training & certification

Training & Certification

David ReadDairy & Food Inspection Division

Minnesota Dept of Agriculture

Leverage the participation, expertise, and authorities of federal, state, local, territorial and tribal agencies with food safety responsibilities to work together to ensure a safe food system in the United States

Integrated National Food Safety System• Develop standards to ensure consistency

• Train and certify a highly skilled workforce

• Work across jurisdictions to ensure protection of the entire food supply from farm to table

• Create mechanisms for data sharing

• Ensure use of quality systems

• Build oversight and accountability

3

Food Safety Modernization Act TITLE II—IMPROVING CAPACITY TO DETECT AND RESPOND TO FOOD SAFETY

PROBLEMS

• Sec. 201. Targeting of inspection resources for domestic facilities, foreign facilities,• and ports of entry; annual report.• Sec. 202. Laboratory accreditation for analyses of foods.• Sec. 203. Integrated consortium of laboratory networks.• Sec. 204. Enhancing tracking and tracing of food and recordkeeping.• Sec. 205. Surveillance.• Sec. 206. Mandatory recall authority.• Sec. 207. Administrative detention of food.• Sec. 208. Decontamination and disposal standards and plans.• Sec. 209. Improving the training of State, local, territorial, and tribal food safety

officials.• Sec. 210. Enhancing food safety.• Sec. 211. Improving the reportable food registry.

SEC. 209. IMPROVING THE TRAINING OF STATE, LOCAL, TERRITORIAL, AND TRIBAL FOOD SAFETY OFFICIALS.

(a) IMPROVING TRAINING.—Chapter X (21 U.S.C. 391 et seq.) is amended by adding at the end the following:‘‘SEC. 1011. IMPROVING THE TRAINING OF STATE, LOCAL, TERRITORIAL,AND TRIBAL FOOD SAFETY OFFICIALS.‘‘(a) TRAINING.—The Secretary shall set standards and administer training and education programs for the employees of State, local, territorial, and tribal food safety officials relating to the regulatory responsibilities and policies established by this Act, including programs for—‘‘(1) scientific training;‘‘(2) training to improve the skill of officers and employees authorized to conduct inspections under sections 702 and 704;

SEC. 209. IMPROVING THE TRAINING OF STATE, LOCALTERRITORIAL, AND TRIBAL FOOD SAFETY OFFICIALS

‘‘SEC. 1011. IMPROVING THE TRAINING OF STATE, LOCAL, TERRITORIAL,AND TRIBAL FOOD SAFETY OFFICIALS.‘‘(3) training to achieve advanced product or process specialization in such inspections; ‘‘(4) training that addresses best practices;‘‘(5) training in administrative process and procedure and integrity issues;‘‘(6) training in appropriate sampling and laboratory analysis methodology; and‘‘(7) training in building enforcement actions following inspections, examinations, testing, and investigations.

SEC. 209. IMPROVING THE TRAINING OF STATE, LOCAL, TERRITORIAL, AND TRIBAL FOOD SAFETY OFFICIALS

‘‘(b) PARTNERSHIPS WITH STATE AND LOCAL OFFICIALS.—‘‘(1) IN GENERAL.—The Secretary, pursuant to a contract or memorandum of understanding between the Secretary and the head of a State, local, territorial, or tribal department or agency, is authorized and encouraged to conduct examinations, testing, and investigations for the purposes of determining compliance with the food safety provisions of this Act through the officers and employees of such State, local, territorial, or tribal department or agency.

‘‘(2) CONTENT.—A contract or memorandum described under paragraph (1) shall include provisions to ensure adequate training of such officers and employees to conduct such examinations, testing, and investigations. The contract or memorandum shall contain provisions regarding reimbursement. Such provisions may, at the sole discretion of the head of the other department or agency, require reimbursement, in whole or in part, from the Secretary for the examinations, testing, or investigations performed pursuant to this section by the officers or employees of the State, territorial, or tribal department or agency.

‘‘(3) EFFECT.—Nothing in this subsection shall be construed to limit the authority of the Secretary under section 702.

SEC. 210. ENHANCING FOOD SAFETY(a) Grants To Enhance Food Safety.--Section 1009 of the Federal Food, Drug, and Cosmetic Act (21 U.S.C. 399) is amended to read as follows:"SEC. 1009. GRANTS TO ENHANCE FOOD SAFETY."(a) In General.--The Secretary is authorized to make grants to eligible entities to--"(1) undertake examinations, inspections, and investigations, and related food safety activities under section 702;"(2) train to the standards of the Secretary for the examination, inspection, and investigation of food manufacturing, processing, packing, holding, distribution, and importation, including as such examination, inspection, and investigation relate to retail food establishments;"(3) build the food safety capacity of the laboratories of such eligible entity, including the detection of zoonotic diseases;"(4) build the infrastructure and capacity of the food safety programs of such eligible entity to meet the standards as outlined in the grant application; and]"(5) take appropriate action to protect the public health in response to--"(A) a notification under section 1008, including planning and otherwise preparing to take such action; or"(B) a recall of food under this Act.

National StandardsOutcome: Uniform inspectional coverage and sample collection and analysis to enable greater sharing of data to protect public health through:

– Expansion of Manufactured Food Regulatory Program Standards and Retail Food Regulatory Program Standards

– Recent release of the Animal Feed Regulatory Program Standards

– Creating shared data standards to enable exchange of enforcement data among public health and regulatory partners

– IT interconnectivity between Federal, state, local, tribal, and territorial public health and regulatory partners 9

Retail Food Regulatory Program Standards

• 1. Regulatory Foundation

• 2. Trained Regulatory Staff

• 3. Inspection Program based on HACCP

• 4. Uniform Inspection Program

• 5. Foodborne Illness Investigation

• 6. Compliance and Enforcement

• 7. Industry and Community Relations

• 8. Program Support and Resources

• 9. Program Assessment

Manufactured Food Regulatory Program Standards (MFRPS)

Program Standards1. Regulatory Foundation

2. Training3. Inspection Program4. Inspection Audit Program5. Food-related Illness and

Outbreaks and Response6. Compliance and Enforcement7. Industry and Community

Relations8. Program Resources9. Program Assessment10. Laboratory Support

• 10 Standards to establish a uniform foundation for the design and management of state programs responsible for regulating food plants

• Institute a quality assurance and standardization program

• FDA Program-Assessment Validation Audits (PAVAs) will be conducted at 12, 36, and 60 months

Animal Feed Regulatory Program Standards

• Standard 1 Regulatory Foundation

• Standard 2 Training

• Standard 3 Inspection Program

• Standard 4 Auditing • Standard 5 Feed-Related

Illness or Death and Emergency Response

• Standard 6 Enforcement Program

• Standard 7 Outreach Activities

• Standard 8 Planning and Resources

• Standard 9 Assessment and Improvement

• Standard 10 Laboratory Services

• Standard 11 Sampling Program

USDA FSIS Reviews of State Meat Inspection Programs

FSIS determines whether each State MPI program is at least equal to the Federal inspection program, and includes evaluation of the following nine components:

• Statutory Authority and Food Safety Regulations• Inspection• Product Sampling• Staffing and Training• Humane Handling• Non-Food Safety Consumer Protection• Compliance• Civil Rights• Financial Accountability

2008 50 State MeetingRoles and Responsibilities Workgroup

The goal of this group was to identify who would play what roles in the nation’s food protection system in 2013 and to identify the barriers and gaps that might prevent the establishment of such a system.


Identified the biggest gaps to achieving the ideal 2013 system. This resulted in six items: (1) sharing information/better

communication/confidentiality; (2) funding and capacity; (3) qualified staff; (4) uniformity; (5) establish who’s in charge, and (6) length of time to change laws.


Recommendations

• Establish an international food protection training center– leverage outside funding sources

• Establish a point person for each element of the food protection plan

• Create a food protection council – Quality systems– Standards – Metrics (SMART)

• Adopt or create an interactive information system– Communication and data sharing

Partnership for Food ProtectionEstablished to implement the recommendations from the 2008 50 – State Workshop. Utilized a workgroup structure to develop and implement procedures, best practices, and other work products that would advance integration. Charged with leading development and implementation of an IFSS. Currently seven workgroups.

2012-2014 Workgroups

• Information Technology• Implementation & Communication

– Laboratories– National Standards– National Workplanning– Performance Measures

• Local Engagement• National Feed Sampling• PETNet now called Animal Feed Net• Response & Recall• Training & Certification

PFP Workgroups• Animal Feed Net: Provide mechanism for information sharing and monitoring

between federal and state agencies for animal feed (pets and livestock) related incidents.

• Implementation & Communications: Develop an implementation plan to facilitate the use of IFSS best practices across federal, state, local, Tribal, and territorial governments.

• Information Technology: Defining and understanding the requirements for developing an integrated electronic information management backbone, and undertaking technical projects to create an interoperable and integrated national food safety system.

• Local Area Engagement: To incorporate the Food Safety Modernization Act (FSMA) deliverables that include local agencies with PFP projects and provide specific recommendations for engagement of local agencies within the vision for an IFSS.

• National Feed Sampling: Develop mechanism for sharing feed collection samples and laboratory data between Federal and State agencies.

• Response & Recall: Develop response guides and records for event responses.• Training & Certification: To provide support for visionary development,

best practices, appropriate content and recommendations toward development of an integrated food safety training and certification system.

Produced by: the Partnership for Food Protection National Workplan Workgroup October 2013

Produced by the Partnership for Food Protection National Standards Work Group September 2013

Training and Certification Workgroup

Purpose:

• To assist PFP with the development and implementation of uniform, national standards for training and certification of regulators working in: Retail Foods Manufactured Foods Raw/Unprocessed Foods Feed


Charge 1: Create a national training and certification program

• Establish competencies and certification for all regulatory disciplines– Includes retail, manufactured, raw/unprocessed and feed– Inspection, laboratory, compliance, epidemiology, etc

• Start with entry level for inspections (followed by Journey/Technical/Leader)

• Job task analysis inspection:• 120+ tasks already identified at “entry level”

• Job competencies inspection:• 24+ identified at “entry level”

• FDA consultant conducted JTAs


Charge 2: Establish an International Food Protection Training Center

Assessed and endorsed the International Food Protection Training Institute (IFPTI)

Training & Certification Workgroup

Vision Includes:

Goals:•Develop & implement a national food safety training system

•Develop & implement a national certification system

Training & Certification Workgroup

Vision Includes:• A curriculum development/delivery

roadmap• Standards and quality assurance built-ins

– Potential for certifications and accreditations (students/academia/NGO’s)

• Auditing considerations (federal or third party)

• Need for funding sources (Centers of Excellence, training institutes, academia, NGO’s)

Training & Certification WorkgroupVision

(FDA/ORA-U, 11/09) www.foodshield.org

Integrated Food Safety Training and Certification System Vision

Food Safety Training Institutes and CentersTraining

Development/ Administration

Center of Excellence

(Leadership / Management)

Center of Excellence (Food

Science/ Technology)

Regulatory Agencies

Academia

Training Companies

Associations


(Feed)

Food Safety Certification Bodies & Centers

Certification Development/

Administration

StateLocal

Tribal

Territorial

Skilled Federal, State, Local, Tribal, and Territorial Food Safety Workforce


(Epidemiology)

Alliance (PCA)

Investigators

Analysts

Epidemiologists

Others

Federal

Firewall

All Stakeholders

Training: Advisory Boards

Certification: Advisory Boards

Standards and Oversight

Centers of Excellence• Established to develop and provide specific

training• Composed of experts in defined subject

areas• Focus primarily on:

– Journey & Technical levels• To provide knowledge and skills in science and

technology– Management and Leadership

• Development of middle & upper management staff responsible for policy and people/communication skills

• Centers will be identified by Federal Agencies such as FDA, USDA, CDC, DHS

• Funding for COEs will need to come from these same agencies

Food Safety Training Institute

Established to serve as the administrative section of the training systemFunctions to include but not limited to

–Registration of students–Maintenance of training records–Coordinating the development and

delivery of training–Deliver training not currently

provided elsewhere–Develop trainers

Making the Vision a Reality• $7.4 Million per year for 5 years

(FDA has entered into Cooperative Agreements/Grants with various Centers of Excellence to develop training and certification programs)

• Over 70 projects supporting the curriculum framework are in progress

• Projects include new & revised training courses and development of certifications

Current Grantees– International Food Protection Training

Institute (IFPTI), Battle Creek, MI– Iowa State University (ISU), Ames, IA– University of California (UCD), Davis, CA– University of Tennessee (UT), Knoxville, TN– Auburn University (AU), AL– National Environmental Health Association

(NEHA), Denver, CO– North Carolina State University (NCSU),

Raleigh, NC

2010-2012 Projects Training & Certification Work Group

1. Assure that FSMA is covered in the Curriculum Framework

2. Developed a process to identify and prioritize Training and Certification programs needed

3. Develop a process to qualify Job Task Analyses

(Leadership) L4 - 4000

(Master) L3 - 3000

Retail Concentration Electives

Aqu

acul

ture

Dai

ry

She

llfis

h

Add

itive

s

Ani

mal

Foo

d P

roce

ssin

g

Com

mod

ity-

Spec

ific

Feed

Food

Milk

or M

ilk

Pro

duct

s

Mea

t & P

oultr

y

Pac

kagi

ng

Sea

food

/ S

hellf

ish

Act

ive

Man

ager

ial

Con

trol

Cat

erin

g

Cot

tage

Foo

ds

Food

P

repa

ratio

ns

Tech

niqu

es

Food

Ser

vice

Gro

cery

Plan

Rev

iew

Ven

ding

, Te

mp,

Oth

er

Food Salvage & Disposal Imports

(Application)

L2 - 2000

Sampling (ORAU)

(Knowledge) L1 - 1000

©2011 IFPTI

Environmental Health Safety (ORAU)

Inspections, Compliance & Enforcement (ORAU)

Integrated Food Safety System OrientationJurisdiction

(ORA-U Level I - Feed, Milk & Local, Shellfish, Standard 2: Manufactured, Retail)

Employee SafetyCommunication Skills Epidemiology (Not in Feed) HACCP Microbiology (not in

Feed)Prevailing Statutes, Regulations &

Ordinances Public Health Principles

Vertically Integrated National Curriculum (Secondary Education - Higher Education - Career Spanning Professional Development)

Higher Education Food Protection Curriculum

Secondary Education (high school) Curriculum Focus

Labeling (ORAU) Manufactured &

Feed

Food Defense Awareness (ORAU)

Journey Level:

Professional Level Program Certificates

Unprocessed Foundations

Integrated Food Safety System

Entry Level:


Food

Tra

nspo

rtatio

n

Inve

stig

atio

n, S

ampl

ing

Tech

niqu

es, &

Lab

orat

ory

Met

hodo

logy

Law

Electives Retail Concentration (labeling, etc.) Electives

Food Processing & Preservation Formula Review Ingredients & Additives

Pro

fess

iona

l (so

ft) S

kills

(EG

tim

e m

anag

emen

t, et

c)

Ris

k A

naly

sis

(Man

agem

ent,

Ass

essm

ent,

&

Com

mun

icat

ion)

Sci

ence

& T

echn

olog

y

(Applied Inspection Techniques)

Manufactured Foundations Feed OnlyRetail Foundations

Allergens (ORAU)

Com

mun

icat

ion

Ski

lls

Epi

dem

iolo

gy, F

oodb

orne

Ill

ness

Inve

stig

atio

n &

R

espo

nse

Food

Def

ense

Food

Em

erge

ncie

s (IC

S)

Pre

vent

ive

Con

trols

Web

Site

Rev

iew

s

Spec

ializ

ed P

roce

ss

Sta

ndar

diza

tion

Food Emergency Response (ICS) Risk Analysis

Electives

Res

earc

h D

esig

n

Sta

tistic

al

Ana

lysi

s

Ren

derin

g P

lant

s

She

llfis

h

Audit Food Defense Vulnerability Assessment (Carver Plus Shock, etc)

Ani

mal

Dru

gs

BS

E In

vest

igat

ions

Med

icat

ed F

eed

Non

-Med

icat

ed F

eed

(HA

CC

P, G

MP

s, G

AP

s, G

WP

s,

SS

OP

s, P

erso

nal H

ealth

and

H

ygie

ne, S

anita

ry D

esig

n an

d C

onst

ruct

ion

)

Trac

eabi

lity

& R

ecal

ls

Ret

ail H

AC

CP

/ V

aria

nce

Unprocessed Concentration

Good Agricultural Practices (GAPs)

Electives Manufactured Concentration (labeling. etc)

Allergens

Food

Ani

mal

s (E

ggs)

Pro

duce

(S

prou

ts,

Leaf

y G

reen

V

eget

able

s)Ti

ssue

Res

idue

Aci

difie

d Fo

ods

Ase

ptic

Pro

cess

es

Bio

tech

nolo

gy a

nd

Nan

otec

hnol

ogy

Fello

wsh

ip in

Foo

d P

rote

ctio

n

Unprocessed Concentration Electives Manufactured Concentration Electives

Die

tary

Sup

plem

ents

Eco

nom

ic

Adu

ltera

tion

Infa

nt F

orm

ula

Juic

e H

AC

CP

Low

Aci

d C

anne

d

Food

Med

ical

Foo

ds

Pas

teur

izat

ion

Sea

food

HA

CC

P

Professional Level Program CertificatesTechnical Specialist:

Res

ourc

e Le

vera

ging

Ris

k A

naly

sis

(Man

agem

ent &

C

omm

unic

atio

n)

Sta

keho

lder

S

uppo

rt

Adv

ocac

y

Bud

get

Cha

nge

Man

agem

ent

Con

tinui

ty o

f O

pera

tions

Hum

an R

esou

rce

Man

agem

ent

Legi

slat

ive

Affa

irs

Pol

icy

Mak

ing

Pub

lic R

elat

ions

Certificate and CEU Issuance (IACET/ANSI)

Leadership


Inst

ruct

or D

evel

opm

ent

Exe

cutiv

e P

rogr

am

Lead

ersh

ip P

rogr

am

Ann

ual U

pdat

es

Em

ergi

ng Is

sues

IFPTI CURICULUM FRAMEWORK

(Leadership) L4 - 4000

(Master) L3 - 3000

Retail Concentration Electives

Aqu

acul

ture

20

9, 1

02, 1

03,

Dai

ry 2

09,

102,

103

, 104

,

She

llfis

h 20

9,

102,

103

, 104

, 10

6, 1

14

Add

itive

s 20

9,

102,

103

, 104

, A

nim

al F

ood

Pro

cess

ing

209,

102

, 103

, C

omm

odity

-S

peci

fic 2

09,

102,

103

, 104

, Fe

ed 2

09,

104,

106

Food

209

, 10

2, 1

03, 1

04,

105,

106

, 111

, M

ilk o

r Milk

P

rodu

cts

209,

Mea

t & P

oultr

y 20

9, 1

02, 1

03,

104,

106

, 111

Pac

kagi

ng

209,

102

, 103

, 10

4, 1

06, 1

11S

eafo

od/

She

llfis

h 20

9,

102,

103

, A

ctiv

e M

anag

eria

l C

ontro

l 209

, 10

3, 1

04, 1

05,

Cat

erin

g 20

9,

102,

103

, 104

, 10

6, 1

11C

otta

ge F

oods

20

9, 1

02, 1

03,

104,

106

, 111

Food

P

repa

ratio

ns

Tech

niqu

es

209,

102

, 103

, Fo

od S

ervi

ce

209,

102

, 103

, G

roce

ry 2

09,

102,

103

, 104

,

Pla

n R

evie

w

209

Ven

ding

, Te

mp,

Oth

er

Food Salvage & Disposal Imports 101, 102, 104,106, 108, 115, 201, 205,207, 209, 301-309

(Application)

L2 - 2000

Sampling (ORAU)

(Knowledge) L1 - 1000

©2011 IFPTI

Environmental Health Safety (ORAU) 209, 103, 104, 105, 106,

Inspections, Compliance & Enforcement (ORAU) 209, 202, 203, 204, 207

Integrated Food Safety System Orientation 209, 108, 109, 110, 111, 201, 203, 210, 211Jurisdiction 209, 201, 210, 403, 404

(ORA-U Level I - Feed, Milk & Local, Shellfish, Standard 2: Manufactured, Retail)

Electives

Vertically Integrated National Curriculum (Secondary Education - Higher Education - Career Spanning Professional Development)

Higher Education Food Protection Curriculum

Secondary Education (high school) Curriculum Focus

Employee Safety 205, 209Communication Skills 209, 211

Epidemiology (Not in Feed) 209, 203, 204, 205

Journey Level:


Unprocessed Foundations

101,

102

, 103

, 104

, 105

, 106

, 11

1, 1

15, 2

04, 2

09, 2

10, 3

01,

302,

303

, 304

Foo

d Tr

ansp

orta

tion

110,

114

, 202

, 203

, 204

, 207

, 20

9, 2

10, 3

06 In

vest

igat

ion,

S

ampl

ing

Tech

niqu

es, &

La

bora

tory

Met

hodo

logy

101,

102

, 103

, 104

, 105

, 106

, 10

7, 1

11, 1

12, 1

13, 1

14, 1

16,

206,

207

, 208

, 20

9, 2

10, 2

11,

(Applied Inspection Techniques)

Manufactured FoundationsLabeling (ORAU) Manufactured &

Feed 209, 103, 104, 105, 106, 111, 112,

108 Food Defense Awareness (ORAU) 209, 101, 102, 106, 204, 205,

Feed Only

HACCP 209, 103, 104Microbiology (not in

Feed) 209, 103, 104, 105, 111, 114

Prevailing Statutes, Regulations & Ordinances 209, 101, 102, 103, 104,

105, 106, 107, 111, 112, 113, 114, 206,

Public Health Principles 209, 103, 104, 105, 106, 111, 112, 113, 114

Retail Foundations 209, 103, 104, 105, 106, 111, 112, 114,

207, 208

Integrated Food Safety System Orientation 209, 108, 109, 111, 201, 203, 210, 211

Entry Level:

209

S10

3 ta

ndar

diza

tion

209,

103

, 104

, 105

, 10

6

Allergens (ORAU) 209, 112

209,

201

, 102

, 206

, 210

, 211

, 30

4, C

omm

unic

atio

n S

kills

110,

112

,203

, 204

,205

, 206

, 20

9, 3

01, 3

06, 4

01

Epi

dem

iolo

gy, F

oodb

orne

Ill

ness

Inve

stig

atio

n &

Fo

od D

efen

se 1

01, 1

02, 1

06,

108,

109

, 115

, 205

, 209

, 301

, 30

3, 3

05, 3

06, 3

07, 3

08,

309,

10

1, 1

02, 1

06, 1

08, 2

02,2

04,

205,

206

, 207

, 208

,209

, 211

, 10

3, 1

04, 1

05, 1

06, 1

11, 1

12, 1

14,

201,

207

, 208

, 209

, 210

, 211

P

reve

ntiv

e C

ontro

ls

104,

209

, 402

Pro

fess

iona

l (s

oft)

Ski

lls (E

G ti

me

man

agem

ent,

etc)

103,

104

, 105

, 106

, 111

, 112

, 11

4, 2

01, 2

09, 2

10, 3

02, 3

06,

401

Ris

k A

naly

sis

(Man

agem

ent,

Ass

essm

2ent

, &

Com

mun

icat

ion)

103,

104

, 105

, 110

, 111

, 112

, 11

3, 1

14, 2

02, 2

03, 2

04, 2

09,

210,

305

, 306

, 307

, S

cien

ce

209

(HA

CC

P, G

MP

s, G

AP

s,

GW

Ps,

SS

OP

s, P

erso

nal H

ealth

an

d H

ygie

ne, S

anita

ry D

esig

n an

d C

onst

ruct

ion

)

101,

204

, 206

, 207

, 20

9, 2

11

Trac

eabi

lity

& R

ecal

ls

103,

HA

CC

P/

Var

ianc

e 20

9,

102,

103

, 104

, 10

6

Ase

ptic

Pro

cess

es

209,

101

, 103

, 104

, 10

6

Bio

tech

nolo

gy a

nd

Nan

otec

hnol

ogy

209,

10

3, 1

04, 1

06

Fello

wsh

ip in

Foo

d P

rote

ctio

n 10

4, 2

09

Food Defense Vulnerability Assessment (Carver Plus Shock, etc)

209, 101, 102, 106, 204, 205, 207, 208, 211, 301, 303, 304

Non

-Med

icat

ed F

eed

209,

102

, 103

, 104

, 10

6, 3

01, 3

03, 4

04

Formula Review Ingredients & Additives113

Risk Analysis 209, 103, 104, 105, 106, 111, 112, 114, 201

Electives

Res

earc

h D

esig

n 20

9, 1

08,

109

Sta

tistic

al

Ana

lysi

s 20

9, 2

01,

205

Web

Site

Rev

iew

s 20

9

103

Spe

cial

ized

P

roce

ss20

9, 1

01,

102,

103

, 104

, 106

Food

Ani

mal

s (E

ggs)

209

, 10

2, 1

03, 1

04,

106,

111

Pro

duce

(S

prou

ts,

Leaf

y G

reen

V

eget

able

s)

209,

102

, 103

, 10

4, 1

05, 1

06,

111

Audit 209, 103, 104, 301, 302,

307

112 Retail Concentration (labeling, etc.) Electives

Food Processing & Preservation

Unprocessed Concentration Electives Manufactured Concentration Electives

105 Unprocessed Concentration

Good Agricultural Practices (GAPs)

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Training & Certification Workgroup Projects

Enlisting the services of the MFRP Alliance for Manufactured Food GMP Investigator JTA and to serve as a Manufactured Food Training Advisory Council

Food Protection Professional Training Development Process

IFPTI Training Process

Desired Results

• Validate the Curriculum Framework based on completed FDA JTAs

• Content area - course gap analysis• Course content alignment using JTAs• Course development to address gaps• Provide an understanding of training

system development.

Agenda

Discuss interrelationship between:– Process– Job task analyses– Competency frameworks– Competencies– Curriculum frameworks– Curriculum– Course alignment against JTAs– Courses – Using JTA to develop/redevelop

Process1. Define audience2. Conduct Job Task Analysis3. Create competency framework4. Identify competencies5. Identify sub competencies6. Create curriculum framework7. Map existing courses to curriculum framework8. Conduct content area-course gap analysis9. Depth analysis10. Course alignment with JTAs11. Course content review12. Course development/redevelopment

Audience

• Need to clearly define the audience for which training will be developed.

• Helps to identify subject matter experts who participate in the JTA process.

• Outcome of the JTA process is valid for the studied audience.

Job Task Analysis

• Job - series of tasks.

• Task - an action designed to contribute a specified end result to the accomplishment of an objective.

• Conduct approximately 3 years.

Job Task Analysis

• Defines a job in terms of:– Knowledge– Skills– Abilities

• Necessary to perform daily tasks. • Structured framework that dissects a job• Resulting in a report describing a job:

– Independent of location – Across a specified group of people – Detailed list of all the tasks

DACUM JTA Framework

• Facilitated workshop• Typically around 10-15 experts• Approximately 2.5-3 days• Systematically identify information

about the job• Validation of outcome through survey

of the larger professional community The acronym DACUM = Develop A Curriculum

FDA JTAs Completed

• Basic Investigator (New Hires) • Certified Professional In Food Safety (CP-FS)

(Retail)• GMP Food Investigator• Import Investigator• Low Acid Canned Foods/Acidified Foods Investigator• Manufactured Feed GMP Investigator• Seafood Investigator• Produce Investigator

JTA Report Structure Diagram

Job

Duty

Task

Step

Step

Task

Step

Step

Duty

Task

Step

Task

Step

Knowledge, Skills, abilities, attributes, tools, equipment, resources, etc.

(Body of Knowledge)

Eight Primary Duties

DACUM Chart for Manufactured GMP Food Investigators

Use of JTA Reports

• Identify discrete subject matter topics (content areas) needed to complete tasks.

• Create specific training on the discrete topic.

• The knowledge, skills, and abilities of the discrete topics (content areas) add up to the competencies to complete the job.

• Create a competency framework

Competency Framework

Competency framework:• Defines ‘excellent’ performance within an

organization, sector, or profession.

• Establishes vision for performance within the profession/defined job.

• Impact for training: Provides performance expectations to which training should be developed.


• Purpose: Identifies desired outcomes or behavior

• Use: metrics by which competency can be measured.

• Characteristics: observable & measureable• Evaluation: Person meets the competency if

she/he can perform to the level of the stated competency.


• Components– Domains: A broad grouping (category) of

knowledge, skills, and abilities (and attributes, behaviors, etc).• I.E. Communication, Technical, Leadership, etc.

– Levels: Subdivision of the profession or job into ranges of expected performance or competence

– Competencies: Statements of expected performance

Proficiency Levels / Domains

Technical

Competency

Communication

Competency

ProgrammaticCompetency

Leadership

Competency

Senior administration

Supervisor/ manager

Expert Mid-level

- expanded test scope

- increased test complexity

Entry

(trainee – 2 years)

- limited test scope

- limited test complexity


Competency Framework - ExampleProficiency Levels / Domains

Technical

Competency

Communication

Competency

ProgrammaticCompetency

Leadership

CompetencySenior administration Anticipate and evaluate resource

needs.

Distill complex technical information for a variety of audiences.

Interact with media organizations regarding sensitive issues.

Disseminate the vision, mission, goals, and objectives throughout organization.

Strategically prioritize and allocate resources.

Collaborate in the development of new program standards.

Creating or modifying policy. Establish fee structures. Oversee facility management.

Advocate for resources. Establish organizational culture. Leads strategic planning. Promote an integrated food safety

system.

Supervisor/ manager Assess work performed by experts.

Determine if expert’s conclusions are valid.

Interpret a compilation of test results and explain the implications.

Interact with media organizations regarding non-sensitive issues.

Write concise business reports. Conduct conflict resolution and negotiation. Provide clear instructions. Inform senior administration of challenges,

opportunities, resource needs, etc. Effectively disseminate information. Produce effectively written and oral inter-

personal communications.

Assess program performance using data. Suggest new methods. Interpret and apply emerging technologies. Implementing new policies. Ensure compliance with work rules, policies,

and practices. Employ program standards relevant to the

laboratory. Administer accreditation or certification

standards that pertain to the administrative operations.

Motivate laboratory professionals. Implement the strategic plan. Advocate for laboratory staff

members. Engage in interagency

collaboration. Engage in integrated food safety

system activities.

Expert Troubleshoot problems. Train laboratory professionals. Interpret and describe standard

and nonstandard test results. Evaluate data using statistical

modeling. Evaluate and implement

technologies. Conceptualize and develop novel

approaches.

Engage in public speaking. Write for publications. Independently interact with peers regarding

technical information. Participate in workgroups and. professional

organizations. Build collaborations. Write technical reports/documents. Facilitate meetings.

Collaborate on applicable grant opportunities.

Apply regulatory standards in assessing data and reporting results.

Administer accreditation or certification standards that pertain to the laboratory testing operations.

Participate in strategic planning. Mentor laboratory professionals. Model professional laboratory

behavior. Contribute to professional field.

Mid-level



Apply testing knowledge and skills to similar test methods.

Apply knowledge and skills to use similar technologies.

Participate in trouble shooting problems.

Describe the results in terms of the work performed.

Present to peers. Write SOPs. Write in a grammatically correct style. Create data summary reports. Write corrective action reports. Articulate issues. Present information about work performed

as evidence in legal proceedings.

Describe regulatory programs that the laboratory supports.

Explain roles and responsibilities in the quality system.

Articulate roles and responsibilities in safety program.

Explain the roles and responsibilities of personnel and programs within their laboratory.

Initiate problem resolution. Recommend innovative solutions. Recognize and proactively address

issues and gaps.

Entry




Explain laboratory testing methods.

Perform laboratory tests independently and correctly.

Clearly recording observations. Follow written and verbal directions. Seek assistance or clarification when

necessary. Discuss laboratory-related issues clearly,

logically, and succinctly.

Consistently behave in an ethical manner.

Pursue professional growth. Assume responsibility and

accountability for actions.

Competency Framework- Example

Proficiency Levels / Domains

Technical

Competency

Communication

CompetencyMid-level



Apply testing knowledge and skills to similar test methods.

Apply knowledge and skills to use similar technologies.

Participate in trouble shooting problems.

Describe the results in terms of the work performed.

Present to peers. Write SOPs. Write in a grammatically correct style. Create data summary reports. Write corrective action reports. Articulate issues. Present information about work

performed as evidence in legal proceedings.

Entry




Explain laboratory testing methods.

Perform laboratory tests independently and correctly.

Clearly recording observations. Follow written and verbal directions. Seek assistance or clarification when

necessary. Discuss laboratory-related issues

clearly, logically, and succinctly.

Developing a Curriculum Framework

• Develop competency statements – “Independently conduct a feed firm inspection.”

• Identify knowledge, skills, and abilities needed to perform the competency.– Knowledge, skills, and abilities needed

• BSE • Basic drugs• Federal regulations• Medicated feed• Computer skills• Research Skills

• Manufacturing processes

• Manufacturing equipment

• Etc.

JTA Report Sample

Curriculum Framework

• Means to organize training courses by:– Content areas – Competency levels

• entry, journey, technical, leadership– Professional tracks

• for example, unprocessed, manufactured, and retail– Specific commodities

Curriculum Framework

• A platform/system to catalog/organize courses• Like a library• Courses are like the books – each categorized and in

sections (content areas)

Curriculum Framework - Example

Content Areas

• BSE • Basic drugs• Federal regulations• Medicated feed• Computer skills• Research Skills

• Manufacturing processes

• Manufacturing equipment

• Etc.

Content Areas (discrete subject matter topics on

which specific training can be developed)

Curriculum Framework - Example

BSE

Animal Drugs

Feed Manufacturing processes

Statutes, Regulations, & Ordinances

Mapping Courses to Framework

(Examples – not actual courses)• Com 2010 Public Speaking• Com 2020 Influencing• Com 2030 Persuasive writing• Com 2040 Interpersonal Skills• …

Communication

Skills

Gap Analysis

• Identifies content areas that do not have any courses (gaps).

• Aids in the identification and prioritization of course development needs.

Depth Analysis

• Examine content areas with existing courses.

• Review of existing courses to ensure adequate coverage of knowledge, skills, and abilities within the content area.

• Aids in the identification and prioritization course development/redevelopment.

Creating a Curriculum

Curriculum framework allows:• Selection of content areas• and courses from within those content areas• that collectively provide the knowledge, skills,

and abilities to perform a job.

Curriculum

• Definition:– Purposeful selection – Sequence of courses (or modules)– Provide the knowledge, skills, and abilities for an

individual to perform their job.

Curriculum – Content Areas - Example

GMP Feed Investigator • Animal and Public Health Principles• Basic Animal Nutrition• Basic Feed Ingredients, Processing, and Technology• Basic National Incident Management System (NIMS) and Incident

Command System (ICS)• BSE Awareness• Communication• Feed Defense • Inspections, Compliance, and Enforcement• Labeling• Prevailing Statutes, Regulations, and Policies• Professionalism• Safety• Sampling

Using JTAs to Align Course Content

Next Steps

1. Develop/refine competency framework2. Write competencies3. Validate curriculum framework4. Identify/prioritize development/redevelopment

training & certification

Documents

food safety responsibilities

food safety problems

tribal food safety officials

tracing of food

training of state

improving training

entire food supply

safe food system