resources related to investigations. Level 4: Discuss resources and references related to investigations. Level 5:


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E 15 Jurisdiction

Definition: Introductory knowledge, skills, and abilities related to various regulatory agencies and their authority

over feed and food.

Level 2: Discuss which agencies have authority to conduct specific regulatory activities.

Level 3:

Communication

o Discuss authority for regulatory activities.

Core

o Describe the importance of collaboration with other agencies.

Critical Thinking

o Determine which agency has authority to conduct specific regulatory activities.

Organizational Awareness o Identify agency responsibilities related to program area.

Technical

o Explain the statutory authority for jurisdiction.

Foundations Definition: Base knowledge of jurisdiction authority related to feed and food programs. Level 4: Describe jurisdictional authority related to feed and food programs. Level 5:

1. Define relevant terminology. 2. Describe statutory authority for feed/food regulation. 3. Identify jurisdictional responsibilities for feed and food regulated products. 4. Discuss differences in federal, state, local, tribal, and territorial jurisdiction. 5. Discuss dual-agency jurisdictions. 6. Describe the relationships between agencies.

Law Definition: Base knowledge of the statutes, regulations and ordinances related to feed and food products. Level 4: Discuss the creation of laws related to feed and food products. Level 5:

1. Describe how laws are created. 2. Differentiate between statutes, regulations, and ordinances. 3. Describe the difference between interstate, intrastate and international commerce laws. 4. Describe statutory authority within each regulatory agency. 5. Describe the concept of due process. 6. Give examples of statutory limits of regulations.

Crossing Boundaries Definition: Base knowledge of interagency collaboration required for cross jurisdictional issues related to feed and food products. Level 4: Describe collaborative authority between agencies regulating feed and food products. Level 5:

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1. Discuss the IFSS concept. 2. Give examples of dual-agency jurisdictions. 3. Describe state cooperative programs. 4. Give examples of agency collaboration.

Inter-agency Agreements Definition: Base knowledge of collaboration required for interagency issues related to feed and food products. Level 4: Describe formal agreements between agencies regulating feed and food products. Level 5:

1. Describe the purpose of a MOU. 2. Discuss the purpose of delegated authority. 3. Describe the purpose of cooperative agreements. 4. Give examples of interagency agreements.

Resources Definition: Educational and informational resources related to jurisdiction. Level 4: Discuss resources and references related to jurisdiction. Level 5:


33

E 16 Labeling

Definition: Introductory knowledge, skills, and abilities related to labeling requirements, and the components of

feed and food product labels.

Level 2: Explain label requirements.

Level 3:

Communication

o Describe the types of labels.

Core

o Review product labels for regulatory compliance.

Critical Thinking

o Recognize product-specific label requirements.

Organizational Awareness o Describe product label requirements.

Technical

o Identify product label components.

Foundations Definition: Basic knowledge of labeling. Level 4: Discuss labeling fundamentals. Level 5:

1. Define relevant terminology. 2. Discuss regulatory requirements for labeling. 3. Discuss the purpose of supplemental labeling. 4. Locate available resources. 5. Explain how labels provide consumer information. 6. Explain the purpose for product labeling.

Labeling laws and Regulations Definition: Basic knowledge of labeling laws and regulations. Level 4: Describe the authority for labeling. Level 5:

1. Identify the agency that regulates a commodity. 2. Identify the labeling requirements for specific commodities. 3. Describe the process for verifying label compliance. 4. Identify commodities exempt from labeling requirements. 5. Distinguish between agency labeling requirements. 6. Explain the recall rationale for improperly labeled products.

Labeling Components Definition: Basic knowledge of label requirements. Level 4: Describe the components of a label. Level 5:

1. Describe required components of a label.

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2. Discuss label claims. 3. Determine if ingredients are approved for use. 4. Describe accompanying labeling. 5. Explain labeling format requirements. 6. Explain the net weight / net quantity of contents requirements.

Food Definition: Basic knowledge of food labeling requirements. Level 4: Describe the labeling requirements for food. Level 5:

1. Identify the principle display panel of a food label. 2. Identify the alternate principle display panel. 3. Discuss when a handling/holding statement is required. 4. Identify food label requirements for susceptible populations. 5. Explain the labeling requirements for allergens. 6. Identify the labeling requirements for dietary supplements.

Feed Definition: Basic knowledge of feed labeling requirements. Level 4: Describe the labeling requirements for animal feed. Level 5:

1. Differentiate between label requirements for feed and pet food. 2. Discuss label requirements for commercial feed. 3. Differentiate between label requirements of commercial feed and custom formula. 4. Differentiate between caution and warning statements. 5. Explain the purpose of supplemental labeling. 6. Give examples of available resources for animal feed labeling.

Resources Definition: Educational and informational resources related to labeling. Level 4: Discuss resources and references related to labeling. Level 5:


35

E 17 Laws, Regulations, Policies, & Procedures

Definition: Introductory knowledge, skills, and abilities related to the system of federal, state, and local laws

that provide the authority to regulate feed and food, and associated policies and procedures.

Level 2: Employ legal authorities when conducting regulatory activities.

Level 3:

Communication

o Discuss legal authorities.

Core

o Differentiate among law, regulations, and ordinances.

Critical Thinking

o Explain legal authorities to conduct activities.

Organizational Awareness o Describe administrative protocols.

Technical

o Apply authorities to determine compliance.

Foundations Definition: Base knowledge of laws, regulations, policies and procedures related to feed and food programs. Level 4: Differentiate between laws, regulations, policies, and procedures applicable to regulatory activities. Level 5:

1. Define relevant terminology. 2. Explain the significance of key laws. 3. Describe the relationship between laws and regulations. 4. Describe how administrative protocols support laws and regulations. 5. Describe how model codes can be adopted.

Constitution Definition: The system of fundamental principles according to which Federal, State and local agencies are governed. Level 4: Describe how constitutional law grants and limits authorities. Level 5:

1. Describe how the federal constitution grants and limits agency powers. 2. Describe how state constitutions grant and limit agency powers. 3. Explain the difference between State and Federal rights and limits. 4. Explain due process. 5. Explain individual rights guaranteed by the constitution. 6. Describe the separation of powers between the executive, legislative, and judicial branches of

government.

Law Definition: The foundational knowledge of the process by which laws are created and how authority is delegated. Level 4: Discuss how laws determine regulatory authority.

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Level 5: 1. Describe legislative processes. 2. Explain how local ordinances differ from state and federal statutes. 3. Explain delegation of authority. 4. Differentiate between statutory and case law. 5. Explain how law authorizes enforcement actions.

Regulation Definition: An administrative act or rule, based on law, prescribed by agency authority. Level 4: Explain how regulations assist agencies to implement laws. Level 5:

1. Identify pertinent regulations that are applicable to regulatory programs. 2. Explain the general process by which regulations are developed. 3. Describe the FDA cooperative program model regulations. 4. Describe how regulations are published.

Policy Definition: Set of principles formulated or adopted by an agency to influence and determine actions. Level 4: Describe the purpose of agency policies. Level 5:

1. Describe how policies are developed. 2. Differentiate between regulatory and administrative policies. 3. Give examples of when a regulatory policy is applicable. 4. Give examples of when an administrative policy is applicable. 5. Discuss the relationship between policy and procedures.

Procedures Definition: Providing a standard method for conducting activities. Level 4: Explain the purpose of procedures used in federal, state, and local regulatory programs. Level 5:

1. Describe the process of procedure development. 2. Describe the process of procedure implementation. 3. Explain the importance of following procedures. 4. Explain how procedures are used to obtain compliance. 5. Give examples of when to use applicable procedures.

Guidance Definition: Published recommendations to assist regulatory agencies and stakeholders. Level 4: Explain the purpose of guidance documents. Level 5:

1. Explain what a guidance document is. 2. Explain why guidance documents are developed. 3. Give examples of how guidance documents are applied. 4. Explain how guidance differs from policies and procedures.

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5. Explain how guidance documents are developed.

Resources Definition: Educational and informational resources related to laws, regulations, policies and procedures. Level 4: Discuss resources and references related to laws, regulations, policies and procedures. Level 5:


38

E 18 Personal Safety

Definition: Introductory knowledge, skills, and abilities related to hazards encountered by regulators, and

appropriate protective actions to mitigate hazards.

Level 2: Choose safe practices based on assessment of risk.

Level 3:

Communication

o Articulate actions taken to address personal safety concerns.

Core

o Use knowledge to address personal safety concerns.

Critical Thinking

o Evaluate conditions to identify personal safety concerns.

Organizational Awareness o Recognize safety policies.

Technical

o Employ safety procedures specific to the working environment.

Foundations Definition: Base knowledge of personal safety related to feed and food programs. Level 4: Explain how personal safety is achieved by following agency safety policies. Level 5:

1. Define relevant terminology. 2. Explain agency policy related to safety. 3. Recognize safety hazards. 4. Describe proper Personal Protective Equipment. 5. Review safety publications. 6. Employ proper safety procedures. 7. Explain the action to be taken when a safety hazard is observed. 8. Demonstrate personal protection strategies.

Chemical Hazards Definition: Practical knowledge regarding chemical hazards. Level 4: Describe chemical safety hazards. Level 5:

1. Explain hazards associated with chemicals. 2. Employ safety procedures when working with chemicals. 3. Identify chemical hazards.

Equipment Hazards Definition: Practical knowledge of hazards related to equipment. Level 4: Describe equipment-related safety risks. Level 5:

1. Explain hazards associated with equipment. 2. Employ safety procedures related to equipment.

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3. Identify equipment hazards.

Physical/Environmental Hazards Definition: Practical knowledge of physical/environmental hazards. Level 4: Describe physical/environmental safety risks. Level 5:

1. Employ safety procedures related to physical/environmental hazards. 2. Identity environmental hazards. 3. Identify physical hazards.

Miscellaneous Hazards Definition: General knowledge of the identification and reaction to miscellaneous hazards to maintain personal safety. Level 4: Describe the safety risks associated with miscellaneous hazards. Level 5:

1. Identify miscellaneous hazards. 2. Employ proper safety techniques associated with specific hazards.

Safety Equipment Definition: Equipment used for protection against health and safety hazards. Level 4: Discuss the use of safety equipment. Level 5:

1. Identify safety equipment. 2. Recognize when to use safety equipment. 3. Demonstrate how to use safety equipment.

Resources Definition: Educational and informational resources related to personal safety. Level 4: Discuss resources and references related to personal safety. Level 5:


40

E 19 Preventive Controls

Definition: Introductory knowledge, skills, and abilities related to measures implemented by feed and food

manufacturing facilities to ensure feed and food safety.

Level 2: Describe the principles of preventive control.

Level 3:

Communication

o Discuss the concept of preventive control.

Core

o Describe preventive controls associated with a food safety plan.

Critical Thinking

o Review the components of a firm’s food safety plan.

Organizational Awareness o Identify applicable regulations for inspecting a firm.

Technical

o Explain the elements of a food safety plan.

Foundations Definition: Basic knowledge of preventive controls related to feed and food programs. Level 4: Describe the facilities that are subject to the preventive controls regulation. Level 5:

1. Define relevant terminology. 2. Discuss the rationale for the preventive control regulation. 3. Explain a system-based approach.

Food Safety Plans Definition: Basic knowledge of food safety plans. Level 4: Describe a facility-based food safety plan. Level 5:

1. Explain the function of a food safety plan. 2. Describe how a food safety plan is developed. 3. Summarize the components of a food safety plan.

Hazard Analysis Definition: Basic knowledge of hazard evaluation. Level 4: Describe the methods to conduct a hazard analysis. Level 5:

1. Explain the purpose of a hazard analysis. 2. Discuss the requirements for a hazard analysis. 3. Identify the types of hazards that must be considered when conducting a hazard analysis. 4. Describe the components of a hazard analysis to ensure food safety.

Monitoring Preventive Control Programs Definition: Basic knowledge of monitoring control programs.

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Level 4: Describe the purpose of monitoring control programs. Level 5:

1. Describe the importance of monitoring preventive controls. 2. Give examples of monitoring control programs. 3. Describe the elements of monitoring. 4. Explain the rationale for selecting specific monitoring procedures. 5. Discuss the importance of documenting monitoring.

Corrective Action Plan Definition: Basic knowledge of a corrective action plan. Level 4: Describe corrective action plans. Level 5:

1. Describe the importance of corrective action plans. 2. Explain the consequences of not taking a corrective action. 3. Describe the purpose of taking a corrective action. 4. Describe the steps necessary in taking a corrective action.

Recordkeeping Definition: Basic knowledge of recordkeeping requirements. Level 4: Describe recordkeeping requirements in preventive controls. Level 5:

1. Describe the importance of recordkeeping. 2. Describe record keeping requirements. 3. Explain the purpose of record review.

Resources Definition: Education and information related to preventive controls. Level 4: Discuss resources and references related to preventive controls. Level 5:


42

E 20 Professionalism

Definition: Introductory knowledge, skills, and abilities related to ethics, integrity, and personal conduct during

job-related activities.

Level 2: Exhibit the use of integrity and positive interpersonal conduct in the performance of professional

and personal activities.

Level 3:

Communication

o Explain standards for professional conduct.

Core

o Demonstrate professional conduct.

Critical Thinking

o Distinguish between professional and unprofessional conduct.

Organizational Awareness o Observe the agency’s ethics and personal conduct policies.

Technical

o Apply professionalism to specific situations.

Foundations Definition: Base knowledge of professionalism related to feed and food programs. Level 4: Explain professionalism. Level 5:

1. Define relevant terminology. 2. Give examples of professional and unprofessional behavior. 3. Explain the legal principles of professionalism. 4. Explain moral principles of professionalism. 5. Discuss the concept of the “perception of impropriety”.

Ethics Definition: Core knowledge of professional conduct that elicits trust and demonstrates integrity. Level 4: Discuss the principles of business and personal integrity within the work environment. Level 5:

1. Explain the importance of an agency code of conduct. 2. Discuss the components of a code of conduct. 3. Explain confidentiality. 4. Give examples of conflict of interest. 5. Discuss purpose of ethical behavior in a work environment. 6. Give examples of ethical and unethical behavior. 7. Explain the organization’s values.

Conduct Definition: Expectations of personal behaviors. Level 4: Discuss the profession’s expectations of behavior. Level 5:

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1. Differentiate between acceptable and unacceptable behaviors. 2. Give examples of acceptable and unacceptable behaviors. 3. Differentiate between objective and subjective behavior. 4. Give examples of objective and subjective behavior. 5. Differentiate between bias and unbiased behaviors. 6. Identify societal customary behavior appropriate for the workplace. 7. Explain the importance of recognizing differences in workplace customs.

Personal Management Definition: The individual’s responsibility for their actions and behaviors. Level 4: Discuss the impact of subjective personal behaviors in the work place. Level 5:

1. Explain subjective personal behavior. 2. Give examples of subjective personal behaviors. 3. Recognize the need to modify subjective personal behaviors. 4. Identify resources to address negative subjective personal behaviors. 5. Explain the importance of being accountable for actions. 6. Identify the components to manage time in the workplace.

Communications Definition: Disseminating, receiving, or exchanging information with other individuals in a clear, concise, factual, and courteous manner. Level 4: Employ professional communication skills while conducting work-related activities. Level 5:

1. Explain professional communication skills. 2. Explain the importance of communicating in a clear, concise, factual, and courteous manner. 3. Give examples of communicating in a clear, concise, factual, and courteous manner in the

workplace. 4. Give examples of unprofessional communications. 5. Determine the appropriate communication method for target audience.

Interpersonal Skills Definition: The skills needed to positively interact with coworkers, stakeholders, or other individuals. Level 4: Employ interpersonal skills while conducting work-related activities. Level 5:

1. Explain interpersonal skills. 2. Give examples of interpersonal skills. 3. Discuss the importance of interpersonal skills.

Resources Definition: Education and information related to professionalism. Level 4: Discuss resources and references related to professionalism. Level 5:

1. Describe resources.

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2. Locate resources 3. Select resources.

45

E 21 Public Health Principles

Definition: Introductory knowledge, skills, and abilities related to how regulatory agencies promote health and

prevent and control feed- and food-related illness.

Level 2: Discuss basic public health concepts.

Level 3:

Communication

o Explain public health principles.

Core

o Discuss how public health principles are applied to the food system to protect consumers.

Critical Thinking

o Explain the relationships among agent, host, and environment with respect to hazards in food.

Organizational Awareness o Explain the agency’s role to protect consumers.

Technical

o Apply public health principles while conducting regulatory activities.

Foundations Definition: Base knowledge of public health principles and successes related to feed and food programs. Level 4: Discuss public health principles and successes. Level 5:

1. Define relevant terminology. 2. Locate resources. 3. State the goal of public health. 4. Describe the three components of public health. 5. Explain what actions public health professionals take to promote public health. 6. Provide examples of public health programs. 7. Provide examples of public health successes.

Assessment Definition: The evaluation of data to determine the impact from exposure to disease and the effects on public health. Level 4: Describe the best practices for public health assessments. Level 5:

1. Explain the importance of assessment. 2. Explain the role of epidemiology. 3. Explain the role of risk factors. 4. Discuss the purpose of data collection and analysis. 5. Explain the public health implications of a disease. 6. Differentiate active and passive surveillance.

Policy Development Definition: A basic knowledge of policy development. Level 4: Describe policy development and implementation.

46

Level 5: 1. Explain how incidents drive policy. 2. Explain how research influences policy. 3. Explain how stakeholders influence policy. 4. Explain how the political process influences policy. 5. Explain how policy is implemented. 6. Give an example of the implementation of a public health policy.

Education and Outreach Definition: A description of how the public health professional can be proactive to educate and protect the community. Level 4: Describe the use of education and outreach in public health. Level 5:

1. Explain the importance of education and outreach. 2. Give examples of health communication methods. 3. Identify relevant public health issues for outreach. 4. Describe populations that would benefit from education and outreach. 5. Explain outreach methods for intended audience.

Disease Mitigation Definition: Basic knowledge of disease mitigation. Level 4: Describe approaches to prevent, reduce, or control disease. Level 5:

1. Discuss the importance of disease mitigation. 2. Discuss disease prevention strategies. 3. Explain modes of disease transmission. 4. List risk factors that increase susceptibility to disease in populations.

Emerging Health Issues Definition: How emerging health issues can influence public health. Level 4: Identify how emerging health issues affect public health. Level 5:

1. Describe the concept of emerging health issues. 2. Provide an example of how an emerging health issue has impacted public health policy and

regulation. 3. Provide examples of currently emerging health issues.

Feed/Food Safety Professional’s Role in Public Health Definition: Basic knowledge of how food regulatory agencies promote public health. Level 4: Describe the role of the food safety professional in public health. Level 5:

1. Describe the contribution of feed/food safety activities to public health. 2. Discuss how feed/food safety is influenced by public health.

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3. Describe the role of feed/food safety professionals in mitigation of public health threats. 4. Describe the role of feed/food safety professionals in promoting public health. 5. Give an example of how a feed/food safety professional promotes public health.

Resources Definition: Educational and informational resources related to public health principles. Level 4: Discuss resources and references related to public health principles. Level 5:


48

E 22 Recalls

Definition: Introductory knowledge, skills, and abilities related to the process of removing a product from

commerce.

Level 2: Describe the recall process in regulatory programs.

Level 3:

Communication

o Explain the recall process.

Core

o Explain why recalls are initiated.

Critical Thinking

o Determine when to recommend that a recall may be necessary.

Organizational Awareness o Explain agency roles in recalls.

Technical

o Identify components in the recall process.

Foundations Definition: Basic knowledge of recalls related to regulatory programs. Level 4: Describe the importance of recalls. Level 5:

1. Define key terminology. 2. Give examples of what could initiate a recall. 3. Explain the differences between recall classifications. 4. Describe the importance of interagency and industry collaboration. 5. Explain the need for communication with stakeholders.

Level 6: 1. Explain agency’s plan for removing product from the distributions system. 2. Explain firm’s plan for removing product from the distribution system. 3. Explain the purpose of a market withdrawal. 4. Trace a product through the supply chain.

Risk Assessment Definition: Process to evaluate information for potential health impact of the product if it remains on the market. Level 4: Discuss the importance of risk assessment in product safety assurance. Level 5:

1. Explain the importance of risk assessment to determine if a recall is needed. 2. Give examples of triggers that could initiate a recall. 3. Explain how the potential severity of the hazard affects risk. 4. Explain how probability of exposure affects risk. 5. Describe how recall classes I, II, III would effects a recall decision

Documentation Definition: Records needed when conducting a recall.

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Level 4: Explain the importance of documents needed when conducting a recall. Level 5:

1. Identify documents used to track product movement. 2. Give examples of documents that should be reviewed. 3. Identify the documents that need to be collected. 4. Review documents used to determine the scope of the recall.

Communications Definition: Information sharing and messaging strategies between agencies and stakeholders. Level 4: Discuss the role of communication during a recall. Level 5:

1. Describe the importance of interagency and industry communication. 2. Explain how communication is coordinated during a recall. 3. Identify requirements related to information sharing. 4. Describe the roles of regulatory agencies in issuing public communications. 5. Explain the importance of sharing lessons learned from recalls.

Level 6:

1. Describe media types used to inform stakeholders of a recall. 2. Describe the criteria of the messaging types that are used during a recall.

Level 7: 1. Explain the criteria for issuing a public health message during a recall. 2. Explain how sensitive communication should be shared with affected stakeholders. 3. Explain when sensitive communication would be shared with affected stakeholders. 4. Describe the agency internal communication process during a recall. 5. Explain how public health recall messaging would affect international distribution.

Recall Process Definition: The process of removing unsafe products from all points of production, distribution, manufacturing, processing, storage, retail, and consumer ownership. Level 4: Explain how the recall process is used to remove unsafe products. Level 5:

1. Describe how the decision is made to initiate a recall. 2. Describe the process of implementing a recall. 3. Discuss the importance of notifying the public. 4. Describe the process of recall validation.

Level 6:

1. Describe the process of determining if a recall should be initiated. 2. Describe the process of how a recall would be conducted. 3. Explain the process of how relevant stakeholders are notified of a recall. 4. Describe how to verify that a recall has been properly conducted by a firm.

Product Disposition Definition: Ensuring that unsafe products do not reenter the marketplace.

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Level 4: Explain the role of product disposition during a recall. Level 5:

1. Explain the importance of product disposition. 2. Give examples of reconditioning products. 3. Explain when a product needs to be destroyed. 4. Describe coordination that may be needed between agencies for product disposition. 5. Describe the verification needed to ensure proper product disposition.

Resources Definition: Educational and informational resources related to recalls. Level 4: Discuss resources and references related to recalls. Level 5:


51

E 23 Sampling

Definition: Introductory knowledge, skills, and abilities related to feed and food sample collection, and the role

of the laboratory.

Level 2: Employ sampling protocols when collecting samples.

Level 3:

Communication

o Discuss sampling techniques.

Core

o Explain sampling protocols.

Critical Thinking

o Determine if sample collection is necessary.

Organizational Awareness o Employ authority to collect samples.

Technical

o Apply sampling procedures.

Foundations Definition: Basic knowledge of sampling related to feed and food programs. Level 4: Collect a sample with documentation. Level 5:

1. Define sampling terminology. 2. Discuss sample collection methods. 3. Explain why samples are collected. 4. Record required information pertaining to a sample. 5. Describe the different types of samples.

Sampling Methodology Definition: Knowledge needed to collect a sample. Level 4: Discuss the factors to consider when collecting a sample. Level 5:

1. Determine equipment to use when collecting samples. 2. Explain time related factors when collecting a sample. 3. Give examples of key factors used to determine what makes a sample. 4. Explain the difference between random and selective sampling.

Procedures Definition: A series of steps used to collect a sample. Level 4: Explain the procedures utilized when collecting a sample. Level 5:

1. Apply official procedures when collecting samples. 2. Record information on proper forms. 3. Describe chain of custody. 4. Give examples of procedures to follow when collecting a sample.

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5. Recognize the importance of expiration dates. 6. Discuss issues associated with transport of samples. 7. Describe the difference between an aseptic sample and a non-aseptic sample.

Laboratory Definition: Basic knowledge of laboratory functions pertaining to samples. Level 4: Discuss the role of the laboratory in feed/food safety. Level 5:

1. Explain the importance of the laboratory. 2. Describe lab receiving processes for samples collected. 3. Explain the lab results to the stakeholders. 4. Recognize the analytical capabilities of laboratories.

Resources Definition: Education and information related to sampling. Level 4: Discuss resources and references related to sampling. Level 5:


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E 24 Sanitation Practices

Definition: Introductory knowledge, skills, and abilities related to cleaning, sanitizing, and disinfecting, and the

importance of facility and equipment sanitary design.

Level 2: Describe the importance of sanitary design and practices.

Level 3:

Communication

o Discuss the principles of sanitary design and practices.

Core

o Identify the appropriate use of cleaners, sanitizers, and disinfectants.

Critical Thinking

o Describe the use of cleaners and sanitizers in specific situations.

Organizational Awareness o Explain regulatory agency policies in regard to sanitation, design, and employee practices.

Technical

o Explain the use of cleaning and sanitizing to control adulterants.

Foundations Definition: Sanitation practices and sanitary design of facilities and equipment. Level 4: Discuss sanitation practices and sanitary design of facilities and equipment. Level 5:

1. Discuss sanitary design of facilities and equipment. 2. Discuss the importance of GMPs, GRPs, and GAPs. 3. Describe principles of sanitation. 4. Describe the purpose of SSOPs. 5. Describe the importance of employee sanitation training. 6. Give examples of monitoring records. 7. Discuss water chemistry.

Cleaning Definition: The process of removing visible material such as soil, dirt, and organic matter from facilities and equipment. Level 4: Discuss the process of removing visible material such as soil, dirt, and organic matter from facilities and equipment. Level 5:

1. Describe the factors that affect the efficacy of cleaning agents.

2. Explain how water chemistry can affect cleaning agents.

3. Discuss types of cleaning agents and their function on soil.

4. Describe cleaning methods.

5. Explain the importance of following the manufacturer’s directions for use.

6. Explain the importance of breaking down equipment for cleaning.

Sanitizing Definition: Reducing the presence of microorganisms.

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Level 4: Discuss the process of reducing the presence of microorganisms. Level 5:

1. Explain the importance of using approved food-grade sanitizers.

2. Describe the factors that affect the efficacy of sanitizers.

3. Describe the types of sanitizing agents.

4. Discuss the purpose of sanitizers.

5. Discuss sanitizers’ requirements for use.

6. Describe sanitizing strategies.

7. Identify sanitizer test methods.

Disinfecting Definition: The use of specialized techniques to destroy or irreversibly inactivate pathogenic microorganisms but not necessarily their spores. Level 4: Discuss the use of specialized techniques to destroy or irreversibly inactivate pathogenic microorganisms but not necessarily their spores. Level 5:

1. Explain the importance of using approved food-grade disinfectants.

2. Describe the factors that affect the efficacy of disinfectants.

3. Discuss the purpose of disinfectants.

4. Discuss disinfectants’ requirements for use.

5. Describe disinfecting strategies.

6. Identify disinfectant test methods.

Sanitary Engineering Definition: The design and construction of facilities and equipment to reduce or prevent contamination and facilitate cleaning and sanitizing. Level 4: Discuss how facility and equipment design impacts sanitation. Level 5:

1. Discuss the concept of building envelope.

2. Discuss the importance of proper equipment layout.

Sources and Routes of Contamination Definition: Hazards, practices, and facility/equipment design that may lead to contamination. Level 4: Discuss hazards, practices, and facility/equipment design that may lead to contamination. Level 5:

1. Discuss potential hazards.

2. Explain routes of contamination.

3. Describe how people can be a source of contamination.

4. Describe how cleaning practices can contribute to contamination.

5. Explain the importance of vector control.

6. Discuss the water source.

Resources Definition: Educational and informational resources related to sanitation practices.

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Level 4: Discuss resources and references related to sanitation practices. Level 5:


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E 25 Traceability

Definition: Introductory knowledge, skills, and abilities related to tracking feed and food throughout the supply

chain.

Level 2: Describe the role of traceability in feed and food programs.

Level 3:

Communication

o Explain product traceforward/traceback concepts.

Core

o Trace the source of a food.

Critical Thinking

o Explain a product traceback diagram.

Organizational Awareness o Explain agency roles in traceforward/traceback.

Technical

o Identify components of product traceforward/traceback.

Foundations Definition: Basic knowledge of traceability related to feed and food programs. Level 4: Describe the importance of product tracing. Level 5:

1. Define key terminology. 2. Explain factors that would initiate a traceforward/traceback. 3. Explain the difference between traceforward and traceback. 4. Describe the importance of interagency and industry collaboration. 5. Describe when traceforward/traceback is utilized. 6. Describe the primary functions of CORE. 7. Describe the primary function of ICS.

Preliminary Review Definition: Analysis of surveillance data to determine if a traceforward/traceback investigation is warranted. Level 4: Identify the critical information from the surveillance reports needed for a traceforward/traceback. Level 5:

1. Describe routine surveillance activities that might trigger a traceforward/traceback. 2. Describe the importance of time frames when reviewing surveillance reports. 3. Identify the potential health risk indicated by surveillance data. 4. Describe the subject matter expertise needed to assess surveillance data. 5. Explain how the RFR contributes to conducting traceforward/traceback investigations.

Supply Chain Definition: The system of moving raw or manufactured products and ingredients from growing/raising, harvesting, processing, manufacturing and all distribution points to consumption. Level 4: Discuss the complexity of traceability throughout the supply chain.

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Level 5: 1. Explain the farm to table concept. 2. Describe major transportation systems. 3. Describe industry best practices for product traceability. 4. Describe how foreign suppliers may affect traceability. 5. Explain how to use a traceback diagram to identify potential points of contamination in the supply

chain. 6. Explain requirements for industry to disclose customer purchases to regulatory agencies.

Documentation Definition: The records needed when doing a traceforward/traceback. Level 4: Explain key documents needed for tracing product movement. Level 5:

1. Identify documents used to track product movement. 2. Describe document retention requirements for the industry. 3. Give examples of documents that should be collected. 4. Give examples of key information needed for product tracing. 5. Describe the importance of collecting documents for the timeframe of interest.

Communications Definition: Information sharing and messaging strategies between agencies and stakeholders during a traceforward/traceback. Level 4: Discuss requirements for communication during a traceforward/traceback. Level 5:

1. Describe the importance of interagency/industry communication. 2. Explain how communication is coordinated during a traceback. 3. Identify requirements related to information sharing. 4. Explain how the ICS system is used to facilitate communications.

Technology Definition: The systems or devices used to enhance traceability. Level 4: Explain how technology is used to improve traceability. Level 5:

Give examples of technology used to track products. 1. Describe how data systems can help identify patterns. 2. Discuss advantages of using technology to enhance traceability.

Resources Definition: Education and information related to traceability. Level 4: Discuss resources and information related to traceability. Level 5:


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E 26 Transportation

Definition: Introductory knowledge, skills, and abilities related to preventing contamination of feed and food

during transport.

Level 2: Describe how transportation affects feed and food safety.

Level 3:

Communication

o Articulate the requirements for protection of product.

Core

o Explain how transportation practices can lead to adulterated product.

Critical Thinking

o Evaluate whether mishandling of products has occurred.

Organizational Awareness o Describe jurisdictional authority over transported products.

Technical

o Evaluate whether mishandling has resulted in adulterated product.

Foundations Definition: Basic knowledge of transportation related to feed and food safety. Level 4: Describe basic information regarding the role of transportation. Level 5:

1. Define relevant terminology. 2. Locate resources. 3. Describe the importance of transportation. 4. Give examples of stakeholders. 5. Demonstrate knowledge of transportation regulations. 6. Identify agency jurisdiction for transportation.

Transportation Methods Definition: Description of transportation methods. Level 4: Discuss transportation options used for feed and food. Level 5:

1. Identify transportation modes used in feed/food systems.

2. Recognize the mode of transportation suited for specific products.

3. Recognize hazards unique to specific modes of transportation.

4. Explain the importance of dedicated transportation equipment.

5. Discuss required identification of equipment.

Inspections Definition: Basic knowledge necessary to conduct inspections of various conveyances. Level 4: Discuss the complexity of traceability throughout the supply chain. Level 5:

1. Discuss required documentation.

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2. Describe inspection role in transportation incidents. 3. Describe the disposition of damaged products. 4. Give examples of disposition of salvaged products. 5. Describe procedures for the inspection of specific transportation conveyances. 6. Discuss receiving procedures. 7. Discuss the importance of maintaining shipping documentation.

Security Definition: Basic knowledge of how security measures maintain safe transportation. Level 4: Describe security measures designed to ensure safe transportation. Level 5:

1. Discuss the importance of transportation security. 2. Identify areas of vulnerability. 3. Identify the importance of seals. 4. Give examples of security breaches. 5. Describe the importance of documentation.

Product Safety Definition: Basic knowledge of how to maintain and protect product safety during transportation. Level 4: Discuss the importance of protecting products during transportation. Level 5:

1. Discuss the importance of sanitation practices in transportation.

2. Give examples of safe handling methods in feed transportation.

3. Discuss the importance of pest control. 4. Discuss the importance of environmental control. 5. Explain the importance of preventing cross contamination.

Resources Definition: Education and information related to transportation. Level 4: Discuss resources and references related to transportation. Level 5:


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