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FSIS Leadership Resource and Development Guide

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FSIS LEADERSHIP

RESOURCE AND DEVELOPMENT

GUIDE


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TABLE OF CONTENTS

FSIS Leadership Competency Modeling—Why This Effort? ........................................................ 1

Background ................................................................................................................................. 1

Goal ............................................................................................................................................. 1

Competency Model Use .............................................................................................................. 1

Defining a Competency and Competency Model ........................................................................... 2

What Is a Competency?............................................................................................................... 2

What Is a Competency Model? ................................................................................................... 2

Development of the FSIS Leadership Competency Model and Resource Guide ........................... 3

Procedure ..................................................................................................................................... 3

Phase 1: Domain Analysis ....................................................................................................... 3

Phase 2: Model Development .................................................................................................. 3

Phase 3: Subject-Matter-Expert Validation ............................................................................. 4

Phase 4: Revision and Model Development ............................................................................ 4

Results ......................................................................................................................................... 4

Conclusion ................................................................................................................................... 5

Leveraging the FSIS Leadership Competency Model & Resource Guide ..................................... 5

FSIS Leadership Competency Model ......................................................................................... 6

Understanding Proficiency Levels .............................................................................................. 9

FSIS Leadership Competency Self-Assessment Exercise – Part 1 ....................................... 10

FSIS Leadership Competency Self-Assessment Exercise – Part 2 ....................................... 11

Competency-Specific Resources ............................................................................................... 14

Core Leadership Competencies ................................................................................................... 15

Accountability ........................................................................................................................... 16

Accountability Developmental Resources ............................................................................. 18

Adaptability ............................................................................................................................... 23

Adaptability Developmental Resources ................................................................................ 25

External Awareness ................................................................................................................... 30

External Awareness Developmental Resources .................................................................... 32

Leveraging Diversity ................................................................................................................. 34


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Leveraging Diversity Developmental Resources .................................................................. 36

Management Excellence ........................................................................................................... 40

Management Excellence Developmental Resources ............................................................. 42

Maximizing Performance .......................................................................................................... 47

Maximizing Performance Developmental Resources ........................................................... 49

Operations Management ........................................................................................................... 53

Operations Management Developmental Resources ............................................................. 55

Partnering .................................................................................................................................. 58

Partnering Developmental Resources .................................................................................... 60

Political Savvy........................................................................................................................... 63

Political Savvy Developmental Resources ............................................................................ 65

Problem Solving ........................................................................................................................ 68

Problem Solving Developmental Resources ......................................................................... 70

Team Building ........................................................................................................................... 74

Team Building Developmental Resources ............................................................................ 76

Vision ........................................................................................................................................ 82

Vision Developmental Resources .......................................................................................... 84

Foundational Competencies .......................................................................................................... 88

Integrity & Honesty ................................................................................................................... 89

Integrity & Honesty Developmental Resources .................................................................... 90

Interpersonal Skills .................................................................................................................... 93

Interpersonal Skills Developmental Resources ..................................................................... 95

Oral Communication ................................................................................................................. 98

Oral Communication Developmental Resources .................................................................. 99

Public Service Motivation ....................................................................................................... 103

Public Service Motivation Developmental Resources ........................................................ 105

Self-Development.................................................................................................................... 107

Self-Development Developmental Resources ..................................................................... 109

Written Communication .......................................................................................................... 114

Written Communication Developmental Resources ........................................................... 116

Personalized Leadership and Competency Development Plans ................................................. 119


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Section I: Identify Mentors and Set Goals .............................................................................. 119

STEP 1: Identify Mentors .................................................................................................... 119

STEP 2: Set Development Goals ......................................................................................... 120

Section II: Identify Competencies and Create a Competency Development Plan .................. 121

STEP 1: Identify Competencies .......................................................................................... 122

STEP 2: Create a Competency Development Plan .............................................................. 122

Applying the FSIS Leadership Competency Model Across Workforce Planning ..................... 128

Incorporating the FSIS Leadership Competency Model into the Human Capital Life Cycle .... 128

Recruiting ................................................................................................................................ 129

Structured Interviewing ........................................................................................................... 129

Selection .................................................................................................................................. 130

Onboarding .............................................................................................................................. 130

Training ................................................................................................................................... 130

Succession Planning ................................................................................................................ 131

Performance Appraisal ............................................................................................................ 131

Career Planning ....................................................................................................................... 131

USDA Virtual University Leadership Development Programs ………………………………. 133


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FSIS LEADERSHIP COMPETENCY MODELING—WHY THIS EFFORT?

Background

In an effort to achieve Goal 7 of the FSIS FY 2014 Performance Plan, OOEET has developed an

FSIS Leadership Competency Model to enable FSIS to build upon and sustain a foundation of

qualified and trained professionals to meet its current and future needs. The FSIS Leadership

Competency Model will serve as the driver for empowering FSIS employees to succeed in a

changing environment as the organization transitions to a results-driven culture.

Goal

The ultimate goal was to create an easy-to-apply competency model that would emphasize

individual performance standards and incorporate actions and activities designed to bolster the

achievement of individual and organizational goals. OOEET constructed and validated this FSIS

Leadership Competency Model and complimentary Resource Guide for all FSIS employees.

The final model and guide will assist employees and supervisors with driving their career to their

fullest potential.

Competency Model Use

The Leadership Competency Model will assist with the following:

Recruiting

Structured Interviewing

Selection

Onboarding

Training

Succession Planning

Performance Appraisal

Career Planning

The Leadership Competency Model Guide can be used to do the following:

Explain how to apply the FSIS Leadership Competency Model

Assess competencies

Learn how to improve competencies in oneself and others


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DEFINING A COMPETENCY AND COMPETENCY MODEL

What Is a Competency?

Competencies are behaviors that encompass the knowledge, skills, and attributes required to

build a high-performance organization capable of meeting current and future challenges. In

addition to intelligence and aptitude, the underlying characteristics of a person, such as traits,

habits, motives, social roles, and self-image, as well as the environment around them, enable a

person to deliver superior performance in a given job, role, or situation. Competencies often

serve as the basis for skill standards that specify the level of knowledge, skills, and abilities

required for success in the workplace, as well as potential measurement criteria for assessing

competency attainment.

Understanding the competencies needed to succeed in their careers will help FSIS leaders plan

their professional growth and development, identify the right training opportunities, and evaluate

their progress, as well as the progress of direct reports. An FSIS leader needs all competencies in

the model in order to be as successful as possible.

What Is a Competency Model?

A competency model is a collection of competencies that together define successful performance

in a particular work setting. Competency models are the foundation for important human

resources functions—e.g., recruitment and hiring, training and development, and performance

management—because they specify what is essential to select for or to train and develop.

It is important to note that a competency model is an integrated system of skills and abilities and,

thus, no competency is meant to stand alone; each competency serves as a cornerstone and is

important to the support and enrichment of others.


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Domain Analysis

Model Development

Subject-Matter-Expert (SME) Validation

Revision and Model Development

PHASE

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DEVELOPMENT OF THE FSIS LEADERSHIP COMPETENCY MODEL AND

RESOURCE GUIDE

Procedure

The development of the FSIS Leadership Competency Model was based on a four-phase

developmental model adapted from Marrelli, Tondora, and Hoge’s (2005) multi-step process.

Phase 1: Domain Analysis

The research team reviewed the FSIS Government Furnished Items (GFI), which included key

organizational documentation regarding strategic plans, mission, goals, and vision, along with

educational and training materials. The goals of the review were to:

Determine which OPM competencies support the goals, vision, strategies, and plans of

the FSIS

Determine the essential job functions of the FSIS leader

Identify additional competencies from other government agencies for consideration

As a result of the domain analysis, the research team compiled a set of sources, essential

supervisor job tasks, and initial competencies that were coded, linked, and analyzed in Phase 2 to

develop the initial competency model.

Phase 2: Model Development

The development team applied the Matrix Linkage Analysis Approach (MLAA) to map

information and determine overlap between the OPM competencies (and other government

agency competencies), critical FSIS documents, and essential leader job functions. This effort

allowed the team to identify the set of competencies that most strongly correlated with the FSIS

strategy, mission, goals, and vision, as well as the competencies that were linked to the essential


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job functions of a leader. The team examined the frequencies of the competency linkages,

comparing, for example, how many times the competency Leveraging Diversity was linked to a

critical document and essential job function in comparison to the competency Vision. This

quantitative approach, conducted for all OPM competencies, provided insight into the relevance

of each competency to FSIS.

The frequency data, along with the MLAA table and the domain analysis results, was used to

narrow down and identify the initial set of FSIS leadership competencies.

Phase 3: Subject-Matter-Expert Validation

The initial set of leadership competencies was administered to 70 FSIS subject-matter experts to

validate their relevancy and importance. The validation process also provided the preliminary

information needed for development of behavioral indicators for each competency. Overall, the

process included structured interviews, a brief online survey, and analysis of the interview and

survey data.

Phase 4: Revision and Model Development

The final phase focused on analyzing the interview data to determine the revisions and additions

needed for the initial set of competencies. The analysis team reviewed the interview data and

compiled the content into major issues or changes recommended. Additionally, the analysis team

met with the interviewers to clarify any questions regarding the results. The team discussed

suggestions or points that might not have received consensus among the participants but were

still relevant and important to consider. In addition to the interview data, the analysis team

reviewed the results of the Competency Model Validation Survey to gather further understanding

of the frequency and importance of each competency.

Once the final competencies were developed based on participant feedback, the behavioral

indicators were finalized. The behavioral indicators were framed based on the examples of

behaviors pulled from the critical incident assessment portion of the validation interviews. Each

competency was associated with a set of behavioral indicators and organized by developmental

level, i.e., Novice, Advanced Beginner, Intermediate, Proficient, and Expert.

Results

The FSIS Leadership Competency Model is comprised of 18 competencies divided into two

cross-cutting categories: Foundational Competencies and Core Leadership Competencies. The

result of the competency development process includes a legally defensible coding system,

which tracks the evolution of the OPM competency model to the 18 customized FSIS

competencies. These FSIS competencies directly link to essential FSIS job functions, strategic

plans, and organizational mission.


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Conclusion

In addition to the competency model, this resource guide was developed to describe how the

competencies are to be used in human and performance management functions, such as

recruiting, structured interviewing, selection, onboarding, training, succession planning,

performance appraisal, and career planning. Applying the FSIS Leadership Competency Model

and accompanying resource guide, FSIS can conduct workforce planning, and individual

supervisors can identify and prioritize their employees’ developmental needs, as well as their

own. This planning will ensure that FSIS is able to recruit, develop, and maintain its workforce

in a way that supports the department’s mission and success.

LEVERAGING THE FSIS LEADERSHIP COMPETENCY MODEL & RESOURCE

GUIDE

The FSIS Leadership Competency Model and Resource Guide were developed in an effort to

meet the needs of aspiring and current leaders within FSIS. This resource guide contains detailed

information regarding the critical knowledge, skills, abilities, and behaviors required for each

competency as well as an array of tools, suggestions, and materials FSIS personnel can use to

develop these competencies in themselves and others.

Leaders can, and should, use the FSIS Leadership Competency Model and this resource guide to

identify their strengths, as well as to target skill areas they want to improve. Together, the FSIS

Leadership Competency Model and FSIS Leadership Competency Model Resource Guide can

provide leaders with a clear understanding of what it takes to not only succeed in their current

roles, but to advance their leadership roles within FSIS.

Most importantly, the model and guide were created under the assumption that all FSIS

personnel can benefit from continual growth and self-development. Although all the

competencies are necessary for successful leadership within FSIS, many positions may require

various levels of skills to be successful. The FSIS Leadership Competency Model is holistic in

that it embodies all levels of leadership skills and knowledge and the dynamic development of

these qualities.

Because all FSIS personnel have the opportunity to exhibit leadership skills on a daily basis,

whether through their interactions with stakeholders or coworkers, the FSIS Leadership

Competency Model and Resource Guide are key in reaching FSIS’s strategic goals. Each

competency was carefully selected and created to capture behaviors that are necessary across all

leadership positions within FSIS. This ensures there are common standards for behavior and

performance to streamline training and development opportunities across FSIS personnel. The


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competency model is to be viewed as a cohesive framework that, when embodied, contributes to

a highly effective organization.

The FSIS Leadership Competency Model is comprised of 18 competencies divided into two

cross-cutting categories: Foundational Competencies and Core Leadership Competencies. The

Foundational Competencies represent the basic and minimum competencies expected of an FSIS

leader. Typically, foundational competencies are acquired early in the career or even during

education and training. These competencies are not specific to FSIS but are integral and

necessary for supporting the Core Leadership Competencies, which build on the Foundational

Competencies to include leader-specific skills. The set of leadership competencies are not only

specific to FSIS but imperative for successful performance as a leader on the job. A leader

should aim to build a sturdy competency foundation by developing and improving the

Foundational Competencies so that acquisition of the Core Leadership Competencies can be

more fluid and permanent. Expertise in both categories of cross-cutting competencies is required

to be considered a top leader at FSIS.

FSIS Leadership Competency Model

Presented below is the FSIS Leadership Competency Model. This model is based on OPM’s 28

Core Competencies, OPM’s Executive Core Qualifications/Fundamental Competencies, the

Department of Defense Civilian Leader Development Framework issued by the Civilian

Personnel Management Service, Competencies for the Budget Analysts in the Federal

Government, Competencies for the Education Training & Development Field, National Oceanic

and Atmospheric Administration, the NCHL Health Leadership Competency Model, the

Department of Veterans Affairs Leadership Competencies, and other related competencies,

literature, and technical reports. A core set of competencies were narrowed down and customized

for FSIS. Following a comprehensive development and validation process, the resulting FSIS

Leadership Competency Model consists of 12 Core Leadership Competencies and 6

Foundational Leadership Competencies. This cross-cutting competency model is applicable to all

FSIS employees.

The table on the next page provides an overview of the FSIS Leadership Competency Model.

Each competency is associated with a definition specific and unique to the vision, mission, and

goals of FSIS.


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Core Leadership Competencies

Competency Name Definition

Accountability

Holds self and others accountable for high-quality results and

compliance with established rules and procedures. Creates

transparency, demonstrates integrity, and accepts responsibility for

mistakes.

Adaptability

Effectively deals with ambiguous and changing conditions by adapting

behavior or work methods in response to new information and

convincing others of the need for change. Serves as an anchor in times

of change by reaffirming FSIS goals.

External Awareness

Understands and keeps up-to-date on food safety research, other

government food safety practice and policies, economic, industry, and

technological trends that affect the organization, impact FSIS

customers (internal and external), and shape stakeholders’ views.

Leveraging Diversity

Provides a workplace environment that honors excellence, teamwork,

respect, dignity, fairness and equity. Plays an integral role in

maintaining a discrimination-free work environment and treats all

FSIS coworkers, colleagues, and customers with dignity, respect, and

professionalism.

Management

Excellence

Aligns people, work, and processes with the mission of FSIS. Ensures

that employees are appropriately recruited, selected, and rewarded, and

that they have the resources they need.

Maximizing

Performance

Creates and sustains a motivating culture, which encourages FSIS

personnel to contribute their maximum performance to the

organization, by providing ongoing feedback and developmental

opportunities, and removing barriers to application of new knowledge

and skills.

Operations

Management

Applies sound resource and financial management principles and best

practices, along with the appropriate policies, regulations, and laws to

support projects and operations.

Partnering

Networks and collaborates with individuals across the Farm-to-Table

Continuum to achieve FSIS's mission. Finds common ground with a

wide range of stakeholders and uses these contacts to build and

strengthen internal support bases.

Political Savvy

Identifies the internal and external politics that impact the mission of

FSIS. Persuades others to accept recommendations, cooperate, or

change their behavior; negotiates to find mutually acceptable

solutions.


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Problem Solving

Identifies and analyzes problems by weighing the relevance and

accuracy of information even when data are limited; produces well-

informed, effective, and timely solutions.

Team Building

Inspires team commitment and motivates team members to develop

and accomplish group goals. Ensures cooperative team relationships

by supporting constructive resolution of conflicts.

Vision

Develops new insights into situations, and builds a shared vision with

others. Influences others to translate vision into actions that align with

long-term FSIS goals.

Foundational Competencies

Competency Name Definition

Integrity/Honesty Behaves in an honest, fair, and ethical manner. Shows consistency in

words and actions. Models high standards of ethics.

Interpersonal Skills

Demonstrates the ability to notice, interpret, and anticipate others'

concerns and feelings. Shows understanding, courtesy, tact, empathy,

and concern toward others.

Oral Communication Makes clear and convincing oral presentations. Listens effectively;

clarifies information as needed.

Public Service

Motivation

Demonstrates a commitment to serve the public, including consumers,

the industry, and Congress. Ensures that actions meet public needs.

Aligns organizational objectives and practices with public interests.

Self-Development

Exhibits ability to assess own strengths and developmental needs.

Addresses these needs through reflective, self-directed learning.

Develops new knowledge and skills as the work evolves.

Written

Communication

Writes in a clear, concise, organized, and convincing manner for the

intended audience.


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Understanding Proficiency Levels

Presented below is the FSIS leadership competency proficiency scale. This scale is intended to

measure one’s ability to demonstrate a specific competency on the job. The scale captures a wide

range of ability levels and organizes them into five categories: Novice, Advanced Beginner,

Competent, Proficient, and Expert. More specifically, proficiency levels indicate different levels

of expertise or mastery in a competency. Each level describes the developmental stage of that

specific competence, providing a clear description of the differences between a beginning,

average, and expert performer within FSIS.

The overall goal of the proficiency scale is to help FSIS personnel compare their current level of

proficiency to that of top performers across FSIS.

Proficiency Level Description

Novice

(basic knowledge)

Applies the competency in the simplest situations

Requires close and extensive guidance

Focus is on learning

Relies on rules and basic procedures

Advanced

Beginner

(limited experience)

Applies the competency in somewhat difficult situations

Requires frequent guidance

Focus is on development through on-the-job experience

Understands and can discuss competency terminology, concepts, and

principles

Competent

(practical application)

Applies the competency in difficult situations

Requires occasional guidance

Focus is on applying and enhancing knowledge or skill

Aware of own and others’ abilities

Proficient

(applied theory)

Applies the competency in considerably difficult situations

Generally requires little or no guidance

Focus is on broad organizational/professional issues

Can participate in senior-level discussions regarding this competency

Expert

(recognized authority)

Applies the competency in exceptionally difficult situations

Serves as a key resource and advises others

Focus is strategic

Considered a “go to” person in this area within FSIS


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FSIS Leadership Competency Self-Assessment Exercise – Part 1

Before reviewing the behavioral elements of each Competency, it is beneficial to complete a

self-assessment to help indicate areas you perform well in and areas that may benefit from

personal development. Below are 36 different behaviors FSIS personnel are encouraged to

demonstrate. Using the scale provided, indicate what you feel your level of performance is on

each of the behaviors listed, where 1 indicates a low level of performance and 4 indicates a high

level of performance. You will use these as a reference point for Part 2 on the next page.

Behavioral Leadership Actions Low

1

2

3

High

4 1. Proactively seeks and considers multiple barriers to work quality and

compliance

2. Encourages others to take pride and personal responsibility for their own

work and the success of the agency

3. Cultivates an open environment that readily accepts change

4. Applies new technologies and ideas to address change, such as updates

to foodborne public safety risks or policies

5. Keeps track of how the agency's function is reflected in the media and

other sources that relay agency-related information to consumers

6. Fosters collaboration and partnerships across the agency and within

relevant public, private, and non-profit organizations

7. Builds a diverse staff, with a variety of skills, that functions effectively

to accomplish the mission of the organization

8. Creates an inclusive environment that grows, encourages, and supports

different perspectives and ideas

9. Identifies misalignment with staff’ skills and work; realigns as necessary

to improve morale and efficiency

10. Redesigns organizational structure to provide improved service to

customers by considering organizational goals, timeframes for achieving

goals, and staff responsibilities

11. Engages in creative developmental and performance strategies to make

up for limited resources

12. Anticipates, identifies, and removes developmental barriers

13. Improves agency productivity by expanding the use of existing IT

applications by clients and staff

14. Possesses exceptional planning skills and helps others to ensure they

are able to develop feasible plans that focus on protecting consumers from

foodborne illness

15. Identifies challenges to collaboration across groups and plans solutions

to address challenges

16. Accomplishes agency’s mission, vision, and strategies by building a

cohesive network of constituents, stakeholders, and decision makers

17. Effectively educates staff of the organization’s agenda even when

provided limited information

18. Recognizes opportunities to publicize the organization’s programs

through a variety of methods


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Behavioral Leadership Actions Low

1

2

3

High

4 19. Synthesizes information from internal and external sources to develop

action plans addressing program issues

20. Pursues and maintains relationships with newly acquainted individuals

from problem-solving discussion

21. Motivates team by assigning work based on team member skill level

and area of interest

22. Applies a variety of tools and techniques (e.g., Myers-Briggs, informal

bonding time, facilitators) to promote appreciation between team members

23. Directs and provides guidance to FSIS leaders to develop a long-term

strategic plan for the organization

24. Creatively aligns all projects and department goals with the overarching

FSIS mission

25. Creates an environment where ethical, honest, and fair behavior is

rewarded and encouraged

26. Displays fortitude to support ethical actions that may negatively impact

self or stakeholders

27. Models a positive demeanor and effective interpersonal skills

28. Adopts a strategic, big-picture, forward-thinking approach when

addressing interpersonally driven issues and situations

29. Provides brief but convincing and informative presentations to a variety

of audiences

30. Applies both technical and lay-person language when appropriate to

engage a wide audience

31. Cultivates relationships with community stakeholders to validate

usefulness of proposed products and services

32. Anticipates and integrates changes in public interests for a long-term

alignment between agency programs and policies and public interests

33. Aligns own long-term developmental goals and objectives with

organizational strategies

34. Invests in the development of others as a means to achieve own self-

development

35. Synthesizes information from multiple sources into a clear and concise

document

36. Provides expert interpretations of documents pertaining to protecting

public health and potential food safety issues

FSIS Leadership Competency Self-Assessment Exercise – Part 2

In Part 2 of the Self-Assessment, each behavior you just rated is linked to an FSIS leadership

competency. Behaviors you rated as 2 or below suggest FSIS leadership competencies you may

wish to focus on developing.

To complete this self-assessment, follow the steps below:

1. For those behaviors rated 2 or below, find the associated leadership competency in the

Competency Specific Resources section of this guide.

2. Review the self-development activities recommended for the specific competency.


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3. Choose one of the self-development activities that interest you and write it in the last

column.

Behavioral Indicator FSIS Leadership

Competency

Self-Development

Activity 1. Proactively seeks and considers multiple barriers to

work quality and compliance Accountability

2. Encourages others to take pride and personal

responsibility for their own work and the success of the

agency

Accountability

3. Cultivates an open environment that readily accepts

change Adaptability

4. Applies new technologies and ideas to address change,

such as updates to foodborne public safety risks or

policies

Adaptability

5. Keeps track of how the agency's function is reflected in

the media and other sources that relay agency-related

information to consumers

External

Awareness

6. Fosters collaboration and partnerships across the

agency and within relevant public, private, and non-profit

organizations

External

Awareness

7. Builds a diverse staff, with a variety of skills, that

functions effectively to accomplish the mission of the

organization

Leveraging

Diversity

8. Creates an inclusive environment that grows,

encourages, and supports different perspectives and ideas

Leveraging

Diversity

9. Identifies misalignment with staff’ skills and work;

realigns as necessary to improve morale and efficiency

Management

Excellence

10. Redesigns organizational structure to provide

improved service to customers by considering

organizational goals, timeframes for achieving goals, and

staff responsibilities

Management

Excellence

11. Engages in creative developmental and performance

strategies to make up for limited resources

Maximizing

Performance

12. Anticipates, identifies, and removes developmental

barriers

Maximizing

Performance

13. Improves agency productivity by expanding the use

of existing IT applications by clients and staff

Operations

Management

14. Possesses exceptional planning skills and helps others

to ensure they are able to develop feasible plans that

focus on protecting consumers from foodborne illness

Operations

Management

15. Identifies challenges to collaboration across groups

and plans solutions to address challenges Partnering

16. Accomplishes agency’s mission, vision, and

strategies by building a cohesive network of constituents,

stakeholders, and decision makers

Partnering

17. Effectively educates staff of the organization’s Political Savvy


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Behavioral Indicator FSIS Leadership

Competency

Self-Development

Activity agenda even when provided limited information

18. Recognizes opportunities to publicize the

organization’s programs through a variety of methods Political Savvy

19. Synthesizes information from internal and external

sources to develop action plans addressing program

issues

Problem Solving

20. Pursues and maintains relationships with newly

acquainted individuals from problem-solving discussion Problem Solving

21. Motivates team by assigning work based on team

member skill level and area of interest Team Building

22. Applies a variety of tools and techniques (e.g.,

Myers-Briggs, informal bonding time, facilitators) to

promote appreciation between team members

Team Building

23. Directs and provides guidance to FSIS leaders to

develop a long-term strategic plan for the organization Vision

24. Creatively aligns all projects and department goals

with the overarching FSIS mission Vision

25. Creates an environment where ethical, honest, and

fair behavior is rewarded and encouraged

Integrity & Honesty

26. Displays fortitude to support ethical actions that may

negatively impact self or stakeholders

Integrity & Honesty

27. Models a positive demeanor and effective

interpersonal skills


28. Adopts a strategic, big-picture, forward-thinking

approach when addressing interpersonally driven issues

and situations


29. Provides brief but convincing and informative

presentations to a variety of audiences

Oral

Communication

30. Applies both technical and lay-person language when

appropriate to engage a wide audience

Oral

Communication

31. Cultivates relationships with community stakeholders

to validate usefulness of proposed products and services

Public Service

Motivation

32. Anticipates and integrates changes in public interests

for a long-term alignment between agency programs and

policies and public interests

Public Service

Motivation

33. Aligns own long-term developmental goals and

objectives with organizational strategies

Self-Development

34. Invests in the development of others as a means to

achieve own self-development

Self-Development

35. Synthesizes information from multiple sources into a

clear and concise document

Written

Communication

36. Provides expert interpretations of documents

pertaining to protecting public health and potential

food safety issues

Written

Communication


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Competency-Specific Resources

In this resource guide, competency-specific resources are provided for both the Core Leadership

Competencies and the Foundational Competencies. For each competency, information is

presented in the same standardized format:

First, the competency definition is provided, along with attributes of a Top Performer.

Next, behavioral indicators of that competency are provided. These behavioral indicators

are examples of ways one can demonstrate a specific competency.

These behavioral examples are then broken down based on the FSIS leadership

competency proficiency scale.

o It is important to note that these are examples of what behaviors could look like.

They are not inclusive of all behaviors that demonstrate each level of performance

for the competency and should not be used as a checklist for employees’

behaviors.

Subsequently, information on how each competency relates to the FSIS goals and

objectives is provided.

After each competency, specific model information is provided and developmental

resources are offered. These activities and resources are based in part on the behavioral

indicators for a given proficiency. First, self-development activities are provided.

o These self-development activities are intended to serve as examples of on-the-job

actions and practices that can help develop that competency.

In addition to these self-development activities, mentoring and coaching suggestions are

provided. This section is intended to help FSIS leaders develop these competencies

within their staff.

For more formal training opportunities, FSIS personnel are encouraged to consider the

various training courses provided by the Office of Outreach, Employee Education and

Training, including the Organization and Employee Development Branch programs and

AgLearn.

Finally, lists of relevant books and skill briefs have been provided for FSIS personnel

seeking a broader and deeper understanding of a given competency.


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Core Leadership

Competencies


In this section we will describe the twelve Core Leadership Competencies. The Core Leadership

Competencies include competencies that are specific to the position of a leader. The set of

leadership competencies are unique and specific to FSIS and imperative for successful

performance as a leader at the Agency.


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Accountability

Holds self and others accountable for high-quality results and compliance with established rules and procedures. Creates transparency,

demonstrates integrity, and accepts responsibility for mistakes.

Accountability

A top performer in Accountability keenly understands how accountability is the basis for accomplishing results with internal and external customers, and can

easily help others understand the role accountability has in their work. This individual is respected by many because he or she upholds the most professional

standards when dealing with customer service, products, and compliance with rules and procedures.

Novice Advanced Beginner Competent Proficient Expert

Delegates work tasks,

monitors progress, and

ensures deadlines are met

Ensures compliance with

established procedures and

FSIS Directives and

Regulations to ensure food

safety

Maintains confidentiality

of sensitive information by

establishing new policies

and procedures for

handling such information

Recognizes the need to

shift from the role of peer

to that of supervisor in

order to hold others

accountable

Understands the

importance of holding

oneself and others

accountable for their

work

Acts in line with

agency mission and

established regulations

Communicates and

enforces the

Regulations,

Directives, and Legal

Statutes set forth by

the US Department of

Agriculture

Investigates claims of

employee violations

and encourages staff to

take responsibility for

actions

Develops and implements

strategies and tools to

monitor work quality and

progress

Accepts responsibility

when work objectives or

expectations are not met

Takes action to remove

compliance and work

quality barriers that arise

Strives for transparency

and clarity in work roles

and objectives

Provides all information

and resources necessary to

meet work standards

Holds others accountable

when appropriate in a fair

and consistent manner

Explains rationale behind

decisions to ensure others'

understanding

Provides constructive

feedback and holds staff

accountable when work

standards are not being met

Encourages others to take

pride and personal

responsibility for their own

work and the success of the

agency

Educates all necessary

parties across FSIS, and

consumers, on compliance

with food safety policies,

food safety risks, and work

standards

Proactively seeks and

considers multiple barriers

to work quality and

compliance

Maintains accountability to

FSIS by not hesitating to

make difficult decisions

Accomplishes cultural change

of accountability among staff

by defining roles and

responsibilities to ensure

agency goals are met

Motivates others to take

proactive action and become

involved in establishing work

monitoring systems and

protocols that are in line with

the FSIS mission

Proactively identifies, develops,

and implements controls to

monitor work processes in a

manner that aligns with the

agency's long-term strategic

direction and implementation of

Predictive Analytics

Considers the big picture and

demonstrates concern for public

image and consumer safety as

well as the impact on various

internal and external

stakeholders


17

Accountability

Accountability relates to FSIS goals and objectives through the following:

Strategic Plan FY 2011–2016

Key Value, Accountability: Ensuring that the performance of all employees is measured against the success of the Agency’s strategic goals.

Strategic Theme, Prevent Foodborne Illness: Preventing foodborne illness and protecting public health is the primary purpose of FSIS. FSIS continually

strives to become more adaptable to changing food safety risks, educates consumers on food handling best practices, and works closely with other

organizations to present a comprehensive approach to preventing illness.

Part II, Corporate Performance Measures: Five corporate performance measures provide both internal and external stakeholders with information

necessary to both set and chart the Agency’s progress over time.

FSIS Workforce Plan 2013–2017

Goal 3: Build a high-performing, results-oriented, and inclusive work environment.

Goal 5: Provide the accountability infrastructure and oversight necessary to achieve high-performance human capital management and to extend human

capital responsibility and accountability to all levels of FSIS.


18

Accountability Developmental Resources

Self-Development Activities

Create a consistent process for prioritizing work on a daily or weekly basis.

Create a personal set of guiding principles for handling confidential information.

Identify someone whom you believe is trustworthy. Talk with this person(s) to find out

what they do to earn trust from others and model their behavior.

Keep a log of each commitment that you make. Review the promises that you made and

whether or not you followed through on them and why. Devise a plan to work on specific

issues.

Negotiate realistic deadlines the next time you receive a project and choose your

commitments carefully. Hold yourself accountable to the agreed deadlines.

With a mentor, focus on the changes that you have been responsible for within FSIS. You

should discuss the outcomes of these and whether they have led to increased quality and

higher standards. What might you do differently, and how does this relate to your

personal strengths and limitations?

Consider and discuss with a mentor an incident that occurred, or establishment meeting

you led, that you feel did not achieve a satisfactory result. Look at what could have been

achieved, and think about what you could have done differently to facilitate a better

outcome.

Familiarize yourself with FSIS’s approach to accountability. Are you working to these

standards? If not, determine what you need to do to ensure that these standards are met.

If you notice yourself avoiding a task or problem, make a list of the reasons, and then try

to tackle these reasons one at a time.

Break down projects and tasks into smaller units; this can help ensure all steps are

included (especially as level of detail increases), and help determine the time to complete

each task more accurately (helping ensure timelines are met). Color-code or cross off

items as you complete them.

Track and monitor any task which may require special attention, then establish your own

checks and balances system


19

Volunteer to help review and identify discrepancies/differences in key documents to

ensure understanding of important details and changes.

Consult with your supervisor on the extent of authority available to you in making

unilateral decisions. Do not be daunted by the prospect of making important decisions.

Work with your team to discuss and agree on measurement and evaluation criteria for

group goals at the outset of a project.

Whenever faced with a tough decision, ask yourself these three questions:

1 Is an aspect of it illegal? Will you be violating either FSIS policy or law?

2 Are all aspects fair and balanced? Are all people involved being treated fairly—in

both the long-term and short-term?

3 How will you feel when it’s done? Will you be proud of what you did? If news of

your actions were published in the newspaper, would you feel comfortable with

your family and friends reading it?

Mentoring/Coaching Suggestions

Find a senior FSIS leader whose values and principles you admire. Invite that person to

address your staff in a meeting. Ask the District Officers/Supervisors to cover topics such

as the importance of ethics in business and how to make principled decisions.

Implement periodic time-outs to regroup, recognize individual and team

accomplishments, and reinforce the payoffs of staying focused.

Have staff members commit to personal accountability at the start of a new assignment or

project by agreeing to (1) analyze why issues or problems arose, (2) identify what they

could have done differently to prevent or deal with the issues or problems, and (3)

identify what they will do differently in the future based on their experience with this

situation.

Review FSIS policies related to ethics, privacy, and confidentiality. Discuss with team

members how these policies may apply in your work unit.

At your next meeting, consider getting everyone to focus on areas where quality can be

improved. Choose two or three of these, and agree on action plans to raise standards.

Following this, you should use these plans to review your success at later meetings.


20

Take time to review with your team how well the progress of tasks is maintained. Discuss

possible improvements and spend time brainstorming ways to involve other people in

continuous quality improvement.

Ask your staff to develop compelling, visible ways of tracking and publicizing progress

on project and assignment goals. Encourage them to involve their team in the generation

of innovative approaches that will motivate team members to achieve targets and

milestones.

Ask your staff to think through what they will do to overcome problems or shortfalls in

order to keep the team motivated and identify solutions, alternatives, and action steps to

achieve results. Encourage them to plan how they will work and win as a team.

Ask your staff to identify measurable goals and objectives at the start of any new

assignment or project and to describe how and when they will measure progress. Ask

them to identify what they will do to ensure they achieve or exceed their measurable

targets. Agree on their measurement and evaluation criteria at the onset of their

assignment/project.

Empower your staff to do more. Review your staff’s assignments and duties to see

whether they would be able to assume more authority or responsibility. Staffs that are

performing well, especially at tasks they have been performing for a long time, may be

ready to assume greater responsibility and decision-making authority. Discuss

possibilities with them to determine opportunities that will enable them to learn, gain

visibility, and add to the high performance of the organization.

At the start of a project or assignment, have your staff plan and implement specific ways

they will recognize team members' efforts and successes in achieving results.

Have your staff establish a peer reviewing process for the effectiveness of the goals they

set. Encourage them to ask tough questions to realistically test how challenging their

goals are, how their progress will be measured, and how each individual or team plans to

ensure their achievement of the goals.

OEDB Individual Development Plan (IDP) Supporting Training

Learning events are announced annually by the following programs:

FSIS Gateway: A Supervisor’s Path to Continual Learning – Provides FSIS supervisors

with ongoing training and resources to support successful management, mentoring and

coaching of employees. The program provides supervisors with ongoing development

opportunities to refresh and strengthen core competencies.


21

FSIS Learning Trove – Facilitator-led, daytime and evening webinars and traditional

classroom instruction that may include assessment tools, books, and videos.

FSIS Virtual Leadership Network – AgLearn Books24x7®-based, facilitated discussions

open to all aspiring FSIS leaders, informal leaders, current team leaders, supervisors and

managers, and all other employees in the field and headquarter locations interested

in exploring leadership topics and workplace applications.

Relevant AgLearn Training

Demonstrating Accountability in a Crisis Situation

Working for Your Inner Boss: Personal Accountability

Professionalism, Business Etiquette, and Personal Accountability

Competency Development Reading List

The Power of Personal Accountability: Achieve What Matters to You by Mark Samuel

and Sophie

Managing by Accountability: What Every Leader Needs to Know about Responsibility,

Integrity and Results by M. David Dealy and Andrew R. Thomas

Winning with Accountability: The Secret Language of High-Performing Organizations

by Henry J. Evans

The Accountable Leader: Developing Effective Leadership Through Managerial

Accountability by Brian Dive

Beyond Planning: Creating a Strategy that Promotes Alignment, Agility, and

Accountability by American Productivity & Quality Center

Creating the Accountable Organization: A Practical Guide to Performance Execution by

Mark Samuel

Accountability: Freedom and Responsibility Without Control by Rob Lebow and Randy

Spitzer

The Accountable Organization: Reclaiming Integrity, Restoring Trust by John Marchica

The Speed of Trust: The One Thing That Changes Everything by Stephen R. Covey


22

Winning with Accountability: The Secret Language of High-Performing Organizations

by H. J. Evans

Ethics: Theory and Practice, 10th Edition by J. Thiroux

Managing Business Ethics by K. Nelson and L. Trevino

Moral Intelligence 2: Enhancing Business Performance and Leadership Success in

Turbulent Times by F. Kiel and D. Lennick

The Accountability Revolution: Achieve Breakthrough Results in Half the Time by Mark

Samuel


23

Adaptability

Effectively deals with ambiguous and changing conditions by adapting behavior or work methods in response to new information and

convincing others of the need for change. Serves as an anchor in times of change by reaffirming FSIS goals.

Adaptability

A top performer in Adaptability anticipates future situations that may require change and taps into prior experiences to identify ways to address those changes. He

or she can quickly amend plans so that his or her actions appear fluid and seamless. This individual successfully guides and builds others to serve as leaders of

change. Focus is on leading change as a team rather than as a sole leader.


Adjusts staff assignments

based on feedback and

workload priorities

Recognizes the need to assume

PHIS tasks from others based

on workload priorities

Strictly follows rules, at times

being limited and inflexible

Reflects a sense of being

overwhelmed since all stimuli

are perceived to be equally

relevant

Depends on others to lead

change management

Meets with team to adjust and

coordinate schedules to

accommodate all team member

Adjusts project plan

based on input from

staff and stakeholders

Uses staff feedback to

streamline processes

in order to meet

deadlines

Takes time

deliberating a

potential proposal and

course of action

Makes changes based

on credible

information

Remains calm, confident, and

focused during times of

change

Understands and promotes the

organizational reasons for

change

Anticipates and prepares for

future problems that may

require change

Takes feedback into

consideration while

implementing organizational

change

Maintains productivity and

focus when change occurs

Adjusts plans when there are

limited resources and/or when

time is limited

Manages employees’

frustrations and keeps

momentum going during

difficult changes

Attempts to assist others

in accepting and

understanding change and

how it is aligned with

FSIS goals

Adjusts organizational

priorities and procedures

quickly as situations

change

Applies extensive domain

knowledge and prior

experience to better

address change

Cultivates an open

environment that readily

accepts change

Recognizes and manages

own feelings that may

prevent the ability to

adapt, or motivate others

to adapt

Actively leads change

Aligns change with FSIS goals

to steer team in the right

direction

Remains consistent and stable

during unfamiliar and

ambiguous situations

Implements a successful action

plan after a major

organizational change

Prioritizes, considers

alternatives, and responds

quickly and effectively to

unexpected and rapidly

changing conditions

Applies new technologies and

ideas to address change, such

as updates to foodborne public

safety risks or policies


24

Adaptability

Adaptability relates to FSIS goals and objectives through the following:


Key Value, Accountability: Ensuring that the performance of all employees is measured against the success of the Agency’s strategic goals.




Goal 1, Strategy 3: Allocate resources in accordance with the hazard profiling system.

Goal 7, Strategy 2: FSIS will assess the level of achievement of defined core competencies across the organization to better determine strategic training

needs. The Agency will also close gaps in core competencies through training, recruitment, and recognition of quality work. FSIS will seek to understand

and adapt best practices from high-performing organizations that have proven successful in motivating employees and improving job satisfaction.

Part II, Corporate Performance Measures: Five corporate performance measures provide both internal and external stakeholders with information necessary

to both set and chart the Agency’s progress over time.

Part II, Data-Driven Decision-Making and the Public Health Information System (PHIS): FSIS is working to further ensure that its policy and management

decisions are based upon data supported by innovative technology. This “data-driven decision-making” will enable the Agency to more quickly and

effectively respond to indications of risk to human health. FSIS will increasingly rely on a robust data management and proactive decision-making tool—

the Public Health Information System (PHIS).


Prepared agencies are better able to attract, retain, and develop a workforce that will be competent to address new objectives, new technology, and new

business requirements.


25

Adaptability Developmental Resources


Analyze situations in which you needed to adapt to change during the past year. Ask

yourself how you dealt with those situations. Were you flexible and willing to change, or

did you tend to continue to do business as usual?

Observe or shadow other FSIS staff who have a reputation for responding positively and

flexibly to operational and/or personnel problems or changes. Discuss with them how

they approach these situations.

Think of a recent, significant change you made in your position. Ask a trusted colleague

to comment on your approach to the change. What could you have done more

effectively?

Learn about the values and principles behind FSIS’s rules, policies, and procedures. This

knowledge will guide you in knowing when to be flexible regarding a rule, policy, or

procedure in order to get the desired results, but still align you with the FSIS's value

system.

Make a list of all the work problems facing you. Rewrite each problem as an objective;

then create plans and assemble resources for achieving each objective.

The next time you face a major policy or procedure change, find a way to access a broad

range of ideas. Pose difficult challenges and ask for others’ thoughts or related

experience. (Do not assume that only the people you know will have the knowledge you

need.) Borrow aspects of what others suggest to craft a situation-specific solution for

your needs.

The next time you need to plan a project or implement a new policy, develop multiple

contingency plans so you are not locked into any single course of action.

Identify things that are likely to change about your position in the next year (new

responsibilities, new processes or procedures) and plan how you can modify your work to

absorb the change.

Develop a network of individuals throughout FSIS that can help you interpret and

navigate uncertainty and change.

As you manage a situation or task with changing variables, request feedback from others

regarding your style and effectiveness.


26

Remain open to feedback. Insist that feedback include both strengths and opportunities

for improvement.

Volunteer to lead a task force managing a change initiative.

Develop a business case that supports a significant change in the way your work unit or

department does business. Present the costs/benefits associated with the change.

Make a list of routine processes in your work unit. Devise a plan to implement new

technology and/or techniques to make these processes more efficient.

Tell your peers you are trying to improve your flexibility and ask them to give you

feedback when you are or are not being flexible. Keep a log of the situation and

determine ways in which you can be more flexible in the future.

When you first encounter shifting priorities and change, don’t react. Gain more

information before you express your reaction. Internalizing the change may make it

easier for you to accept it.


For a specific work aspect, through your words and actions, offer a flexible model that is

accessible to people. Show people through example how things can be done effectively in

more than one way. By showing others how a little bending can help move things

forward, and by exposing others to people who are able to be flexible in seemingly black-

and-white situations, you are modeling a “can do” attitude toward doing things

differently than people think possible.

Explore different management styles and techniques for different staff members.

Focus on achieving “early wins” to demonstrate the viability of change efforts. There is

nothing like success to foster momentum and commitment. An early victory can be a

pilot of the implementation or simply a “proof of concept” that reinforces the benefits of

the change. Debrief the “win” with your group to generate “lessons learned.”

Explain the rationale for change in concrete business terms, including the implications for

responsibilities and performance expectations. Do not pass the buck or continually refer

to things as being beyond your control. Try to motivate the group to look for the

opportunities the change presents as well as the less desirable consequences. If most of

your energy is around mitigating the downsides of change, as opposed to exploiting the

positives, your organization will respond in kind.


27

Assign a team member to a project or assignment in which the team member does not

have technical expertise. Provide opportunities for learning from others' expertise and

ideas, figuring out how to handle unfamiliar situations, and practicing collaboration with

others in unfamiliar areas.

Assign team members to “pressure cooker” environments temporarily in order to stretch

their experience and ability to handle situations quickly and flexibly. Debrief their

experience afterward to identify what was challenging or difficult for them and how they

can handle those aspects more effectively in the future.

Recognize and reward team members who lead or actively contribute to change efforts

(e.g., increased efficiencies, new programs, and new communication methods). Be

specific about the contributions you are citing, and articulate what the team member did

in a way that makes it so others can emulate it. If appropriate, ask the team member to

give a brief report to the rest of the group about how they got the idea to do what they

did.

For team members, who are having difficulty adjusting to change, make specific

behavioral suggestions about ways they can adapt more effectively. Instead of saying,

"Try to communicate better with other members of the team," make a suggestion like,

"Maybe you should write up a memo each week explaining the results of your

investigation and your next steps." Discuss your suggestion so that the individual

understands what you mean, and ask him or her to come up with a potential action of

their own that implements the suggestion.














28


FSIS Learning Trove - Making Change Management Work

Leading Change in Ambiguous and Turbulent Times

USDA SES Speaker Series Leading Change

USDA SES Speaker Series Leveraging Diversity through the Change Process

Assessing Employees for Cultural Adaptability

Weighing the Costs of Project Change

Six Sigma Leadership and Change Management

Managing Change: Understanding Change

Managing Change: Building Positive Support for Change

Managing Change: Dealing with Resistance to Change

Managing Change: Sustaining Organizational Change

Involving Employees in Corporate Change

Communicating Organizational Change

Beyond Change: Working with Agility

Managing for Rapid Change and Uncertainty

Leadership Essentials: Leading Change

Leading Teams through Change

Leading Change

Understanding Organizational Change

Preparing for Organizational Change


29

Embracing Organizational Change

Managing the Stress of Organizational Change


How Successful People Think: Change Your Thinking, Change Your Life by J. C.

Maxwell

Adaptability: How to Survive Change You Didn't Ask For by M. J. Ryan

Guiding Change Journeys: A Synergistic Approach to Organization Transformation by R.

Chan-Allen and R. Bechard

Adaptability: Responding Effectively to Change by Joan Gurvis and Allan Calarco

Adaptive Action: Leveraging Uncertainty in Your Organization by Glenda Eoyang and

Royce Holladay

Flexibility: Flexible Companies for the Unclear World by Gill Eapen

Strategic Flexibility: Managing in a Turbulent Environment by Gary Manel, C. K.

Prahalad, Howard Thomas, and Don O’Neal

Adaptability: The Art of Winning in an Age of Uncertainty by Max McKeown


30

External Awareness

Understands and keeps up-to-date on food safety research, other government food safety practice and policies, economic, industry,

and technological trends that affect the organization, impact FSIS customers (internal and external), and shape stakeholders’ views.

External Awareness A top performer in External Awareness understands how to leverage external trends to update and improve services and products and identifies future barriers to

work processes by perceiving meaningful patterns in current trends. This individual is comfortable asking questions to internal and external customers to gain

better situational awareness.


Recognizes that external

and internal factors have

an impact on the agency's

effectiveness

Understands how own

work impacts the agency

and its internal and

external customers

Keeps up-to-date by

reviewing articles, the

FSIS website, and

attending key meetings

hosted within the agency,

or by other agencies or

organizations

Keeps abreast of

developments of other

parts of the organization

Recognizes the

interdependence among

agency areas and teams

in regards to the ability

to deliver high-quality

service to customers

Considers the impact of

external events in near-

term planning

Considers external

policies and trends when

reviewing

correspondence, reports,

and policy documents

Leverages available

resources, including

FSIS website, to research

economic, industry, or

technological trends

Communicates how own

work, the agency mission,

and regulations impact


customers

Considers how a shift in

programmatic direction

impacts consumer safety,

and the agency’s ability to

meet the needs of local

and national customers

Considers organizational

and political realities, the

media, and special

interests when making

decisions

Synthesizes, interprets,

and uses data from

multiple sources to gain

awareness of internal and

external factors

influencing the agency's

success in preventing

foodborne illness

Keeps track of how the

agency's function is

reflected in the media and

other sources that relay

agency-related

information to consumers

Reflects industry best

practices in the

development of agency-

wide policies and

procedures

Effectively navigates the complex

political, social, and cultural

landscape inherent in the agency's

function

Fosters collaboration and

partnerships across the agency

and within relevant public,

private, and non-profit

organizations

Develops, plans, and implements

community outreach activities that

communicate, clarify, and

facilitate the agency's mission and

effectiveness

Develops programs by taking into

account multiple, diverse views

and needs of other agencies or

external organizations

Provides officials with policy

advice that is consistent with

local, national, and international

policies and trends


31

External Awareness External Awareness relates to FSIS goals and objectives through the following:





Strategic Theme, Understand and Influence the Farm-to-Table Continuum: FSIS cannot improve its ability to prevent foodborne illness, develop new

policy or regulation, or effectively collaborate with other food safety organizations without first understanding the epidemiology of foodborne illness

outbreaks and factors influencing food safety issues. To gain this insight, FSIS optimizes its use of science and data to fully understand the environment

in which FSIS operates.

Goal 1: Ensure that food safety inspection aligns with existing and emerging risks.

Goal 2: FSIS will improve the methods used by industry to prevent the contamination of the food supply and seek to continuously increase the number

of facilities that have adopted Food Defense Plans (FDPs). It will engage countries through outreach activities to encourage implementation of a process

to protect product from intentional contamination.

Goal 3: FSIS will strive to continuously increase consumer awareness of food safety best practices with the intent to improve “in-home” food-handling

behavior. Public education and outreach initiatives will place an emphasis on connecting with vulnerable and underserved populations.

Goal 3, Strategy 2: Deliver food safety messages that are easily understood and readily accessible; FSIS will produce and deliver simple, easy-to-

understand communications to targeted populations using relevant forms of communication (e.g., social media). FSIS will locate information on food

handling and preparation best practices, foodborne illnesses, and food safety risks in physical (e.g., school libraries) and virtual (e.g., the FSIS Web site)

locations that are easily accessible.

Part II, Corporate Performance Measures: Five corporate performance measures provide both internal and external stakeholders with information

necessary to both set and chart the Agency’s progress over time.


Goal 8: Based on the defined Agency business needs, develop, maintain, and use innovative methodologies, processes, and tools, including the Public

Health Information System (PHIS), to protect public health efficiently and effectively and to support defined public health needs and goals.


32

External Awareness Developmental Resources


Log onto the FSIS website on a regular basis. This site includes information about current

recall notices, the budget, the history of the agency, and background on related laws and

regulations. The site is regularly updated to include the latest FSIS news and information.

Maintain relationships with individuals in other FSIS Districts and divisions. Learn from

these contacts about FSIS activities in which you are not directly involved.

Refer to several sources for news, such as television, radio, magazines, and newspapers

to keep track of regional, national, and international events that may influence food safety

and security.

Be curious about things you do not understand. Dig into complexity and avoid simple

explanations.

Keep abreast of current events especially those that may affect FSIS’s mission and have

implications for how FSIS goes about accomplishing its mission.

Increase your network. Create and develop contacts in the industry, local universities, and

other sections of government.


Encourage your staff to read local, regional, and national papers and to log onto the FSIS

website on a regular basis to review new information from the USDA and other sources.

Encourage your staff to read international press to identify international trends and

developments in international food safety issues.

Analyze trends affecting your work unit and your profession, and discuss your findings

with your staff.

Recommend participation in conferences that focus on issues and developments related to

the mission of FSIS.

Assign your team members the task of researching emerging issues and developments

that involve or impact the FSIS mission. Have them present what they learn in a Lunch

and Learn setting to the other team members.

Review the FSIS and USDA strategic plans and consider how national and international

events might change those plans. Discuss your conclusions with your team.


33














FSIS Industry Practices for Producing Not Shelf Stable, Ready-to-Eat/Not Ready-to-Eat

Products

FSIS Industry Practices for Producing Not Shelf Stable, RTE/NRTE Products CD

Assessment

FSIS Industry Practices for Producing Raw Product

FSIS Industry Practices for Producing Shelf Stable Products

FSIS Industry Practices for Producing Shelf Stable Products CD Assessment


The White House website – http://www.whitehouse.gov/

o This website provides links and information to a variety of useful/relevant topics.

It includes information related to national and homeland security issues as well as

the latest news updates and press briefings from the White House.

CEOExpress – http://www.ceoexpress.com/default.asp

o This portal was created with executives in mind. It provides links to U.S. and

global news sites, business magazine sites, and other sources executives need to

stay current and informed on events outside of the organization.

Global Public Relations: Spanning Borders, Spanning Cultures by Alan R. Freitag and

Ashli Quesinberry Stokes

Being Global: How to Think, Act and Lead in a Transformed World by Angel Cabrera

and Gregory Unruh

http://www.whitehouse.gov/


34


Provides a workplace environment that honors excellence, teamwork, respect, dignity, fairness and equity. Plays an integral role in

maintaining a discrimination-free work environment and treats all FSIS coworkers, colleagues, and customers with dignity, respect,

and professionalism.


A top performer in Leveraging Diversity is open to new experiences, can easily transition into and adapt to diverse groups (including diverse educational and

social backgrounds), and understands that leveraging diversity is a competitive advantage. This individual taps into previous experiences to apply a wide range of

unique and successful routines or tactics for fostering an inclusive environment.


Demonstrates basic

awareness of the need for

diversity

Engages others despite

limited exposure to dealing

with individual differences

Attends diversity programs to

increase awareness (i.e., Civil

Rights Polices and Sexual

Orientation in the Workplace)

Adheres to EEO policies,

goals, and objectives, as well

as philosophies of valuing

diversity in performing

everyday duties and

responsibilities

Asks appropriate

questions to gain a

better understanding of

diversity needs and

individual differences

Meets with staff to

obtain input on

diversity issues within

workgroup

Attempts to include

different perspectives in

working groups

Communicates and works

effectively in diverse

team settings

Obtains others’

perspectives and

incorporates them into

work tasks, processes, and

overall vision

Recognizes and uses

skills of staff with diverse

backgrounds to benefit

the organization, clients,

and coworkers

Addresses and corrects

the use of language and

actions that deride

diversity

Leverages the diverse

capabilities of staff when

building teams

Develops a creative initiative

focused on recognizing the

various dimensions of

diversity and encouraging

inclusiveness in the

workplace

Encourages and teaches staff

to respect and appreciate

diversity and individual

differences

Synthesizes a variety of ideas

and perspectives when

creating and managing goals

Understands and leverages

both the similarities and

differences within a group

Builds a diverse staff, with a

variety of skills, that

functions effectively to

accomplish the mission of the

organization

Creates an inclusive

environment that grows,

encourages, and supports

different perspectives and

ideas

Demonstrates model

behavior for working with a

diverse population

Exhibits sensitivity to the

needs and perspectives of

others

Actively seeks out opinions

and perspectives different

from own

Identifies creative

approaches for targeted

recruiting to develop a

representative workforce

that benefits from diverse

strengths


35


Leveraging Diversity relates to FSIS goals and objectives through the following:


Strategic Theme, Empower People and Strengthen Infrastructure: Each FSIS employee contributes to the success of the entire Agency.

Goal 7: The Agency will build an infrastructure to promote and sustain diversity and inclusion initiatives that integrate EEO into the Agency’s strategic

mission and leverage the diversity of the FSIS workforce.

Goal 7, Outcome 7.3: FSIS has a diverse, engaged, high-performing, and satisfied workforce; increase the hiring rate of Persons with Targeted

Disabilities.

Part II, Cultural Transformation: Inclusion through “One Team, One Purpose.”


Goal 2: Cultivate effective leadership practices that permeate the organization and help drive a culture of openness, continuous learning, and innovation.

Goal 4: Attract, hire, and retain talented individuals with the right technical and professional skills needed to meet FSIS’s public health mission.


36

Leveraging Diversity Developmental Resources


In discussions with other FSIS personnel, promote differences as being assets, not

liabilities.

Make an effort to interact with Agency Personnel who are different from you. Learn

about their backgrounds, perspectives, and cultures.

Volunteer to be a coach or mentor for someone whose ethnic background is different

from yours.

Analyze your own values, beliefs, and actions. Make sure that you demonstrate respect

for diversity in your language and actions.

Be aware of and sensitive to incorrect assumptions you may be unconsciously making

about people as well as stereotypical ways in which you may respond to those that are

different from you when you evaluate such areas as performance, skill, and potential.

In discussions about your work, or FSIS initiatives, ask questions about how the cultural

context will influence the outcome.

Seek to build partnerships outside of FSIS with diverse organizations and stakeholders to

learn from their experience.

Build a support network of colleagues who are interested in more effectively leveraging

diversity. Explore ideas with each other and implement them.

Go beyond conventional ideas and solutions. Make a point of bringing out the ideas of

people who have unique backgrounds or perspectives.

Avoid the tendency to joke about differences in ways that may be seen as hurtful or

inappropriate.

Identify and challenge a team or organizational policy/practice that may exclude people

or groups.

Seek to have a mentor/mentee with different experiences, perspectives, and/or

background.


37

Speak out when others are not valued or their ideas or views are not taken into account.

Suggest diversity issues and topics for the agenda at regular management or work team

meetings.

Use personality tools, such as the DiSC Profile, to learn ways of understanding individual

differences among people.


Initiate a process of identifying specific experiences, skills, expertise, and interests

members of your staff have that could be used to address key issues or needs in the

organization. Then plan how to leverage them.

Explain to hesitant team members that leveraging diversity should not solely focus on

cultural differences but on individual differences ranging from perspectives, work styles,

work experience, age, and gender.

Develop mechanisms to bring team members of diverse backgrounds, work styles, and

perspectives into your area of responsibility.

Create the time and a safe space for others to reflect, share their thoughts, and learn from

each other across FSIS.

Keep re-examining how you judge the characteristics or qualities you look for in high-

potential employees and how this impacts who you include/exclude in your team or

project.

Be aware that the desire to receive and apply feedback is largely based on individual

differences. Furthermore, ask individuals how they prefer getting feedback, both

compliments and constructive suggestions.

Assign lower-level supervisors within your organization the task of getting to know their

team members’ skills, expertise, experience, and interests to identify how to leverage

these in ways that aid FSIS needs.

Recommend that lower-level supervisors organize informal meetings in which the

members of their teams can get to know more about the backgrounds, interests, and

capabilities of their fellow team members and take these into consideration when working

together and interacting with each other.


38

Make a point of bringing together diverse groups when discussing issues, solving

problems, and developing opportunities.

Encourage team members to learn more about other cultures and their values through

travel, books, films, and conversations with those who have experienced other cultures,

as well as by attending local cultural events and celebrations.














Diversity on the Job: The Importance of Diversity and the Changing Workplace

Diversity on the Job: Diversity and You

Understanding Workplace Diversity

Workplace Diversity: Assessing Your Organization

Managing Diversity

A Manager's Guide to Diversity, Inclusion, and Accommodation

FSIS Diversity Training

FSIS The Loudest Duck


39


Bridging Differences: Effective Intergroup Communication by William B. Gudykunst

Generations, Inc.: From Boomers to Linksters—Managing the Friction Between

Generations at Work by Meagan Johnson and Larry Johnson

None of Us Is as Good as All of Us: How McDonald’s Prospers by Embracing Inclusion

and Diversity by Patricia Sowell Harris

Salsa, Soul, and Spirit: Leadership for a Multicultural Age by Juana Borda

The Loudest Duck: Moving Beyond Diversity while Embracing Differences to Achieve

Success at Work by Laura A. Liswood

Cultures and Organizations: Software of the Mind by Geert Hofstede

The Power of Inclusion: Unlock the Potential and Productivity of Your Workforce by

Michael C. Hyter, Judith L. Turnock, and James M. Kilts

Leading in Black and White: Working Across the Racial Divide in Corporate America by

Ancella B. Livers and Keith A. Caver

The Inclusion Breakthrough: Unleashing the Real Power of Diversity by Frederick A.

Miller and Judith H. Katz

Coaching Across Cultures: New Tools for Leveraging National, Corporate, and

Professional Differences by Philippe Rosinski

The Diversity Toolkit: How You Can Build and Benefit from a Diverse Workforce by

William Sonnenschein


40

Management Excellence

Aligns people, work, and processes with the mission of FSIS. Ensures that employees are appropriately recruited, selected, and

rewarded, and that they have the resources they need.

Management Excellence A top performer in Management Excellence identifies and effectively responds to individual nuances that may become future barriers to successful performance.

He or she constantly searches for and identifies unique techniques to advance recruitment, selection, and reward processes.


Meets with staff to set

performance goals

Ensures team objectives

are consistent with FSIS

and District’s strategic

plan

Bases hiring decisions on

tenure with FSIS without

looking at quality of

tenure experiences

Uses peer recognition

process to recognize

employees

Appropriately hires staff

from applicant pool using

correct EEO procedures

Determines tasks to be

completed by members of

a work team or section

Maintains effective

working conditions for a

small group

Keeps employees

informed and actively

listens to their concerns

about work-related issues

(e.g., organizational

changes, quality of work

life)

Provides positive

feedback to high-

performing staff and

rewards exceptional

performance

Considers impact of

personnel decisions on

current staff

Evaluates employee

performance against FSIS

standards

Understands and complies

with basic state and federal

HR laws and regulations

Makes well-informed

decisions when choosing

new employees: considers

resume, recommendations,

and fit with current FSIS

staff

Reviews and updates

position descriptions and

performance plans

Identifies misalignment

with staff’ skills and work;

realigns as necessary to

improve morale and

efficiency

Designs creative rewards

and incentives that fit

within budget constraints

Recognizes and addresses

deficiencies of HR

processes or tools

Considers long-term

impacts and needs when

addressing staffing issues

Identifies creative strategies

to recruit employees with

the required skills and

qualifications, despite

having limited resources

Identifies mission critical

occupations and associated

competencies needed to

perform organizational

functions

Empowers others to perform

beyond expectations

Advocates for policies and

initiatives that attract qualified

individuals to FSIS

Advocates for funding and

developmental programs that

will help employees meet

strategic goals

Arranges for staff to shadow

others and gain opportunities

for growth

Redesigns organizational

structure to provide improved

service to customers by

considering organizational

goals, timeframes for

achieving goals, and staff

responsibilities

Leads task force to analyze

agency-wide staffing needs

and develops strategies to

address recruitment needs


41

Management Excellence Management Excellence relates to FSIS goals and objectives through the following:


Strategic Theme, Empower People and Strengthen Infrastructure: All FSIS employees deserve to take pride in the fact that what they do helps prevent

foodborne illness. FSIS hires the appropriate people, trains them correctly, and ensures that they have the right tools and technology to perform their

jobs. Each FSIS employee contributes to the success of the entire Agency.

Goal 5: Science must form the basis for policies that the FSIS creates and the steps that the food-producing industry takes as a result of FSIS policies.

Goal 7: The workforce will need to be trained to do multiple jobs in order to meet human resources requirements for completing the mission.

Goal 7, Outcome 7.1: Each employee understands how he/she impacts public health.

Goal 7, Outcome 7.3: FSIS has a diverse, engaged, high-performing, and satisfied workforce.

Leadership and management will foster a safe and inviting work environment and continually seek to improve worker satisfaction. FSIS will

demonstrate a commitment to equal employment opportunity (EEO) and eliminate potential EEO barriers, in accordance with EEO Commission

Management (MD) Directive-715, that it identifies in its operation.

Goal 7, Strategy 1: The Agency will provide training to improve workers' problem-solving skills. Training will link particular problems and situations to

available internal and external resources and promote increased worker self-sufficiency. FSIS leadership and management will communicate findings

concerning food safety hazards to relevant FSIS workers and deliver the "One Team, One Purpose" message across all FSIS.


needs. The Agency will also close gaps in core competencies through training, recruitment, and recognition of quality work. FSIS will seek to

understand and adapt best practices from high-performing organizations that have proven successful in motivating employees and improving job

satisfaction.


Workforce planning allows agencies to strategically build and shape a workforce prepared to achieve long-term objectives. An effective workforce plan

is an essential tool to identify appropriate workload staffing levels and justify budget allocations so that organizations can meet their objectives.

Goal 1: Align human capital strategies and proactively position the FSIS workforce to meet the Agency’s current and future mission, goals, and

objectives.




Employee Development and Training: The Agency’s approach to enhancing its workforce training capability consists of: (a) providing programs for

entry-level employees that incorporate a public health focus by integrating scientific and technical principles; (b) assuring that training is delivered as

close to the employee’s worksite as possible; and (c) providing refresher training and training on updated policies to ensure that the knowledge of

employees keeps pace with Agency changes.


42

Management Excellence Developmental Resources


Identify and assess the internal and external factors that will influence the need for and

availability of competent FSIS personnel in the near future and long-term, and then share

them with your supervisor. Consider factors such as expansion or down-sizing plans,

expected turnover, expected changes in technology, and economic forecasts.

For the next major initiative that you are given, track and project progress well in

advance of final deadlines. When problems arise, ask Agency Personnel with different

perspectives to brainstorm solutions and pursue the option with the best chance of

success.

The next time you are given two orders that compete for the same resources, prioritize

your activities and identify critical tasks necessary for achieving the desired results.

Focus time, energy, and resources on accomplishing the tasks that you expect to produce

the greatest results.

When hiring, focus not only on the skills needed for the current position but also on the

qualities needed to be successful in future roles within the Agency.

Challenge other team members to identify opportunities and recommendations for

improvement in all aspects of your operation or organization. Systematically review their

ideas and actively support the implementation of ones that are feasible and will produce

measurable improvements.

Use multiple approaches to collect new ideas for improving the overall effectiveness of

the organization. Get input from direct reports, supervisors, customers, and stakeholders,

and evaluate the ideas’ viability and impact on the organization. Take the top two or three

ideas that make sense for the organization and develop a plan for implementation.

Champion a culture within the organization that listens to fresh approaches and takes

action to implement those that make sense.

Take time to talk to individuals within FSIS whom you regard as being successful people

managers. Discuss with them how they approach managing their teams’ performance and

how they have subsequently ensured that required standards are met.

Make a list of all the situations in which you have taken the role of team or group leader.

Look at how much you helped to organize the group, and try to determine whether or not

you do this consistently.


43

Be willing to give people accurate and honest feedback. Make sure that the feedback is

descriptive and focuses on behaviors, rather than on your opinions or judgments.

Coach/mentor someone on how to do something with which he/she has little familiarity.

Connect team members with role models and mentors who possess the skills they are

trying to develop.

Develop a presentation that informs customers of the agency’s products and services.

Regularly share resources or information that you have researched or learned about for

the benefit of individual agencies and the government as a whole.

Schedule individual one-on-one time with subordinates/supervisors for the sole purpose

of development. Focus on coaching and development—what is accomplished well and

what could be done more effectively.


Stand behind your team when they make decisions, take risks, and try new things. Your

confidence level will rise with each success they have. If, however, you find that they are

not up to the challenge, coach them to higher performance levels.

Partner with your direct reports to create development plans and encourage them to do

the same for their teams.

Ask your team for feedback about how clear they are with respect to their goals,

responsibilities, and objectives. It is important that you ask them what you can do to more

effectively provide a clear sense of direction.

Establish processes that promote learning from one another, both within and across

departments.

Let your staff take turns running team meetings. This does three things: it shows that you

respect and trust their abilities, it builds their confidence and leadership skills, and it

gives you a chance to see how someone handles a group.

Identify job assignments that will increase team members’ exposure to different divisions

and management experience. Identify initiatives in other areas that may provide

development opportunities for others.


44

Communicate current and future organizational needs and how they relate to the

development priorities of individuals on your team.

Identify ways to ensure the quality of work life. Assign employees challenging yet

manageable tasks that can be accomplished within the normal workday. Bring in speakers

on stress management, smoking cessation, fitness, and/or nutrition. Have a discussion

session to allow employees to voice concerns about the effects of their jobs on their

family lives.

Ensure there are current job descriptions for the positions in your team and that you are

familiar with them. Review team member performance against these on a regular basis.

When reviewing below-average performance with a team member, watch for clues of

deeper problems and be prepared to be flexible (in the short-term at least) in your

demands, especially when a legitimate problem is getting in the way.

Encourage your team members to take calculated risks. These measured risks are needed

to achieve goals or improvements; do not punish them if the risk does not pay off.

Debrief to determine how to increase the chances of success next time.

Encourage your staff to take on responsibilities outside their team in order to develop

new capabilities and contribute to the larger FSIS mission.

Meet regularly with members of your team to step back and review the objectives when

facing a problem and formulating a solution. Work with them to objectively compare the

pros and cons of alternative solutions before selecting the best course of action.

Work with your team to establish clear expectations for performance.

Consider the future capabilities your department will need to succeed. Help your staff

draft development plans that will be mutually beneficial.










45






FSIS Gateway: A Supervisor's Path to Continual Learning

FSIS Management Directive 715 Training

FSIS Supervisor Refresher Training

Coaching Skills for Supervisors and Managers Expert Encore

FSIS Managing Difficult or Problem Employees

FSIS AssuranceNet for OIA

FSIS Learning Trove - Energy Management

FSIS Learning Trove - Time Management

FSIS Pay Pool Management


Putting Management Back Into Performance: A Handbook for Managers and

Supervisors by James Webb

Performance Leadership: The Next Practices to Motivate Your People, Align

Stakeholders, and Lead Your Industry by Frank Buytendijk

Case Studies in Performance Management: A Guide from the Experts by Tony Adkins

Performance Management: Key Strategies and Practical Guidelines, 3rd Edition by

Michael Armstrong

Managing Away Bad Habits by James Waldrop and Timothy Butler

How to Motivate Your Problem People by Nigel Nicholson


46

Keep ‘Em Motivated: A Practical Guide to Motivating Employees by Larry R. Williams

and Marshall Cavendish

Coaching, Counseling & Mentoring: How to Choose & Use the Right Technique to Boost

Employee Performance, Second Edition by Florence M. Stone

The Coaching Revolution: How Visionary Managers are Using Coaching to Empower

People and Unlock Their Full Potential by David Logan and John King

Coaching for Performance: Growing Human Potential and Purpose by John Whitmore

Developing the Leaders Around You by John C. Maxwell

Leadership Coaching: Working With Leaders to Develop Elite Performance by

Johnathan Passmore

Manager’s Guide to Effective Coaching by Marshall J. Cook and Laura Poole

Mentoring 101: What Every Leader Needs to Know by John Maxwell

Quiet Leadership: Six Steps to Transforming Performance at Work by David Rock


47

Maximizing Performance

Creates and sustains a motivating culture, which encourages FSIS personnel to contribute their maximum performance to the

organization, by providing ongoing feedback and developmental opportunities, and removing barriers to application of new

knowledge and skills.


A top performer in Maximizing Performance applies a range of techniques for sustaining a motivating and learning environment, recognizes when individuals

are not reaching their maximum performance, and pinpoints the specific areas for growth. This includes demonstrating the ability to match key individuals with

key assets or roles that align with FSIS goals and mission.


Makes staff feel valued

and appreciated

Provides developmental

feedback to staff on their

performance

Offers suggestions and

encourages staff to pursue

leadership opportunities

Bases the development of

employees on strict

adherence to traditional

performance models and

guidelines set by the

agency

Takes action to correct

performance gaps or raise

work standards and

performance

Delineates performance

plans and ensures

performance standards

and objectives are clearly

understood

Solicits feedback

regarding work progress

and seeks to improve

work quality

Encourages employees to

participate in mentoring

programs and other

learning opportunities

Pairs new staff with

seasoned employees to

facilitate understanding of

the position and

organization

Tailors performance plans to

address employee, agency,

and stakeholder concerns as

needed

Implements appropriate

reward systems to recognize

high performers

Encourages others to take

advantage of developmental

opportunities and apply new

knowledge and skills

Evaluates training programs

to ensure content meets staff

needs

Provides support and

necessary resources so that

subordinates can meet their

goals and develop their skills

Identifies and matches

employees’ strengths to the

appropriate tasks, projects,

and/or positions

Provides constructive and

idiosyncratic feedback

and helps others identify

and tailor strategies for

reaching performance

objectives

Engages in creative

developmental and

performance strategies to

make up for limited

resources

Creates work

opportunities and

assignments that lead to

growth and development

Delegates authority and

responsibility to build the

leadership capacity of

others

Develops, implements, and

evaluates agency-wide

resources and tools to help

enhance performance

Anticipates, identifies, and

removes developmental

barriers

Helps others recognize their

talents and skill gaps and

maximize their potential

Facilitates access to and

improves use of resources and

tools

Designs and implements

opportunities for career

development in anticipation of

agency restructuring,

including mentoring staff and

providing training

Develops and advocates for

programs for leadership

development


48


Maximizing Performance relates to FSIS goals and objectives through the following:


Key Value, Empowerment: Giving FSIS field employees the information, methods, and training they need to make informed decisions in the

establishment and in commerce.


foodborne illness. FSIS hires the appropriate people, trains them correctly, and ensures that they have the right tools and technology to perform their

jobs. Each FSIS employee contributes to the success of the entire Agency.

Goal 7: The workforce will need to be trained to do multiple jobs in order to meet human resources requirements for completing the mission.

Goal 7: The Agency will build an infrastructure to promote and sustain diversity and inclusion initiatives that integrate EEO into the Agency’s strategic

mission and leverage the diversity of the FSIS workforce.

Goal 7, Outcome 7.2: All employees have the knowledge, tools, and resources to accomplish the FSIS mission.

Goal 7, Outcome 7.3: FSIS has a diverse, engaged, high-performing, and satisfied workforce; increase the hiring rate of Persons with Targeted

Disabilities.

Goal 7, Strategy 2: The Agency will also close gaps in core competencies through training, recruitment, and recognition of quality work.

Part II: Cultural Transformation:

o Inclusion through “One Team, One Purpose.”

o Continuous improvement through employee development, organizational development, and program/process improvement.

o Cultural Transformation at USDA is the process of creating a workplace where all employees and customers are treated with dignity and

respect and provides the opportunity for success.



Appendix B, Communication Plan: As such, supervisors will be responsible for engaging their employees in discussions about the plan and how the

plan impacts them. FSIS supervisors will also provide employees with additional direction and guidance on using the plan, how the plan benefits them,

and their roles in helping to achieve the plan’s goals.

Appendix E: Employees should take responsibility for technical and professional development and include supervisors in developing IDPs. IDPs should

show direct links between the workforce plan and employee development goals, ensuring that the limited resources available are allocated for

developmental activities to address organizational needs and help in closing workforce gaps.


49

Maximizing Performance Developmental Resources


Ask FSIS personnel what you can do to improve the way you delegate tasks. Listen to

their suggestions and integrate them into your style of delegation.

Ask your team members to set their own milestone dates, and then hold to these dates,

except on rare occasions when adjustments are clearly justified.

Take part in a role-playing scenario where good listening skills are critical. Verbalize

what you heard your colleague say, and compare what you heard with what they were

trying to say. Did you get their message? If not, what did you miss out on? Discuss what

you might do better in the future to improve your listening skills.

Complete performance appraisals. Highlight and emphasize areas for positive feedback,

and recognize contributions individually. Have a two-way discussion on ideas for

improvement.

Conduct monthly one-on-one meetings with each direct report to assess progress toward

performance plan and to solicit feedback.

Delegate one responsibility, whether large or small, you have never been comfortable

delegating before. Stretch your comfort level. Limit the risk, and monitor the process, not

the results. Notice your own reactions.

Design your team meetings so you are not the sole source of information. Ask others to

give updates and share relevant information.

Identify someone in your organization who delegates responsibility well and meet with

him or her, or shadow the person for a day.

Actively coach individuals and teams to strengthen their performance.


When a team member comes to you with a work problem, first ask how he or she plans to

approach it.

Notice and show appreciation when expected results and behaviors are realized; retain

high performers through recognition of accomplishments and development/career

opportunities.


50

Schedule feedback sessions with employees after they complete a major assignment.

Discuss what went well and what did not go well.

Take time to contact employees periodically, particularly those you do not see daily.

Taking time to talk informally with people conveys a message of support.

Establish clear linkages between each employee’s job and the overall mission of FSIS.

Take responsibility for identifying individual employee development needs, and find

ways to address them.

Every day, spend 20 minutes “checking in” with four of your employees for five minutes

each. No conference rooms or formal agendas—just stop by somebody’s desk and check

in. You can accomplish a lot in those five minutes: sharing information on project

updates and industry trends, answering/asking burning questions, handling important

customer issues, etc.

Give frequent and candid performance feedback on how employees are doing their jobs.

Set clear expectations by building goals and objectives with each member of your team

individually. Communicate the process with each team member so that each is able to

prepare effectively and provide input.

Rather than automatically replacing a position that becomes open, consider whether the

job duties associated with the role can be divided among others in the department. This

could save the agency the cost of a new hire while giving other team members a chance

to broaden their skills and enhance their future marketability.

Personalize your approach. You may be coaching many employees and be tempted to

adopt the same style with each. Instead, get to know them as individuals so you can tailor

your coaching efforts appropriately. One employee may need reassurance, while another

may respond to being challenged. Learn how to reach each one.

Pair new employees with a “buddy” to ease their transition into the organization. A

buddy can give them information that’s not generally available from traditional

orientation programs—e.g., how to get things done and what to avoid.






51










Introduction to Performance Management for OFO

Leading Teams: Motivating and Optimizing Performance

Monitoring and Improving Performance

FSIS Learning Trove - Making Change Management Work

FSIS Performance Management Training

FSIS New Supervisor Training

Leadership Essentials: Motivating Employees

Leadership Essentials: Communicating Vision

Leadership Essentials: Building Your Influence as a Leader

Leadership Essentials: Leading with Emotional Intelligence

Leadership Essentials: Leading Business Execution

Leadership Essentials: Leading Innovation

Leadership Essentials: Creating Your Own Leadership Development Plan

Knowing When to Take Leadership Risks


52

Wanted - Innovation Leaders

Leader as Motivator

The Emotionally Intelligent Leader

The Voice of Leadership: Inspirational Leadership

The Voice of Leadership: Self-assessment and Motivation

The Voice of Leadership: Effective Leadership Communication Strategies

The Voice of Leadership: The Power of Leadership Messaging


151 Quick Ideas for Delegating and Decision Making by Robert E. Dittmer and

Stephanie McFarland

Busy Manager's Guide to Delegation by Richard A. Luecke and Perry McIntosh

Developing the Leaders Around You by John C. Maxwell

If You Want It Done Right, You Don't Have to Do It Yourself: The Power of Effective

Delegation by Donna M. Genett

Manager’s Guide to Effective Coaching by Marshall J. Cook and Laura Poole

One Page Talent Management: Eliminating Complexity, Adding Value by Marc Effron

and Miriam Ort

Perfect Phrases for Performance Reviews: Hundreds of Ready-to-Use Phrases That

Describe Your Employees' Performance by Douglas Max and Robert Bacal

The Carrot Principle: How the Best Managers Use Recognition to Engage Their People,

Retain Talent, and Accelerate Performance by Adrian Gostick and Chester Elton

The Leadership Pipeline by Ram Charan, Stephen Drotter, and James Noel

The Talent Masters: Why Smart Leaders Put People Before Numbers by Bill Conaty and

Ram Charan


53

Operations Management

Applies sound resource and financial management principles and best practices, along with the appropriate policies, regulations, and

laws to support projects and operations.

Operations Management A top performer in Operations Management is not only aware of best practices for management but also develops own unique processes specific to the situation

or need. He or she mentally simulates future risks or barriers to resources and/or finances and prepares several courses of action to address them.


Keeps up-to-date with

technology in order to

ensure tasks are performed

most efficiently

Provides budget figures for

projects in own area of

work

Follows established FSIS

standards and security

regulations regarding

computer storing of

financial data or other

sensitive information

Tracks and controls

expenditures for assigned

projects

Promotes IT security by

disseminating IT security

training and information,

and reinforcing it

Demonstrates knowledge

of budget and funding

process

Prepares and justifies

budget for organization

or project activities

Ensures inventory

accounting is accurate

and complete

Usually communicates

information to team

members regarding

project milestones,

resource requirements,

timelines, and measures

of success

Researches IT systems

that meet specific

program needs and assist

with maintaining

compliance of food

safety policies

Uses technology to

streamline project or

operations management when

appropriate

Ensures financial and

operations management

information is secure and that

recovery back-up systems are

in place

Accurately anticipates

resource requirements (i.e.,

time, budget, and personnel)

on projects of moderately

complex scope

Establishes and builds

agreement among project

team members for project

milestones, resource

requirements, timelines, and

measures of success

Understands the FSIS

workflow/process and applies

the latest technology and

trends to enhance it

Considers resources

available, possible

barriers, and potential

risks to create detailed

project plans that address

all known factors

Considers implications of

financial decisions and

suggests methods for

meeting the needs of staff

and the organization

overall

Consistently drives the

project team toward

exceeding expectations of

project milestones and

ultimately the

overarching project

timeline

Improves agency

productivity by

expanding the use of

existing IT applications

by clients and staff

Promotes technological

proficiency throughout FSIS

Anticipates and develops

strategies for overcoming set-

backs and obstacles in

achieving project goals

Possesses exceptional

planning skills and helps

others to ensure they are able

to develop feasible plans that

focus on protecting consumers

from foodborne illness

Develops contingency plans

during the planning phase of a

project by anticipating the

most likely risks to the project

work plan; implements

contingency plans quickly

when needed

Reforms infrastructure and

develops innovative IT

business systems by

leveraging expert IT

knowledge and sharing

information with staff


54

Operations Management Operations Management relates to FSIS goals and objectives through the following:


Goal 1, Strategy 2: Using the results of the annual sampling plan, FSIS will create a hazard profiling system to indicate the relative risks associated with

different food safety hazards (e.g., Salmonella). In addition, it will evaluate the relative financial costs involved in mitigating the various existing and

emerging hazards within the Agency’s purview.

Goal 1, Strategy 3: FSIS will align internal resources and implement changes based on a hazard ranking system.

Goal 8, Strategy 2: Fully implement PHIS and continually perform cost-benefit analyses on existing and new technologies and innovations. Technology

and information specialists and financial (i.e., capital budgeting) professionals will work together to determine the added value entailed in pursuing

various technological/innovation options that could improve food safety and public health.


Workforce planning allows agencies to strategically build and shape a workforce prepared to achieve long-term objectives. An effective workforce plan

is an essential tool to identify appropriate workload staffing levels and justify budget allocations so that organizations can meet their objectives.




55

Operations Management Developmental Resources


Develop a forecasting model, or use forecasting software, to determine staffing,

technology, and/or budget needs.

Devise a tracking process for monitoring progress and/or the progress of others against

deadlines and standards that have been established. Prepare interim progress reports and

schedule regular update meetings to provide feedback regarding progress against

deadlines.

For upcoming projects, identify the tasks involved and the type and amount of resources

needed to complete each task. Devise a plan to acquire the necessary resources.

Identify one or two people within the organization who have excellent project

management skills. Work to improve relationships with them. Discuss how they have

handled various work situations. Apply what is learned to similar situations.

Identify other team members who are successful at making optimum use of their

resources (e.g., people, financial, and technology). Find out what they do.

Review your weekly schedule with your supervisor to ensure that you both have an

understanding of both your upcoming and long-term priorities. Discuss those factors that

you have no control over and which are taking up your time. Share your ideas to address

these factors with your supervisor.

Seek feedback from a supervisor and/or colleagues regarding planning skills on a current

project. Work to strengthen skills in problem areas.

Take time at the end of the week to prioritize tasks for the upcoming week. Group tasks

into one of three categories: Critical, Important, and Nice to Do. Determine the

consequences involved if a task is not complete and the benefits if a task is completed.

When working on a project, develop or use a project management tool to help track

resources.

When working on a project, make a list and prioritize the resources needed according to

their level of importance within the department. Determine the costs (including

opportunity costs) involved in using these resources.


56

Design a process for verifying business operations data, and use it with a client.

Identify three important tasked performed in your area of responsibility. At least one

should be routine (i.e., something you have to do on an ongoing basis), and at least one

should be of special note (i.e., a new initiative or something that is a one-time effort).

Prioritize them according to importance and urgency. Check your thinking with an

experienced advisor who is good at managing priorities.


Periodically, ask team members whether they have the necessary resources to perform

their jobs.

Review with team members the procedures for acquiring resources. Make sure the

approval process for obtaining various resources is understood.

Review a recent implementation or process change with staff members. Discuss what

went well, and what caused more work than anticipated. What should the team do

differently for the next implementation?

Identify someone outside your team who has a reputation for being good at setting and

managing priorities. Ask this person to coach or mentor your staff members as they build

their skills in prioritizing.

Encourage your staff members to develop a forecasting model or use forecasting software

to determine staffing, technology, and/or budget needs.














57


FMMI 204: Funds Management Overview

FMMI 205: Cost Management Overview

USDA Automating Business Processes with Enterprise Content Management (ECM)

Course


Absolute Beginner's Guide to Project Management, 2nd Edition by Greg Horine

Mastering Project Management: Applying Advanced Concepts of System Thinking,

Control and Evaluation and Resource Allocation by J. P. Lewis

Project Management for Dummies by Stanley E. Portny

The 25 Best Time Management Tools & Techniques: How to Get More Done Without

Driving Yourself Crazy by D. Sundheim

The Project Management Tool Kit: 100 Tips and Techniques for Getting the Job Done

Right, 2nd Edition by Tom Kendrick


58

Partnering

Networks and collaborates with individuals across the Farm-to-Table Continuum to achieve FSIS's mission. Finds common ground

with a wide range of stakeholders and uses these contacts to build and strengthen internal support bases.

Partnering

A top performer in Partnering is able to monitor others’ emotions and use that information to understand their needs. He or she then aligns these needs with

FSIS’s mission. This individual understands how to leverage networks and key people to build collaborations that benefit FSIS goals and vision.


Creates networks and

relationships within the

agency

Requires guidance to

understand best practices in

food handling and food safety

risks via networking with

other groups

Requires guidance to

understand which stakeholder

to consult in a particular

scenario

Meets regularly with peers and

supervisors to identify

recurring issues

Sees situations in isolation and

ignores solutions that are not

immediately obvious

Attempts to

independently extend

and build

relationships with

customers, industry,

and employee

networks to support

work in own area

Understands

importance of

multiple stakeholder

buy-in

Finds common

ground with industry,

customers, and

employees to ensure

effective working

relationships

Considers

stakeholder input

when developing

strategies to ensure

mutually agreeable

initiatives

Sensitive to multiple

perspectives involved in

negotiating with internal and

external stakeholders

Understands appropriate

chain of command when

reaching out to stakeholders

Builds consensus with

partners by considering

input and promoting trust

between various parties

Coordinates with partners

regarding new strategies to

ensure consistent

communication with

agencies

Ensures future partnerships

by developing strong

relationships and resolving

issues with partners

Uses scientific knowledge

and buy-in to persuade

others first rather than

authority or force

Understands FSIS’s

mission and creates goals

that span multiple groups

Anticipates potential for

failure and plans

appropriately when

making high-stakes

negotiations

Identifies challenges to

collaboration across

groups and plans solutions

to address challenges

Collaborates with

headquarters, District

Offices, and key

stakeholders to implement

new initiatives to protect

public health

Addresses concerns of


stakeholders while

managing situational and

personal idiosyncrasies

Develops subordinates by

helping them connect with

stakeholders (i.e., CSI’s,

PHV’s, FLS’s, EIAO’s, and

Establishment management)

Accomplishes agency’s

mission, vision, and strategies

by building a cohesive

network of constituents,

stakeholders, and decision

makers

Considers others viewpoints

in order to meet needs of


customers

Understands the link between

science and regulatory

policies, succeeds in

convincing others to

strengthen this link

Seeks out opportunities to

meet and extend network

beyond known stakeholders


59

Partnering

Partnering relates to FSIS goals and objectives through the following:


Key Value, Collaboration: Working cooperatively at all governmental levels—domestically and internationally—on policy matters affecting a broad

audience.

Strategic Theme, Understand and Influence the Farm-to-Table Continuum: FSIS cannot improve its ability to prevent foodborne illness, develop new

policy or regulation, or effectively collaborate with other food safety organizations without first understanding the epidemiology of foodborne illness

outbreaks and factors influencing food safety issues. To gain this insight, FSIS optimizes its use of science and data to fully understand the environment

in which FSIS operates.

Goal 2: FSIS will improve the methods used by industry to prevent the contamination of the food supply and seek to continuously increase the number

of facilities that have adopted Food Defense Plans (FDPs). It will engage countries through outreach activities to encourage implementation of a process

to protect product from intentional contamination.

Goal 2, Strategy 2: Oversee compliance with food safety, humane handling, and other consumer protection standards. The Agency will also encourage

businesses to develop other consumer protection process control plans, including humane handling and accurate labeling, and perform their own quality

control activities backed by FSIS verification.

Goal 2, Strategy 3: The Agency will reach out to small and very small establishments that may require assistance in implementing FDPs.

Goal 4: Strengthen collaboration among internal and external stakeholders to prevent foodborne illness.

Goal 4, Outcome 4.1: FSIS maximizes relationships with public health and food safety partners (i.e., large, small, and very small regulated

establishments; other Federal, State, and local agencies; consumer groups; academia; and other food safety stakeholders) to enhance the food safety

system. FSIS will improve collaboration with key Federal partners, such as the FDA and CDC, in its ongoing efforts to prevent foodborne illness.


FSIS Organizational Structure: Administrator works closely with all FSIS program areas and external constituents to help spread awareness of the

Agency’s goals and strategic direction.


60

Partnering Developmental Resources


Participate in or lead problem-solving teams that involve key stakeholders, and focus on

addressing issues important to FSIS achieving its mission.

Identify ways that partnering can complement your work. Ask your supervisor and

colleagues how they have positively used partnerships. Ask them to describe

relationships that could make your area more effective.

Work on a project that requires combining your own skills and knowledge with the

specialized capabilities of others to be successful.

Organize a Lunch & Learn as a forum for airing diverse views and discussing them

openly.

Identify opportunities where a partnership with colleagues from other work units would

add value to a work project. Ask them if they would be interested in partnering with you

on the work. Bring them into the planning process.

Be proactive about asking coworkers for invitations to their staff meetings or to

participate on their task forces. Share information about your team or function that might

not make it out through normal channels.

Become an active participant in a taskforce, committee, or cross-functional team in FSIS.

Lead a process improvement meeting involving several interrelated functional areas.

Organize an information-sharing event to share best practices with a peer group.

Maintain ongoing dialogue about issues of mutual interest with colleagues in other parts

of FSIS.

Document an experience where you learned something about partnering. It may be

simple—a couple of paragraphs or pages. Ask for critical feedback from colleagues,

especially partners, about what you can do to improve your partnering skills.


Ask team members to identify other Agency Personnel that they interact with and how

they could improve the effectiveness of their interactions. Have them pick one team to

meet, with the goal of analyzing the purpose and process of their interactions and


61

communications and to identify ways that your team could improve or leverage their

interactions by partnering with each other to better serve the mission of FSIS.

Ask key team members to build networks and relationships with their counterparts across

FSIS in order to share information about issues, challenges, and best practices.

Encourage or assign team members to participate in cross-functional, area-wide, or FSIS-

wide task forces and special project teams.














FSIS Skillful Collaboration and Communication


Partnerships: Negotiating Relationships - A Resource for Non-governmental

Development Organisations by Alan Fowler

Exit Strategies: Transitioning from International to Local NGO Leadership by Richard

Holloway

The Art of Facilitation: How to Create Group Synergy by Dale Hunter, Anne Bailey, and

Bill Taylor

The Wisdom of Teams by Jon R. Katzenbach and Douglas K. Smith

How to Make Meetings Work: The New Interaction Method by Michael Doyle and David

Straus

Working Across Boundaries: Making Collaboration Work in Government and Nonprofit

Organizations by Russel M. Linden


62

Successful Team Building by Thomas L. Quick

Building Consensus: Conflict and Unity by Monteze M. Snyder

The Consensus Building Handbook: A Comprehensive Guide to Reaching Agreement by

Lawrence E. Susskind, Sarah McKearnen, and Jennifer Thomas-Lamar


63

Political Savvy

Identifies the internal and external politics that impact the mission of FSIS. Persuades others to accept recommendations, cooperate, or

change their behavior; negotiates to find mutually acceptable solutions.

Political Savvy

A top performer in Political Savvy understands that individual, team, organization, state, and national factors influence the political environment. He or she knows

how to capitalize on different individual agendas to develop collaborations and solutions that benefit all parties. During negotiations this individual’s demeanor is

respectful, knowledgeable, and experienced.


Understands importance of

multiple players in key

decisions

Understands political nature

of agency and is sensitive to

flow of information and

decision-making

Directs complaints, makes

special requests, or brings

concerns to the attention of

the appropriate party

Understands that people

from different organizations

will have their own agendas

Identifies key

stakeholders within own

work area and keeps

them informed of

important situations

Addresses political

issues that may impact


stakeholders

Develops relationships

with new leaders in the

agency (i.e., CSI’s,

PHV’s, FLS’s, EIAO’s)

Uses diplomacy when

sharing opinions and

stating decisions

Maintains awareness of

the organization’s

political climate

Recognizes when to

compromise and when to

remain firm to accomplish

broader FSIS objectives that

affect projects

Involves stakeholders in

making decisions for the

organization and gains their

support

Demonstrates willingness to

compromise with others

when appropriate

Takes advantage of

opportunities to develop

political knowledge and

experience

Talks with people to better

understand how they think,

what they are going to do,

and what is important to

them

Evaluates political

implications by considering

different courses of action on

a key issue

Balances individual staff

interests with broader

organizational realities to

arrive at the best solution

for the food safety program

Ensures staff understands

documentation and

required metrics to analyze

political issues

Addresses controversial

political issues by

conducting research and

considering best practices

in food safety policies

Effectively educates staff

of the organization’s

agenda even when

provided limited

information

Acts as a mentor to

develop others’ political

skills and connectedness by

helping build confidence in

high-level negotiation

Balances FSIS interests with

The Secretary of Agriculture’s

objectives and realities to

arrive at the best solution to

protect public health

Recognizes opportunities to

publicize the organization’s

programs through a variety of

methods

Recognizes when a situation

or initiative is media or

politically sensitive and acts

appropriately and

professionally

Uses authenticity and

personality when networking

across groups in order to gain

trust

Understands political issues

and effectively works with

Congress to receive legislative

approval


64

Political Savvy

Political Savvy relates to FSIS goals and objectives through the following:


Goal 4: Strengthen collaboration among internal and external stakeholders to prevent foodborne illness.


FSIS Organizational Structure: Administrator works closely with all FSIS program areas and external constituents to help spread awareness of the

Agency’s goals and strategic direction.


65

Political Savvy Developmental Resources


Ask for feedback from people who did not support an idea or proposal you developed.

Find out what you could have done to persuade them.

Seek assignments for yourself that require you to lead without formal authority.

Identify those people who are key to your success, and develop strategies that are

designed to enlist their support. Don’t wait until you need buy-in on a project to build

relationships with key stakeholders. Work to build agreement with these people at the

conceptual phase of a project.

Invite a senior FSIS leader to observe you in a meeting where you will be negotiating or

influencing a group. Ask for feedback.

Meet with someone whose negotiating skills you would classify as win-win. Find out

what she or he does and apply what you learn to similar situations.

Express your passion and commitment when you are trying to influence others. Genuine

enthusiasm and conviction are contagious.

Practice active listening; restate and recap others’ perspectives so they will know you

have understood the essence of their position.

Think about your audience’s needs, concerns, and perspectives. Consider how people are

likely to react to your message, and whenever possible, position your message in a way

that appeals to them and avoids negative reaction.

Videotape yourself participating in a role-play where you are persuading someone to take

action. Review it and give yourself feedback on your approach.

Minimize the politics in specific situations. Set the standard for working through difficult

issues in as straight-forward a manner as possible. Invite stakeholders into the decision-

making process. Clarify criteria and decision rules.

Conduct a stakeholder analysis of both internal and external stakeholders. Identify who

the stakeholders are, and analyze what their key interests and concerns are as they relate

to your work and interaction with them. For specific initiatives or projects, anticipate


66

what their reactions will be and what their “hot buttons” are. Identify who you need to

involve or communicate with on specific issues.

Don’t back down quickly when challenged. Instead, restate your position clearly to

ensure others understand your perspective.

Include processes for analyzing the political and cultural context of a decision, separate

from the technical and logical considerations usually considered. (Note: This is for non-

routine decisions, not for every decision you make.)


Have team members conduct stakeholder analyses for their own work to make sure they

are covering their political bases effectively. Review their analysis with them and ask

questions or provide feedback to expand their thinking about who their stakeholders are

and what’s important to them.

Encourage your team members to take on leadership roles where they may have limited

formal authority.

Help your staff understand the political realities of working with senior FSIS leadership

in a positive developmental context.

Ask a senior FSIS leader to lead a presentation in your team regarding how to negotiate

win-win solutions with FSIS.














FSIS Political Savvy


67


Creative Negotiating: Proven Techniques for Getting What You Want from Any

Negotiation by Stephen Kozicki

Essentials of Negotiation/Edition 5 by Roy J. Lewicki, David M. Saunders, Bruce Barry

How to Win Friends and Influence People by Dale Carnegie

Influence without Authority by David L. Bradford and Allen R. Cohen

Influence: Science and Practice by Robert B. Cialdini

Influence: The Psychology of Persuasion by Robert B. Cialdini

Power, Politics, and Organizational Change: Winning the Turf Game by David

Buchanan and Richard Badham

Political Savvy: Systematic Approaches to Leadership Behind the Scenes by Joel DeLuca

Don’t Sabotage Your Success! Make Office Politics Work by Karen Ginsburg Wood


68

Problem Solving

Identifies and analyzes problems by weighing the relevance and accuracy of information even when data are limited; produces well-

informed, effective, and timely solutions.

Problem Solving

A top performer in Problem Solving applies prior experience for both the assessment of problem situations and decision-making. This individual demonstrates

the ability to detect problems early on, and if there is a problem, he or she spends more time assessing the situation and less time deliberating a course of action.

He or she constantly seeks out information to maintain situational awareness. This individual remains confident while reacting quickly to problem situations.


Requires guidance for

understanding the appropriate

time to reach out to external

partners to discuss problems

Views challenging situations

as issues that always have to

be won by the organization

rather than putting importance

on preserving relationships

Requires guidance when

dealing with individuals with

varying backgrounds (e.g.,

cultural, political, religious,

work style) to better

understand their needs

Proposes solutions to improve

customer satisfaction

Addresses routine

organizational problems

by leading a team to

brainstorm solutions

Establishes guidelines

to clarify complex

and/or controversial

food safety policies

Fosters and preserves

relationships with

stakeholders and

partners when

facilitating problem

discussions

Understands which

individuals and/or FSIS

roles need to be

involved when

facilitating discussions

of problems

Reconciles conflicting

and/or incomplete

information to develop

solutions

Applies appropriate

methodology to discover or

identify policy issues and

resource concerns

Determines cause of

workforce problems and

recommends corrective

action

Communicates risks

associated with an issue

and proposes how to

overcome the risk

Utilizes AskFSIS as a

primary resource to

research issues and

questions

Synthesizes information

from internal and

external sources to

develop action plans

addressing program

issues

Addresses systemic

barriers inhibiting the

achievement of results by

forming teams to conduct

focus groups and develop

solutions

Applies different

technologies to quickly

and efficiently resolve

problems

Develops automated

processes to help identify

and resolve problems or

risks that may affect

public health

Pursues and maintains

relationships with newly

acquainted individuals from

problem-solving discussions

Focus is external rather than

internal; actively finds

external partners to help

resolve organizational issues

Improves organizational

efficiency by developing,

planning, and implementing a

solutions to complex or

unprecedented problems


69

Problem Solving

Problem Solving relates to FSIS goals and objectives through the following:




Key Value, Participation: Providing opportunities for FSIS constituents to shape and improve services provided by the Agency.

Strategic Theme, Prevent Foodborne Illness: Preventing foodborne illness and protecting public health is FSIS’s primary purpose. FSIS continually


public health partners to present a comprehensive approach to preventing illness.

Goal 1, Strategy 3: FSIS will align internal resources and implement changes based on a hazard ranking system.




Part II, Current and Intended Risk Mitigation Strategies: An important part of the FSIS mission is its ability to reduce the potential risk of foodborne

illness. As with other aspects of the Agency’s performance, FSIS recognizes that the impact of the implementation of any new risk management strategy

must be measured. Consideration of competing strategies or policies should be informed by the expected impact of those strategies in reducing hazards

in meat, poultry, and processed egg products, thereby preventing illnesses attributed to these products.


Goal 3: Build a high-performing, results-oriented, and inclusive work environment.


70

Problem Solving Developmental Resources


Ask coworkers how they came to their successful decision in a complex situation or

issue; discuss their thought processes and apply lessons learned to your own situation.

Broaden your learning style and interactive problem-solving skills by seeking

opportunities to work with FSIS personnel whose work styles differ from your own (e.g.,

quick-results-oriented style vs. deliberate analytical style).

Broaden your thinking processes by outlining two to three different approaches to one

problem before actually tackling the problem. Do an initial analysis of the information

you gathered, looking for trends and relationships. Then discuss your analysis with a

trusted colleague to get another perspective.

Think about a solution or decision that did not work out as well as expected. Try to

analyze why it did not meet expectations, and learn from these experiences by changing

your approach.

Consider a decision that needs to be made and involve other people in this decision by

asking for their opinions. Ask people who you think will see the issue very differently

from you, and draw on their experience with similar decisions.

Volunteer to work on a project or assignment that is larger or more complex than any

you've handled before.

Offer to conduct the research and data gathering needed to understand and develop

possible solutions to a problem affecting your team.

Find someone you respect that makes decisions well and acts on them. Ask if he or she

will mentor you to improve your skills in identifying issues and solving problems.

When you uncover issues, problems, or opportunities, decide whether you are relying on

the same people and resources every time. Identify all the sources of information that you

could use, and use some new ones to expand your perspective.

Identify your solution for the problem you have selected or the outcome you desire for an

opportunity you have spotted. Then try to explain these simply and understandably to

several individuals.


71

Rank your top three alternative solutions, based on how well they meet the criteria. List

the pros and cons for each. Look for ways you can improve and combine the top

alternatives to come up with a solution all can support.

Make a list of all the skills you believe are involved in judgment and decision-making.

Then discuss with your supervisor which of these skills you most need to develop.

Together, develop a plan of how to ensure that this development takes place.

Before you make a decision, stop and think about whether you have sufficient

information to make a logical one, rather than a subjective decision. If someone disagreed

with your decision, consider whether you would have the information available to justify

it.

Think about a decision you made quickly and subsequently had to change. Try to identify

what you could have done differently, and why you had to change it. Next time you have

to make a decision, consider more than one alternative and gather as much relevant

information as possible before deciding on one option.


Assign direct reports temporarily to situations that require skillful problem-solving under

time pressure.

Recommend that team members debrief problems in order to identify learnings for

individuals and the team. Ask for an action plan. Discourage attribution of blame.

Ask team members to develop a systematic approach to analyzing and solving problems

within their jobs. Review their systematic approaches and suggest what they can add to

improve them (e.g., anticipate impact or consequences, identify contingency plans).

Ask team members to identify key issues in a complex assignment or situation prior to

proceeding. Suggest they talk with those close to the situation, or decision makers, to get

a better understanding, and then critique the plans the staff members are developing.

Assign team members the responsibility of solving a challenging operational problem.

Have them mobilize key Agency Personnel and/or stakeholders who are impacted by or

have perspectives/skills needed to solve the problem.

When a team member comes to you with a possible solution to a critical problem, ask

what other options he or she considered. Why were the other options discarded? What

makes this the best solution? Is this the ideal solution, or just the best of the rest? Discuss

the issue in detail and work with the individual to ensure that the best possible solution is


72

selected. Be sure that the person understands that you are trying to help them think

through the best solution, rather than second-guessing them.














FSIS Alternate Dispute Resolution

FSIS Creative Problem Solving

FSIS Critical Thinking

FSIS Learning Trove - Problem Solving

Problem-Solving and Process Management Tools

Recognizing and Diagnosing Problem Performance

Problem Solving: The Fundamentals

Problem Solving: Determining and Building Your Strengths

Problem Solving: Digging Deeper

Uncovering the Root Problem

Turning Problems Around with Reverse Brainstorming


73

Problem Solving: Process, Tools, and Techniques

Anticipating and Solving Problems as a Project Champion


151 Quick Ideas to Manage Your Time by Robert E. Dittmer

Upgrade Your Life: The Lifehacker Guide to Working Smarter, Faster, Better, 2nd

Edition by Gina Trapani

The Psychology of Problem Solving by Janet E. Davidson and Robert J. Sternberg

Decision Making & Problem Solving Strategies by John Adair

Instant Creativity: Simple Techniques to Ignite Innovation & Problem Solving by Brian

Clegg and Paul Birch

Problem-Solving by Team Publications

Step-by-Step Problem Solving: A Practical Guide to Ensure Problems Get (And Stay)

Solved by Richard Y. Chang and P. Keith Kelly

Breakthrough Thinking: The Seven Principles of Creative Problem Solving, Second

Edition by Gerald Nadler and Shozo Hibino

The McKinsey Engagement: A Powerful Toolkit for More Efficient & Effective Team

Problem Solving by Paul N. Friga

Decision Making: 5 Steps to Better Results by Harvard Business School Publishing

Judgment in Managerial Decision Making, Sixth Edition by Max H. Bazerman

Moving Out of the Box: Tools for Team Decision Making by Jana M. Kemp

151 Quick Ideas for Delegating and Decision Making by Robert E. Dittmer and

Stephanie McFarland


74

Team Building

Inspires team commitment and motivates team members to develop and accomplish group goals. Ensures cooperative team

relationships by supporting constructive resolution of conflicts.

Team Building

A top performer in Team Building can identify typical and atypical behavior for successful team dynamics and quickly addresses barriers or toxic environments. By

constantly updating and providing challenging goals, this individual does not allow the team to become complacent. He or she initiates team-building activities that

fit naturally with the dynamics of the team, rather than forced interventions. He or she is not seen only as the team leader but also as an integral member of the team.


Focuses on guiding the team

and being recognized as the

leader rather than on being an

active member

Offers occasional feedback

and suggestions for working

as a productive team

Takes a passive role during

the resolution of team

conflicts

Develops the team by

adhering to set rules

regardless of the context

Motivates team members by

using the same approach for

everyone

Suggests team-building

exercises to improve

office dynamics

Encourages staff to share

skills and abilities with

team members to

facilitate completion of

challenging tasks

Forms teams to identify

and address agency

concerns

Informs team members

of issues requiring

resolution and considers

input

Seeks out expertise and

insight from seasoned

team leaders

Clearly explains the

importance of projects,

including the benefits

and rewards, to motivate

the team

Actively provides

developmental feedback and

suggestions to team members

Effectively sets goals and

group standards that align

with the commitment to

protect food safety

Coordinates successful

interactions between team

members and addresses

conflicts when they arise

Integrates and works

effectively with co-located

team members

Guides team development to

align with FSIS mission and

goals

Ensures that regular

communication occurs based

on the needs of the work, the

individual, management, or

the situation

Actively works to form

positive and productive

relationships among team

members

Forms and leads teams

from various areas and

levels within FSIS to

create new systems or

processes

Motivates team by

assigning work based on

team member skill level

and area of interest

Provides and encourages a

supportive feedback

environment to promote

team collaboration

Inspires interagency team to

accomplish long-term strategic

goals

Coordinates partnerships from

multiple areas within FSIS,

even those with competing

timelines, leads, and ideas

Recognizes the appropriate

time to step back and let the

team get credit

Detects problem areas or

conflicts early and applies a

wide range of tactics for

resolving the issues

Applies a variety of tools and

techniques (e.g., Myers-

Briggs, informal bonding time,

facilitators) to promote

appreciation between team

members


75

Team Building

Team Building relates to FSIS goals and objectives through the following:


Key Value, Participation: Providing opportunities for FSIS constituents to shape and improve services provided by the Agency.

Goal 7, Strategy 2: Continually improve employee satisfaction and effectiveness. FSIS will update its defined worker core competencies and align

employees throughout the Agency with this new set of competencies.

Part II, Cultural Transformation: Completed a number of employee feedback strategies, such as listening sessions and brown bag lunches, the

Administrator’s blog, and Agency studies.


76

Team Building Developmental Resources


Find a respected colleague or friend that you see as a good team player and ask them to

mentor and advise you as you develop skills in yourself.

If your team or work unit runs into organizational or other obstacles, look for ways to

help the team get around the obstacles by yourselves. Help your teammates brainstorm

sources, contacts, and approaches.

Identify recurring conflict situations. Investigate the barriers that prevent agreement to

help determine the root cause of the disagreements. Discuss your observations with your

supervisor and create a plan to address the issues.

If you disagree with something the team is doing, raise your objection with the team.

When you are in public, speak out in support of the team’s initiatives and decisions.

Involve yourself in projects or committees that will require working with challenging

persons or colleagues. Keep a journal of difficult situations and how you handled them.

When your team or work unit encounters problems or setbacks, work at responding with

energy, interest, and enthusiasm when finding a way to solve the problem.

Avoid revisiting past history of problems, except to look for data that will help the team

solve current ones.

Think carefully about the individuals who are part of your team and make an effort to

understand their perspectives as you update yourself about their particular tasks and

responsibilities. To help you to understand their perspective you should consider their

position; imagine how they see themselves and how they see you.

Debrief projects/situations with your team to identify lessons learned and best practices,

regardless of whether they were successes or failures.

Discuss with a mentor/colleague your strengths and limitations with respect to teamwork.

Make an action plan of specific goals for this area. These are likely to include strengths

and weaknesses and specific activities you could take part in. Use this as a basis to

encourage yourself to make more positive contributions to team activities.

Co-teach a conflict-management class.


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Consider organizing a team building event for you and your staff. Plan programs that will

help the team build on its strengths, work on its limitations, and become more aware of

its interactions.

Consider setting up a team or departmental bulletin board to keep people informed on

issues of interest (work and non-work related).

Ask someone you trust and respect to observe your interactions with others for a day. Ask

for feedback on the way you interact with others.

Develop a reward and recognition program for your team/department.

Devise a plan to create team spirit in your work unit or department (e.g., organize

informal team get-togethers, contests, parties, team chants, and impromptu celebrations,

or participate in community service activities together).

Each week, volunteer to help at least one person in your work unit or department.

Seek out a supervisor or coworker who has effective conflict-resolution skills and ask

them to coach you or give you feedback.


Try to practice the principle of “Management By Walking About.” Make an effort to not

always shut yourself away in your office; instead, interact more with your colleagues,

even if this is just to ask them how they are feeling or what they are working on.

Seek feedback from your supervisor and other Agency Personnel regarding your team-

management techniques. Work to improve problem areas.

Recognize team members’ contributions at each team meeting.

Consistently meet with all direct reports monthly—no exceptions.

Once a month, pass along an interesting article to someone in your work unit or

department that would benefit from the information.

Make a habit of asking people who do not normally work together to work on projects

together.


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Meet with peers from other work units or departments to find how your team can work

more effectively with other work units. Devise a plan to implement some of their

suggestions.

Have your team identify a current obstacle that is impeding your team from working

effectively. Have them determine the root causes and possible solutions and plan to

implement the solutions they have identified. Monitor the results.

Facilitate a group discussion with team members to solve a problem in your work unit or

department.

As a team building exercise, have each team member describe how each person

contributes to the team uniquely. Make a list for each person to show the differences and

likenesses of all team members.

Develop a short list of “values” with your department or unit to guide decision-making

and interpersonal behavior. Get your team involved in making the list. Review the list at

meetings.

Create a system where employees can recognize each other for good work.

Subscribe to management newsletters or websites. Read the articles and apply what you

learn.














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FSIS CEPD Team Building

Leading an Agile Team

Being an Effective Team Member

Elements of a Cohesive Team

Effective Team Communication

Using Feedback to Improve Team Performance

Leading Teams: Launching a Successful Team

Leading Teams: Establishing Goals, Roles, and Guidelines

Leading Teams: Developing the Team and Its Culture

Leading Teams: Building Trust and Commitment

Leading Teams: Fostering Effective Communication and Collaboration

Leading Teams: Motivating and Optimizing Performance

Leading Teams: Dealing with Conflict

Leading Teams: Managing Virtual Teams

Inspiring your Team

Developing Self-Sufficient Teams

Choosing the Right Team Culture

Managing Communications in a Virtual Team

Building and Leading Teams

Meeting Team Performance Challenges


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Forming Project Teams for Six Sigma

Motivation and Communication in Six Sigma Teams

Managing Six Sigma Team Performance

Final Exam: Six Sigma Black Belt (2007 BOK): Team Management

Six Sigma Projects and Project Teams

Team Dynamics

Basics of Six Sigma Projects and Teams

Addressing Attrition in High Performance Teams

Management Essentials: Managing a Diverse Team

Managing Workforce Generations: Working with a Multigenerational Team

Leading Teams through Change

Cross-functional Team Fundamentals

Key Strategies for Managing Cross-functional Teams

Managing Internal Dynamics in a Cross-functional Team

Mediating Project Team Conflict

Generating Creative and Innovative Ideas: Maximizing Team Creativity

Managing Conflict in Project Teams

Managing Software Project Outsourcing: Working with the Outsourced Team

Leading an Agile Team


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Being an Effective Team Member

Establishing Team Goals and Responsibilities


Cross-Functional Teams: Working with Allies, Enemies, and Other Strangers by Glenn

M. Parker

Teamwork Training by Sharon Boller

Working Relationships: Using Emotional Intelligence to Enhance Your Effectiveness with

Others, Revised Edition by Bob Wall

Managing Your Boss by John Gabarro and John Kotter

Harnessing the Science of Persuasion by Robert Cialdini

The Speed of Trust: The One Thing That Changes Everything by Stephen R. Covey

Team Players and Teamwork: Working with Personalities to Develop Effective Teams by

Glenn M. Parker

The Big Book of Team-Motivating Games: Spirit-Building, Problem-Solving and

Communication Games for Every Group by Mary Scannell and Edward Scannell

The Five Dysfunctions of a Team: A Leadership Fable by Patrick M. Lencioni

The Gold Standard: Building a World-Class Team by Mike Krzyzewski and Jamie K.

Spatola

The One Minute Manager Builds High Performing Teams by Ken Blanchard, Donald

Carew, and Eunice Parisi-carew

Anatomy of Peace: Resolving the Heart of Conflict by Arbinger Institute

How to Reduce Workplace Conflict and Stress: How Leaders and Their Employees Can

Protect Their Sanity and Productivity from Tension and Turf Wars by Anna Maravelas

Perfect Phrases for Dealing with Difficult People: Hundreds of Ready-to-Use Phrases

for Handling Conflict, Confrontations, and Challenging Personalities by Susan F.

Benjamin


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Vision

Develops new insights into situations, and builds a shared vision with others. Influences others to translate vision into actions that

align with long-term FSIS goals.

Vision

A top performer in Vision understands not only the FSIS’s vision and how to apply it but, more importantly, why that specific vision was developed; in other

words, he or she understands what specific internal and external factors influenced the development of FSIS’s vision and can influence it in the future. This

individual shares this knowledge with the team and networks to ensure a shared understanding and application of the vision.


Focuses on the short-term,

day-to-day activities

Focuses strictly on individual

goals rather than on

organizational goals

Demonstrates awareness of the

overall vision and goals of

FSIS but is not confident in

implementation

Develops and generates

support for the FSIS vision set

forth by agency leadership

Understands how to

contribute to the

mission and goals of

FSIS

Understands where

leadership plays a

role in overall FSIS

vision

Communicates

importance of

commitment to

preventing foodborne

illness and protecting

consumers within the

team or department

Involves staff in

setting annual goals

to ensure buy-in

Takes the initiative to reach

the overall mission and goals

of FSIS

Conveys vision of the agency

and ensures buy-in to

stakeholders and external

partners

Acknowledges organizational

strengths and develops plans

to address areas needing

improvement

Incorporates employee

feedback in ideas on

accomplishing new goals and

objectives

Maintains awareness of

changes in mission and

goals

Encourages others to

acknowledge and

appreciate the FSIS

mission

Directs and provides

guidance to FSIS leaders

to develop a long-term

strategic plan for the

organization

Educates agency officials

about new systems, food

safety risks, and

compliance with food

safety policies, and

outlines how the long-

term benefits align with

agency goals

Applies a wide range of tactics

for meeting organizational

vision and goals

Detects and removes internal

and external factors that

prevent reaching

organizational goals

Creatively aligns all projects

and department goals with the

overarching FSIS mission

Develops approaches to

improve the efficiency and

effectiveness of the

organizational structure by

using creative reorganizing

concepts


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Vision

Vision relates to FSIS goals and objectives through the following:


Strategic Theme, Prevent Foodborne Illness: Preventing foodborne illness and protecting public health is FSIS’s primary purpose. FSIS continually

strives to become more adaptable to changing food safety risks, educates consumers on food handling best practices, and works closely with other public

health partners to present a comprehensive approach to preventing illness.


foodborne illness. FSIS hires the appropriate people, trains them correctly, and ensures that they have the right tools and technology to perform their jobs.

Each FSIS employee contributes to the success of the entire Agency.

Goal 7, Strategy 2: Continually improve employee satisfaction and effectiveness. FSIS will update its defined worker core competencies and align

employees throughout the Agency with this new set of competencies.

Goal 8: FSIS will work to ensure the application of a “life-cycle” concept (i.e., business processes and technologies support continuous innovation)

between outcomes so that they are in alignment and their interdependencies are clear.


FSIS’s ability to effectively and proactively recruit, develop, and retain a diverse, engaged, motivated, committed, and skilled workforce requires

strategic thinking and planning for today as well as for tomorrow.


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Vision Developmental Resources


Ensure that you know the mission and vision statements of FSIS and the USDA as a

whole. Without this understanding you are likely to find it difficult to be able to set

appropriate strategies that fit with those of the organization.

Assess current project plans for how they contribute to both the short-term and long-term

goals of your team and FSIS as a whole.

Draft a vision and mission statement with your team.

Get to know your own team thoroughly, including its history and how that affects current

practice, its products or services, its organizational structure and allocation of employees,

its ownership and sources of funding and its technology.

Make sure that you understand the future long-term plans for your own team. Talk to

your leadership about the goals that are involved and how that they will be reached.

Whenever you discuss work initiatives or problems, talk about how they relate to the

mission, vision, and values. Do this in group meetings as well as individual

conversations.

Take time to discuss key current issues affecting your team and FSIS as a whole with

colleagues. It is important to take a global approach, ensuring you consider a wide range

of factors, for instance political or economic factors.

Contribute to policy documents by responding to any consultative document that relates

to strategic matters.

Attend staff meetings in other circuits and Districts to understand and explain how your

team's efforts fit into the larger FSIS mission.

Learn about and ensure that new FSIS policies and procedures are being implemented

effectively within your team.

Identify short-term initiatives that would contribute to the long-term strategy and goals of

your area, and take action on them.


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Make presentations on your work unit's mission, purpose, goals, and objectives.

Take a lead role in communicating FSIS strategy to workgroups or stakeholders.

Translate FSIS policies, mandates, and initiatives into clear implementation plans,

directions, and procedures that will work effectively in your local unit.

If priorities seem unclear, express your dilemma in terms of the mission, vision, and

values, and seek to have them clarified by your supervisor.


Pay attention to others’ actions, and acknowledge them when they do something to

support the mission, vision, and values of FSIS. Develop ways to reward and recognize

your subordinates when they do this.

Assess current project plans for how they contribute to both the short-term and long-term

goals of the Agency. Once you have done this, discuss them with staff to get their

feedback and ensure they understand.

Identify and document explicit connections between organizational vision and local/team

goals; share them with your team.

Identify aspects of your FSIS long-term plans and strategies that are unclear, and work to

clarify them.

Identify short-term initiatives that would contribute to the long-term strategy and goals of

your area, and take action on them with your team.

Have your staff make a presentation on your work team’s mission, purpose, goals, and

objectives.

Encourage your staff to take advantage of opportunities to discuss your organization's

long-term goals with senior management.

Each time you make a decision or assign a priority, first explain it to yourself in terms of

the mission, vision, and values. Then use this language to communicate your decisions to

others in your team.




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Leadership Essentials: Communicating Vision

Communicating a Shared Vision

Crafting an Organizational Vision


Communicating Your Vision by Talula Cartwright and David Baldwin

Expanding Your Vision and Ideas by Tony Alessandra

Broaden the Vision and Narrow the Focus: Managing in a World of Paradox by James.

R. Lucas

Execution: Create the Vision. Implement the Plan. Get the Job Done by Tom Gorman (F

+ W Publications, 2007).

The Complete Book of Business Plans: Simple Steps to Writing Powerful Business Plans,

Second Edition by Joseph A. Covello and Brian J. Hazelgren (Sourcebook, 2009).

Strategic Planning For Dummies by Erica Olsen (Wiley, 2007).

Learning to Think Strategically by Julia Sloan(New Frontiers in Learning Series, 2006).

Using Values to Turn Vision into Reality by Bud Bilanich (2000). (iUniverse, 2000).


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The Answer to How Is Yes: Acting on What Matters by Peter Block (Berrett-Koehler,

2001).

The Committed Enterprise: How to Make Vision and Values Work by Hugh Davidson

(Butterworth-Heinemann, 2002).

Servant Leadership: A Journey into the Nature of Legitimate Power and Greatness by R.

K. Greenleaf and L. C. Spears (Paulist Press, 2002).


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In this section, we will describe the six Foundational Competencies. The Foundational

Competencies represent the basic and minimum competencies expected of an FSIS leader. These

competencies are not specific to FSIS but are integral and necessary for supporting the Core

Leadership Competencies.


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Integrity & Honesty

Behaves in an honest, fair, and ethical manner. Shows consistency in words and actions. Models high standards of ethics.

Integrity & Honesty

A top performer in Integrity & Honesty expects others to also display high standards of ethics and monitors employees to ensure this type of behavior. This

individual identifies situations during projects where integrity and honesty become key elements to success and uses them as teaching points. He or she quickly

addresses situations where unethical behavior is witnessed.


Addresses concerns with

employee behavior in a

confidential and respectful

manner

Establishes open and honest

communication with staff at

all levels, as well as external

customers

Requires guidance and

feedback to ensure an

appropriate response during

an ethical dilemma

Respects the rights of others

Interacts in a fair and

ethical manner with the

public and with other

departments and

partners

Accepts personal

responsibility for

behavior and work

Exhibits trustworthiness

with sensitive

information

Communicates ethical

standards clearly

Chooses the ethical

course in the face of

pressure

Places a high priority on

ethics, honesty, and

fairness

Consistently demonstrates

integrity in words and

actions

Discusses potential ethical

problems and wrong-

doing with employees and

responds appropriately

Communicates honestly

with employees regarding

potential changes

affecting the organization

to ensure staff are treated

fairly

Creates an environment

where ethical, honest, and

fair behavior is rewarded

and encouraged

Instills a climate of trust

by admitting own

mistakes and taking

responsibility for own

actions

Ensures and promotes

personal, team, and

organizational integrity

Exemplifies impeccable track

record of ethical conduct,

exhibiting model ethical behavior

Places ethics at the forefront of all

decisions

Demonstrates a sense of

responsibility and commitment to

public trust

Trains team in ethical, honest, and

fair behavior

Anticipates issues and does not

acquiesce to inappropriate personal

requests in exchange for favors,

political pressure, or promise of

gain; anticipates the potential for

these situations

Displays fortitude to support

ethical actions that may negatively

impact self or stakeholders

Integrity & Honesty relates to FSIS goals and objectives through the following:


Key Value, Transparency: Making FSIS management processes more open so that the public can learn how the Agency supports Americans every day.

Goal 2: FSIS will ensure adherence to humane handling, as well as "other consumer protection" requirements, and food labeling regulations and policies.

Goal 3, Strategy 2: The Agency will maximize partnerships to reach target populations, improve information transparency, and increase exposure to food

safety messages and best practices.

Part III: FSIS seeks to reduce the contamination of these food products and, thereby, prevent foodborne illness and earn the public’s trust.


90

Integrity & Honesty Developmental Resources


Report information and data as accurately as you are able. Avoid minimizing or

exaggerating information to support your own views (e.g., accurate recording of info into

PHIS, and on MOI’s, FSA’s).

When you don't know something, say so. If it is your responsibility to have that

information, tell the person requesting it that you will get it for them. Then, be sure to

follow through on your commitment in a timely manner.

For the next week, ensure that whenever you make a commitment, you do whatever it

takes to meet it. This includes keeping the people involved updated on your status,

especially if the commitment needs to be re-negotiated. At the end of the week, analyze

how you did and determine what you need to do in the future to ensure you can better

deliver on the commitments you make (e.g., don't promise what you cannot deliver,

mobilize resources/help you will need to meet particularly challenging commitments).

Consult with your supervisor and/or legal about any ethical issues that you are not sure

how to handle.

Take the next opportunity to speak up on behalf of a coworker whose ideas are not

getting the attention or support they deserve.

At a staff meeting, ask others to share lessons learned from personal experiences with

handling ethical violations or questionable situations.

In the next meeting with a trusted colleague, openly acknowledge a limitation you have

or a recent mistake you made, and take action to address or resolve the issue.

Prior to informing others of a difficult or controversial change, write out a list of steps

you will take to ensure fairness.

Quiz yourself at the end of each month on instances where you have gone back on your

word or failed to follow through on an action. Follow up on these instances, and ensure

you can avoid neglecting them in the future.

When you are stating your own opinions and beliefs, or your own version of events, tell

people that you are reporting your own views (rather than representing them as facts).

People will respect your honesty if you do this.


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Before you reveal information about others (or about organizational issues), pause to

consider whether the information is confidential. If you are unsure, ask the person

involved. In the case of an organizational issue, ask your supervisor or an appropriate

staff member.

When a course of action you disagree with is proposed in a meeting, raise your objections

during the meeting while there is time and opportunity for others to consider them.

Identify someone (within or outside of the organization) who you think has taken

courageous actions without thinking through the risks to their personal reputation. Read

about or meet with this person to find out how they developed this courage.


Conduct explicit discussions with team members on how to make the FSIS’s values

visible in the way they run their team and/or do their jobs. Ask them to identify specific

practices, actions, and behaviors they will demonstrate on the job to model, implement,

or to reinforce the values. Together, identify opportunities to demonstrate them in the

workgroup. Check periodically to see whether team members have followed through.

Assign a team member a one-week task of analyzing the impact of his or her actions and

behavior on others' perception of their integrity. Meet with them to review key actions,

decisions, and responses to situations during that week and ask questions to help them

assess how others perceived them. Provide your own observations and feedback to

enhance their awareness in areas where they have blind spots.

Have personal, one-on-one discussions with team members when they do something that

damages their credibility. Discuss what they can do to correct mistakes or

overcome/change negative perceptions.

Encourage team members to analyze role models by having them identify people they

know who they find trustworthy. Ask them to write a paragraph on what these role

models do or say that demonstrates credibility and authentic concern for others. By

contrast, has someone lost their trust? Why?

Give consistent messages to different audiences. While you need to adjust the tone and

wording of your message to different audiences, be sure the core message is the same.


92














USDA Scientific Integrity Policy

The Fruits of Integrity: Building Trust at Work

Ethics, Integrity, and Trust

Integrity in the Workplace


Power Through People and Principles by Vipen Kapur

Integrity: The Courage to Meet the Demands of Reality by Henry Cloud

Managing Conflict with Peers by Talula Cartwright

Managing Conflict With Direct Reports by B. Popejoy and B. J. McManigle

The Assertiveness Workbook: How to Express Your Ideas and Stand Up for Yourself at

Work and in Relationships by Randy J. Paterson

Power of Positive Confrontation: The Skills You Need to Know to Handle Conflicts at

Work, at Home and in Life by B. Patter and S. Magee


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Demonstrates the ability to notice, interpret, and anticipate others' concerns and feelings. Shows understanding, courtesy, tact,

empathy, and concern toward others.


A top performer in Interpersonal Skills intuitively assesses others’ concerns and can adjust own demeanor to accommodate each situation. He or she considers

individual nuances and personalities when dealing with others and adjusts his or her approach accordingly. Teaches others how to successfully work around

different work styles.


Demonstrates respectful and

courteous behavior toward

coworkers and/or customers

Attempts to address others'

concerns when approached

Struggles to recognize the

impact of own

demeanor/interpersonal

approach on others

Requires guidance in

developing and maintaining

positive working

relationships with other staff,

and establishment contacts

Conveys an empathetic

understanding of others'

situations

Strives to gain

coworkers’ and/or

customers’ respect and

trust in self and agency

Listens attentively to

others' concerns and

perspectives

Understands the

importance of

developing good

working relationships

Deals with others

consistently and fairly

Makes time for others and

is approachable

Accepts opposing

viewpoints and encourages

others to share their own

concerns and feelings

Anticipates others'

concerns and reactions

prior to making decisions

Tailors interpersonal

approach to particular

situation or individual

Addresses issues or

mistakes in a courteous,

sensitive, and timely

manner

Demonstrates awareness of

own behaviors and biases

that may influence

interactions with others

Demonstrates emotional

involvement by taking

ownership of successes and

failures

Seeks win-win solutions

for all parties involved

Fosters a positive

interpersonal climate

within the team

Leverages interpersonal

influence to motivate

staff engagement and

buy-in

Strives to integrate

others' opinions into

work functions and

processes

Serves as an objective

mediator

Models a positive

demeanor and effective

interpersonal skills

Identifies root cause of

interpersonal problems and

takes action to prevent or

reduce precipitating factors

Understands and considers

long-term impact of

interpersonal relationships and

demeanor on team, agency,

and public

Adopts a strategic, big-

picture, forward-thinking

approach when addressing

interpersonally driven issues

and situations

Skillfully navigates a complex

interpersonal landscape with

stakeholders from multiple

organizations

Views interpersonal rapport

and influence as a way to

promote the FSIS mission and

champion the agency’s long-

term success

Proactively seeks to restore

breaches in trust and right

interpersonal mishaps


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Interpersonal skills relate to FSIS goals and objectives through the following:


Goal 7, Strategy 2: FSIS will update its defined worker core competencies and align employees throughout the Agency with this new set of

competencies. These core competencies will create an environment in which job satisfaction is the norm, and all employees work in a place where they

feel confident of being treated with dignity and respect.

Part II, Cultural Transformation: Cultural Transformation at USDA is the process of creating a workplace where all employees and customers are

treated with dignity and respect and which provides the opportunity for success.


Agency Management Initiatives: Federal Employee Viewpoint Survey (FEVS) – The views of the workforce are of great importance to Agency

leadership.

Agency Management Initiatives: The FEVS focuses on employee perceptions regarding critical areas of their work life, areas which drive employee

satisfaction, commitment, and ultimately retention in the workforce.


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Interpersonal Skills Developmental Resources


In conversations, focus on the speaker and what they are saying. Do not do other tasks

while you are listening.

Practice listening skills by listening to a news broadcast and testing yourself on how

much you can remember.

Seek opportunities to interact and communicate with diverse audiences (e.g., executive,

technical, internal, external).

Take part in a role playing scenario where good listening skills are critical. Verbalize

what you heard your colleague say, and compare what you heard with what they were

trying to say. Did you get their message? If not, what did you miss out on? Discuss what

you might do better in the future to improve your listening skills.

Suspend judgment based on people’s background or experience, or what other people say

about them. Instead, focus on learning about each individual and how you can work

together.

After a team meeting, ask a colleague for feedback on how your comments and behavior

affected other people. Ask for specific feedback as well as suggestions for ways in which

you can accomplish task goals while building relationships. Ask your supervisor and

others at the meeting for similar feedback.

Identify a colleague who has good interpersonal relations with a diverse spectrum of

people. Request his or her help in learning more about establishing good interpersonal

relationships. Ask:

1. How do they find out how others prefer to be treated?

2. What do they do to adapt their approach so successfully?

3. What do they recommend for how you might modify your own approach?


Encourage your staff to make it a point to spend a lunch or break period with Agency

Personnel they do not regularly spend informal time with on the job. If they are

uncomfortable talking on a personal level, have them focus on learning more about what

those individuals do within FSIS, what they enjoy about their job, and what they see as

their areas of expertise.


96

Challenge supervisory staff to get to know the experience and background of their team

members, including their skills and expertise beyond their FSIS job, and to inquire about

any issues or concerns their team members have that impact the productiveness of the

work environment.

Have your staff practice asking questions when meeting with employees and

stakeholders. Have them ask questions about their experiences, interests, and concerns.

Have them acknowledge what they heard and identify issues that are important to address

to maintain morale and productivity.

Have your staff brief you about their employees' backgrounds and interests. This will

help you get to know FSIS employees better and it will ensure that you have information

your supervisors do. Together you can identify and discuss employee issues that need to

be addressed.

Observe your staff’s interactions with other team members to assess their interpersonal

skills. Provide diplomatic feedback and coaching suggestions as needed to help them

enhance their interpersonal skills and their employees.














Interpersonal Communication: Communicating with Confidence

Interpersonal Communication: Targeting Your Message

Interpersonal Communication: Listening Essentials


97

Interpersonal Communication: Communicating Assertively

Interpersonal Communication: Being Approachable

Effective Interpersonal Communications Simulation

Final Exam: Interpersonal Communication


Drive: The Surprising Truth of what Motivates Us by Daniel Pink

Read Wired to Care: How Companies Prosper When They Create Widespread Empathy,

by Dev Patnaik

Interpersonal Skills at Work by John Hayes

Leadership Through People Skills by R. Lefton and Victor Buzzotta

How to Win Friends and Influence People by Dale Carnegie

PeopleSmart: Developing Your Interpersonal Intelligence by Melvin L. Siberman Freda

Hansburg


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Oral Communication

Makes clear and convincing oral presentations. Listens effectively; clarifies information as needed.

Oral Communication A top performer in Oral Communication has the ability to effectively adjust the message for a specific audience; this includes incorporating domain-specific

words that are relevant to that audience. He or she can clearly present complex ideas, thoughts, or changes to individuals with no background on the domain.


Focuses on instantly sharing

ideas or thoughts rather than

on gauging the appropriate

time to do so (e.g., may

interrupt people)

Observes telephone and

conference call etiquette

Applies the same delivery

method for all messages

with all audiences

Provides too much

information or

meaningless/distracting

information

Applies buzz words, jargon,

acronyms, and area-specific

terminology when speaking

or presenting to groups that

may not understand them

Updates supervisors on

project status

Actively listens to staff

ideas and concerns

regarding work-related

issues

Communicates effectively

with staff by conducting

regular meetings to

discuss initiatives and

current events

Clearly explains and

clarifies policies, to FSIS

staff and establishment

personnel alike

Provides status updates to

management during

quarterly division

meetings

Observes verbal and non-

verbal cues that lead to

deeper understanding

Asks questions and seeks

feedback from audience to

ensure clarity of message

Responds to difficult

questions with ease and

confidence

Delivers message using

different techniques (e.g.,

analogies and visuals) to

best suit the specific

audience

Persuades stakeholders to

accept programmatic

change

Clearly presents

information, analysis, and

recommendations to

officials and stakeholders

Confirms understanding

of the message by

paraphrasing

Understands the

importance of timing and

applies it properly when

speaking or presenting

(e.g., appropriately

pauses to allow audience

to think about topic)

Presents, explains, and

defends agency positions

and proposals

Provides brief but

convincing and

informative presentations

to a variety of audiences

Clearly explains the

broad picture of projects

and how they fit into

FSIS goals

Picks up on underlying

messages, i.e., “hears between

the lines”

Explains difficult concepts in

different ways to ensure

clarity

Proactively informs others of

potential issues in a sensitive

manner

Applies both technical and

lay-person language when

appropriate to engage a wide

audience

Speaks in a unifying language

that reassures others of

attendance to FSIS goals

Presents complex information

articulately when meeting

with key executives or public

officials regarding a high-

visibility issue

Oral Communication relates to FSIS goals and objectives through the following:

[None available at this time]


99

Oral Communication Developmental Resources


When preparing for significant speeches and presentations, take time to practice your

delivery beforehand, preferably in front of someone who can provide feedback. If

possible, practice before a video camera and ask for someone to view it with you and

give you feedback. Create an outline that includes your overall goal and the key points

you wish to get across.

Volunteer to make an oral presentation on an emerging topic to leaders or peer groups in

FSIS or to external stakeholders.

Ahead of your next oral presentation, arrange for a coworker to provide you with

constructive feedback immediately following the presentation.

Seek opportunities to interact and communicate with diverse audiences (e.g., executive,

technical, internal, external) across the agency as well as external to FSIS.

Ask for the responsibility of presenting a new work process or procedure to another team

members.

Be a spokesperson for FSIS to stakeholders and/or the public.

Observe and learn from the speeches and presentations made by your organization's

leaders or experienced peers.

Observe effective presenters in your organization, in public forums, and on television.

Analyze the practices and behaviors that make them effective, and identify how to

incorporate them into your own presentations.

When giving a presentation, vary your pitch, tone, and volume to emphasize key words

or sentences.

Identify situations in which you have the most difficulty being a good listener and devise

a strategy to prepare for them in advance.

Practice your oral communication by volunteering to speak in front of local groups.

Opportunities in your community can be good practice. Join a public speaking club such

as Toastmasters.


100

Volunteer to design and deliver a presentation to your coworkers on a work-related

subject or topic for which you have expertise.

When interacting with individuals you have not worked with before, ask questions about

what you are talking about until you are sure they understand what you are trying to

communicate.

Critique speakers, supervisors, and managers to better understand the criteria for effective

communication.

Record yourself giving a practice presentation. Be conscious of your speech to avoid

filler words (e.g., “um,” “uh,” “ah,” “like,” “well,” etc.). Count how many times you do

use these filler words. Identify ways to remove these from the presentation.

When making a presentation, use the active voice, which is more direct, as the focus is

placed on the person or thing, rather than the passive voice (e.g. say “I will finish the

report tomorrow” rather than “The report will be finished tomorrow”).

Attend meetings in which you communicate to a variety of people. Debrief the meeting

with them afterwards, focusing on what you wanted to communicate to each person, what

your strategy was, what you actually did and said, and what the results were.


Ask team members to think about one of their communication strengths and to reflect on

how they developed it. Did a class, practice, feedback, or a good role model help them?

Ask them to share their lessons learned with others that are seeking development in that

particular area.

Have your team members consider the technical knowledge of stakeholders they interact

with. Encourage them to try not to use technical jargon with a less technical audience.

They need to be sensitive and flexible in the way they deliver the message.

Ask your staff to assess the effectiveness of oral communication methods that they and

others in their team use (e.g., voice mail, speeches, and hallway conversations). Have

them identify changes that will improve the overall impact of communication within their

group.

Ask team members to discuss with their team situations in which communication gaps

occur and the potential problems they create. Have them identify what would help

prevent or close these communication gaps. Encourage them to develop a set of

communication principles or ground rules with their team to maximize the effectiveness


101

of their communications with each other.

Assign a team member the task of having to make a formal presentation. Coach the

person during preparation and practice rehearsals of the presentation to ensure success.

You can also debrief him or her after the presentation to discuss what went well and what

needed improvement. Make sure you provide behavioral feedback when addressing the

content and the delivery.

Identify a colleague that you or others feel could use improvement in communications.

Offer to watch that person conduct practice presentations. Offer feedback on how he or

she could clarify, simplify, or otherwise communicate messages more effectively.

Establish a routine of visiting and/or talking with people across levels within FSIS. Try

informal walk-abouts, lunch in the break room, monthly breakfast meetings in different

locations, or "town meetings" for employees.














Communication Skills

Motivation and Communication in Six Sigma Teams

The Voice of Leadership: Effective Leadership Communication Strategies

FSIS Communication Solutions: Clashes to Collaboration

FSIS Non Verbal Training


102

Putting Yourself in the Other Person’s Shoes


Difficult Conversations: How to Discuss What Matters Most by Douglas Stone, Bruce

Patton, Sheila Heen, and Roger Fisher

Communication in Organizations by C. Leech & K. Williams

Leadership Communication by D. Barrett

It's the Way You Say It: Becoming Articulate, Well-Spoken and Clear Carol A. Fleming

How to Say It At Work: Putting Yourself Across with Power Words, Phrases, Body

Language and Communication Secrets by Jack Griffin

Speaking as a Leader: How to Lead Everyone Time You Speak...From Boardrooms to

Meeting Rooms, From Town Halls to Phone Calls by Judith Humphrey

Mastering Communication at Work: How to Lead, Manage and Influence by Ethan F.

Becker and Jon Wortmann


103

Public Service Motivation

Demonstrates a commitment to serve the public, including consumers, the industry, and Congress. Ensures that actions meet public

needs. Aligns organizational objectives and practices with public interests.


A top performer in Public Service Motivation conducts his or her work with the recognition that serving public needs/welfare is the primary goal. This individual

consistently reminds others of the importance of public service and aligns work so that food safety is at the forefront of any services or products. He or she

ensures all team members are motivated to serve public needs.


Strives to project a positive

image of self, work team, and

the agency

Takes actions that reflect

commitment to the public and

the agency's mission

Recognizes the importance of

considering interests other

than one's own

Responds promptly and

accurately to public inquiries

about agency policies

Suggests gaining feedback

from public regarding new

food safety and handling

policies

Reviews and monitors

work products, services,

and protocols to ensure

they meet public needs

Reviews organization's

policies and procedures

on a regular basis to

ensure they are consistent

with public needs

Determines community

needs by surveying

citizens

Develops and

disseminates resources to

educate the public about

the agency's mission

Adapts and extends

existing agency protocols,

regulations, and programs

to continue representing

public interests

Ensures statements,

intentions, and actions

align and represent public

interests

Improves processes used

to monitor contractors and

vendors for supplies,

services, and equipment

to ensure government

funds are expended

appropriately

Motivates, encourages,

and enables employees to

act in the best interests of

the public

Seeks and integrates

feedback from the

community and monitors

systems to improve

agency services and

products

Identifies and fully

addresses the public's

critical needs in food

safety

Cultivates relationships

with community

stakeholders to validate

usefulness of proposed

products and services

Approves funding

documentation in

accordance with

procedures to ensure

public resources are

utilized appropriately

Anticipates and integrates

changes in public interests for

a long-term alignment

between agency programs and

policies and public interests

Implements protocols to

monitor changes and

emerging trends in food safety

policies and food handling

practices

Proactively and urgently takes

action and makes well-

informed decisions to protect

the public in the event of a

crisis or emergency

Designs and develops

programs to address critical

community requirements

Helps employees understand

how their roles help align

agency objectives and

practices with public safety


104


Public Service Motivation relates to FSIS goals and objectives through the following:


Key Value, Transparency: Making FSIS management processes more open so that the public can learn how the Agency supports Americans every day.

Key Value, Customer Focus: Serving FSIS constituents by delivering programs that address their diverse needs.

“One Team, One Purpose” Campaign: We are one team, with only one purpose. And that is to protect public health. FSIS employees take pride in the

fact that their jobs help prevent foodborne illness.




Goal 3: FSIS will strive to continuously increase consumer awareness of food safety best practices with the intent to improve “in-home” food-handling

behavior. Public education and outreach initiatives will place an emphasis on connecting with vulnerable and underserved populations.

Goal 3, Strategy 2: Deliver food safety messages that are easily understood and readily accessible. FSIS will produce and deliver simple, easy-to-



locations that are easily accessible.

Goal 7, Outcome 7.1: Each employee understands how he/she impacts public health.

Part III: FSIS’s unwavering commitment to performance improvement and measurement will demonstrate to the public that it is making continuous

improvement toward achieving its vision, mission, and strategic goals.



Goal 8: Based on the defined Agency business needs, develop, maintain, and use innovative methodologies, processes, and tools, including the Public

Health Information System (PHIS), to protect public health efficiently and effectively and to support defined public health needs and goals.


105

Public Service Motivation Developmental Resources


Seek out opportunities to demonstrate loyalty to the citizens of the U.S. by finding new

and creative ways to achieve FSIS’s mission.

Ensure that you serve as a personal model of service to others.

Serve as a mentor or sponsor to a new employee.

Communicate to fellow FSIS personnel that commitment to public service is a top

priority.

Participate in FSIS-sponsored events and activities to display your commitment to public

service.

Practice your public service motivation by finding a local cause that inspires and

motivates you to action.

Volunteer for local charities, youth clubs, nursing homes, or other institutions that require

you to help those that are less fortunate than yourself.

Get involved in local government/office opportunities.

Run for a small role in an executive board for an organization in your community (e.g.,

historian, secretary, event coordinator).


When interacting with Agency Personnel, convey to them the social significance of

mission of FSIS and, where possible, establish opportunities for direct contact between

employees and beneficiaries of FSIS.

Provide opportunities for new hires to learn about organizational values and expectations

of employee behavior that reflect public service values.

Ensure that rewards are allocated for outstanding service to the public.

Provide a suggestion box for FSIS personnel and customers to submit their ideas on

improving customer service.


106

Brainstorm ideas with your employees on how to demonstrate a commitment to public

service.

Set up and coordinate volunteer events for all staff members to attend.














[None provided at this time]


Motivation in Public Management. James L. Perry Annie Hondeghem

Give and Take: A Revolutionary Approach to Success by Adam M Grant

Understanding and Managing Public Organizations by Hal G. Rainey

Managing Change and Innovation in Public Service Organizations by Kerry Brown and

Stephen P. Osborne

Dynamics of Leadership in Public Service: Theory and Practice by Montgomery Van

Wart


107

Self-Development

Exhibits ability to assess own strengths and developmental needs. Addresses these needs through reflective, self-directed learning.

Develops new knowledge and skills as the work evolves.

Self-Development A top performer in Self-Development is results-oriented in that he or she is very interested in the results produced. This individual constantly monitors, measures,

and plans own performance in order to improve. He or she actively seeks feedback regarding gaps in performance and has an accurate and thorough

understanding of own capabilities.


Demonstrates difficulty

recognizing and/or admitting

own learning needs

Develops knowledge of

objective facts and features

of FSIS

Requires close and extensive

guidance

Acquires technical

knowledge (e.g., regulations,

best practices/procedures for

preventing foodborne

illness) primarily through

textbooks and professional

conferences

Keeps technology skills up-

to-date through

developmental opportunities

and practice

Identifies resources and

opportunities for growth

and development

Solicits periodic feedback

to continually improve

quality of own work

Reflects the belief that

answers are always best

found from an external

source (e.g., a supervisor)

rather than relying on own

knowledge

Visits other work sites to

gain understanding of staff

functions and daily tasks

Considers different

perspectives as a means to

continue to learn

Recognizes own strengths

and developmental needs

Participates in additional

AgLearn courses to

increase skills

Generates plans and goals

as a tool to measure

progress toward

objectives

Applies knowledge of

objective facts and

features of FSIS as part of

their daily activities

Participates in

challenging assignments

to leverage and improve

skills

Completes leadership

development programs,

including training,

coaching, and mentoring

opportunities and applies

key learnings

Aligns own long-term

developmental goals and

objectives with

organizational strategies

Synthesizes knowledge

and applies it across

contexts

Is not threatened by

criticism but rather uses it

as a learning opportunity

Proactively participates in

meetings and events, even if

not directly relevant, to gain

knowledge and experience

related to professional

development

Demonstrates consistent

excellence in applying job

knowledge across multiple

projects and/or

establishments

Maintains extensive domain

knowledge but understands

the need for continuous

learning and inquiry

Invests in the development of

others as a means to achieve

own self-development

Engages in systematic, self-

directed training and

development activities aligned

with the strategic needs of the

agency


108

Self-Development Self-Development relates to FSIS goals and objectives through the following:




Strategic Theme, Understand and Influence the Farm-to-Table Continuum: To gain this insight, FSIS optimizes its use of science and data to fully

understand the environment in which FSIS operates.





needs. The Agency will also close gaps in core competencies through training, recruitment, and recognition of quality work. FSIS will seek to

understand and adapt best practices from high-performing organizations that have proven successful in motivating employees and improving job

satisfaction.

Goal 8, Outcome 8.2: The Agency will research, evaluate, and remain up-to-date on the latest technologies, methodologies, and innovations that could

be of use in mitigating or preventing food safety hazards. FSIS will evaluate the potential for new technologies, innovations, and methodologies to meet

internal needs.

Part II, Cultural Transformation: Continuous improvement through employee development, organizational development, and program/process

improvement.

Part III: FSIS’s unwavering commitment to performance improvement and measurement will demonstrate to the public that it is making continuous

improvement toward achieving its vision, mission, and strategic goals.


Goal 2: Cultivate effective leadership practices that permeate the organization and help drive a culture of openness, continuous learning, and innovation.

FSIS Organizational Structure: To achieve this, FSIS conducted a critical, objective, and probing review of its program areas and the organization as a

whole to position the Agency to support and promote attainment of its strategic goals and objectives; broaden the span of supervisory control; assign

resources to the work of highest priority; maximize the use of limited economic resources; and adhere to the objectives of the Secretary’s “Blueprint for

Stronger Service.”


109

Self-Development Developmental Resources


Ask for feedback when working on projects and keep a journal of the feedback that you

receive. Identify trends that reveal areas for improvement and devise a learning strategy

to develop your skills in these areas.

Utilize internal training resources accessible through AgLearn.

Ask your supervisor and/or colleagues to point out sources of information that will help

you to increase your knowledge in a particular area. Review the information and share

what you have learned with others.

Ask your supervisor to increase the scope of your decision-making authority. This will

enable you to learn more about other areas of the business.

Search for, and take advantage of, meaningful training and development workshops being

offered in your area and make an effort to attend them.

Commit to reading professional journals, books, and articles that will expand your

knowledge in a particular area.

Establish a mentoring relationship with an internal or external expert in an area you

would like to develop.

Assess your performance for the past three months and decide which three things you are

most proud of doing and which three you are least proud of doing. For those in the least

category, consider what kinds of courses and/or other developmental activities or

assignments would help you improve your performance.

Establish three professional goals and develop a personal learning agenda, which includes

specific steps needed to accomplish your goals.

Keep abreast of new legislation. Share with others how it impacts your work unit or

department.

Ask your supervisor or coworker to provide you with critical feedback. Learn to look at

negative feedback and criticism as potentially useful information that you need to

understand more fully.


110

For two weeks, track your progress against management goals by using charts, posters, or

other mechanisms, including a visual countdown to established milestones.

Make a list of areas you would like to know more about. Identify specific steps you will

take to enhance your knowledge in these areas (e.g., reading books, attending classes,

talking to experts).

Teach yourself how to use software that will help you on the job. (ie, PHIS)

Work with your supervisor to identify a temporary role/assignment that you can fill to

broaden your skill set and learn more about the business.

Create an opportunity for learning out of a "failure." Ask yourself what you can learn

from such situations and solicit feedback from others.

If it is relevant, become a member of a professional body or society that can help to

support your continuous learning needs.

Get involved in a technically demanding project where you will be required to use and

update your technical skills and knowledge.


Work with your team to establish clear expectations for performance.

Schedule and hold regular coaching conversations with team members.

If you are avoiding sharing feedback to redirect behavior or performance, ask yourself

why.

Have your team members read articles describing innovative technical or collaborative

procedures. Bring in outside experts to present new ideas and approaches.

People learn primarily from feedback on on-the-job application of skills. Develop and

assign projects that can be leveraged to develop the capabilities of your team.

Consider the future capabilities your department will need to succeed. Help your staff

draft development plans that will be mutually beneficial.


111

Discuss how development activities can be effectively incorporated into “business as

usual” with in your team.

If you are avoiding a difficult conversation with one of your team members, ask a peer

who has successfully addressed the situation in the past for advice.














Documenting Self-Assessment Testing for Reperformance Standard

FSIS Energize Yourself and Improve Your Personal Productivity

How to Write an Effective Self-Report of Accomplishments

FSIS Escalade Leadership Development Program

FSIS Learning Trove Webinar Events - Assertiveness & Confidence

FSIS Learning Trove Webinar Events - Career Development

FSIS Learning Trove Webinar Events – Professionalism

FSIS Supervisor Refresher Training

Growing Leaders for the 21st Century - SES Development Workshop/ECQ Preparation

USDA - Career Planning and Development for the Executive Level (The Path to the SES)


112

The Voice of Leadership: Self-assessment and Motivation

Improving Your Emotional Intelligence Skills: Self-awareness and Self-management

Managing from Within: Self-empowerment

Exploring Self-development

Personal Productivity: Self-organization and Overcoming Procrastination

Ethical Self-promotion

Leadership Essentials: Creating Your Own Leadership Development Plan


Getting Ahead: Three Steps to Take Your Career to the Next Level by Joel A. Garfinkle

Seven Habits of Highly Effective People by Stephen Covey

Successful Manager’s Handbook: Development Suggestions for Today’s Managers by

Sue Gebelein

Talent Is Overrated: What Really Separates World-Class Performers from Everybody

Else by G. Colvin

The Power of Feedback: 35 Principles for Turning Feedback from Others into Personal

and Professional Change by Joseph R. Folkman

The Talent Code: Greatness Isn’t Born. It’s Grown. Here’s How by D. Coyle

Strategic Career Management: Developing Your Talent by Jane Yarnall

Understanding Action Learning by Judy O’Neil and Victoria J. Marsick

AST D Handbook for Workplace Learning Professionals by Elaine Biech

Discovery: Extraordinary Results from Everyday Learning by John Drysdale


113

Leaders: Start to Finish: A Road Map for Developing and Training Leaders at all Levels;

by Anne Bruce

Learning in Tough Economic Times: How Corporate Learning is Meeting the Challenges

by The American Society for Training & Development


114

Written Communication

Writes in a clear, concise, organized, and convincing manner for the intended audience.


A top performer in Written Communication has the ability to describe complex issues through written form to a variety of audiences. He or she serves as a key

editor for important reports and provides challenging and engaging opportunities for others to improve their writing abilities.


Writes messages in general

and standard formats for all

audiences

Creates and heavily depends

on checklists to track project

status and communicate

deadlines and status to

others

Summarizes

recommendations made in

annual reports (i.e. FSIS

Annual Performance Plan,

FSIS Annual Sampling

Program Plan, etc.)

Seeks guidance from

supervisor for written

products on topics such as

appropriate language,

outlines, and framework

Produces basic memos,

letters, or other similar

documents

Writes daily or weekly

briefs to ensure others on

the team receive updated

information

Develops written

communication at a slow

but effective pace

Adjusts content and style of

written documents

according to subject matter

and audience

Writes in a clear and

concise manner

Develops well-written

documents outlining agency

mission and goals for use by

the local community

Recognizes what

information is important and

must be immediately

recorded for future use

Maintains an organized and

efficient system for written

communication and

correspondence

Conscientious of timeliness

and urgency of various

messages

Uses written

communication to

compel others to action

Writes complex technical

reports using clear

terminology and concise

formats for use by high-

level decision makers

Reviews technical

reports, edits materials,

and provides suggestions

to improve clarity while

ensuring documents are

targeted to the proper

audience

Synthesizes information

from multiple sources

into a clear and concise

document

Understands and writes

in a variety of technical

or formal styles

Maintains an extensive

knowledge of advanced

writing techniques and

formats

Writes, reviews, and publishes

findings, decisions, and

reports for other groups and

agencies

Provides expert interpretations

of documents pertaining to

protecting public health and

potential food safety issues

Assists other organizations,

and is sought by others for

help, in writing critical

documents

Anticipates audiences’

questions and includes

responses or concerns in

message

Understands highly technical

documents and is able to ask

clarifying and validity-testing

questions of those who

prepared the document


115


Written Communication relates to FSIS goals and objectives through the following:


Goal 3, Strategy 2: Deliver food safety messages that are easily understood and readily accessible. FSIS will produce and deliver simple, easy-to-



locations that are easily accessible. FSIS subject-matter experts will regularly communicate important food safety messages via lectures and other

opportunities for public education.

Part II, Cultural Transformation: Developed a communications and training plan for FSIS employees.

Part III, Communication: FSIS will develop a range of communication products and feedback loops to ensure that key goals, targets, and messages

included in this plan are conveyed and understood by its employees.


116

Written Communication Developmental Resources


Allow important e-mails and other written communication to sit before sending them out.

Draft the communication, then come back several hours later and review it again. You

will be better able to “see” your message and any errors more clearly.

If you don't do so already, create an outline before you start writing a report, memo, or

letter. Check with others who receive/review your writing to see if this has a positive

impact on your overall writing effectiveness.

Have a colleague proofread your writing for grammar, punctuation, spelling, and

sentence structure errors. Take note of the errors made most often and learn rules for

improvement.

Ask a superior, peer, or friend to give feedback on your writing. Revise it if their

understanding of your ideas does not match your intent.

When writing for diverse or non-technical groups, keep technical language to a

minimum. If you use technical terminology and jargon, provide definitions. Have a non-

technical person give you suggestions on what jargon to explain or eliminate.

Review each report that you write and change passive verbs to active ones whenever

possible to make your writing more expressive. A way to ensure that your sentence ends

up in the active voice is to start the sentence with the subject.

Identify someone in your agency who is a great written communicator. Ask the person to

work with you to develop your communications skills.

For two months, learn three new vocabulary words a week and use them regularly.

Spell out acronyms and abbreviations the first time they’re used in any document. This is

especially important when communicating with new employees, customers, and vendors.

Write a speech or draft an e-mail for someone in a higher leadership role in the agency.

Write an article for your agency’s newsletter or website.

Write an article or technical report in your field and submit it for publication.


117


Have team members save and share examples of effective written communication (e.g.,

copies of presentations or handouts) drafted by people inside and outside the team. Have

them discuss the specifics of what works and doesn't work. Encourage them to identify

benchmark examples of effective communications that they can use when they need to

write formal documentation and presentations.

Review team members’ writing. Critique their clarity, logic, and presentation. Review

any issues with grammar and spelling, if necessary. Work with them on drafts as they

develop more effective written communication.















FSIS - Resume Writing


Can-Do Writing: The Proven Ten-step System for Fast and Effective Business Writing by

Daniel Graham and Judith Graham

Effective Business Writing by Patrick Forsyth

Get to the Point! Painless Advice for Writing Memos, Letters and Emails Your

Colleagues and Clients Will Understand, Second Edition by Elizabeth Danziger

Getting Your Point Across by P. Khan-Panni

Just Listen by Mark Goulston


118

Presentation Skills 201 by William R Steele

The Elements of Style by W. Strunk, E. B. White, and R. Angell

How to Be Better at Writing Reports and Proposals by P. Forsyth

Universities Offering Free Writing Courses Online

Massachusetts Institute of Technology (http://ocw.mit.edu/index.htm)

o MIT offers dozens of free undergraduate and graduate writing courses online

through its MIT OpenCourseWare initiative. Course topics include everything

from writing fiction, poems, and essays to analyzing all forms of literature.

Lecture notes, videos, suggested reading lists, and more will help you to become

the writer you've always wanted to be. No registration is required.

Utah State University (http://ocw.usu.edu)

o Utah State University's Department of English publishes three free courses

devoted to the art of writing through the school's OpenCourseWare program. The

courses are extensive and may take up to 16 weeks to complete if you study at the

average pace. No registration is required. Courses are similar to the courses that

might be found in a professional writing degree program.

University of Utah (http://www.hum.utah.edu/english)

o The University of Utah's English Department offers free courses to self-learners

around the world. Currently, there are only two free writing courses. Both offer

strong preparation in their topic and are built for beginners. No registration is

required.

Western Governors University (http://www.wgu.edu)

o Western Governors University has made free course materials available through

an open content license. There are several free writing courses courtesy of the

university's Liberal Arts Department. All courses are split into convenient self-

study modules. No registration is required.


119

PERSONALIZED LEADERSHIP AND COMPETENCY DEVELOPMENT PLANS

Now that you have completed the Self-Assessment and reviewed the competency specific

resources, this section of the resource guide helps you to create your own Leadership and

Competency Development Plans. You will be guided through several sections and steps that will

help you generate a realistic and actionable strategy for reaching your leadership potential.

Please remember that to reap the benefits of a leadership development plan, it is important to

have the necessary motivation, resources, and opportunities to develop, practice, and

demonstrate a competency on the job. Such factors can impact a person’s assessment rating or

feedback in a particular area.

Section I: Identify Mentors and Set Goals

Accurate self-assessment and mentorship are critical to the success of a leadership development

plan. To help identify your strengths and opportunities for growth, you need to reflect on your

current competency proficiency levels as well as seek feedback from your mentors.

STEP 1: Identify Mentors

Identify two to three mentors who can provide suggestions and guidance in your development as

a leader within FSIS. For example, you may reach out to your direct supervisor or a colleague

you consider highly proficient in a variety of leadership competencies. Senior FSIS leadership

may also be able to provide critical insights and feedback.

Mentor 1:_____________________________

Mentor 2:_____________________________

Mentor 3:_____________________________

Use the following questions to facilitate your self-assessment and guide your discussion with

each mentor. These questions are intended to help you and your mentor identify and prioritize

the areas in need of development. You should also reference back to the FSIS Leadership

Competency Self-Assessment Exercise provided earlier in this resource guide.


120

Your Current Role

What are your areas of strength in your current role?

What areas do you need to develop in your current role?

What leadership competencies are critical for success in your current role?

Your Future Role

What roles do you aspire to have?

When do you see yourself moving into these roles?

What competencies will be critical for success in these roles?

Which areas of strength would help you move into and succeed in these roles?

Which areas do you need to develop in order to move into and succeed in these roles?

Your Areas of Focus

Given all of the above, which leadership competencies are the most important for you to develop over

the next year?

Which competencies do you feel the most energized to focus on?

Which competencies do you feel the least energized about developing?

If you had to pick only two or three competencies to focus on developing, what would they be?

STEP 2: Set Development Goals

After considering your responses to the above questions and reflecting on your mentors'

feedback, identify several overarching short- and long-term goals to assist in your leadership

development. These goals should not be competency specific, but rather, they should be global in

their focus. That is, these goals should emphasize, for example, your larger career aspirations

within FSIS.

All goals should have the following SMART characteristics.

Specific The goal is clear, concrete, and easy to understand.

Measurable It is possible to measure your progress toward attaining the goal.

Attainable The goal is challenging but achievable and realistic.

Relevant The goal is reasonable, useful, and meaningful to you.

Time-bound The goal has deadlines and milestones.


121

Short-Term Goals (1-2 years):

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

Long-Term Goals (2-5 years):

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

Section II: Identify Competencies and Create a Competency Development

Plan

In conjunction with your leadership development plan, you should create a competency

development plan to focus on specific skills. For this competency development plan, identify

leadership competencies that you would like to develop based on your long-term career

aspirations identified in the leadership development plan. Work with your mentor(s) to assess the

competencies that will be the most beneficial in reaching your developmental goals.

Developing leadership competencies is a process that requires diligence. It is extremely

important to be self-directed and hold yourself accountable for meeting the goals you set for

yourself.

As you complete the following steps, you will generate goals and standards that mark your

development in each of the competencies, brainstorm ideas for developmental opportunities, and

outline specific steps you can take toward accomplishing your goals.


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STEP 1: Identify Competencies

List the FSIS leadership competencies that will be the focus of your Competency Development

Plan.

Competency 1: __________________________________________

Competency 2: __________________________________________

Competency 3: __________________________________________

STEP 2: Create a Competency Development Plan

Once you have identified your focal competencies, you need to create a series of goals and

standards that will allow you to develop each identified competency. You will be able to

continue to document your decisions within this Competency Development Plan.

Again, remember that goals should have the following SMART characteristics.

Specific The goal is clear, concrete, and easy to understand.

Measurable It is possible to measure your progress toward attaining the goal.

Attainable The goal is challenging but achievable and realistic.

Relevant The goal is reasonable, useful, and meaningful to you.

Time-bound The goal has deadlines and milestones.

It is suggested that you create an initial set of specific goals and then meet with your mentor to

review and refine them.

The following tables include questions that you and your mentor can discuss to help create

specific goals and steps toward developing the desired competencies and subsequently larger

leadership development goals.

Use the following questions to assist in holding this goal setting discussion

What does the staff member specifically want to achieve with this competency?

Why is that important to the staff member?

How will the staff member benefit in their current role and/or any future roles to which they aspire?

By when does the staff member want to achieve this?

How will the staff member know whether he/she has been successful in developing this competency?

How will the staff member measure progress toward the goal?


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Use the following questions to assist in holding this development planning discussion

What steps/actions can the staff member take to achieve his/her goal?

What is the smallest step the staff member can take toward achieving this goal?

What obstacles are likely to get in the staff member’s way?

How can the staff member overcome these obstacles & how can I help?

On a scale of 1 to 10, how likely is the staff member to undertake the actions discussed?

How can the staff member move closer to a 10? What support does the staff member need? How can I

help?

What actions will the staff member commit to?

When will the staff member complete these actions?

How will the staff member measure his/her progress along the way?

Plan for Competency #1

What is your current proficiency level regarding this competency? What proficiency level would

you like to achieve?

To evaluate your current proficiency level, in conjunction with your mentor(s)’, use this resource

guide to determine which behaviors you more frequently demonstrate on the job. Also review

and consider those behavioral indicators that typify the proficiency level you are seeking to

achieve.

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

In terms of this specific competency, what behaviors/knowledge/ skills that you want to be able

to know or do when your development activities have concluded? Be explicit in describing what

you hope to know or do.

Leverage this resource guide and the behavioral indicators provided for the different proficiency

levels. Consider the suggested self-development activities for this competency. If you are looking

to increase your proficiency levels through mentoring other employees, consider the Mentoring

Activities section of this guide.

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________


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What are your ideas for how to develop this competency? List actions you want to include in

your development plan.

Again, leverage this resource guide and the suggested resources provided for developing each

competency. When selecting developmental activities, consider the availability of resources

within FSIS. Some activities, such as attending a training session or joining a professional

organization, may involve both time and money. Whereas on-the-job activities, such as

delivering a presentation or facilitating a focus group session, may involve fewer resources and

be just as effective.

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

Discuss your ideas for developing this competency with your mentors and ask for their

guidance. Remember to discuss the reasons you think these competencies are in need of

development, and design your plan accordingly. If they have any ideas in addition to those you

found in the resource guide, incorporate them. Together, write specific actions and a timeline

to do them by. Set up a meeting with your mentors at the end of your timeline to discuss your

work.

Use the table provided to briefly summarize your goals and timeline. As you make progress

toward your goals, use the table to record specific actions you have taken. This is meant to be a

working document that you and your mentor can use to plan and track your progress.


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Competency Development Plan Summary

Competency Goals Actions Timeline Accomplishments

1 Start Date:

End Date:

2 Start Date:

End Date:

3 Start Date:

End Date:

Employee Signature: ____________________________ Supervisor Signature: _______________________________

Date: ________________________________________ Date: ________________________________


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______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

In terms of this specific competency, what behaviors/knowledge/skills—when your development

activities have concluded—do you want to be able to know or do? Be explicit in describing what


______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

What are your ideas for how to develop this competency? Identify actions you want to include in

your development plan and type them in here.

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________




______________________________________________________________________________

______________________________________________________________________________

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In terms of this specific competency, what behaviors/knowledge/skills—when your development

activities have concluded—do you want to be able to know or do? Be explicit in describing what


______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

What are your ideas for how to develop this competency? Identify actions you want to include in

your development plan and type them here.

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________


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APPLYING THE FSIS LEADERSHIP COMPETENCY MODEL ACROSS

WORKFORCE PLANNING

This section of the resource guide provides guidance on how to effectively integrate the

leadership competency model into current FSIS human and performance management functions.

Competencies are essential not only for identifying the current and future leadership needs of

individuals and the organization but also for the unification and strategic alignment of all critical

talent management systems. Effective implementation of the competency model builds a

common framework that helps enhance the agency’s resilience and preparedness in the face of

change, emerging customer needs, and increasing industry, economic, and societal complexities.

Integrating the competency model into FSIS’s backbone can also serve to facilitate

transformation efforts and seize opportunities for organizational efficiency by harnessing the

power of human capital management.

There are three critical steps in the implementation of a competency model.

First, it is necessary to determine an effective communication strategy for how to

disseminate the competency model throughout the agency, obtain buy-in from key

stakeholders, and educate end-users on its utility and application.

The second step is identifying opportunities for when and how to leverage the

competency model as well as establishing agency and area-specific protocols and

standards.

Following implementation, the third key step is to validate the critical competency model

within the context of FSIS by linking the competencies to key performance outcomes.

INCORPORATING THE FSIS LEADERSHIP COMPETENCY MODEL INTO THE

HUMAN CAPITAL LIFE CYCLE

The competency model should be integrated into the various stages of the human-capital life

cycle (i.e., recruiting, structured interviewing, selection, onboarding, training, succession

planning, performance appraisal, and career planning) and continued to be validated. Additional

efforts should be made to streamline the various processes across these areas by identifying and

seizing opportunities for competency alignment.


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Recruiting

To help move the right talent into the agency’s hiring funnel, various competencies can be

infused into the current recruitment strategy. For example, the agency’s vision and commitment

to public service and the importance of partnership can be advertised and communicated to

potential leadership candidates in order to attract individuals who would fit well with the

agency’s mission.

Structured Interviewing

The goal of a structured interview is to preview the applicant’s future work behaviors. Structured

interview questions can be used, for example, with new hires, or when selecting internal FSIS

candidates for promotions. Aligning the competencies with the structured interview process

ensures that the relevant and appropriate work behaviors are assessed during the interview. This

can be done by framing the questions around the competencies and measuring the responses

based on the behavioral indicators.

Below is an example of a team building question:

Tell me about a situation where you were leading a team that was having difficulty

accomplishing a set goal. What was the goal? What was the problem? Were you able to

resolve it? (If yes) How did you resolve it? What previous knowledge or experience did

you apply to come to that resolution?

The participant’s response can be compared to the behavioral indicators listed on the proficiency

scale to provide information on their expertise level. An example response is:

A few months ago I was leading a team dealing with a very difficult customer. The

customer was rude and unreasonable. I noticed the morale of the team decreasing

because of these interactions. At first, I provided some feedback on how to work with

others, but I found that wasn’t helping. I then talked to my old supervisor who had dealt

with similar experiences before. He provided me with guidance on conflict-resolution

techniques, which I shared with the team.

Based on this response, the rater can infer that the individual is an Advanced Beginner since they

provided feedback for working as a productive team and sought insight from an expert for

guidance (refer to Team Building behavioral indicators). However, the applicant still relied on

external sources to help address the issue. The scoring system used should reflect this

proficiency level. This same process can be used across the competencies that are relevant to, for

example, new hires.


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Selection

The competency model can be used to identify success profiles for each job position or job

position family. Success profiles represent a combination of approximately 5 to 12 competencies

that are critical to the performance within a given leadership position. These competencies can

help inform selection strategy and guide the development of hiring tools and pre-hire

assessments. They can also be used for screening and evaluating resumes.

Additionally, behavior-based questions could be developed to assess the essential competencies

during a structured interview (refer to structured interview section). In addition to interviews, the

competencies can be used to develop content specifications for performance tests. For example,

to measure Oral Communication, a competency-based performance test may ask individuals to

conduct a 15-minute presentation to a group. A competency-based written test item measuring

External Awareness may ask applicants to identify legal, governmental, or international issues

that affect the organization. Furthermore, the proficiency levels generated for each competency

can serve as the foundation for behaviorally-anchored, rating-scale content that would be used to

rate and differentiate candidates for a given job position. For entry-level jobs, the interviews

should focus primarily on the Foundational Competencies while more advanced positions should

also include elements of the Core Leadership Competencies.

Onboarding

The onboarding and ramp-up process is critical for signaling to new hires the types of

characteristics, skills, and behaviors that are valued and rewarded by FSIS. For example,

emphasizing the competencies that are inherent to the success in a given job and in line with the

agency mission could serve to enable valued behaviors while discouraging ineffectual ones.

Training

The competency model, and its example behaviors for the different proficiency levels, is a

valuable tool for conducting individual or agency-wide training-needs analyses and subsequently

developing customized training and development programs to address performance gaps. Upon

identification of strengths and gaps, employees in leadership positions can create competency

development plans that enable employees, and themselves, to reach their leadership potential by

targeting the specific pain points or areas of focus. Furthermore, the behavioral examples can be

adapted and expanded to develop activities, set goals, and guide discussions with mentors or

supervisors.


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Succession Planning

As part of succession planning, the competency model can help leaders assess competency gaps

in the pool of succession candidates. The competency model serves as a framework for leaders to

identify the critical path required to advance and thus pinpoint the needs of those candidates with

the potential for advancement. Similar performance appraisals, leaders can create assessment

tools (e.g., Individual Development Plans (IDPs), Mastery Assessments, and Overall

Performance Scorecards) that will review the competencies of supervisors who appear to have

high potential for advancement.to developing

Performance Appraisal

The proficiency-level examples that accompany each competency can also be applied to the

performance appraisal process as well as linked to compensation systems. The proficiency-level

examples can be translated into a behaviorally-anchored rating scale for each competency such

that the supervisor can evaluate an employee’s performance as it relates to each competency

included in the success profile for that job position or family of jobs.

Career Planning

Aspiring leaders can evaluate their current proficiency levels and identify the proficiency levels

they need to reach in order to move into a leadership position, or reach their current leadership

role’s full potential. In other words, the proficiency-level behavioral examples can help

employees develop plans for how to excel at critical competencies and generate associated goals,

milestones, and timelines.

The table on the next page indicates the areas in which each specific competency has the greatest

potential utility and applicability. Note that any competency can be adapted to guide decision-

making and help drive efforts within each of these eight talent-management processes.


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Recruiting

Structured

Interview Selection Onboarding Training

Succession

Planning

Performance

Appraisal

Career

Planning


Accountability

Adaptability

External Awareness


Management Excellence


Operations Management

Partnering

Political Savvy

Problem Solving

Team Building

Vision


Integrity & Honesty


Oral Communication


Self-Development



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To further support career planning, the FSIS leadership competencies can be easily integrated within the USDA Virtual University

that identifies leadership development at every team level. The table below describes how the FSIS leadership competencies are

merged into the USDA Virtual University Leadership Development Programs. This table can be applied when planning and tracking a

leader’s career journey at the USDA.

fsis leadership resource and development guide · fsis leadership resource and development guide 2...

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