Acknowledgements

The APHIS Leadership Development Toolkit was originated in 2002 at the Plant Protection and
Quarantine (PPQ) Professional Development Center (PDC). This original Toolkit, called PPQs
Leadership Development and Competency Guide, was based on the Office of Personnel
Managements (OPM) leadership competencies, leadership development resources developed in
other Federal agencies, and internal expertise and experience. PPQ PDC added a key component
to the leadership guide when it asked PPQ Managers to create behavioral examples to illustrate
what the OPM core competencies look like at each leadership level. The Learning Contract and
Mentoring Handbooks were added and the complete package was called the PPQ Leadership
Development Toolkit.
In 2008, the PPQ Leadership Development Toolkit was rewritten, updated, and expanded by a
team from PPQ PDC, Veterinary Services (VS) Professional Development Staff (PDS), and the
APHIS Training and Development Branch (TDB). The APHIS Leadership Development Toolkit
now addresses the needs of all APHIS employees, includes a separate section for each program in
APHIS, and addresses updates from OPM (e.g., inclusion of the developing others competency
and the addition of the Team Leader/Project Manager leadership level). The 2008 Toolkit was
reviewed by all APHIS programs and the Office of the APHIS Administrator.
Contents
List of Figures iii
Introduction to Leadership Development in APHIS v
Tab 1: How to Use the Toolkit and Roadmap 1-1
Includes the APHIS Leadership Roadmap
Tab 2: How to Develop Your Leadership Skills 2-1
Includes statements on taking control of your own growth and learning; explanations of the development
process and creating a Development Plan; and sample Development Plans
Tab 3: Leadership Development for All Employees 3-1
Includes the section of the Roadmap referring to the all-employee level, information on how to develop
yourself using the Leadership Competency Development Cycle, and behavioral examples for all employees
Tab 4: Leadership Development for Project Managers/Team Leaders 4-1
Includes the section of the Roadmap referring to the Project Manager and Team Leader level, information
on how to develop yourself using the Leadership Competency Development Cycle, and behavioral
examples for Project Managers and Team Leaders
Tab 5: Leadership Development for Supervisors 5-1
Includes the section of the Roadmap referring to the Supervisor level, information on how to develop
yourself using the Leadership Competency Development Cycle, and behavioral examples for Supervisors
Tab 6: Leadership Development for Managers 6-1
Includes the section of the Roadmap referring to the Manager level, information on how to develop
yourself using the Leadership Competency Development Cycle, and behavioral examples for Managers
Tab 7: Leadership Development for Executives 7-1
Includes the section of the Roadmap referring to the Executive level, information on how to develop
yourself as a member of the Senior Executive Service, description of the Executive Core Qualifications,
and behavioral examples for Executives
Tab 8: Competency in Cross-Cultural Interactions 8-1
Addresses interacting with others of diverse cultureswhile interacting across cultures is not an OPM
competency, it is an essential skill in APHIS
Tab 9: Learning Experiences 9-1
Descriptions of types of learning experiencesfollowed by recommended learning experiences for
attaining proficiency in each competency
Tab 10: APHIS Mentoring Program 10-1
Description of the APHIS Mentoring Program
Tab 11: APHIS Program Information 11-1
Each program structures as needed to assist leadership developmentpossibly includes career guides,
mission/vision statements, strategic plans, succession plans, contact information, and program-specific
training
Tab 12: Key Terms 12-1
Index Index-1
List of Figures
APHIS Leadership Development Toolkit iii
List of Figures
Below is a list of figures included in the APHIS Leadership Development Toolkit. All figures can be
reached by either clicking on the link below or turning to the cited page.
Tab 1: How to Use the Toolkit and Roadmap
Figure 1-1: APHIS Leadership Roadmap on page 1-3
Figure 1-2: APHIS Leadership Development Competency Framework on page 1-4
Tab 2: How to Develop Your Leadership Skills
Figure 2-1: Leadership Competency Development Cycle on page 2-1
Figure 2-2: Determining Competencies to on page 2-2
Figure 2-3: Activities for Leadership Competency Development on page 2-4
Figure 2-4: AgLearn Version of Development Plan on page 2-9
Figure 2-5: Paper Version of Development Plan on page 2-10
Figure 2-6: Narrative Version of Development Plan on page 2-11
Tab 3: Leadership Development for All Employees
Figure 3-1: APHIS Leadership Roadmap Example for All Employees on page 3-1
Figure 3-2: Leadership Competency Development Cycle on page 3-3
Figure 3-3: APHIS Leadership Development Competency Framework on page 3-5
Tab 4: Leadership Development for Project Managers/Team Leaders
Figure 4-1: APHIS Leadership Roadmap Example for Project Managers/Team Leaders on
page 4-1
Figure 4-2: Leadership Competency Development Cycle on page 4-2
Figure 4-3: APHIS Leadership Development Competency Framework on page 4-4
Tab 5: Leadership Development for Supervisors
Figure 5-1: APHIS Leadership Roadmap Example for Supervisors on page 5-1
Figure 5-2: Leadership Competency Development Cycle on page 5-2
Figure 5-3: APHIS Leadership Development Competency Framework on page 5-4
Tab 6: Leadership Development for Managers
Figure 6-1: APHIS Leadership Roadmap Example for Managers on page 6-1
Figure 6-2: Leadership Competency Development Cycle on page 6-2
Figure 6-3: APHIS Leadership Development Competency Framework on page 6-4
Tab 7: Leadership Development for Executives
Figure 7-1: APHIS Leadership Roadmap for Executives on page 7-1
Figure 7-2: Three Competencies Developed at the Executive Level on page 7-3
Tab 9: Learning Experiences
Figure 9-1: Activities for Leadership Competency Development on page 9-1
List of Figures
iv APHIS Leadership Development Toolkit
Tab 10: APHIS Mentoring Program
Figure 10-1: Mentor Application on page 10-5
Figure 10-2: Protg Application on page 10-6
Figure 10-3: Mentor Expectations Worksheet on page 10-7
Figure 10-4: Protg Expectations Worksheet on page 10-8
Figure 10-5: Mentoring Partnership Agreement Worksheet on page 10-9
Figure 10-6: Sample Questions for the First Mentoring Conversation on page 10-10
Figure 10-7: Mentoring Partnership Self-Assessment on page 10-11
Figure 10-8: Mentoring Program Evaluation on page 10-12
Figure 10-9: Protg Goal-Setting Worksheet (Example) on page 10-17
Figure 10-10: Protg Goal-Setting Worksheet (Blank) on page 10-18
Figure 10-11: Mentor Characteristics Assessment (Self-Assessment) on page 10-19
Figure 10-12: Mentoring Skills Assessment on page 10-20
Tab 11: APHIS Program Information
Figure 11-1: Example of Blank Career Guide Worksheet on page 11-2
Figure 11-2: Example of Completed Career Guide Worksheet on page 11-3
Introduction
APHIS Leadership Development Toolkit v
Introduction to Leadership Develop-
ment in APHIS
Even the most casual trip requires us to choose
a destination, consult a map, and plan our
journey. The APHIS Leadership Roadmap and
the APHIS Leadership Development Toolkit
provide this guidance for our leadership
journey. The APHIS Leadership Roadmap
outlines the journey and the APHIS Leadership
Development Toolkit provides the details
APHIS employees need to identify and
develop the competencies needed in their
specific case. These maps provide guidance
for advancing from point A to point B.
APHIS Values Skilled Leaders
APHIS employees are entrusted with carrying
out the program and Agency missions. As
such, all APHIS employees exhibit leadership
skills on a daily basis, whether through their
interactions with stakeholders or coworkers.
Individual employee leadership is underscored
by initiative, competence, and the desire to
achieve excellence. This individual leadership
is the foundation for meeting program and
Agency missions.
To meet the mission, APHIS also needs skilled
leaders at the supervisory, management, and
executive levels. These leaders define and
communicate expectations, roles, and
responsibilities to employees, provide
resources for employee development, and
recognize employee accomplishments. Those
with strong leadership skills inspire employees
to meet the challenges of todays fast-paced,
ever-changing regulatory world. To further
enhance and develop those skills, APHIS is
providing additional resources for supervisors.
Various methods have been developed such as
toolkits, a mendatory performance element for
increased supervisory accountability, and
supervisory assessment questions linked to
leadership compentencies. These resources are
intended as another avenue to assist those
interested in expanding their leadership
capabilities.
What Makes an APHIS Leader?
Everyone in APHIS can be a leader, regardless
of official position. Whether or not we are
designated as leaders because of our position,
it is the responsibility of each employee to take
ownership in developing his or her proficiency
in all 28 competencies. This Toolkit lays out
the APHIS leadership competency
development framework and the ways an
employee can acquire those leadership skills.
My Chance at a Leadership Position
APHIS projects the number of leaders leaving
the workforce will continue to increase for five
to ten years. This attrition will create
opportunities for others to apply for vacated
leadership positions.
A leader . . .
Leads by example
Strives to make a positive
difference
Inspires and encourages
Respects others
Provides support
Recognizes the
contributions of others
Introduction
vi APHIS Leadership Development Toolkit
Employees who invest time and energy in
developing leadership competencies will be
better prepared to compete for positions.
Those who are willing to relocate will find
more leadership positions available in their
interest area. While developing your
leadership skills will not guarantee you a
position, those developmental efforts will
increase your marketability when you do apply
for positions. So, plan your journey, assess
your progress, and use the developmental
opportunities and support structures available
in APHIS.
Tab 1: How to Use the Toolkit and Roadmap
APHIS Leadership Development Toolkit 1-1
How to Use the Toolkit and Roadmap
What Are the Goals of This Toolkit?
The goals of this Toolkit are:
To create a workplace where employ-
ees and Supervisors take equal respon-
sibility for leadership development
To improve the leadership skills of all
APHIS employees
To meet the succession planning needs
of APHIS
Steps for Using This Toolkit?
1. Read Tabs 1 and 2 first. Tab 1 explains
contents and key concepts in the Toolkit
and Tab 2 leads you through the 6 develop-
mental steps for planning and completing
your leadership journey.
2. Look at Tabs 3 through 7 and select the tab
that applies to your current position on the
APHIS Leadership Roadmap: (see Figure
1-1: APHIS Leadership Roadmap on page
1-3) All Employees, Project Manager &
Team Leader, Supervisor, Manager, and
Executive. If your position spans two tabs,
review both. For example, in some APHIS
field offices, the Supervisor is also the
Manager. In addition, some employees in
the All-Employee category occasionally
manage a project or lead a team effort. In
these cases, you will find relevant informa-
tion in more than one Tab. Some of the
information from Tabs 1 and 2 will be
summarized in Tabs 3 through 7. If you
need more detailed information when you
are working in Tabs 3 through 7, go back to
Tabs 1 and 2 for that information.
3. As you go through the 6 developmental
steps in your tab (Tabs 3 through 7), you
will be directed to Tabs 9 through 11 for
more detailed information. Tab 9, Learn-
ing Experiences describes various learn-
ing; Tab 10, APHIS Mentoring Program,
describes mentoring in APHIS; and Tab
11, APHIS Program Information lists
program-specific information.
4. Tab 8, Competency in Cross-Cultural
Interactions is included in the Toolkit
because we, as APHIS leaders, need to
effectively communicate, interact, negoti-
ate, and problem-solve with those who are
culturally different from ourselves. So,
while cross-cultural interaction is not yet
an official OPM competency, proficiency
in this area is an essential leadership skill
for all in APHIS.
Key Components of Leadership Devel-
opment in APHIS
To develop our leadership skills, we need to
know our destination, assess our current profi-
ciency level, and use available learning
resources and support structures. The key
components of leadership development are:
1. Leadership competencies as learning
goals
a. The APHIS Leadership Roadmap lists
the competencies needed for successful
performance at each of five leadership
levels.
b. Focus on developing the competencies
for your leadership level and then the
level you would like to attain.

Use this Toolkit to move from
contemplating development
to taking action.
Tab 1: How to Use the Toolkit and Roadmap
1-2 APHIS Leadership Development Toolkit
2. Assessment and feedback
a. APHIS provides a variety of assess-
ment tools to identify strengths, personal
styles, and related developmental needs.
b. Use the results of the assessments to
create your Developmental Plan.
3. Continuous learning opportunities
a. APHIS provides a variety of learning
approaches to best meet each employees
learning style and developmental needs.
(1) Formal classroom training
(2) E-learning
(3) Developmental assignments
(4) Self-directed activities
b. Use these learning approaches to
develop the leadership competencies you
targeted.
4. Mentoring
a. APHIS provides mentoring and other
supportive services in one-on-one and
team settings.
b. Use these mentoring and supportive
services to help plan your goals, sustain
your progress, and transfer learning back
to the job.
These components will be discussed in more
detail in Tab 2, How to Develop Your
Leadership Skills, when the 6-Step Leadership
Competency Development Cycle is explained.
What is a Leadership Competency?
A competency is an observable, measurable
pattern of knowledge, skills, abilities, or char-
acteristics an individual needs for effective or
superior performance in a job. A competency
can be measured against agreed-upon stan-
dards and can be improved through learning
and practice.
Effective APHIS leaders need both the
technical expertise inherent for a particular job
and the leadership competencies appropriate
for the leadership level of the position
(Employee, Project Manager/Team Leader,
Supervisor, Manager, and Executive).
This Toolkit will assist you with identifying the
leadership competencies you need and
planning learning experiences to attain those
leadership competencies. Consult people
within your program for information on the
technical expertise needed for a specific
position and suggestions for their
development.
The APHIS Leadership Roadmap
The APHIS Leadership Roadmap (Figure 1-1:
APHIS Leadership Roadmap on page 1-3)
illustrates how leadership is developed in
APHIS. Each leadership level on the Roadmap
lists the competencies needed at that level and
the common learning experiences that can be
used to attain skills at that leadership level.
The Roadmap illustrates the progressive nature
of the leadership competencies through five
levels of leadership: 1) All Employees; 2)
Project Manager and Team Leader; 3)
Supervisor; 4) Manager; and 5) Executive
with competencies at each level serving as the
foundation for the next leadership level.
APHIS Leadership Development Com-
petency Framework
Figure 1-2: APHIS Leadership Development
Competency Framework on page 1-4, high-
lights the competency section of the APHIS
Leadership Roadmap. Each level of the Road-
map focuses on the leadership competencies
most critical at that level.
Tab 1: How to Use the Toolkit and Roadmap
APHIS Leadership Development Toolkit 1-3
Figure 1-1: APHIS Leadership Roadmap
Tab 1: How to Use the Toolkit and Roadmap
1-4 APHIS Leadership Development Toolkit
Figure 1-2: APHIS Leadership Development Competency Framework
What is Considered Proficient at My
Leadership Level?
Proficiency is mastering the behavioral exam-
ples at your level. This Toolkit contains BEs
for each of the 28 competencies at each of the
5 leadership levels.
What is a Behavioral Example?
A behavioral example (BE) is a success indica-
tor showing how an employee at a particular
level would demonstrate proficiency in a given
competency. For example, a Supervisor look-
ing at BEs for conflict management would see
Actively involves employees and team or
work unit in resolving differences over work
issues (e.g., schedules, assignments, ensuring
employee and organizational concerns are bal-
anced). An Executive, on the other hand,
would see Provides resources and support to
Managers in resolving grievances and EEO
complaints that reach the Executive level.
The BEs in this Toolkit have been developed in
conjunction with OPM and validated by the
programs within APHIS.
The BEs can be used prior to beginning a
learning experience to assess the need to
develop that competency, during a longer
learning experience to assess progress, and at
the end of a learning experience to determine if
further work is needed.
Continual Learning
Customer Service
Flexibility
Integrity/Honesty
Interpersonal Skills
Oral Communication
Problem Solving
Public Service Motivation
Resilience
Written Communication
Managing
Yourself

Decisiveness
Influencing/Negotiating
Team Building
Technical Credibility
Managing
Projects
Accountability
Conflict Management
Developing Others
Human Capital Management
Leveraging Diversity
Leading &
Managing
People

Creativity & Innovation
Financial Management
Partnering
Political Savvy
Strategic Thinking
Technology Management
Leading &
Managing
Programs

Entrepreneurship
External Awareness
Vision

Leading &
Managing
Organizations
MANAGER
EXECUTIVE
SUPERVISOR
PROJECT MANAGER
& TEAM LEADER
ALL EMPLOYEES
Tab 1: How to Use the Toolkit and Roadmap
APHIS Leadership Development Toolkit 1-5
How Can I Use This Information?
First, you can use the BEs to fully understand
what a certain competency means at that
specific leadership level. Having a clearer
understanding will help you make a better
Development Plan.
Second, you can also use the BEs as an
assessment of your current level. If the BEs for
your level show you to be proficient at that
level and if you are interested in preparing for
a position at the next leadership level, look at
the BEs at that next level as you begin to plan
your development journey.
Link between the Roadmap and the 28
Competencies
If all 28 competencies are important for all
employees regardless of whether a person has
an official leadership position, why are certain
competencies linked to certain levels on the
Roadmap?
When you look at the Roadmap, the
competencies listed at your level and below
are the ones at which you should be proficient.
The competencies listed at the level just above
your level are the ones at which you should
begin to develop proficiency. For
competencies further up the Roadmap, you
should have an understanding of their
functions and importance and be able to use
them in a limited fashion.
Mastery of the leadership competencies
provides you with a professional skill set that
can be continually expanded and developed.
While each competency will not be needed all
the time, once you have added a competency
to your professional skill set, you can use it
whenever you need it.
Where Did the 28 Competencies Come
From?
Are the 28 competencies related to one
another? Where do they come from? How do
they relate to the work that government
employees do?
The 28 competencies were not selected out of
thin air, nor are they a random list. OPM
selected these competencies because they are
part of a larger framework describing what is
needed for a successful Federal workforce.
This framework shows the relationship of each
competency to the goal of creating a workforce
dedicated to producing results, serving
customers, being honest and transparent,
building successful teams and coalitions, being
responsible stewards of government resources,
and creating good working environments for
employees.
The 28 competencies are divided into 6
categories: 1) fundamental competencies; 2)
leading change; 3) leading people; 4)
producing results; 5) business acumen; and 6)
building coalitions.
If you would like more information, go to Tab
7, Leadership Development for Executives or
the OPM Web site: http://www.opm.gov and
search for Executive Core Qualifications or
ECQ.
Tab 1: How to Use the Toolkit and Roadmap
1-6 APHIS Leadership Development Toolkit
Tab 2: How to Develop Your Leadership Skills
APHIS Leadership Development Toolkit 2-1
How to Develop Your Leadership Skills
APHIS Leadership Competency Development Cycle
The APHIS Leadership Competency Development Cycle is a six-step process for actualizing
leadership development goals. The six steps are pictured in Figure 2-1: Leadership Competency
Development Cycle on page 2-1, and are explained in more detail throughout the rest of the chap-
ter.
Some of us are eager to jump directly to Step 3, Identify Learning Experiences. However, Steps
1 and 2, Identify Your Goal and Assess Proficiency are essential steps. Showing alignment
among your learning goals, your current proficiency level, and your proposed learning experi-
ences will make a stronger case for leadership development requiring time and monetary commit-
ments from your Supervisor.
Figure 2-1: Leadership Competency Development Cycle
How Long is a Development Cycle?
The development cycle begins at the start of
the performance year. New employees or
employees who change jobs during the perfor-
mance year should work with their Supervisors
to begin their development within 60 days of
starting the new job, and can lengthen or
shorten the first development cycle to fit into
the performance year.
The development cycle may expand to cover
one or two performance years, with the norm
being one year. A two-year cycle might be
desirable, for example, for an employee who is
participating in a leadership course lasting
more than 12 months.
Step 1: Identify Your Goal
Review your position description (PD) and
performance standards to become familiar
with all of the requirements of your current
job. Think about where you would like to be
one, two, five, or ten years down the road.
Tab 2: How to Develop Your Leadership Skills
2-2 APHIS Leadership Development Toolkit
Review your program mission and values
statements, the program structure, and your
programs strategic goals. Think about how
you would like to contribute to the mission and
goals of APHIS and your program.
To identify the leadership competencies asso-
ciated with your goals, locate your current
level and the level of your desired position on
the APHIS Leadership Roadmap. Focus on
developing proficiency in the competencies
listed at the target level and all levels below
that level.
If your future goals include applying for a spe-
cific position, investigate that position. Iden-
tify the technical competencies you will need
in order to demonstrate technical credibility in
that position. You can identify needed techni-
cal competencies from a PD for that position.
The PD may not list the specific leadership
competencies needed for the position, but you
can figure those out by using the APHIS Lead-
ership Roadmap. See Tab 11, APHIS Program
Information on page 11-1 for more informa-
tion on designing a career path to your desired
position.
Step 2: Assess Proficiency
Once you have determined where you would
like to be and the competencies you need get
there, you need to assess your current profi-
ciency level. The gaps between your current
performance and the competency level needed
for a position will indicate which competen-
cies you should first develop.
As you gather assessment information, first
check that you are proficient in the competen-
cies considered essential at your current lead-
ership level and at levels below your current
level. If assessments indicate you are profi-
cient at those, focus on competencies for the
next higher leadership level. Figure 2-2 illus-
trates this decision-making process.
Figure 2-2: Determining Competencies to
Develop
What Instruments Can I Use to Assess My
Proficiency?
There are a variety of instruments you can use
and actions you can take to assess your current
competency level.
Use the behavioral examples (BEs) for
your current leadership level (and the next
level if you are aspiring to move up in
leadership level) to self-assess your profi-
ciency at each competency. Give copies to
a colleague, your Supervisor, or a customer
and ask that person to rate you as well.
Discuss your level of performance with
your Supervisor and request suggestions
on areas of development. Request the same
type of information from peers, mentors, or
others.
If you supervise others, use a
360 Assessment to assess your profi-
ciency at the 28 competencies.
If your work unit or program has adminis-
tered a customer survey, use information
from that survey if it refers to you or to
your position.
Proficient at competencies for
cur rent and lower leadership
levels
No Yes
Work on
competencies
for current
and lower
levels
Work on
competenci es
for next level
Tab 2: How to Develop Your Leadership Skills
APHIS Leadership Development Toolkit 2-3
Use preference assessments, like the
Myers-Briggs Type Indicator (MBTI) or
Whats My Communication Style if
those are available. Results from prefer-
ence assessments may provide further
insight into the behavioral assessments
described above.
Tab 9, Learning Experiences on page 9-1,
contains more information about assessments
and how to request the services.
Refine Your Goals
After assessing your proficiency, look back at
the goals you set in Step 1. Refine or revise
your goals based on the assessment informa-
tion you have gathered. List the leadership
competencies you wish to develop. These
could be needs revealed by the assessments or
strengths that you would like to further
develop.
You can have more than one competency
development goal in your Development Plan,
but limit the number to three. Including too
many competencies dilutes your progress on
any one of them. If you reach your goals on
three competencies before the performance
year is up, you can approach your Supervisor
about revising your Development Plan to add
additional competencies.
Step 3: Identify Learning Experiences
A variety of activities and resources are avail-
able for accomplishing your learning goals.
Sometimes classroom training is seen as the
only method of learning. However, combining
classroom training with other activities (e.g.,
reading, community service, mentoring, and
developmental detail assignments) has proven
to be the most effective learning format.
Figure 2-3: Activities for Leadership Compe-
tency Development on page 2-4, lists possible
types of learning experiences and APHIS Pro-
gram Information on page 11-1 has more
detailed information on each of these learning
experiences. Select the learning experiences
that best match your learning style, the compe-
tency you are developing, and your program
budget. Determine the dates by which you will
complete the learning experiences you have
identified.
Tab 2: How to Develop Your Leadership Skills
2-4 APHIS Leadership Development Toolkit
Figure 2-3: Activities for Leadership Competency Development
Describe the evidence you will produce or
actions you will take to demonstrate how you
have increased proficiency in that competency.
Part of this description should include how you
will transfer what you have learned back to
your job.
Many units or programs also require
employees to list costs associated with the
learning experience (e.g., tuition, travel, and
course materials) and other resources you will
need to support your learning, (e.g., time away
from work, technology, equipment, and access
to particular people or information). Check
with your Supervisor for more information.
Some programs also request that you
demonstrate how your learning goals relate to
and support APHIS and your programs
mission and goals. If this link is required in
your program, review mission and vision
statements, strategic goals, values statements,
and workforce and succession planning
documents (available on APHIS and program

Example of learning evidence

Make a clear, concise, and well-
organized presentation to the
Management Team on your work
units accomplishments using
graphics software, such as
PowerPoint, screen show, and
handouts.
Tab 2: How to Develop Your Leadership Skills
APHIS Leadership Development Toolkit 2-5
Web sites). Then, describe how your proposed
competency development goals and learning
experiences will benefit APHIS and your
program.
Step 4: Create Your Development Plan
In APHIS, we have used the terms Individual
Development Plan (IDP) and Learning Con-
tract (LC) to describe the written document
you and your Supervisor create to outline your
goals, list your learning experiences, and
record your progress. In the past, the two were
differentiated with the LC being more
employee initiated and the IDP being more
Supervisor initiated. Now they are virtually the
same and the names are often used inter-
changeably. In this Toolkit, the generic name,
Development Plan, will refer to both IDPs
and LCs.
The Development Plan:
Identifies your learning goals (i.e., the
competencies you will develop)
Lists resources and strategies for learning
(e.g., classroom training, books, details,
and developmental assignments)
Identifies measurable outcomes to allow
you and your Supervisor to assess your
learning
Specifies completion dates for learning
experiences
Lists monetary costs for proposed learning
experiences (e.g., travel, materials, books,
tuition), if required by employees Super-
visor
Aligns development goals with program
and APHIS mission and vision statements,
and with strategic goals or succession plan-
ning goals (if required by employees
Supervisor).
Should I Do My Development Plan in
AgLearn or on Paper?
At this time, programs in APHIS are using
both the paper version and the AgLearn ver-
sion of Development Plans. Check with your
Supervisor for guidance on which you should
use. If your Supervisor and/or your program
have no preference, select the format that best
fits your needs.
The advantage of creating your Development
Plan in AgLearn is that completed activities
are recorded in your learning history. You and
your Supervisor can then easily review your
development accomplishments over a longer
period of time than the year-to-year paper
Development Plan permits. If your work sta-
tion does not have high-speed Internet access,
you may find it easier to use the paper version
of the Development Plan.
Meeting with Your Supervisor to Discuss
Your Development Plan
Assemble the information you gathered in
Steps 1 and 2 into a draft Development Plan.
Give or send a copy to your Supervisor and
schedule a time to meet to review and com-
plete the plan. During your meeting, discuss
the entire Development Plan with your Super-
visor, explaining why you have selected those
competencies and learning experiences. Be
prepared to discuss how developing profi-
ciency in those competencies will benefit you
and your work unit and will increase your pro-
ductivity.
A productive discussion with your Supervisor
should result in a mutually agreed-upon Devel-
opment Plan and decisions regarding when and
how you will meet to review progress, make
necessary adjustments, and evaluate how well
you have accomplished your learning goals.
See the section following Step 6 (When and
How Often Should I Meet With My Supervi-
sor? on page 2-6) for guidelines on having a
productive discussion with your Supervisor.
Tab 2: How to Develop Your Leadership Skills
2-6 APHIS Leadership Development Toolkit
Step 5: Complete Your Learning Experi-
ences
This may sound like the easy part of the cycle.
However, you may find that setting aside time
in a busy schedule is difficult, particularly if
you are doing an independent learning experi-
ence such as an online course or reading a
book. If you set aside a short amount of time,
as little as 15 minutes each day, to work on the
learning experience, you will find that you can
make faster progress than if you wait until you
have a longer period of free time.
Many people find that scheduling 15 minutes
first thing in the morning, before opening e-
mail, is best. Consider your learning prefer-
ences and select a time that works best for you.
Remember, a little bit each day will help you
progress faster than waiting for those larger
chunks of free time that never seem to appear.
Step 6: Assess Progress
Schedule regular meetings with your Supervi-
sor to review progress on your competency
development. Discuss how you have applied
what you have learned to your job. If your
learning goals change, meet with your Super-
visor to revise your Development Plan so it is
up to date and accurately reflects your learning
plans.
When and How Often Should I Meet With
My Supervisor?
Your Supervisor is a resource for developing
your career plans and you can utilize his or her
expertise throughout the development cycle.
At minimum, you should meet with your
Supervisor twice a year to discuss your goals,
design a Development Plan, and review your
accomplishments.
How Can I Have a Productive Leadership
Development Discussion?
A leadership development discussion is not a
performance appraisal review. This discussion
is an opportunity to clarify goals and to agree
on actions and expected outcomes to improve
in targeted competencies. The following tips
should help ensure you have a constructive and
effective leadership development discussion
with your Supervisor.
Dedicate specific, uninterrupted discussion
time for the leadership development dis-
cussion.
Initiate the discussion if needed. It does not
matter whether you or your Supervisor
schedules the discussion. It matters that it
happens!
Go over the entire Development Plan with
your Supervisor. Be prepared for possible
changes to your plans. For example, your
Supervisor might disagree with your own
assessment on some competencies, might
know of better resources for developing a
certain competency, or might not have
enough in the budget for one of your pro-
posed learning activities.
Finalize a mutually agreed-upon Develop-
ment Plan during the meeting. You can
enter the agreed-upon changes into the
plan after the meeting, but you should
come to agreement on the contents of the
plan while you are together.
Establish dates for check in follow-up
meetings to revisit your Development
Plan, report progress, and adjust timelines,
goals, and measurements, as necessary.
What Is My Role and My Supervisors
Role?
Developing leadership competencies is a joint
effort of every employee and that employees
Supervisor.
As an employee, you need to discuss your
career goals with your Supervisor and work
Tab 2: How to Develop Your Leadership Skills
APHIS Leadership Development Toolkit 2-7
with him or her to assess the leadership com-
petencies you will need to reach those goals. If
your Supervisor does not approach you for a
discussion, you need to initiate that discussion.
As a Supervisor, you need to set aside time for
employee developmental meetings during
which you help your employees refine their
career goals, assess their proficiency at the
needed competencies, create Development
Plans, and assess their progress.
Both you and your Supervisor have very spe-
cific roles in planning for your development.
You, as the employee or learner, should:
Identify your learning goals.
Identify resources and strategies for meet-
ing your learning objectives and the costs
involved.
Identify how you will demonstrate that you
have accomplished your learning objec-
tives and how you will use what you have
learned.
Demonstrate how your learning objectives
link to your programs vision, mission, and
strategic goals.
Meet with your Supervisor to discuss your
plan and finalize your Development Plan.
Review progress with your Supervisor
every six months.
Complete all learning experiences.
Assess your progress and begin the devel-
opment cycle again.
You, as the Supervisor, should:
Assist in creating a Development Plan.
Guide the learner toward useful resources
for development.
Review the Development Plan and provide
feedback.
Ensure the employees goals are aligned
with the program mission, vision, and cur-
rent needs.
Schedule regular meetings (at minimum,
twice per year) to discuss progress, appli-
cation, and further development.
Make adjustments, if necessary, to ensure
Development Plans of all employees can
be accomplished within the training bud-
get.
Support transfer of learning by providing
employees opportunities to practice new
skills and by rewarding improved perfor-
mance.
Transferring Learning to the Job
Learning goes beyond what you pick up in a
classroom or other learning situations. The
best way to reinforce learning, increase your
competence, and improve your performance is
to practice and use what you have learned on
the job.
One way to successfully transfer learning back
to the job is to consciously identify ways to use
what you have learned and to get feedback and
coaching from peers, mentors, or others who
can observe you using your new knowledge
and skills.
Mentoring and Coaching
A mentor is a role model and sounding board
who provides confidential guidance. A mentor
is someone, not in the employees chain of
command, who is in a position to help with job
and career goals, and who is committed to
doing so. Mentoring is a constantly evolving
process and requires the mentor and protg to
Employees:
Take ownership of your
Leadership development.

Supervisors:
The newest OPM competency is
Developing Others.
Tab 2: How to Develop Your Leadership Skills
2-8 APHIS Leadership Development Toolkit
work together as partners to define appropriate
mentoring goals and to provide each other with
sufficient feedback to enable the achievement
of those goals. See Tab 10, APHIS Mentoring
Program on page 10-1 for more information
on mentoring programs within APHIS.
A coach assists in review and self-reflection
and helps recipients apply book or classroom
knowledge to their current work situation. This
reflection helps those receiving the coaching
learn how to analyze and resolve the leader-
ship challenges they are facing. Supervisors,
Managers, and Executives often find a coach
especially valuable when facing the challenges
of a new leadership position.
Sample Development Plans
The following pages represent some of the var-
ious Development Plan formats used within
APHIS. The preferred Development Plan for-
mat is found within AgLearn. AgLearn has a
tutorial, course, and job aid for creating an
IDP. For more information, go to
www.aglearn.usda.gov.
The content in the example figures has been
altered to make it more generic and to not
identify specific existing programs.
Tab 2: How to Develop Your Leadership Skills
APHIS Leadership Development Toolkit 2-9
SAMPLE #1: AGLEARN VERSION OF DEVELOPMENT PLAN
In the sample below, italics indicate the entries made by the individual, bold text indicates the
words in the form itself, and [blue] indicates selection boxes.
Pat Smiths AgLearn account: Learning and Performance Career My Plans Goals
My Plans and Goals
The details of this plan are shown below. This Plan has been approved. You may update the Status of Goals and
Activity of Goals to the Plans. You may add or edit Goals to the Plans. You may add or edit supporting Activities for
those Goals. However, if you have made changes since the Plan was last approved, submit the Plan for Approval
again. Only approved Goals and Activities are reflected in the Performance Review. You may view or add notes to
this Plan at any time. To select another plan, hover your mouse over the image by the side of the current Plan Title
and select a different Plan. If you have been designated as a Coach, you may view/update or add other Users Plans.
Figure 2-4: AgLearn Version of Development Plan
Plan Title: Plan Period: This plan contains
overdue items
Pat Smith IDP [Select Other Plan] FY2008-FY2009
Plan Status: Plan Purpose: Version:
Active/Approved Employee Development 1 (current)
Effective Date: Expiration Date: [List all Plans]
9/1/2007 8/31/2009
Development
Group by: Section View Changes: No
Section Name: Career Development Goals (1)
Goal Name Target Date Priority % of Goal Action Remove
Leadership Development 8/31/20XX High
Details
Goal Description: Goal Status:
Achieve skills and experience necessary to be candidate for leadership position. Half done
Activities
Name Due
Date
Type Priority Percent
Complete
Current Target /
Stretch
Action
Leadership
for Today
8/31/09 External High 10% Started
View/Add
Move/Edit
Section Name: Performance Goals (2)
Goal Name Target Date Priority % of Goal Action Remove
Understanding Risk Analysis 8/31/20XX High Not started
Details
Goal Description: Goal Status:
Understand regulatory and technical issues and how risk analysis is done.
Activities
Name Due
Date
Type Priority Percent
Complete
Current Target /
Stretch
Action
Detail 8/31/09 AgLearn High Not Started
View/Add
Move/Edit
Tab 2: How to Develop Your Leadership Skills
2-10 APHIS Leadership Development Toolkit
SAMPLE #2: PAPER VERSION OF DEVELOPMENT PLAN
Employees Name: I.M. Learner Job Title: Inspector
Organization and Location: ______________________Todays Date: October 1, 20XX
Learning Goal: Attain skills to reduce situations that could result in confrontations or conflict; improve
necessary technical skills to intercept pests; improve writing skills
Figure 2-5: Paper Version of Development Plan
Competency: Conflict Management
Learning
Objectives
Learning
Experiences
Tar-
get
Date
Evidence of Learning Cost and
Support
How links to
Vision, Mission,
Strategic Plan
Define conflict
Understand
conflict modes
Use effective
behaviors in
managing
conflict
1) Attend
Conflict
Prevention and
Resolution
Training
2) Complete
Thomas-Kilmann
Conflict Mode
Instrument
March
March
1) Demonstrate use of
interest based approaches to
resolve conflict with
colleagues and customers
2) Use knowledge of own and
others conflict styles to
achieve solution
3) Use available resources to
resolve conflict in timely
manner
Travel and
per diem:
$1,500
Purchase
instrument:
$45
Leadership,
Communication
Skills, Conflict
Management link
to goals of
providing superior
customer service
Competency: Technical Credibility
Understand
commodity
inspection
techniques.
Perform pest
identification
1) Attend New
Officer
Training
2) Take online
horticulture,
botany, or pest
ID course
May
Nov
1) Appropriately apply regs
to restricted and prohibited
commodities
2) Increase interception rate
by 10% over previous year
3) Accurately identify pests
using identifier
1) Travel &
per diem:
$4,000
2) No cost
Technical Expertise
to meet APHIS
vision of providing
leadership in
ensuring health of
animals and plants
Competency: Written Communication
Understand how
to write clear,
well-organized,
concise reports
1) AgLearn
SkillSoft
course, Comm
221
2) Attend
writing course
at comm. coll
Oct
Spring
Sem
1) Completion with passing
grade
2) Obtain passing grade of B
3) Supervisors review of
reports
1) No cost
2) Tuition
and books:
$300
Written
communication
skills essential
for successful job
performance
Development Plan discussed and agreed to on: ________________
Employee Signature: ________________________ Supervisor Signature: _________________________
Six-Month Review Date: ___________________
Comments:
Employee Signature: ____________________________ Supervisor Signature: ________________________
Tab 2: How to Develop Your Leadership Skills
APHIS Leadership Development Toolkit 2-11
SAMPLE #3: NARRATIVE VERSION OF DEVELOPMENT PLAN
Figure 2-6: Narrative Version of Development Plan
Learners Name: John Q. Employee Date: October 1, 20XX
The following is a Development Plan constructed by my Supervisor and me.
My Competency Focus: Technical Credibility, Influencing, and Negotiating
Learning Objectives:
Attain necessary technical skills to perform the job of epidemiologist
Understand basic principles of disease spread
Use the principles of indemnity process
Learn skills for working with customers in testing and depopulation events
Learning Resources and Strategies and Target Dates:
Take AgLearn course (Creating a Successful Mentoring Relationship); October
Request to be mentored by seasoned epidemiologist; October
Attend APHIS Epidemiology course; March
Take AgLearn course (Effective Interactions with Farmers); December
Evidence of Learning:
Attendance Certificate from epidemiology course
Successful completion of AgLearn courses
Positive report from mentor
Successful interactions with customers in the field
Cost: Travel and per diem for epidemiology course (estimate $1,500); no cost for AgLearn courses;
mentoring will be by phone; no cost.
How Objectives Link to Vision, Mission, or Strategic Plan: Supports APHIS Value: Each employees
leadership is underscored by initiative, competence, and the desire to achieve excellence. Also supports
the mission of protecting agriculture through disease surveillance.
Development Plan discussed and agreed to on: ________________
Employee Signature: __________________Supervisor Signature: ___________________
Six-Month Review Date: ___________________
Comments:
Employee Signature: _____________________ Supervisor Signature: __________________
Tab 2: How to Develop Your Leadership Skills
2-12 APHIS Leadership Development Toolkit
Tab 3: Leadership Development for All Employees
APHIS Leadership Development Toolkit 3-1
Leadership Development for All Employees
Figure 3-1: APHIS Leadership Roadmap Example for All Employees
Why Is It Important for All Employees
to Develop Leadership Skills?
Some employees think they do not need to
develop leadership skills because they are not
Supervisors or Managers. In reality, every
employee in APHIS is a leader. Employees
lead through their actions and words, by exam-
ple, and by influencing others. In APHIS, all
employees need to develop a strong foundation
of leadership skills to perform better in their
current and future positions.
Leadership Competencies at the All-
Employee Level
The pull-out of the All-Employee level of the
APHIS Leadership Roadmap above highlights
the 10 essential competencies at this level. We
just read that all 28 competencies are impor-
tant at all leadership levels, so why are 10
competencies highlighted at the All-Employee
level? When you look at the competencies
listed on the Roadmap, the ones listed at your
level and below are the ones at which you
should be proficient. The competencies listed
at the level just above your level are the ones at
which you should be starting to develop profi-
ciency. For competencies further up the Road-
map, you should have an understanding of

Whether or not we are designated as leaders because of our position, it is the responsibility of
every employee to take ownership of developing proficiency in all 28 competencies.
Tab 3: Leadership Development for All Employees
3-2 APHIS Leadership Development Toolkit
their functions and importance and be able to
use them in a limited fashion.
Behavioral Examples and the 28 Compe-
tencies
The Behavioral Examples (BEs) illustrate how
each competency is used at each leadership
level. For example at the All-Employee level,
BEs for Developing Others (at the Supervi-
sor level on the Roadmap) illustrate that you
would use this competency on a more individ-
ual basis than your Supervisor would. You
could help train a new employee or share
newly gained knowledge with your colleagues.
BEs for your Supervisor, on the other hand,
illustrate responsibility for ensuring develop-
ment resources are fairly distributed among all
employees.
How Should I Develop Competencies?
As mentioned in How to Develop Your Lead-
ership Skills on page 2-1, the Leadership
Competency Development Cycle is the
framework provided in this Toolkit to help you
identify and develop necessary competencies.
This section provides a graphic of the Leader-
ship Competency Development Cycle and
walks you through each step of the process.
Information presented in Tab 2 will be men-
tioned in brief format in the following pages. If
you need more information on any step, go
back to page 2-1.
How Is My Supervisor Involved in My
Development Plan?
Your Supervisor needs to approve your Devel-
opment Plan. Your Supervisor could also be
instrumental in identifying resources, provid-
ing support, and assisting with assessment.
You can use the Toolkit completely on your
own to create your Development Plan, only
scheduling a meeting to discuss your plans
once you have developed them. Or, you can
seek your Supervisors assistance and input at
any stage in the developmental process. Before
you schedule a meeting with your Supervisor,
review the section in Meeting with Your
Supervisor to Discuss Your Development
Plan on page 2-5 on having a productive
development meeting with your Supervisor.
Tab 3: Leadership Development for All Employees
APHIS Leadership Development Toolkit 3-3
Figure 3-2: Leadership Competency Development Cycle
Step 1: Identify Your Goals
To begin identifying your goals, ask yourself
the following questions:
What are my developmental goals?
Where do I want to be in one year or three
to five years?
Do I want to be proficient in my current
position?
Do I want to laterally move to another
position?
Do I want to move to a Project Manager or
Team Leader position, or even higher to a
Supervisor, Manager, or Executive posi-
tion?
Do I have a specific leadership level in
mind or even a specific position in mind?
Once you have identified your goals, make a
list of the competencies associated with reach-
ing those goals and the timeframe for develop-
ing those competencies. If you have listed a
specific position as your goal, go to Tab 11,
APHIS Program Information on page 11-1
and use the template to identify the competen-
cies needed for that position.
Step 2: Assess Proficiency
Once you have identified the competencies, it
is essential to assess your proficiency in those
competencies. First, assess the competencies
essential to your leadership level. At the All-
Employee level, these include:
Continual Learning
Customer Service
Flexibility
Interpersonal Skills
Integrity/Honesty
Oral Communication
Problem Solving
Public Service Motivation
Resilience
Written Communication
To assess proficiency in these competencies,
use the BEs provided in the next few pages. As
you read the BEs, decide whether you are able
Tab 3: Leadership Development for All Employees
3-4 APHIS Leadership Development Toolkit
to successfully perform the tasks associated
with each of the BEs.
If your assessments show mastery at the 10
competencies above, repeat the assessment
process using the BEs for the 18 competencies
highlighted at the next 4 levels of the Road-
map. When you finish assessing, select 2 or 3
competencies on which to focus and move to
the next step.
Step 3: Identify Learning Experiences
Once you have assessed your proficiency, you
need to select learning experiences to address
any proficiency gaps identified in your assess-
ment. Tab 9, Learning Experiences on page
9-1, is a resource for identifying those learning
experiences. Read the background information
on learning experiences and then look at the
activities associated with each competency.
Identify learning experiences that best fit your
learning style, preference, and program train-
ing budget.
Step 4: Create Your Development Plan
The next step in the process is to create a
Development Plan. Incorporate the work from
the three previous steps when completing your
Development Plan.
Steps 5: Complete Learning Experiences
Once your Supervisor has approved your
Development Plan, begin working on the
learning experiences identified in your Plan.
Record the completion date for each learning
experience. If you created your Development
Plan in AgLearn, your learning experiences
will automatically transfer to your learning
history as soon as you indicate you completed
an activity.
Step 6: Assess Progress
When you complete your learning experiences,
reassess your proficiency in the essential com-
petencies for this level. Use the BEs to self-
assess and ask others to assess your current
proficiency level. Then, begin the cycle again.
Tab 3: Leadership Development for All Employees
APHIS Leadership Development Toolkit 3-5
Figure 3-3: APHIS Leadership Development Competency Framework
Behavioral Examples
The following BEs describe typical actions at
the All-Employee level when you are focusing
on managing yourself. The BEs are divided
into two groups of competencies: 1) the first
grouping illustrates the 10 competencies on the
All-Employee level on the Roadmap; and 2)
the second grouping illustrates the other 18
competencies appearing at the other four levels
on the Roadmap. In both groups, the compe-
tencies are listed in alphabetical order. All of
the BEs describe actions that would be used at
the All-Employee level.
Use the BEs to assess your proficiency. If you
need to develop a large number of competen-
cies, focus first on the 10 competencies essen-
tial at the All-Employee level. Once you are
skilled at those, you can work on developing
proficiency in any of the competencies to bring
yourself to full performance at the All-
Employee level (as portrayed by the BEs).
Continual Learning
Customer Service
Flexibility
Integrity/Honesty
Interpersonal Skills
Oral Communication
Problem Solving
Public Service Motivation
Resilience
Written Communication
Managing
Yourself

Decisiveness
Influencing/Negotiating
Team Building
Technical Credibility
Managing
Projects
Accountability
Conflict Management
Developing Others
Human Capital Management
Leveraging Diversity
Leading &
Managing
People

Creativity & Innovation
Financial Management
Partnering
Political Savvy
Strategic Thinking
Technology Management
Leading &
Managing
Programs

Entrepreneurship
External Awareness
Vision

Leading &
Managing
Organizations
MANAGER
EXECUTIVE
SUPERVISOR
PROJECT MANAGER
& TEAM LEADER
ALL EMPLOYEES
Tab 3: Leadership Development for All Employees
3-6 APHIS Leadership Development Toolkit
Continual Learning
Definition:
Assesses and recognizes own
strengths and weaknesses.
Pursues self-development.
Behavioral Examples (at the All-Employee level):
1. Actively seeks feedback on own performance.
2. Actively seeks learning in areas beyond own technical expertise in order to become
a productive employee.
3. Assesses own strengths and weaknesses.
4. Crafts and uses a variety of learning approaches, including formal coursework,
reading, talking with others, attending formal training, shadowing, detail assignments,
and on-the-job experiences for own development.
5. Seeks challenging assignments and unfamiliar tasks.
6. Seeks out and engages in opportunities for self-improvement.
7. Spends time learning from others.
8. Uses a Development Plan to link assessments, career goals, and organizational
strategies to personal development plans.
Customer Service
Definition:
Anticipates and meets the
needs of both internal and
external customers. Delivers
high-quality products and ser-
vices. Demonstrates commit-
ment to continuous
improvement.
Behavioral Examples (at the All-Employee level):
1. Demonstrates empathy for customers.
2. Follows through on customers questions, requests, and complaints.
3. Gains customer confidence through competence, good communications, and trust.
4. Gives clear explanations; uses plain language to clarify needs and interests with
customers.
5. Responds efficiently to requests for help, information, and services.
6. Recognizes coworkers as customers and responds to them accordingly.
7. Takes personal responsibility for dealing with and/or correcting customer service
issues and concerns.
8. Treats all with respect and consideration.
Tab 3: Leadership Development for All Employees
APHIS Leadership Development Toolkit 3-7
Flexibility
Definition:
Demonstrates an openness to
change and new information;
Rapidly adapts to new infor-
mation, changing conditions,
or unexpected obstacles.
Behavioral Examples (at the All-Employee level):
1. Adapts behavior and work methods, as needed, in response to new information,
changing conditions, or unexpected obstacles.
2. Adopts a positive attitude to new demands and is optimistic and accepting of neces-
sary change.
3. Modifies communications techniques, as necessary, in order to reach understanding
with and among different groups.
4. Demonstrates a willingness to learn and use new procedures and technology.
5. Responds appropriately to the differing needs of diverse internal and external cus-
tomer groups.
6. Sees the possibilities in the situation.
7. Smoothly handles multiple demands, shifting priorities, and rapid change.
8. Understands ones own preferences and habits of thought and demonstrates the
ability to flex from preferred styles into those most appropriate to the circumstance.
Integrity and Honesty
Definition:
Behaves in an honest, fair,
and ethical manner. Shows
consistency in words and
actions. Creates a culture that
fosters high ethical standards.
Behavioral Examples (at the All-Employee level):
1. Accepts personal responsibility and does not shift the blame to others.
2. Acts out of motivation to do the right thing, rather than out of pleasure, fear, incli-
nation, habit, peer approval, or social or political pressure.
3. Does not make promises that are expedient but cannot be kept.
4. Expresses dissent when actions or pending decisions would violate organizational
and/or Constitutional values, laws, and regulations.
5. Holds self accountable for meeting objectives and keeping commitments; follows
through.
6. Demonstrates the ability to be fair and ethical with customers and employees.
7. Keeps organizational and personal information confidential when required and/or
appropriate.
8. Refrains from spreading gossip, rumor, and false information.
Tab 3: Leadership Development for All Employees
3-8 APHIS Leadership Development Toolkit
Interpersonal Skills
Definition:
Treats others with courtesy,
sensitivity, and respect. Con-
siders and appropriately
responds to the needs and
feelings of different people in
different situations.
Behavioral Examples (at the All-Employee level):
1. Builds consensus through give and take.
2. Builds trust through ones reliability and authenticity.
3. Considers and appropriately responds to the needs, feelings, and capabilities of dif-
ferent people in different situations.
4. Seeks to understand the culture, beliefs, values, biases, preferences, feelings, and
other drivers of behaviorboth conscious and unconsciousin oneself and others.
5. Demonstrates discretion and tact when correcting or questioning anothers idea or
action.
6. Seeks accurate information, avoids jumping to conclusions, or passing on question-
able information.
7. Seeks feedback from others to avoid blindspots that can cause misunderstandings.
8. Demonstrates respect for the values and ideas of others, even while not agreeing
with them.
9. Demonstrates understanding, tact, and concern for others.
Oral Communication
Definition:
Makes clear and convincing
oral presentations to individu-
als and groups. Listens effec-
tively. Clarifies information
as needed. Facilitates open
communication.
Behavioral Examples (at the All-Employee level):
1. Actively checks to ensure the message has been understood. Looks for visual feed-
back from others and uses questions to check understanding.
2. Considers the audience members, their familiarity with the topic, and degree of
interest prior to speaking.
3. Demonstrates articulate, clear, concise, and effective in communicating with oth-
ers.
4. Demonstrates the ability to be prepared to listen to other views, flexible, and to
modify own perspectives.
5. Recognizes and utilizes a variety of communication preferences (e.g., public or pri-
vate, visual or auditory).
6. Speaks in a way that makes complex technical concepts understandable and uses
appropriate supporting materials (charts, illustrations, etc.).
7. Uses common conventions of language and grammar appropriate to professional
settings.
8. Appropriately uses gesture, eye contact, vocal pitch and intensity to positively add
to the impact of the message.
Tab 3: Leadership Development for All Employees
APHIS Leadership Development Toolkit 3-9
Problem Solving
Definition:
Identifies and analyzes prob-
lems. Weighs relevance and
accuracy of information. Gen-
erates and evaluates alterna-
tive solutions. Makes
recommendations.
Behavioral Examples (at the All-Employee level):
1. Demonstrates the ability to predict objections and takes these into account.
2. Continually seeks better ways to accomplish work through alternatives.
3. Demonstrates the ability to think critically. Uses knowledge of assumptions, mental
models, systems archetypes, as well as the context, i.e., political trends, priorities, and
cultures to anticipate problems and to recognize a need for change.
4. Evaluates complex situations and ideas; clearly identifies and frames the problem;
sorts out symptoms from root causes.
5. Challenges and provides alternatives to generally accepted practice.
6. Evaluates and adjusts solutions when they do not meet customers needs or fit the
situation.
7. Identifies issues, within the context of own job, that require decisions or other
action.
8. Works to fix the problem, not to blame.
Public Service Motivation
Definition:
Shows a commitment to pub-
lic service. Enables others to
acquire the tools and support
they need to perform well.
Influences others toward a
spirit of service and meaning-
ful contributions to mission
accomplishment.
Behavioral Examples (at the All-Employee level):
1. Embodies the integrity and ethics expected of a public servant.
2. Demonstrates good citizenship in the workplace, of the U.S., and of the global
community.
3. Is trusted by others.
4. Projects a positive image of APHIS, e.g., speaks favorably of APHIS and of its
people, both at work and in the community; (maintains a neat, clean, and professional
appearance).
5. Serves as a personal model of service to others.
6. Demonstrates good stewardship of public resources.
7. Demonstrates, fulfills, and personifies the special mandate of public service.
8. Uses own time and other resources prudently and appropriately to further the goals
of the Agency.
Tab 3: Leadership Development for All Employees
3-10 APHIS Leadership Development Toolkit
Additional Leadership Competencies to Develop at the All-Employee Level
Once you have achieved proficiency with the 10 competencies listed at the All-Employee level,
focus on developing the 18 competencies at the other 4 levels of the Roadmap. Use the BEs for
those 18 competencies to guide your assessment and development.
Resilience
Definition:
Deals effectively with pres-
sure. Remains optimistic and
persistent, even under adver-
sity. Quickly recovers from
setbacks.
Behavioral Examples (at the All-Employee level):
1. Balances priorities at work with personal life concerns and wellness.
2. Continues to move projects forward despite setbacks, e.g., by trying different
approaches to reach a goal.
3. During change, assists team/work group members to handle uncertainty and to per-
severe.
4. Calmly handles crises and stressful situations.
5. Handles personal assumptions and gut reactions of fear, anger, and sadness.
6. Demonstrates self-awareness and understands situations that are personal stress
triggers and how stress affects performance.
7. Tolerates change and flux.
8. Seeks support from friends, professionals, or peers during crisis periods.
Written Communication
Definition:
Writes in a clear, concise,
organized, and convincing
manner for the intended audi-
ence.
Behavioral Examples (at the All-Employee level):
1. Accurately fills in or completes forms, logs, files, etc.
2. Adheres to Agency policy for all written communications, guidelines, and/or e-
mail messages.
3. Brings to the attention of the Manager when customers or stakeholders may benefit
from written information.
4. Conveys information highlighting essential points and clearly conveys the message
of the subject to the intended audience at the level of the receiver.
5. Creates an informative subject line and is clear and concise in e-mail messages.
6. Ensures written text is carefully edited for perspective, accuracy, and correctness.
7. Issues information via the appropriate medium (e.g., e-mail, written memos).
8. Makes written work clear, easy to follow, concise, and relevant.
9. Uses a written style and vocabulary appropriate to the audience.
Tab 3: Leadership Development for All Employees
APHIS Leadership Development Toolkit 3-11
Accountability
Definition:
Holds self and others accountable
for measurable high-quality,
timely, and cost-effective results.
Determines objectives, sets priori-
ties, and delegates work. Accepts
responsibility for mistakes. Com-
plies with established control sys-
tems and rules.
Behavioral Examples (at the All-Employee level):
1. Demonstrates strong ethics and professionalism.
2. Holds self accountable for own mistakes.
3. Holds self accountable for achieving results within assigned deadlines.
4. Protects employee, customer, and citizen privacy.
5. Ensures projects are completed on time, within budget, and to the customers
satisfaction.
6. Understands own role as a public servant and the responsibilities of govern-
ment to the people.
7. Uses internal controls and monitoring systems to protect the integrity of the
organization and prevent waste, fraud, and mismanagement, reporting any
instances where such problems occur.
Conflict Management
Definition:
Encourages creative tension and
differences of opinions. Antici-
pates and takes steps to prevent
counterproductive confrontations.
Manages and resolves conflicts
and disagreements in a construc-
tive manner.
Behavioral Examples (at the All-Employee level):
1. Assists in clarifying issues that have caused conflict or concern.
2. Can express ones position and feelings clearly and concisely without accusa-
tion, sarcasm, or hostility.
3. Handles difficult people with diplomacy.
4. Demonstrates discretion and tact when correcting or questioning anothers idea
or action.
5. Manages own emotions.
6. Seeks points of agreement between own views and those of others.
7. Uses good communication to proactively discuss differences with coworkers,
Supervisors, and the public in an effort to create a positive atmosphere.
8. Uses interest-based approaches to resolve conflict with colleagues and custom-
ers.
Tab 3: Leadership Development for All Employees
3-12 APHIS Leadership Development Toolkit
Creativity and Innovation
Definition:
Develops new insights into situa-
tions. Questions conventional
approaches. Encourages new
ideas and innovations. Designs
and implements new or cutting-
edge programs/processes.
Behavioral Examples (at the All-Employee level):
1. Continually seeks better ways to accomplish work.
2. Demonstrates an openness to new or unconventional ideas and solutions.
3. Finds ways to initiate improvements within ones sphere of influence.
4. Habitually explores multiple, sometimes unconventional, options and different
perspectives in order to gain the best solution.
5. Suggests ways to improve quality and efficiency.
6. Supports and encourages colleagues with new ideas.
7. Uses full range of skills, knowledge, and experiences to imagine and actively
promote improvements.
Decisiveness
Definition:
Makes effective and timely deci-
sions, even when data are limited
or solutions produce unpleasant
consequences. Perceives the
impact and implications of deci-
sions.
Behavioral Examples (at the All-Employee level):
1. Demonstrates the ability to distinguish between personal preferences and
objectively preferable courses of action.
2. Commits to action to carry out assignments; acts promptly and effectively once
a decision on a course of action has been made.
3. Makes appropriate, informed decisions on technical matters or work processes.
4. Makes sound and timely decisions for activities within own area of responsibil-
ity, consulting others as appropriate.
5. Refers decisions upward only when necessary and appropriate.
6. Takes responsibility for own decisions.
7. Persists with decisions unless reliable and credible information indicates a bet-
ter course of action.
8. Sees and seizes opportunities to make things happen to make a positive differ-
ence.
Tab 3: Leadership Development for All Employees
APHIS Leadership Development Toolkit 3-13
Developing Others
Definition:
Develops the ability of others to
perform and contribute to the
organization by providing ongo-
ing feedback and by providing
opportunities to learn through for-
mal and informal methods.
Behavioral Examples (at the All-Employee level):
1. Assists new employees in understanding program and Agency mission and
goals.
2. Assists with training of new and/or current employees in areas of own exper-
tise.
3. Collaborates and shares plans, information, and resources.
4. Is sought out by peers for expertise and counsel.
5. Attentively listens to others to hear and understand what is being said, and to
assess what is meant.
6. Passes on information about training opportunities to coworkers.
7. Shares information learned in training opportunities (in formal courses, details,
and reading) with coworkers.
8. Influences and inspires others to develop their skills.
Entrepreneurship
Definition:
Positions the organization for
future success by identifying new
opportunities; builds the organiza-
tion by developing or improving
products or services. Takes calcu-
lated risks to accomplish organi-
zational objectives.
Behavioral Examples (at the All-Employee level):
1. Demonstrates an ability to create new services and products.
2. Asks what if questions to test assumptions and challenge the status quo.
3. Assesses potential risks while suggesting and developing modifications to
products or service delivery.
4. Makes innovative suggestions and tries new approaches within own area of
work.
5. Participates in projects improving work unit processes, procedures, environ-
ment, and customer service.
6. Seeks better solutions instead of falling back on quick answers, looks beyond
the obvious.
Tab 3: Leadership Development for All Employees
3-14 APHIS Leadership Development Toolkit
External Awareness
Definition:
Understands and keeps up to date
on local, national, and interna-
tional policies and trends that
affect the organization and shape
stakeholders views. Demon-
strates awareness of the organiza-
tions impact on the external
environment.
Behavioral Examples (at the All-Employee level):
1. Demonstrates knowledge of how ones own activities fit into the bigger picture,
both as regards the policy issues as well as organizational structure and processes.
2. Demonstrates the ability to define ones self in the context of relationship with
others.
3. Demonstrates an awareness of related work done through other disciplines and
of other groups within the organization.
4. Keeps up to date with relevant laws, regulations, policies, and procedures
affecting the organization.
5. Knows about other organization services and/or information that might be rele-
vant to the customer.
6. Seeks broad understanding of those who affect and who are affected by ones
work.
7. Stays knowledgeable of developing policy and policy issues in ones field.
8. Supports the need for changes in direction and priorities due to external
change.
Financial Management
Definition:
Understands the organizations
financial processes. Prepares, jus-
tifies, and administers the pro-
gram budget. Oversees
procurement and contracting to
achieve desired results. Monitors
expenditures and uses cost-benefit
thinking to set priorities.
Behavioral Examples (at the All-Employee level):
1. Completes projects within budget projections.
2. Demonstrates an ability to be ethical and frugal in using U.S. taxpayers
resources.
3. Provides budget figures for projects in own area of work.
4. Suggests improvements that conserve labor hours, reduce supply/equipment/
facility costs, and improve quality.
5. Tracks and controls expenditures for assigned projects.
6. Understands the constraints and accountability inherent in Federal acquisition
and contracting. Solicits quotes from vendors.
7. Uses comparative data when selecting contractors or vendors.
8. Effectively and efficiently uses materials and supplies to minimize expenses.
Tab 3: Leadership Development for All Employees
APHIS Leadership Development Toolkit 3-15
Human Capital Management
Definition:
Builds and manages workforce
based on organizational goals,
budget considerations, and staff-
ing needs. Ensures employees are
appropriately recruited, selected,
appraised, and rewarded; takes
action to address performance
problems. Manages a multisector
workforce and a variety of work
situations.
Behavioral Examples (at the All-Employee level):
1. Understands systems and programs assisting employees against discriminatory
practice.
2. Understands procedures and official assistance for reporting unlawful, abusive,
or endangering behaviors.
3. Keeps Supervisors apprised of workload, especially of major changes in work-
load.
4. Maintains communication with Supervisor on developmental needs.
5. Suggests appropriate recognition methods for coworkers.
6. Understands immunity from reprisal for reporting unlawful behavior, misman-
agement, gross waste of funds, abuse of authority, or substantial and specific dan-
ger to public health or safety.
Influencing and Negotiating
Definition:
Persuades others. Builds consen-
sus through give and take. Gains
cooperation from others to obtain
information and accomplish goals.
Behavioral Examples (at the All-Employee level):
1. Builds positive relationships throughout the immediate workgroup and with
key members of other workgroups.
2. Effectively argues and defends a point of view to influence the outcome.
3. Clarifies others understanding of the issue or situation.
4. Effectively employs negotiation techniques, e.g., interest-based bargaining, to
facilitate win-win outcomes and agreements.
5. Expresses empathy and earns the trust of others.
6. Routinely questions ones own possible role in the creation of misunderstand-
ing or dissent.
7. Recognizes how the issues at hand affect other people, and demonstrates
awareness of the consequences.
Tab 3: Leadership Development for All Employees
3-16 APHIS Leadership Development Toolkit
Leveraging Diversity
Definition:
Fosters an inclusive workplace
where diversity and individual
differences are valued and lever-
aged to achieve the vision and
mission of the organization.
Behavioral Examples (at the All-Employee level):
1. Actively pursues knowledge and understanding of perspectives and ideas not
ones own.
2. Demonstrates belief in the concept of human dignity; treating all others with
consideration, respect, and fairness, and openly, consistently challenging bias,
intolerance, and incivility.
3. Demonstrates support for diversity strategies that strengthen service delivery,
e.g., through use of bilingual and alternate formats (large type or Braille) for
forms, letters, signs, and pamphlets, for a diverse customer base.
4. Employs a basic knowledge of individual and cultural differences to under-
stand that the same message may be understood quite differently depending on
the context.
5. Demonstrates sensitivity to cross-cultural issues, cultural differences, nonver-
bal cues, feelings, and emotions.
6. Supports a workplace culture that welcomes and values new thought, different
perspectives, and nonconventional approaches.
7. Supports the valuable role diversity can play in keeping thinking flexible and
appropriate to changing circumstances.
8. Effectively works with customers, peers, and stakeholders from all back-
grounds.
Partnering
Definition:
Develops networks and builds
alliances. Collaborates across
boundaries to build strategic rela-
tionships and achieve common
goals.
Behavioral Examples (at the All-Employee level):
1. Broadens own understanding of how fields of knowledge, programs, and ser-
vice skills overlap.
2. Builds customer and employee networks and contacts to support work in own
area.
3. Develops professional relationships with colleagues inside and outside the
organization.
4. Develops contacts to gain broader understanding and context for own work.
5. Finds common ground with industry representatives, stakeholders, customers,
and employees to ensure effective working relationships.
6. Liaises within own department to solve problems.
7. Positively responds and reciprocates when approached by others.
Tab 3: Leadership Development for All Employees
APHIS Leadership Development Toolkit 3-17
Political Savvy
Definition:
Identifies the internal and external
politics impacting the work of the
organization. Perceives organiza-
tional and political reality and acts
accordingly.
Behavioral Examples (at the All-Employee level):
1. Demonstrates the ability to identify opponents and why they take a certain
position on an issue.
2. Demonstrates the ability to identify who is affected, who loses and who gains
from a particular action, and other potential consequences.
3. Successfully works within a wide range of environments and contexts (physi-
cal, virtual, small and large groups, organizational methods, processes, and cul-
tures).
4. Demonstrates knowledge of how ones own activities fit into the bigger pic-
tureboth as regards the policy issues as well as organizational structure and
processes.
5. Recognizes when to compromise and when to remain firm to accomplish
broader organizational objectives affecting projects.
6. Understands political forces within an organization.
7. Demonstrates the ability to identify the relationships within the environment
with coworkers, Supervisors, customers, contractors, and policy makers.
8. Demonstrates the ability to identify who the key stakeholders in ones own
work area are and keep them informed of important situations.
Tab 3: Leadership Development for All Employees
3-18 APHIS Leadership Development Toolkit
Strategic Thinking
Definition:
Formulates objectives and priori-
ties and implements plans consis-
tent with the long-term interests of
the organization in a global envi-
ronment. Capitalizes on opportu-
nities and manages risks.
Behavioral Examples (at the All-Employee level):
1. Demonstrates a broad knowledge of own field and seeks knowledge in other
areas that influence or are related to it.
2. Adroitly shifts direction and redirects efforts when changes are implemented.
3. Forms contingency plans to overcome potential obstacles, and to take advan-
tage of unforeseeable opportunities.
4. Provides ideas and information to Supervisor and team/work unit members on
possible enhancements or impediments to organizational performance.
5. Thinks strategically and suggests processes or procedures within the unit to
avert problems and accomplish goals.
6. Demonstrates the ability to explain how work unit activities and priorities
relate to strategic goals.
7. Identifies the basic issues, context, and customer concerns as addressed in the
Agencys mission.
8. Demonstrates the ability to link ones daily work to goals and strategies of the
organization.
Team Building
Definition:
Inspires and fosters team commit-
ment, spirit, pride, and trust.
Facilitates cooperation and moti-
vates team members to accom-
plish group goals.
Behavioral Examples (at the All-Employee level):
1. Actively contributes to the development of team/work group goals and works
toward the accomplishment of those goals.
2. Demonstrates the ability to be effective in drawing out the opinions and ideas
of group members.
3. Demonstrates a proactive approach to defusing arguments among peers.
4. Optimistically deals with negativity in presence of other employees, e.g., refus-
ing to pass on gossip, recognizing positive contributions of colleagues by vocaliz-
ing recognition.
5. Recognizes and values the talents of others.
6. Supports team decisions, and is a good team player. Demonstrates honesty and
responsibility and performs fair share of the work.
7. Works with colleagues in a collaborative, inclusive, outcome-oriented manner.
Tab 3: Leadership Development for All Employees
APHIS Leadership Development Toolkit 3-19
Technical Credibility
Definition:
Understands and appropriately
applies principles, procedures,
requirements, regulations, and
policies related to specialized
expertise.
Behavioral Examples (at the All-Employee level):
1. Performs accurate work in a timely and efficient manner.
2. Keeps knowledge current and seeks opportunities to broaden and enhance
cross-functional expertise.
3. Applies new skills, techniques, and procedures in own area of work.
4. Consults with technical experts as needed.
5. Seeks information on procedures, regulations, and policies that will affect
work.
6. Shares information related to area of expertise with coworkers.
Technology Management
Definition:
Keeps up to date on technological
developments. Makes effective
use of technology to achieve
results. Ensures access to and
security of technology systems.
Behavioral Examples (at the All-Employee level):
1. Employs IT to improve performance, communicate better, achieve the organi-
zations goals, and to fulfill its mission.
2. Follows established computer security procedures to protect integrity/confiden-
tiality of records.
3. Demonstrates proficiency in using technology applications used to support
ones work and communications.
4. Keeps technology skills up to date through practice as well as other continual
learning approaches.
5. Suggests areas where technological improvements might be implemented in
serving the customer.
6. Effectively uses technology to ensure work tasks are performed more effi-
ciently.
Vision
Definition:
Takes a long-term view and builds
a shared vision with others. Acts
as a catalyst for organization
change. Influences others to trans-
late vision into action.
Behavioral Examples (at the All-Employee level):
1. Demonstrates the ability to explain how ones work contributes to the APHIS
and program vision and mission. Demonstrates allegiance to mission.
2. Consistently thinks about whether an approach process or service can be
improved.
3. Creates personal Development Plans and goals linked to serving the organiza-
tions mission.
4. Makes a conscious effort to broaden own perspective and thinking.
5. Provides support to fellow employees in accomplishing the mission.
6. Refers to the big picture and tries to understand others perspectives.
Tab 3: Leadership Development for All Employees
APHIS Leadership Development Toolkit 3-20
Tab 4: Leadership Development for Project Managers/Team Leaders
APHIS Leadership Development Toolkit 4-1
Leadership Development for Project Managers/Team Leaders
Figure 4-1: APHIS Leadership Roadmap Example for Project Managers/Team Leaders
Leadership Development for Project
Managers and Team Leaders
The pullout of the Project Manager and Team
Leader level highlights the four essential com-
petencies for this level:
1. Decisiveness
2. Influencing/Negotiating
3. Technical Credibility
4. Team Building
Focus on developing those four competencies
first as well as continuing to develop the ten
competencies listed at the All-Employee level
on the Roadmap. Once you have developed
those fourteen competencies, begin developing
the competencies listed at the Supervisor,
Manager and Executive levels on the Road-
map.
Behavioral Examples and the 28 Compe-
tencies
All of the 28 competencies are used at every
leadership level. The manner in which each
competency is used is related to leadership
level. The Behavioral Examples (BEs) illus-
trate how each competency is used at each
leadership level. For example, at the Project
Manager and Team Leader level, BEs for
Developing Others (listed at the Supervisor
level on the Roadmap) illustrate how you
would fill more of a liaison role than a supervi-
sory role in using this competency. For exam-
ple, you could request developmental
resources for your team. BEs for your Supervi-
sor, on the other hand, illustrate a responsibil-
ity for ensuring development resources are
distributed fairly among all employees.
Tab 4: Leadership Development for Project Managers/Team Leaders
4-2 APHIS Leadership Development Toolkit
How Should I Develop Competencies?
As mentioned in How to Develop Your Lead-
ership Skills on page 2-1, the Leadership
Competency Development Cycle is the
framework provided in this Toolkit to help you
identify and develop necessary competencies.
This section provides a graphic of the Leader-
ship Competency Development Cycle and
walks you through each step of the process.
Information presented in Tab 2 will be men-
tioned in a brief format in the following pages.
If you need more information on any step, go
back to page 2-1.
How Is My Supervisor Involved in My
Development Plan?
Your Supervisor needs to approve your Devel-
opment Plan. Your Supervisor could also be
instrumental in identifying resources, provid-
ing support, and assisting with assessment.
You can use the Toolkit completely on your
own to create your Development Plan, only
scheduling a meeting to discuss your plans
once you have developed them. Or, you can
seek your Supervisors assistance and input at
any stage in the developmental process. Before
you schedule a meeting with your Supervisor,
review the section in Meeting with Your
Supervisor to Discuss Your Development
Plan on page 2-5 on having a productive
development meeting with your Supervisor.
Figure 4-2: Leadership Competency Development Cycle
Step 1: Identify Your Goals
To begin identifying your goals, ask yourself
the following questions:
What are my developmental goals?
Where do I want to be in one year or three
to five years?
Do I want to be proficient in my current
position?
Do I want to laterally move to another
position?
Do I want to move to a Supervisor, Man-
ager, or Executive position?
Do I have a specific leadership level in
mind or even a specific position in mind?
Tab 4: Leadership Development for Project Managers/Team Leaders
APHIS Leadership Development Toolkit 4-3
Once you have identified your goals, make a
list of the competencies associated with reach-
ing those goals and the timeframe for develop-
ing those competencies. If you have listed a
specific position as your goal, go to Tab 11,
APHIS Program Information on page 11-1
and use the template to identify the competen-
cies needed for that position.
Step 2: Assess Proficiency
Once you have defined your goals, it is essen-
tial to assess your proficiency in those compe-
tencies. The first group of competencies you
should assess are those indicated on the Road-
map as essential at the Project Manager and
Team Leader level:
Decisiveness
Influencing/Negotiating
Technical Credibility
Team Building.
In addition, you should assess those indicated
at the All-Employee level:
Continual Learning
Customer Service
Flexibility
Interpersonal Skills
Integrity/Honesty
Oral Communication
Problem Solving
Public Service Motivation
Resilience
Written Communication
To assess proficiency in these competencies,
use the BEs provided in the next few pages. As
you read the BEs, decide whether you are able
to successfully perform the tasks associated
with each of the BEs.
If your assessments show mastery at the 14
competencies above, repeat the assessment
process using the BEs for the 14 competencies
highlighted at the next 3 levels of the Road-
map. When you finish assessing, select 2 or 3
competencies on which to focus and move to
the next step.
Step 3: Identify Learning Experiences
Once you have assessed your proficiency, you
need to select learning experiences to address
any proficiency gaps identified in your assess-
ment. Tab 9, Learning Experiences on page
9-1, is a resource for identifying those learning
experiences. Read the background information
on learning experiences and then look at the
activities associated with each competency.
Identify learning experiences that best fit your
learning style, preference, and program train-
ing budget.
Step 4: Create Your Development Plan
The next step in the process is to create a
Development Plan. Incorporate the work from
the three previous steps when completing your
Development Plan.
Step 5: Complete Learning Experiences
Once your Supervisor has approved your
Development Plan, begin working on the
learning experiences identified in your Plan.
Record the completion date for each learning
experience. If you created your Development
Plan in AgLearn, your learning experiences
will automatically transfer to your learning
history as soon as you indicate you completed
an activity.
Step 6: Assess Progress
When you complete your learning experiences,
reassess your proficiency in the essential com-
petencies for this level. Use the BEs to self-
assess and ask others to assess your current
proficiency level. Then, begin the cycle again.
Tab 4: Leadership Development for Project Managers/Team Leaders
4-4 APHIS Leadership Development Toolkit
Figure 4-3: APHIS Leadership Development Competency Framework
Behavioral Examples
The following BEs that follow describe typical
actions at the Project Manager/Team Leader
level. The BEs are divided into two groups of
competencies: 1) the first grouping illustrates
the 4 competencies on the Project Manager/
Team Leader level on the Roadmap; and 2) the
second grouping illustrates the 24 competen-
cies appearing at the other 4 levels of the
Roadmap. In both groups, the competencies
are listed in alphabetical order. All of the BEs
describe actions that would be used at the
Project Manager and Team Leader level.
Use the BEs to assess your proficiency. Focus
first on the four competencies for this level and
on the ten competencies listed at the All-
Employee level. If your assessments show you
to be proficient at the fourteen competencies
listed at the All-Employee and Project Man-
ager/Team Leader levels, assess the fourteen
competencies listed at the Supervisor, Man-
ager, and Executive levels.
Continual Learning
Customer Service
Flexibility
Integrity/Honesty
Interpersonal Skills
Oral Communication
Problem Solving
Public Service Motivation
Resilience
Written Communication
Managing
Yourself

Decisiveness
Influencing/Negotiating
Team Building
Technical Credibility
Managing
Projects
Accountability
Conflict Management
Developing Others
Human Capital Management
Leveraging Diversity
Leading &
Managing
People

Creativity & Innovation
Financial Management
Partnering
Political Savvy
Strategic Thinking
Technology Management
Leading &
Managing
Programs

Entrepreneurship
External Awareness
Vision

Leading &
Managing
Organizations
MANAGER
EXECUTIVE
SUPERVISOR
PROJECT MANAGER
& TEAM LEADER
ALL EMPLOYEES
Tab 4: Leadership Development for Project Managers/Team Leaders
APHIS Leadership Development Toolkit 4-5
Decisiveness
Definition:
Makes effective and timely deci-
sions, even when data is limited or
solutions produce unpleasant con-
sequences. Perceives the impact
and implications of decisions.
Behavioral Examples (at the Project Manager/Team Leader level):
1. Advises team members and Supervisors of possible impact of decisions
and actions.
2. Builds knowledge from past experiences into decision-making process.
Consults Supervisor when changes in regulations, customer needs, or other
special circumstances necessitate a major change in the team project.
3. Ensures team decisions are aligned with and support the organizations
mission, vision, and strategic goals.
4. Evaluates the impact of decisions.
5. Demonstrates knowledge of ethical decision-making tools as well as Fed-
eral ethics regulations and other laws that might pertain to a particular situa-
tion.
6. Makes good decisions even where there are competing and ambiguous pri-
orities.
7. Seeks legal and ethical advice when questions arise, or actions to be taken
are unclear.
8. Understands operational implications of strategy and can look beyond
solutions that are merely expedient.
Influencing and Negotiating
Definition:
Persuades others. Builds consen-
sus through give and take. Gains
cooperation from others to obtain
information and accomplish
goals.
Behavioral Examples (at the Project Manager/Team Leaders level):
1. Builds consensus on team project goals and processes to reach those goals.
2. Effectively employs a variety of negotiation techniques allowing differing
parties to reach mutually agreeable solutions.
3. Facilitates the working relationship between the organization and the team.
4. Identifies and understands the interests and positions of others in the nego-
tiation process.
5. Demonstrates the ability to be alert to means and opportunities to inform
the larger organization and other stakeholders of the credibility and value of
the groups work, to solicit support, and gain buy-in.
6. Demonstrates skill at reframing an issue so alternate perspectives and
opposite views can be understood, and perhaps, accommodated.
7. Networks to form new relationships and strengthen currently existing ones.
8. Effectively represents the group throughout the organization.
Tab 4: Leadership Development for Project Managers/Team Leaders
4-6 APHIS Leadership Development Toolkit
Additional Leadership Competencies to Develop at the Project Manager/
Team Leader Level
In the following section are BEs for the remaining 24 competencies. Use the BEs to assess your
proficiency on those competencies. First focus on assessing and developing the 10 competencies
listed at the All-Employee level (continual learning, customer service, flexibility, integrity/hon-
esty, interpersonal skills, oral communication, problem solving, public service motivation, resil-
ience, and written communication). When you are proficient at those competencies, assess the
remaining 14 competencies listed at the Supervisor, Manager, and Executive levels, and use the
results of that assessment to guide development.
Team Building
Definition:
Inspires and fosters team commit-
ment, spirit, pride, and trust.
Facilitates cooperation and moti-
vates team members to accom-
plish group goals.
Behavioral Examples (at the Project Manager/Team Leader level):
1. Coaches, mentors, and guides teams and team members in such a way as to
foster commitment, team spirit, pride, and trust.
2. Empowers team members to resolve issues and make changes that benefit
customers.
3. Encourages and models inclusiveness.
4. Facilitates group process to help team members effectively work to solve
problems, make group decisions, and accomplish goals.
5. Fosters team identity through meaningful formal or informal recognition.
6. Helps clarify team purpose, goals, roles, and responsibilities.
7. Involves all team members and ensures all voices are heard and respected.
8. Recommends awards and recognition to recognize individual and team
performance when work supports organizational goals and achieves results.
Technical Credibility
Definition:
Understands and appropriately
applies principles, procedures,
requirements, regulations, and
policies related to specialized
expertise.
Behavioral Examples (at the Project Manager/Team Leader level):
1. Assesses expertise of team members in relation to the needs of the team
project and seeks expertise outside the team when needed.
2. Demonstrates knowledge of basic concepts, facts, and principles of partic-
ular subject matter domain and continues to develop expertise.
3. Presents results of team project to the larger work unit.
4. Seeks information on procedures, regulations, and policies that will affect
the team project and keeps team members informed of this information.
5. Seeks skills, knowledge, and abilities in maintaining and building own
team of expertise.
6. Presents information to others in area of expertise.
7. Effectively leverages the varied types of technical expertise within the
team.
Tab 4: Leadership Development for Project Managers/Team Leaders
APHIS Leadership Development Toolkit 4-7
Accountability
Definition:
Holds self and others accountable
for measurable high-quality,
timely, and cost-effective results.
Determines objectives, sets priori-
ties, and delegates work. Accepts
responsibility for mistakes. Com-
plies with established control sys-
tems and rules.
Behavioral Examples (at the Project Manager/Team Leader level):
1. Demonstrates ability to translate congressional, and other stakeholder man-
dates into effective strategies and achievable programs of action.
2. Holds team and project members accountable for achieving results within
assigned deadlines.
3. Listens to experts and balances various assessments of risk before making
decisions of critical importance.
4. Maintains good overview and control of project/group budgets and costs.
5. Prioritizes team/project tasks with respect to importance and time available
while maintaining short- and long-term focus on task completion.
6. Seeks the input of legal and ethical advisors when not clear how such
framework must be applied in a given context.
7. Takes personal responsibility for team/group outcomes.
8. Understands the legal and ethical framework of the civil service and does
not transgress against it, even when it might seem to offer some benefit to the
project or program.
Conflict Management
Definition:
Encourages creative tension and
differences of opinions. Antici-
pates and takes steps to prevent
counterproductive confronta-
tions. Manages and resolves con-
flicts and disagreements in a
constructive manner.
Behavioral Examples (at the Project Manager/Team Leader level):
1. Addresses disagreements among team members in a constructive manner
by remaining calm and focusing on the information rather than the emotion.
2. Establishes a team environment that invites multiple views and perspec-
tives as a basic operating principle.
3. Demonstrates skill in informal facilitation of conflict resolution.
4. Knows team members well enough to sense which situations might gener-
ate disagreement.
5. Practices skilled listening.
6. Requests team members discuss differences interfering with team creativ-
ity, cohesiveness, and productivity.
7. Demonstrates skill in facilitating group discussions.
8. Treats all members of the team with respect.
Tab 4: Leadership Development for Project Managers/Team Leaders
4-8 APHIS Leadership Development Toolkit
Continual Learning
Definition:
Assesses and recognizes own
strengths and weaknesses. Pur-
sues self-development.
Behavioral Examples (at the Project Manager/Team Leader level):
1. Brings the most up-to-date technical information to the team and supports
team members in doing so.
2. Builds continual learning to collectively reflect on team progress, achieve-
ments, successes, and missteps.
3. Draws on individual team member strengths rather than weaknesses to
fashion assignments and help develop others in the team.
4. Shows insight into individuals learning profiles and styles when making
assignments or devising developmental strategies.
5. Supports the teams use of a variety of learning methods, including read-
ing, talking with others, after-action reviews, attending formal training, and
on-the-job experiences.
6. Uses after-action reviews to assess performance.
Creativity and Innovation
Definition:
Develops new insights into situa-
tions. Questions conventional
approaches; encourages new ideas
and innovations. Designs and
implements new or cutting-edge
programs/processes.
Behavioral Examples (at the Project Manager/Team Leader level):
1. Actively recruits for diversity of thought, talent, and perspective among
team members.
2. Effectively conducts creative problem-solving sessions with a team.
3. Establishes team processes and strategies that look beyond traditional
boundaries, ideas, and approaches.
4. Facilitates team roles and processes that take greatest advantage of creative
talent and innovative thought.
5. Identifies issues and opportunities to improve team processes, products,
services, and service delivery.
6. Models creative thinking, problem solving.
7. Sets high expectations for continuing improvements to processes, products,
and services.
8. Works with other teams, work units, and disciplines to achieve broader per-
spective on issues and to build on the good work of others.
Tab 4: Leadership Development for Project Managers/Team Leaders
APHIS Leadership Development Toolkit 4-9
Customer Service
Definition:
Anticipates and meets the needs
of both internal and external cus-
tomers. Delivers high-quality
products and services. Demon-
strates commitment to continuous
improvement.
Behavioral Examples (at the Project Manager/Team Leader level):
1. Applies emerging ideas, innovations, and new technologies to serving the
customer.
2. Communicates a clear understanding of client needs and makes these cen-
tral to decision making and service delivery.
3. Designs customer feedback mechanisms into projects.
4. Designs customer-friendly processes and procedures.
5. Identifies and acts on opportunities to enhance customer service delivery
systems.
6. Regularly, clearly, and enthusiastically communicates to team members
high expectations for good customer service.
7. Researches and addresses underlying customer needs goes beyond the
obvious and the most expedient when in the best long-term interest of the cus-
tomer.
8. Uses legal and ethical standards to help resolve issues of fairness, equality,
and appropriate scope of services and approaches.
Developing Others
Definition:
Develops the ability of others to
perform and contribute to the
organization by providing ongo-
ing feedback and by providing
opportunities to learn through for-
mal and informal methods.
Behavioral Examples (at the Project Manager/Team Leader level):
1. Builds team skills through assignments, coaching, and training related both
to task accomplishment as well as to relationship building and group pro-
cesses.
2. Discusses team and individual training needs with Supervisors.
3. Gives feedback to the group as a whole and/or to individual group mem-
bers in a way that enables positive performance change.
4. Identifies potential training opportunities for team members that would
assist with successful completion of team projects.
5. Passes on information learned in own training opportunities to team mem-
bers.
6. Provides opportunities for team members to share skills and knowledge
that will aid in the completion of team projects.
7. Recognizes and addresses team and team member strengths and developing
needs in knowledge and performance.
Tab 4: Leadership Development for Project Managers/Team Leaders
4-10 APHIS Leadership Development Toolkit
Entrepreneurship
Definition:
Positions the organization for
future success by identifying new
opportunities; builds the organiza-
tion by developing or improving
products or services. Takes calcu-
lated risks to accomplish organi-
zational objectives.
Behavioral Examples (at the Project Manager/Team Leader level):
1. Encourages team members to make innovative suggestions and to try new
approaches.
2. Demonstrates openness toward new approaches and ideas, is supportive of
risk taking.
3. Helps team members find ways to circumvent obstacles.
4. Maintains an outcomes orientation. Demonstrates willingness to try
many different approaches and processes to achieve desired outcomes.
5. Makes best use of diverse talents, technology, and resources to deliver
results. Builds on employees strengths.
6. Recognizes and accepts risk of failure in suggesting and developing modi-
fications to products or service delivery.
7. Recognizes and informs Supervisor of the innovative suggestions of team
members.
8. Suggests and initiates modifications to specific products or service delivery
options to achieve the APHIS mission.
External Awareness
Definition:
Understands and keeps up to date
on local, national, and interna-
tional policies and trends that
affect the organization and shape
stakeholders views. Demon-
strates awareness of the organiza-
tions impact on the external
environment.
Behavioral Examples (at the Project Manager/Team Leader level):
1. Collects data and performs analyses (e.g., technology forecasting, decision
analysis, statistical models) on current and potential conditions, and facili-
tates an understanding of external activities on organizational actions.
2. Communicates a clear understanding of internal/external client needs and
makes these central to decision making and service delivery.
3. Communicates to all team members the impact of Agency policies and pri-
orities on the teams area of work and the customers with whom they work.
4. Demonstrates an understanding of the national policy-making and imple-
mentation processes.
5. Flexibly redirects project and team processes to maintain alignment with
organizational direction.
6. Keeps abreast of key Agency/corporate policies and priorities likely to
affect the program area.
7. When representing the organization, demonstrates sensitivity to the politi-
cal, social, and cultural nuances of issues.
Tab 4: Leadership Development for Project Managers/Team Leaders
APHIS Leadership Development Toolkit 4-11
Financial Management
Definition:
Understands the organizations
financial processes. Prepares, jus-
tifies, and administers the pro-
gram budget. Oversees
procurement and contracting to
achieve desired results. Monitors
expenditures and uses cost-benefit
thinking to set priorities.
Behavioral Examples (at the Project Manager/Team Leader level):
1. Ensures appropriate oversight and control over procurement and contract-
ing.
2. Ensures all team members involved in these activities have adequate train-
ing to prepare them for competent and ethical performance and accountabil-
ity.
3. Estimates the type and level of resources needed for team to meet its goals
under the Agencys strategic plan.
4. Investigates ways to use more cost-effective means to accomplish team
project goals.
5. Matches customer needs to available services, budget, and resources.
6. Monitors, reviews, and tracks expenditures and other resource use related
to operations, including personnel, overtime, supplies, and equipment.
7. Proactively seeks the necessary project resources through careful planning
and articulate, compelling justification.
8. Uses expense reports to determine if project is fiscally on target.
Flexibility
Definition:
Demonstrates openness to change
and new information. Rapidly
adapts to new information, chang-
ing conditions, or unexpected
obstacles.
Behavioral Examples (at the Project Manager/Team Leader level):
1. Adapts team interaction and communication styles to fit with style prefer-
ences of team members.
2. Adjusts team members workload and tasks when other work or personal
responsibilities require.
3. Encourages team to employ a variety of techniques for exploring different
options.
4. Simultaneously handles multiple projects and duties, prioritizing as
needed.
5. Helps individual team members find their balance in new, ambiguous, and
more demanding circumstances to circumvent obstacles.
6. Modifies team assignments, when feasible, to take advantage of individual
strengths.
7. Suggests different approaches for customers with diverse needs.
8. Treats each person according to his or her unique makeup, instilling mutual
understanding, trust, and confidence.
Tab 4: Leadership Development for Project Managers/Team Leaders
4-12 APHIS Leadership Development Toolkit
Human Capital Management
Definition:
Builds and manages workforce
based on organizational goals,
budget considerations, and staff-
ing needs. Ensures employees are
appropriately recruited, selected,
appraised, and rewarded; takes
action to address performance
problems. Manage a multisector
workforce and a variety of work
situations.
Behavioral Examples (at the Project Manager/Team Leader level):
1. Advises Supervisor on performance of team members.
2. Advises Supervisor if additional human resources are needed for project
success.
3. Communicates with Supervisor on developmental needs of individual team
members and/or additional staffing needs to complete team project.
4. Makes suggestions to Supervisor on recognition methods for individual or
team accomplishments.
5. Notifies Supervisor if performance problems arise among team members
requiring supervisory assistance to resolve.
6. Recognizes and addresses team and team member strengths and potential
fatal flaws in knowledge and performance.
7. Understands the concept of Human Capital and treats team members as
valuable assets.
8. Understands the goals and strategies of the organization and can link
teams task, and current skills, knowledge, and abilities to these long-range
and larger visions.
Integrity and Honesty
Definition:
Behaves in an honest, fair, and
ethical manner. Shows consis-
tency in words and actions. Cre-
ates a culture that fosters high
ethical standards.
Behavioral Examples (at the Project Manager/Team Leader level):
1. Brings in expert sources to help clarify issues, legal requirements, and
thought processes in ethical decisions.
2. Refuses to sacrifice trust and integrity to expediency, even under pressure.
Refuses to make inappropriate decisions for personal gain, to include career
advancements.
3. Ensures the integrity of accounting and performance data through good
data collection and analysis systems.
4. Holds team members accountable for issues of integrity, honesty, and duty.
5. Maintains confidentiality and protects the privacy of employees, custom-
ers, and other members of the public.
6. Models personal and professional integrity in actions.
7. Offers honest, useful feedback and identifies peoples needs for develop-
ment.
8. Understands the legal and ethical framework of the civil service and does
not transgress against it, even when it might seem to offer some benefit to the
project or program.
Tab 4: Leadership Development for Project Managers/Team Leaders
APHIS Leadership Development Toolkit 4-13
Interpersonal Skills
Definition:
Treats others with courtesy, sensi-
tivity, and respect. Considers and
appropriately responds to the
needs and feelings of different
people in different situations.
Behavioral Examples (at the Project Manager/Team Leader level):
1. Defers judgment on what someone is saying and focuses instead on learn-
ing more.
2. Helps the team set norms it can live by and that encourage respect, partici-
pation, and trust.
3. Demonstrates skillful facilitating of group processes; possesses an intrinsic
understanding of what is happening in a group and when to intervene.
4. Demonstrates sensitivity to the needs of those who perceive offense.
5. Mentors team members on how to collaboratively work with others.
6. Promotes an atmosphere of confidence and trust and builds a team charac-
terized by trust, involvement, and empowerment.
7. Recognizes and capitalizes on opportunities for members of workgroups
and teams to understand each other and to develop a mutually supportive
environment.
8. Treats all members of the team with respect.
Leveraging Diversity
Definition:
Fosters an inclusive workplace
where diversity and individual
differences are valued and lever-
aged to achieve the vision and
mission of the organization.
Behavioral Examples (at the Project Manager/Team Leader level):
1. Capitalizes on team members strengths and differences to contribute to
organizational and individual development and effectiveness.
2. Considers customers special needs when developing and implementing
programs, e.g., bilingual/bicultural services.
3. Creates a safe environment for difference.
4. Develops a culture of inclusiveness, respect, and civility that values differ-
ence.
5. Exercises authority, when necessary, to maintain civility, inclusiveness, and
fairness.
6. Seeks member diversity when building a team.
7. Identifies the forces shaping the views and actions of clients, customers, or
competitors.
8. Identifies the implications of the MBTI and similar tools for team work and
can use these differences to enhance the teams success.
Tab 4: Leadership Development for Project Managers/Team Leaders
4-14 APHIS Leadership Development Toolkit
Oral Communication
Definition:
Makes clear and convincing oral
presentations. Listens effectively.
Clarifies information as needed.
Facilitates open communication.
Behavioral Examples (at the Project Manager/Team Leader level):
1. Encourages team members to express their opinions, ideas, and concerns
and listens empathetically.
2. Helps team members learn to communicate in productive ways with each
other and with other units or groups.
3. Facilitates and uses strategies drawing more reticent team members into
the discussion.
4. Listens to team members and responds appropriately.
5. Makes effective presentations on team projects and responds clearly and
effectively to questions about the team project.
6. Takes into account the impact of emotions and feelings on a situation.
7. Employs communication as a strategic issue, anticipating and responding
to the needs of all affected groups, including team members.
8. Effectively uses various channels of communication, including meetings,
briefings, and the media.
Partnering
Definition:
Develops networks and builds
alliances. Collaborates across
boundaries to build strategic rela-
tionships and achieve common
goals.
Behavioral Examples (at the Project Manager/Team Leader level):
1. Actively brings the team together with other groups to find common solu-
tions to similar problems.
2. Builds collaborative relationships with team members and customers.
3. Helps others get beyond turf issues by emphasizing the benefits of collabo-
ration.
4. Develops and uses networks with appropriate individuals or groups within
or outside the Agency.
5. Discovers and shares appropriate information to assist team in achieving its
goals.
6. Manages competition among team members to eliminate barriers to build-
ing partnerships.
7. Reaches out to provide information and assistance to others across organi-
zational lines.
8. Demonstrates collaborative leadership and possesses good facilitation
skills.
Tab 4: Leadership Development for Project Managers/Team Leaders
APHIS Leadership Development Toolkit 4-15
Political Savvy
Definition:
Identifies the internal and external
politics impacting the work of the
organization. Perceives organiza-
tional and political reality and acts
accordingly.
Behavioral Examples (at the Project Manager/Team Leader level):
1. Builds lateral support for initiatives; mobilizes the support of others whose
cooperation, backing, and/or approval is required.
2. Determines which people are critical to accomplishing results and brings
them together.
3. Effectively influences workgroups and units outside span of control using
practices that reinforce understanding of mutual interests and support con-
tinuing collaborative endeavors.
4. Keeps Supervisor and other key organizational personnel informed of
important decisions and changes on team projects.
5. Recognizes when to compromise and when to remain firm to accomplish
broader organizational objectives affecting the team.
6. Manages the interrelationships between own unit and the major functions
within an Agency, such as finance, information, and human resources; effec-
tively works with each in planning, implementing, and sustaining the units
work.
7. Identifies underlying sources and issues behind constituent needs and pro-
vides service that best attempts to address them.
8. Broadly works with stakeholders to create a shared vision, balancing and
reconciling various interests.
Problem Solving
Definition:
Identifies and analyzes problems.
Weighs relevance and accuracy of
information. Generates and evalu-
ates alternative solutions. Makes
recommendations.
Behavioral Examples (at the Project Manager/Team Leader level):
1. States the problem in terms of needs, rather than solutions.
2. Creates a team culture welcoming and employing new perspectives and
ideas.
3. Encourages team members to seek alternative solutions when a planned
process or procedure is not working.
4. Habitually explores multiple, sometimes unconventional, options and dif-
ferent perspectives in order to gain the best solution.
5. Helps team members understand and evaluate complex situations and
ideas, frame problems clearly, and sort out symptoms from root cause.
6. Imbues team culture with openness to alternatives. Establishes team pro-
cesses and strategies that look beyond traditional boundaries, ideas, and
approaches.
7. Seeks input from customers, coworkers, and other stakeholders when the
team project is to resolve a problem or improve a process.
8. Identifies patterns or trends; links parts of a problem to a broader set of
issues or relationships.
9. Uses collaborative problem-solving skills to generate solutions.
Tab 4: Leadership Development for Project Managers/Team Leaders
4-16 APHIS Leadership Development Toolkit
Public Service Motivation
Definition:
Shows a commitment to serve the
public. Ensures actions meet pub-
lic needs. Aligns organizational
objectives and practices with pub-
lic interests.
Behavioral Examples (at the Project Manager/Team Leader level):
1. Communicates and acts in concert with the understanding that public ser-
vice has an ultimate responsibility to the customer, rather than the institution.
2. Does not make inappropriate decisions for personal gain, to include career
advancements.
3. Avoids bureaucracy jargon and red tape in service to the customer.
4. Helps team members connect the organizations mission to public service.
5. Maintains confidentiality and protects the privacy of employees, custom-
ers, and other members of the public.
6. Measures the risks of innovation and testing against the public good and
Constitutional rights.
7. Recognizes team commitment to quality public service.
8. Visibly serves as a role model to reflect the commitment to serve others;
leads by example before team members, e.g., makes personal sacrifices when
necessary to ensure services are provided quickly and efficiently.
Resilience
Definition:
Effectively deals with pressure.
Remains optimistic and persistent,
even under adversity. Quickly
recovers from setbacks.
Behavioral Examples (at the Project Manager/Team Leader level):
1. Focuses work unit efforts on handling challenges by helping employees
identify what they can do to overcome challenges.
2. Optimistically presents information to encourage acceptance by members
of the workgroup, yet honestly gives worst-case scenarios when appropriate.
3. Focuses on what was learned from and can be done to prevent setbacks.
4. Models behavior helping people maintain focus and effectiveness during
change.
5. Remains alert to and able to recognize signs of stress as it impacts produc-
tivity, teamwork, and creativity.
6. Understands how a positive, supportive work environment promotes higher
productivity throughout the organization.
7. Utilizes effective time management for self and others (short, well-planned
meetings etc.).
Tab 4: Leadership Development for Project Managers/Team Leaders
APHIS Leadership Development Toolkit 4-17
Strategic Thinking
Definition:
Formulates objectives and priori-
ties, and implements plans consis-
tent with the long-term interests
of the organization in a global
environment. Capitalizes on
opportunities and manages risks.
Behavioral Examples (at the Project Manager/Team Leader level):
1. Anticipates new or changed demands for programs and services and leads
team in seeking information to guide action.
2. Applies an understanding of past situations to anticipate and deal with
threats and opportunities to team project accomplishment.
3. Organizes resources and activities to deal with longer-term problems or
opportunities.
4. Recognizes individual and workgroup contributions to enhancements of
organizational performance.
5. Seeks ideas and information from team members on possible enhance-
ments or impediments to organizational performance.
6. Takes the initiative to understand team activity from the customers view-
point.
Technology Management
Definition:
Keeps up to date on technological
developments. Makes effective
use of technology to achieve
results. Ensures access to and
security of technology systems.
Behavioral Examples (at the Project Manager/Team Leader level):
1. Considers customers access to technology in team project design.
2. Identifies lessons learned from successful and unsuccessful IT projects and
builds on these in new projects.
3. Keeps up to date with technologies that might enhance team communica-
tion and other group processes.
4. Partners with technology professionals to ensure optimal and cost-effective
technology support to programs, processes, and services.
5. Requests technology and training as needed to accomplish team projects.
6. Uses technology to facilitate access to and sharing of information for the
delivery of services to customers.
7. Uses technology to improve team productivity.
Tab 4: Leadership Development for Project Managers/Team Leaders
4-18 APHIS Leadership Development Toolkit
Vision
Definition:
Takes a long-term view and builds
a shared vision with others. Acts
as a catalyst for organization
change. Influences others to trans-
late vision into action.
Behavioral Examples (at the Project Manager/Team Leader level):
1. Stays abreast of changes in APHIS program goals, objectives, and initia-
tives.
2. Understands organizational direction and ensures team contribution toward
organizational goals and objectives.
3. Helps individual team members find their balance in new, ambiguous, and
more demanding circumstances.
4. Restates goals, or establishes new ones, as changing circumstances require.
5. Communicates changing organizational context and relates to team/project.
6. Provides feedback on teams contribution to organizational objectives.
7. Sets clear short- and long-term objectives for team/project.
Written Communication
Definition:
Writes in a clear, concise, orga-
nized, and convincing manner for
the intended audience.
Behavioral Examples (at the Project Manager/Team Leader level):
1. Determines when graphics, charts, and sketches are needed to support and
clarify text.
2. Ensures the team understands and effectively and appropriately uses elec-
tronic and written communication.
3. Issues information via the appropriate medium (e.g., e-mail, written
memos).
4. Conveys the legal and regulatory requirements clearly and concisely in
written communications.
5. Adheres to program and unit guidelines on e-mailing when using e-mail to
update Supervisors and stakeholders of team/project process.
6. Writes in a way that makes complex technical concepts understandable.
7. Writes team project reports, correspondence, assessments, and other docu-
ments clearly, succinctly, and for the intended audience.
Tab 5: Leadership Development for Supervisors
APHIS Leadership Development Toolkit 5-1
Leadership Development for Supervisors
Figure 5-1: APHIS Leadership Roadmap Example for Supervisors
Leadership Development for
Supervisors
The above pull-out of the Supervisor level
highlights the five competencies for this level:
1. Accountability
2. Conflict Management
3. Developing Others
4. Human Capital Management
5. Leveraging Diversity
Focus on developing these five competencies
as well as continuing to develop the fourteen
competencies listed at the All-Employee and
Project Manager/Team Leader levels on the
Roadmap. Once you have developed those
nineteen competencies, begin developing the
competencies listed at the Manager and Execu-
tive levels on the Roadmap.
Behavioral Examples and the 28 Compe-
tencies
All of the 28 competencies are used at every
leadership level. The manner in which each
competency is used is related to leadership
level. At this level, you are not only responsi-
ble for governing your own behavior, you are
also responsible for assisting those whom you
supervise.
The Behavior Examples (BEs) illustrate how
each competency is used at each leadership
level. For example at the Supervisor level, BEs
for Developing Others (listed at the Supervi-
Tab 5: Leadership Development for Supervisors
5-2 APHIS Leadership Development Toolkit
sor level on the Roadmap) illustrate a responsi-
bility for providing feedback to employees and
ensuring development resources are distrib-
uted fairly among all employees. BEs for
Developing Others for an Executive, on the
other hand, illustrate a need to link the
employee development strategy with APHIS
and program goals.
How Should I Develop Competencies?
As mentioned in How to Develop Your Lead-
ership Skills on page 2-1, the Leadership
Competency Development Cycle is the
framework provided in this Toolkit to help you
identify and develop necessary competencies.
This section provides a graphic of the Leader-
ship Development
Cycle and walks you through each step of the
process. Information presented in Tab 2 will be
mentioned in a brief format in the following
pages. If you need more information on any
step, go back to page 2-1.
How Is My Supervisor Involved in My
Development Plan?
Your Supervisor needs to approve your Devel-
opment Plan. Your Supervisor could also be
instrumental in identifying resources, provid-
ing support, and assisting with assessment.
You can use the Toolkit completely on your
own to create your Development Plan, only
scheduling a meeting to discuss your plans
once you have developed them. Or, you can
seek your Supervisors assistance and input at
any stage in the developmental process. Before
you schedule a meeting with your Supervisor,
review the section in Meeting with Your
Supervisor to Discuss Your Development
Plan on page 2-5 on having a productive
development meeting with your Supervisor.
Figure 5-2: Leadership Competency Development Cycle
Step 1: Identify Your Goals
To begin identifying your goals, ask yourself
the following questions:
What are my developmental goals?
Where do I want to be in one year or three
to five years?
Do I want to be proficient in my current
position?
Tab 5: Leadership Development for Supervisors
APHIS Leadership Development Toolkit 5-3
Do I want to laterally move to another
position?
Do I want to move to a Manager or Execu-
tive position?
Do I have a specific leadership level in
mind or even a specific position in mind?
Once you have identified your goals, make a
list of the competencies associated with reach-
ing those goals and the timeframe for develop-
ing those competencies. If you have listed a
specific position as your goal, go to Tab 11,
APHIS Program Information on page 11-1
and use the template to identify the competen-
cies needed for that position.
Step 2: Assess Proficiency
Once you have defined your goals, it is essen-
tial to assess your proficiency in those compe-
tencies. The first group of competencies you
should assess is those indicated on the Road-
map as essential at the Supervisor level:
Accountability
Conflict Management
Developing Others
Human Capital Management
Leveraging Diversity
In addition you should assess the competencies
listed at the All-Employee and Project Man-
ager/Team Leader levels:
Continual Learning
Customer Service
Decisiveness
Flexibility
Influencing/Negotiating
Interpersonal Skills
Integrity/Honesty
Oral Communication
Problem Solving
Public Service Motivation
Resilience
Team Building
Technical Credibility
Written Communication
If your assessments show mastery of the 19
competencies in the 2 lists above, move on to
assessing the 9 competencies listed at the Man-
ager and Executive levels on the Roadmap.
As an APHIS Supervisor you are required to
complete a 360 Assessment every 5 years.
This assessment can assist you in identifying
which competencies you should develop.
Additionally, you can use the BEs to assess
your proficiency.
Step 3: Identify Learning Experiences
Once you have assessed your proficiency, you
need to select learning experiences to address
any proficiency gaps identified in your assess-
ment. Tab 9, Learning Experiences on page
9-1, is a resource for identifying learning expe-
riences. Read the background information on
learning experiences and then look at the activ-
ities associated with each competency. Identify
learning experiences that best fit your learning
style, preference, and program training budget.
Step 4: Create Your Development Plan
The next step in the process is to create a
Development Plan. Incorporate the work from
the three previous steps when completing your
Development Plan.
Step 5: Complete Learning Experiences
Once your Supervisor has approved your
Development Plan, begin working on the
learning experiences identified in your Plan.
Record the completion date for each learning
experience. If you created your Development
Plan in AgLearn, your learning experiences
will automatically transfer to your learning
history as soon as you indicate you completed
an activity.
Tab 5: Leadership Development for Supervisors
5-4 APHIS Leadership Development Toolkit
Step 6: Assess Progress
When you complete your learning experiences,
reassess your proficiency in the essential com-
petencies for this level. Use the BEs to self-
assess and ask others to assess your current
proficiency level. Then, begin the cycle again.
Figure 5-3: APHIS Leadership Development Competency Framework
Behavioral Examples
The following BEs describe typical actions at the
Supervisor level. The BEs are divided into two
groups of competencies: 1) the first grouping illus-
trates the 5 competencies on the Supervisor level
on the Roadmap; and 2) the second grouping illus-
trates the other 23 competencies appearing at the
other 4 levels of the Roadmap. In both groups, the
competencies are listed in alphabetical order. All of
the BEs describe actions that would be used at the
Supervisor level.
Use the BEs to assess your proficiency. Focus
first on the BEs for the five competencies for
the Supervisor level and the fourteen compe-
tencies below the Supervisor level. If your
assessments show you to be proficient at the
nineteen competencies at those three levels,
assess the nine remaining competencies listed
at the Manager and Executive levels.
Continual Learning
Customer Service
Flexibility
Integrity/Honesty
Interpersonal Skills
Oral Communication
Problem Solving
Public Service Motivation
Resilience
Written Communication
Managing
Yourself

Decisiveness
Influencing/Negotiating
Team Building
Technical Credibility
Managing
Projects
Accountability
Conflict Management
Developing Others
Human Capital Management
Leveraging Diversity
Leading &
Managing
People

Creativity & Innovation
Financial Management
Partnering
Political Savvy
Strategic Thinking
Technology Management
Leading &
Managing
Programs

Entrepreneurship
External Awareness
Vision

Leading &
Managing
Organizations
MANAGER
EXECUTIVE
SUPERVISOR
PROJECT MANAGER
& TEAM LEADER
ALL EMPLOYEES
Tab 5: Leadership Development for Supervisors
APHIS Leadership Development Toolkit 5-5
Accountability
Definition:
Holds self and others accountable
for measurable high-quality,
timely, and cost-effective results.
Determines objectives, sets priori-
ties, and delegates work. Accepts
responsibility for mistakes. Com-
plies with established control sys-
tems and rules.
Behavioral Examples (at the Supervisor level):
1. Creates/maintains a supportive environment for internal control systems
against fraud/waste/mismanagement.
2. Defines, communicates, and measures progress against rigorous outcome
criteria for successful performance.
3. Evaluates workgroup performance and project accomplishment to assess
overall program effectiveness and efficiency.
4. Identifies potential problems in employee behavior and takes appropriate
action within APHIS guidelines.
5. Keeps Managers informed of valuable lessons learned, as well as project
results.
6. Maintains good overview and control of contract performance.
7. Prepares project and work unit plans with short- and long-range measur-
able objectives.
8. Uses results-oriented performance measures (e.g., quantity, cost, timeli-
ness, quality of products or services) in assessing outcomes.
Tab 5: Leadership Development for Supervisors
5-6 APHIS Leadership Development Toolkit
Conflict Management
Definition:
Encourages creative tension and
differences of opinions. Antici-
pates and takes steps to prevent
counterproductive confronta-
tions. Manages and resolves con-
flicts and disagreements in a
constructive manner.
Behavioral Examples (at the Supervisor level):
1. Actively involves employees and team or work unit in resolving differ-
ences over work issues (e.g., schedules, assignments, ensuring employee and
organizational concerns are balanced.
2. Actively listens to the concerns of employees regarding issues such as
organizational changes, quality of work life, and other issues that might cause
employees worry or stress.
3. Anticipates the range of reactions that typically occur when change is
introduced.
4. Holds staff accountable for avoiding and resolving conflicts.
5. Is knowledgeable of appropriate policies and procedures in dealing with
conflicts.
6. Recognizes potential for violence and sabotage in the workplace and takes
preventive action to address problems with troubled employees.
7. Refers complex conflicts and others not amenable to informal resolution to
mediation specialists.
8. Seeks input of employees through their representative associations or
union officials to address matters that affect them in the workplace.
9. Takes preventive action to assure on-the-job safety and security of employ-
ees.
Tab 5: Leadership Development for Supervisors
APHIS Leadership Development Toolkit 5-7
Developing Others
Definition:
Develops the ability of others to
perform and contribute to the
organization by providing ongo-
ing feedback and by providing
opportunities to learn through for-
mal and informal methods.
Behavioral Examples (at the Supervisor level):
1. Defines, clearly communicates, and measures progress against rigorous
outcome criteria for successful performance.
2. Encourages the use of self-assessments, assessments by others, and perfor-
mance evaluations to identify employee training needs.
3. Ensures development resources are fairly distributed among employees.
4. Ensures IDPs are in place for all employees, linking individual develop-
ment with Agency mission and strategic needs.
5. Provides employees with ongoing feedback on areas of strength and
needed development.
6. Provides one-on-one time for each employee focusing on his or her devel-
opment.
7. Reinforces knowledge, skills, and new behaviors gained through training
and development by helping employees apply these on the job.
8. Supports the development of individuals and encourages them to take
responsibility for their own development.
Human Capital Management
Definition:
Builds and manages workforce
based on organizational goals,
budget considerations, and staff-
ing needs. Ensures employees are
appropriately recruited, selected,
appraised, and rewarded; takes
action to address performance
problems. Manages a multisector
workforce and a variety of work
situations.
Behavioral Examples (at the Supervisor level):
1. Delegates work and assigns projects designed to strengthen employee
knowledge, skills, and abilities.
2. Follows merit principles when selecting, developing, utilizing, appraising,
and rewarding employees.
3. Fosters a culture of trust, respect, teamwork, communication, creativity,
equal opportunity, and empowerment.
4. Involves labor partners in formulating new human resource practices.
5. Provides resources employees need to effectively perform their tasks,
including special accommodations.
6. Recognizes and rewards employees based on effective performance.
7. Takes timely and forthright action to counsel, discipline, or remove
employees as performance or conduct problems arise.
8. Understands the concept of Human Capital and treats people as valuable
assets.
Tab 5: Leadership Development for Supervisors
5-8 APHIS Leadership Development Toolkit
Additional Leadership Competencies to Develop at the Supervisor Level
In the following section are BEs for the remaining 24 competencies. Use the BEs to assess your
proficiency on those competencies.
First focus on assessing and developing the 10 competencies listed at the All-Employee level
(Continual Learning, Customer Service, Flexibility, Integrity and Honesty, Interpersonal Skills,
Oral Communication, Problem Solving, Public Service Motivation, Resilience, and Written
Communication) and the 4 listed at the Project Manager/Team Leader level (Decisiveness,
Influencing and Negotiating, Team Building, and Technical Credibility).
When you are proficient at those, assess the remaining 9 competencies listed at the Manager and
Executive levels.
Leveraging Diversity
Definition:
Fosters an inclusive workplace
where diversity and individual
differences are valued and lever-
aged to achieve the vision and
mission of the organization.
Behavioral Examples (at the Supervisor level):
1. Develops a culture of inclusiveness, respect, and civility that values differ-
ence.
2. Develops and implements plans for assessing and dealing with concerns
and needs of persons with disabilities, (e.g., equipment, space, interpreters).
3. Ensures subordinates have training that helps them understand others per-
spectives.
4. Helps others to see new possibilities. Challenges employees to take a dif-
ferent perspective.
5. Holds employees accountable for ensuring equality and diversity within
work units.
6. Monitors, evaluates, and promotes broad-based diversity as a means to
leverage the full range of human potential and performance.
7. Proactively works with program officials to develop and implement effec-
tive recruitment, retention, and upward mobility programs building diversity
and significantly improving organizational performance.
8. Works with union officials and others to identify and remove obstacles to
understanding and to encourage a positive workplace culture.
Tab 5: Leadership Development for Supervisors
APHIS Leadership Development Toolkit 5-9
Continual Learning
Definition:
Assesses and recognizes own
strengths and weaknesses. Pur-
sues self-development.
Behavioral Examples (at the Supervisor level):
1. Contributes to procedures that enable the organization to learn from past
actions.
2. Invests in the further development of own supervisory skills; in better
understanding the issues and needs that affect customers and in own field-
specific expertise.
3. Knows and accesses training resources inside and outside the organization
for the benefit of individuals in the unit.
4. Measures current skills and knowledge against competencies needed for
continuing success and to meet future problems.
5. Provides one-on-one time for each employee focused on her or his devel-
opment.
6. Uses a variety of approaches to analyze and understand how actions lead to
certain outcomes and how to improve ones approach to similar situations in
the future.
Creativity and Innovation
Definition:
Develops new insights into situa-
tions; questions conventional
approaches. Encourages new
ideas and innovations. Designs
and implements new or cutting-
edge programs and processes.
Behavioral Examples (at the Supervisor level):
1. Allows and encourages creative, innovative, and nonconventional contri-
butions, even when this leads to conflict.
2. Communicates a personal commitment to continual organizational
improvement.
3. Encourages employees to find creative ways to save time and cost.
4. Establishes staffing strategies and work processes encouraging the consid-
eration of multiple approaches and nonconventional thought.
5. Invests in training for team/unit members enabling employees to weigh
potential solutions and initiatives for appropriateness and feasibility.
6. Models creative thinking and problem solving.
7. Routinely develops and weighs alternatives before settling on a solution.
8. Understands the role of evaluation and testing in creative processes.
Tab 5: Leadership Development for Supervisors
5-10 APHIS Leadership Development Toolkit
Customer Service
Definition:

Anticipates and meets the needs
of both internal and external cus-
tomers. Delivers high-quality
products and services. Demon-
strates commitment to continuous
improvement.
Behavioral Examples (at the Supervisor level):
1. Acts promptly to prevent customer complaints from having negative
impact on reaching goals.
2. Builds knowledge from past experiences into decision-making process.
3. Communicates decisions made and the rationale behind them.
4. Delegates authority and responsibility to others who may be closer to the
problem.
5. Seeks legal and ethical advice when questions of this nature arise, or
actions to be taken are unclear.
6. Understands operational implications of strategy and can look beyond
solutions that are merely expedient.
7. Institutes methods of gathering customer feedback on provided services.
Decisiveness
Definition:
Makes effective and timely deci-
sions, even when data is limited or
solutions produce unpleasant con-
sequences. Perceives the impact
and implications of decisions.
Behavioral Examples (at the Supervisor level):
1. Ensures decisions are aligned with and support the organizations mission,
vision, and strategic goals.
2. Makes sound, timely decisions for the work unit regarding technical
approaches, methods, work processes, staff, equipment, facilities, or funds.
3. Recognizes and resolves controversy before it creates an adverse effect on
the organizational unit (e.g., resolve conflict over workload distribution or
work schedules).
4. Recognizes early warning signs and opportunities, and takes action.
5. Recognizes opportunities for individual and organizational growth and
takes action.
6. Takes immediate corrective action when needed (e.g., terminate a contract
due to lack of timeliness, quality, or cost increases).
7. Knows when information is sufficient for decision making.
Tab 5: Leadership Development for Supervisors
APHIS Leadership Development Toolkit 5-11
Entrepreneurship
Definition:
Positions the organization for
future success by identifying new
opportunities; builds the organiza-
tion by developing or improving
products or services. Takes calcu-
lated risks to accomplish organi-
zational objectives.
Behavioral Examples (at the Supervisor level):
1. Actively partners with other units to improve products, services, delivery,
and to enhance cost effectiveness.
2. Encourages employees to make innovative suggestions and to try new
approaches within the workgroup.
3. Provides structures for trying new ideas and rewards for innovation.
4. Recognizes and accepts risk of failure in suggesting and developing modi-
fications to products or service delivery.
5. Recognizes and rewards employees who make innovative suggestions that
improve work unit processes, procedures, environment, and customer service.
6. Suggests and initiates modifications to specific products or service delivery
options to increase market potential.
7. Supports and communicates the role diversity plays in innovation through-
out the unit.
8. Demonstrates a willingness to initiate change.
External Awareness
Definition:
Understands and keeps up to date
on local, national, and interna-
tional policies and trends that
affect the organization and shape
stakeholders views. Demon-
strates awareness of the organiza-
tions impact on the external
environment.
Behavioral Examples (at the Supervisor level):
1. Encourages others to see the big picture by demonstrating how various
internal and external functions interrelate.
2. Demonstrates a knowledge of and maintains a current understanding of the
larger organizational culture, the interrelationships forming it, and how ones
own activities (team, unit, organization, and nation) fit into it.
3. Maintains contacts with external customers and stakeholders through for-
mal and informal communication channels.
4. Recognizes the impact on stakeholders of alternate courses of action.
5. Recognizes the interdependencies of all organizational units and collabo-
rates to maximize resources, share information, and synergize outcomes.
6. Understands the organizations process systems and information flow.
7. Understands underlying sources and issues behind constituent needs and
provides service that best attempts to address themgoing beyond the obvi-
ous and the most expedient to focus on long-term results.
Tab 5: Leadership Development for Supervisors
5-12 APHIS Leadership Development Toolkit
Financial Management
Definition:
Understands the organizations
financial processes. Prepares, jus-
tifies, and administers the pro-
gram budget. Oversees
procurement and contracting to
achieve desired results. Monitors
expenditures and uses cost-benefit
thinking to set priorities.
Behavioral Examples (at the Supervisor level):
1. Prepares and justifies budget for organizational unit or project activities.
2. Constructs an accurate and compelling business case for a project.
3. Ensures appropriate oversight and control over procurement and contract-
ing.
4. Ensures that employees involved in finance-related activities have ade-
quate training to prepare them for competent and ethical performance and
accountability.
5. Estimates the type and level of resources needed for team/unit to meet its
goals under the Agencys strategic plan.
6. Identifies cost-effective approaches.
7. Monitors, reviews, and tracks expenditures and other resource use related
to operations, including: personnel; overtime; supplies; and equipment.
8. Understands and applies the Agencys systems of resource allocation.
Flexibility
Definition:
Demonstrates openness to change
and new information. Rapidly
adapts to new information, chang-
ing conditions, or unexpected
obstacles.
Behavioral Examples (at the Supervisor level):
1. Adapts supervisory style to individual needs of employees.
2. Applies change management principles (e.g., understanding the change
involved, differentiating between change and transition, handling resistance,
handling group dynamics, using systems approaches, articulating the benefits
of the change for individuals and the organization) to implement change in
work unit.
3. Effectively and strategically delegates in response to change or crisis.
4. Fosters flexibility through cross-training and developmental assignments.
5. Keeps employees informed of how their work effort is related to the
change; and how they will be expected to participate in the new effort.
6. Recognizes when a situation calls for, or could benefit from, a different
approach.
7. Responds to differing circumstances and individual customer and
employee needs.
8. Adapts own leadership style to the occasion.
9. Uses flexible systems enabling better work/life balance.
10. Promotes flexibility in service delivery in order to equitably serve all cus-
tomers.
Tab 5: Leadership Development for Supervisors
APHIS Leadership Development Toolkit 5-13
Influencing and Negotiating
Definition:
Persuades others. Builds consen-
sus through give and take. Gains
cooperation from others to obtain
information and accomplish
goals.
Behavioral Examples (at the Supervisor level):
1. Builds consensus among groups or individuals with differing interests and
opinions to solve problems or make decisions.
2. Effectively employs a variety of negotiation techniques, allowing differing
parties to reach mutually agreeable solutions.
3. Effectively influences workgroups and units outside span of control using
practices that both reinforce understanding of mutual interests and support
continuing collaborative endeavors.
4. In communicating change, uses compelling vision, clear and detailed steps,
and persuasive skills to help people realign their work and energy.
5. Influences units performance through effective feedback, coaching, coun-
seling, and mentoring.
6. Successfully negotiates with internal groups to facilitate programs or part-
nerships.
7. Uses clear, persuasive, attention-getting, and accurate communication to
make others aware of the issues, to help others envision the goals, and to gain
buy-in.
8. Uses collaboration across functions and units to extend influence through-
out the system where he or she has no formal authority.
Tab 5: Leadership Development for Supervisors
5-14 APHIS Leadership Development Toolkit
Integrity and Honesty
Definition:

Behaves in an honest, fair, and
ethical manner. Shows consis-
tency in words and actions. Cre-
ates a culture that fosters high
ethical standards.
Behavioral Examples (at the Supervisor level):
1. Creates a climate that supports integrity and honesty in the organization,
through personal example but also through processes and procedures that
reward and encourage ethical behavior.
2. Refuses to sacrifice trust and integrity to expediency, even under pressure.
Refuses to make inappropriate decisions for personal gain, to include career
advancements.
3. Ensures all employees have adequate training to prepare them for compe-
tent and ethical performance.
4. Holds employees accountable for issues of integrity, honesty, and duty.
5. Instills a climate of trust by keeping ones word and taking responsibility
for ones actions.
6. Maintains confidentiality and protects the privacy of employees, custom-
ers, and other members of the public.
7. Makes decisions and the thinking behind them transparent to those affected
by them.
8. Prohibits retaliatory actions against employees who raise ethical issues,
speaking out against abuses.
9. Understands the legal and ethical framework of the civil service and main-
tains trust and integrity even under pressure.
Interpersonal Skills
Definition:

Treats others with courtesy, sensi-
tivity, and respect. Considers and
appropriately responds to the
needs and feelings of different
people in different situations.
Behavioral Examples (at the Supervisor level):
1. Coaches, teaches, counsels, and motivates employees toward greater
mutual respect and understanding.
2. Confronts performance problems in a way that maintains a positive rela-
tionship.
3. Ensures subordinates have training that helps them to understand the per-
spective of others.
4. Fosters an atmosphere where subordinates are able to voice their concerns
or ideas without fear of criticism, ridicule, or retaliation.
5. Invites contact and is easy to approach.
6. Takes an appropriate personal interest in coworkers and employees to
develop a healthy and productive working environment.
7. Takes control of situations where subordinates are being subjected to unde-
sirable or inappropriate behavior.
8. Treats all employees with respect regardless of their level, personality, cul-
ture, or background.
Tab 5: Leadership Development for Supervisors
APHIS Leadership Development Toolkit 5-15
Oral Communication
Definition:
Makes clear and convincing oral
presentations. Listens effectively.
Clarifies information as needed.
Facilitates open communication.
Behavioral Examples (at the Supervisor level):
1. Effectively gains support for a position or proposal through persuasive dis-
cussion.
2. Encourages employees to express their opinions, ideas, and concerns and
empathetically listens.
3. Helps others prepare for interviews, performance reviews, and other meet-
ings to ensure the meetings yield common understandings and achieve strate-
gic goals.
4. Influences units performance through effective feedback, coaching, coun-
seling, and mentoring.
5. Demonstrates sensitivity to personal space, touch, and other cultural and
individual differences that affect communication.
6. Actively listens to others in personal discussion or in open employee
forums and responds appropriately.
7. Responds appropriately to challenging questions or comments.
8. Skillfully probes and asks questions that help others reflect and create
insight.
9. Effectively communicates within a wide range of contexts.
Partnering
Definition:
Develops networks and builds
alliances. Collaborates across
boundaries to build strategic rela-
tionships and achieve common
goals.
Behavioral Examples (at the Supervisor level):
1. Builds collaborative relationships with employee groups, stakeholders,
industry, and other Federal agencies that help achieve work unit objectives.
2. Creates opportunities and incentives to learn and share knowledge with
others about partnering successes and opportunities.
3. Develops and uses networks with appropriate individuals or groups within
or outside the agency.
4. Reaches out to provide information and assistance to others across organi-
zational lines.
5. Recognizes when assistance is needed and seeks assistance in accomplish-
ing organizational objectives.
6. Rewards active exploration of partnering possibilities.
7. Shares innovative partnering ideas with others.
8. Uses collaborative work initiatives to increase the coherence, strength, and
effectiveness within the unit.
Tab 5: Leadership Development for Supervisors
5-16 APHIS Leadership Development Toolkit
Political Savvy
Definition:
Identifies the internal and external
politics impacting the work of the
organization. Perceives organiza-
tional and political reality and acts
accordingly.
Behavioral Examples (at the Supervisor level):
1. Builds lateral support for initiatives; mobilizes the support of others whose
cooperation, backing, and/or approval is required.
2. Determines which people are critical to accomplishing results and brings
them together.
3. Helps employees and those one is mentoring understand how to get ahead
in the organization using strategies and tactics that are honorable and fair.
4. Involves stakeholders in making decisions for work unit and gains their
support.
5. Keeps key organizational personnel and key stakeholders informed of
important decisions concerning work unit and situations.
6. Recognizes when to compromise and when to remain firm to accomplish
broader organizational objectives affecting the work unit.
7. Understands the interrelationships between own unit and the major func-
tions within an Agency, such as finance, information, and Human Resources;
works effectively with each in planning, implementing, and sustaining the
work of the unit.
8. Whenever possible, partners with the union as an influence strategy to
build commitment.
9. Broadly works with stakeholders to create a shared vision, balancing and
reconciling various interests.
Problem Solving
Definition:
Identifies and analyzes problems.
Weighs relevance and accuracy of
information. Generates and evalu-
ates alternative solutions. Makes
recommendations.
Behavioral Examples (at the Supervisor level):
1. Acts as troubleshooter by discovering and eliminating causes of organiza-
tional or employee problems.
2. Asks for advice from others on the implications of any trade-off decisions
needing to be made.
3. Encourages employees to find ways to circumvent obstacles.
4. Generates solutions to problems and takes appropriate action leading to
resolution.
5. Identifies the key issues and applies problem-solving techniques to issues
of change.
6. Investigates and analyzes the conditions that led to a problem, the actions
taken for solution, and the relevant outcomes to identify lessons learned for
preventive action.
7. Looks for what can be done in response to problems rather than what can-
not.
8. Prioritizes among issues and problems, judging importance, feasibility,
appropriateness, and consequences in selecting those to be addressed.
9. Routinely develops and weighs alternatives before settling on a solution.
Tab 5: Leadership Development for Supervisors
APHIS Leadership Development Toolkit 5-17
Public Service Motivation
Definition:
Shows a commitment to serve the
public. Ensures actions meet pub-
lic needs. Aligns organizational
objectives and practices with pub-
lic interests.
Behavioral Examples (at the Supervisor level):
1. Assumes personal responsibility to engender trust in government.
2. Communicates and acts in concert with the understanding that public ser-
vice has an ultimate responsibility to the customer, rather than the institution.
3. Creates a workplace culture fostering performance, pride, and purpose.
4. Helps all employees connect the organizations mission to public service.
5. Regularly, clearly, and enthusiastically communicates to employees high
expectations for good customer service.
6. Sets unit goals and develops procedures and standards dedicated to serving
internal and external customers.
7. Supports personnel, training, procedural and technology strategies ensur-
ing competent, reliable, and appropriate service and products to others.
Resilience
Definition:
Effectively deals with pressure.
Remains optimistic and persistent,
even under adversity. Quickly
recovers from setbacks.
Behavioral Examples (at the Supervisor level):
1. Assigns, directs, monitors, and appraises work in ways that respect the per-
son; offers challenging but not threatening work assignments.
2. Deals proactively with stress responses and behaviors within the group/
team.
3. Demonstrates concern for employees as individuals, not just workers.
4. During change, assists peers and other members of the organizational unit
to handle uncertainty and to persevere.
5. Helps employees find a balance between home and office and implements
programs that facilitate such balance.
6. Maintains unit productivity, quality, and morale during change.
7. Models assertive, positive attitudes and behaviors that foster a can-do
atmosphere.
8. Provides training and developmental opportunities that build a sense of
capability.
9. Remains alert to, and is able to recognize signs of stress as it impacts pro-
ductivity, teamwork, and creativity.
Tab 5: Leadership Development for Supervisors
5-18 APHIS Leadership Development Toolkit
Strategic Thinking
Definition:
Formulates objectives and priori-
ties, and implements plans consis-
tent with the long-term interests
of the organization in a global
environment. Capitalizes on
opportunities and manages risks.
Behavioral Examples (at the Supervisor level):
1. Communicates performance expectations to employees making the link to
organizations mission and strategic plan clear and compelling.
2. Communicates the changes in processes, actions, and short-term goals
required to maintain alignment of unit with long-term objectives.
3. Communicates to all employees how work unit activities and priorities
relate to APHIS strategic goals.
4. Converts organizationwide strategies and policy direction into action items
within areas of responsibility.
5. Develops short- and long-term objectives for work plans that support stra-
tegic goals.
6. Makes resource decisions supported by realistic strategic thinking.
7. Reviews programs, processes, and progress, keeping alert to the need for
modifications or reengineering.
8. Suggests appropriate measures for assessing the work units contribution to
the strategic plan.
Team Building
Definition:
Inspires and fosters team commit-
ment, spirit, pride, and trust.
Facilitates cooperation and moti-
vates team members to accom-
plish group goals.
Behavioral Examples (at the Supervisor level):
1. Communicates and implements results of team efforts.
2. Deals constructively with problems among employees or between teams.
3. Invests in training for self and others that enhances group process, group
management, and decision-making skills.
4. Plans team membership to achieve the immediate task as well as to develop
positive and ongoing working relationships spanning the organization.
5. Recommends or approves formal recognition for work of the team.
6. Selects team members who represent diverse interests, specialties, and
technical expertise so as to have maximum leverage on the task.
7. Selects team members who represent diverse interests, specialties, and
skills in order to achieve organizational goals.
Tab 5: Leadership Development for Supervisors
APHIS Leadership Development Toolkit 5-19
Technical Credibility
Definition:
Understands and appropriately
applies principles, procedures,
requirements, regulations, and
policies related to specialized
expertise.
Behavioral Examples (at the Supervisor level):
1. Explores environment for best practices and works to implement them.
2. Involves staff in seeking to constantly improve work processes and out-
comes.
3. Regularly assesses work unit capability and helps build capability to sup-
port the organizations mission.
4. Seeks information about new procedures, requirements, regulations, and
policies and actively works to become an expert on matters relating to inno-
vative solutions.
5. Supports and encourages employees in maintaining and upgrading skills
and knowledge related to assignments.
6. Seeks feedback on effectiveness as a Supervisor and actively develops own
supervisory skills.
Technology Management
Definition:
Keeps up to date on technological
developments. Makes effective
use of technology to achieve
results. Ensures access to and
security of technology systems.
Behavioral Examples (at the Supervisor level):
1. Applies project management and capital project management skills in plan-
ning and implementing new technologies.
2. Defines, communicates, and measures progress of IT projects against rig-
orous outcome criteria.
3. Directs, controls, administers, regulates IT projects to ensure effectiveness
related to organizational goals.
4. Ensures computer security procedures are in place to protect integrity/con-
fidentiality of records.
5. Ensures employees acquire up-to-date technology skills by arranging for
training and hands-on experience.
6. Helps employees connect technological change with the Agencys goals
and mission, and with their own contribution to that mission.
7. Partners with technology professionals to ensure optimal and cost-effective
technology support to programs, processes, and services.
8. Uses technology to facilitate access to and sharing of information for the
delivery of services to customers.
Tab 5: Leadership Development for Supervisors
5-20 APHIS Leadership Development Toolkit
Vision
Definition:
Takes a long-term view and builds
a shared vision with others. Acts
as a catalyst for organization
change. Influences others to trans-
late vision into action.
Behavioral Examples (at the Supervisor level):
1. Adapts rules, procedures, customs, and behaviors as required to support
APHIS and program vision.
2. Assists others to understand and handle the forces and opportunities that
require changes of thought and approach.
3. Helps staff members understand the context of their work and how it
relates to the work of others.
4. Moves organizational unit toward visionary goals through teamwork and
collaboration (e.g., task forces, committees, focus groups, or special
projects).
5. Recognizes and rewards individual and workgroup contributions to vision-
ary goals.
6. Sets high expectations for continuing improvements to processes, products,
and services.
7. Supports and provides input to the core team involved in implementing the
vision for the organization.
8. Transforms visionary goals into actions for areas of responsibility.
Written Communication
Definition:
Writes in a clear, concise, orga-
nized, and convincing manner for
the intended audience.
Behavioral Examples (at the Supervisor level):
1. Ensures staff understands and effectively and appropriately uses electronic
and written communication.
2. Issues information via the appropriate medium (e.g., e-mail, written
memos).
3. Uses a written style and vocabulary appropriate to the audience.
4. Writes in a way that makes complex technical concepts understandable.
5. Writes performance measures in a meaningful and understandable way for
the employee, and with the technical accuracy that ensures they are measur-
able, verifiable, equitable, and achievable.
6. Writes policies, issue papers, correspondence, program plans with clarity,
succinctness, persuasiveness, and for the intended audience.
7. Reports goals and accomplishments of work unit in clear and succinct
manner.
Tab 6: Leadership Development for Managers
APHIS Leadership Development Toolkit 6-1
Leadership Development for Managers
Figure 6-1: APHIS Leadership Roadmap Example for Managers
Who Should Develop Leadership Skills
at the Manager Level?
The above pull-out of the Manager level high-
lights the six competencies for this level:
1. Creativity/Innovation
2. Financial Management
3. Partnering
4. Political Savvy
5. Strategic Thinking
6. Technology Management
Focus on developing these six competencies as
well as continuing to develop the nineteen
competencies listed at the All-Employee,
Project Manager/Team Leader, and Supervisor
levels on the Roadmap. Once you have
developed those twenty-five competencies,
begin developing the competencies listed at
the Executive level on the Roadmap.
Behavioral Examples and the 28 Compe-
tencies
All of the 28 competencies are used at every
leadership level. The manner in which each
competency is used is related to leadership
level. The Behavioral Examples (BEs) illus-
trate how the competencies are used at each
leadership level. For example, at the Manager
level, BEs for Vision (listed at the Executive
level on the Roadmap) illustrate that you, as a
Manager, should help staff members under-
Tab 6: Leadership Development for Managers
6-2 APHIS Leadership Development Toolkit
stand how their work relates to the program
and APHIS mission. BEs for Vision for an
Executive, on the other hand, illustrate a need
to create a vision and lead the organization
through the changes needed to reach that
vision.
How Should I Develop Competencies?
As mentioned in How to Develop Your Lead-
ership Skills on page 2-1, the Leadership
Competency Development Cycle is the
framework provided in this Toolkit to help you
identify and develop necessary competencies.
This section provides a graphic of the Leader-
ship Development Cycle and walks you
through each step of the process. Information
presented in Tab 2 will be mentioned in a brief
format in the following pages. If you need
more information on any step, go back to
page 2-1.
How Is My Supervisor Involved in My
Developmental Plan?
Your Supervisor needs to approve your Devel-
opment Plan. Your Supervisor could also be
instrumental in identifying resources, provid-
ing support, and assisting with assessment.
You can use the Toolkit completely on your
own to create your Development Plan, only
scheduling a meeting to discuss your plans
once you have developed them. Or, you can
seek your Supervisors assistance and input at
any stage in the developmental process. Before
you schedule a meeting with your Supervisor,
review the section in Meeting with Your
Supervisor to Discuss Your Development
Plan on page 2-5 on having a productive
development meeting with your Supervisor.
Figure 6-2: Leadership Competency Development Cycle
Step 1: Identify Your Goals
To begin identifying your goals, ask yourself
the following questions:
What are my developmental goals?
Where do I want to be in one year or three
to five years?
Do I want to be proficient in my current
position?
Do I want to laterally move to another
position?
Do I want to move to an Executive posi-
tion?
Tab 6: Leadership Development for Managers
APHIS Leadership Development Toolkit 6-3
Do I have a specific leadership level in
mind or even a specific position in mind?
Once you have identified your goals, make a
list of the competencies associated with reach-
ing those goals and the timeframe for develop-
ing those competencies. If you have listed a
specific position as your goal, go to Tab 11,
APHIS Program Information on page 11-1
and use the template to identify the competen-
cies needed for that position.
Step 2: Assess Proficiency
Once you have defined your goals, it is essen-
tial to assess your proficiency in those compe-
tencies. The first group of competencies you
should assess is indicated on the Roadmap as
essential at the Manager level:
Creativity/Innovation
Financial Management
Partnering
Political Savvy
Strategic Thinking
Technology Management
In addition, you should assess the competen-
cies listed at the All-Employee, Project Man-
ager/Team Leader, and Supervisor levels:
Accountability
Conflict Management
Continual Learning
Customer Service
Decisiveness
Developing Others
Flexibility
Human Capital Management
Influencing/Negotiating
Interpersonal Skills
Integrity/Honesty
Leveraging Diversity
Oral Communication
Problem Solving
Public Service Motivation
Resilience
Team Building
Technical Credibility
Written Communication
As an APHIS Manager you are required to
complete a 360 Assessment every 5 years.
This assessment can assist you in identifying
which competencies you should develop.
Additionally, you can use the BEs to assess
your proficiency.
Step 3: Identify Learning Experiences
Once you have assessed your proficiency, you
need to select learning experiences to address
any proficiency gaps identified in your assess-
ment. Tab 9, Learning Experiences on page
9-1, is a resource for identifying learning expe-
riences. Read the background information on
learning experiences and then look at the activ-
ities associated with each competency. Identify
learning experiences that best fit your learning
style, preference, and program training budget.
Step 4: Create Your Development Plan
The next step in the process is to create a
Development Plan. Incorporate the work from
the three previous steps when completing your
Development Plan.
Step 5: Complete Learning Experiences
Once your Supervisor has approved your
Development Plan, begin working on the
learning experiences identified in your Plan.
Record the completion date for each learning
experience. If you created your Development
Plan in AgLearn, your learning experiences
will automatically transfer to your learning
history as soon as you indicate you completed
an activity.
Tab 6: Leadership Development for Managers
6-4 APHIS Leadership Development Toolkit
Step 6: Assess Progress
When you complete your learning experiences,
reassess your proficiency in the essential com-
petencies for this level. Use the BEs to self-
assess and ask others to assess your current
proficiency level. Then, begin the cycle again.
Figure 6-3: APHIS Leadership Development Competency Framework
Behavioral Examples
The following BEs describe typical actions at
the Manager level. The BEs are divided into
two groups of competencies: 1) the first group-
ing illustrates the 6 competencies on the Man-
ager level of the Roadmap; and 2) the second
grouping illustrates the 22 competencies
appearing at the other 4 levels of the Roadmap.
In both groups the competencies are listed in
alphabetical order. All of the BEs describe
actions that would be used at the Manager
level.
Use the BEs to assess your proficiency. If you
need to work on many competencies, focus
first on the BEs for the 6 competencies for the
Manager level. If not, work on them in the
order that suits your individual needs.
Continual Learning
Customer Service
Flexibility
Integrity/Honesty
Interpersonal Skills
Oral Communication
Problem Solving
Public Service Motivation
Resilience
Written Communication
Managing
Yourself

Decisiveness
Influencing/Negotiating
Team Building
Technical Credibility
Managing
Projects
Accountability
Conflict Management
Developing Others
Human Capital Management
Leveraging Diversity
Leading &
Managing
People

Creativity & Innovation
Financial Management
Partnering
Political Savvy
Strategic Thinking
Technology Management
Leading &
Managing
Programs

Entrepreneurship
External Awareness
Vision

Leading &
Managing
Organizations
MANAGER
EXECUTIVE
SUPERVISOR
PROJECT MANAGER
& TEAM LEADER
ALL EMPLOYEES
Tab 6: Leadership Development for Managers
APHIS Leadership Development Toolkit 6-5
Creativity and Innovation
Definition:
Develops new insights into situa-
tions. Questions conventional
approaches. Encourages new
ideas and innovations. Designs
and implements new or cutting-
edge programs and/or processes.
Behavioral Examples (at the Manager level):
1. Demonstrates willingness to test ideas and experiment prepared to try
different solutions approaches.
2. Develops and maintains organizational climate, personnel, and structures
that foster quick and creative responses to new situations.
3. Develops strategies to attract and motivate superior employees with talent
for creative and innovative thought.
4. Demonstrates the ability to be agile and strategic in response to changing
circumstances, priorities, and resources.
5. Demonstrates an alertness to emerging opportunities for improvement and
a readiness to take advantage of them.
6. Demonstrates openness to suggestions for improving work procedures,
products, and services.
7. Monitors the impact and success of new ideas and learns from their imple-
mentation.
8. Broadly reaches out to other organizations, groups, and disciplines to
solicit the ideas and perspectives of others in order to generate the best solu-
tions.
9. Sets aside funds for improvement initiatives and training in skills that fos-
ter creative thought and innovation.
Tab 6: Leadership Development for Managers
6-6 APHIS Leadership Development Toolkit
Financial Management
Definition:
Understands the organizations
financial processes. Prepares, jus-
tifies, and administers the pro-
gram budget. Oversees
procurement and contracting to
achieve desired results. Monitors
expenditures and uses cost-benefit
thinking to set priorities.
Behavioral Examples (at the Manager level):
1. Ensures expenditure tracking, compliance with spending targets, and
appropriate administrative control of funds.
2. Assures appropriate oversight and control over procurement and contract-
ing.
3. Possesses an understanding of the drivers of costs and works to eliminate
waste and inefficiency.
4. Includes adequate funding for business training for key personnel in budget
plans.
5. Manages value for cost (return on investments) while working within a
constrained financial regime.
6. Monitors progress on budgetary goals, evaluates results, and reallocates as
necessary.
7. Reallocates resources throughout the organization as necessary to enhance
program impact.
8. Uses and can develop an annual business plan for the unit linking strategic
outcomes with budgets and key operational metrics.
9. Makes budget consolidation and reallocation decisions and can justify pro-
gram budgets based on how programs fit into mission of agency.
Partnering
Definition:
Develops networks and builds
alliances. Collaborates across
boundaries to build strategic rela-
tionships and achieve common
goals.
Behavioral Examples (at the Managers level):
1. Ensures rigorous evaluation processes to measure the success of partner-
ship efforts; compares results with expectations and analyzes how partner-
ships can be improved.
2. Ensures all who are affected by the work of the partnership are involved.
3. Establishes collaborative partnerships to enhance organizational capacity
to reach mission goals.
4. Identifies barriers to effective communication and identifies ways to over-
come them.
5. Demonstrates an alertness to opportunities to maximize resources, improve
services, and avoid unnecessary duplication through collaborative and part-
nership efforts.
6. Meets independently with external stakeholders and influential parties to
answer questions about the organizations work policies.
7. Minimizes stovepiping and other sources of disruptive competition among
work groups.
8. Treats partners fairly.
Tab 6: Leadership Development for Managers
APHIS Leadership Development Toolkit 6-7
Political Savvy
Definition:
Identifies the internal and external
politics impacting the work of the
organization. Perceives organiza-
tional and political reality and acts
accordingly.
Behavioral Examples (at the Manager level):
1. Balances individual unit interests with broader organizational realities to
arrive at the best solution for public service.
2. Builds and strengthens enduring bases of support.
3. Involves key stakeholders and Agency leaders in decision-making or prob-
lem-solving activities that may have political implications.
4. Monitors political, economic, and social trends that may affect the internal
structures of the organization.
5. Recognizes the dynamics of ongoing power and political relationships
within the organization.
6. Recognizes the impact on stakeholders of alternate courses of action.
7. Takes advantage of opportunities to build relations and political capital
with industry, other Federal agencies, and State and local governments.
8. Understands how the Agency interacts with the external world; relations
with the public, stakeholders, media, Congress, and special interest groups
and uses this knowledge in achieving results.
9. Understands the forces shaping views and actions of clients, customers, or
competitors.
Strategic Thinking
Definition:
Formulates objectives and priori-
ties, and implements plans consis-
tent with the long-term interests
of the organization in a global
environment. Capitalizes on
opportunities and manages risks.
Behavioral Examples (at the Manager level):
1. Builds and uses an adequate knowledge base and knowledge management
system to recognize success factors, provide feedback, and alert to change
and opportunity.
2. Contributes to a strategic thinking and planning process by monitoring and
analyzing the impact of national and international policies, and social, eco-
nomic, and political trends.
3. Develops and aligns strategies of the unit to accomplish the goals of the
organization.
4. Involves key stakeholders and employees in the strategic planning process
for an organizational unit.
5. Makes realistic assessments of resource requirements and priorities for
organizational unit as input to strategic thinking.
6. Plans for and invests in training and other developmental activities for self
and others enhancing the abilities of the group to meet strategic goals.
7. Plans the implementation and management of the Agencys strategic plan.
8. Broadly reaches out to other organizations, groups, and disciplines to
solicit ideas and perspectives of others in order to generate the best solutions.
Tab 6: Leadership Development for Managers
6-8 APHIS Leadership Development Toolkit
Technology Management
Definition:
Keeps up to date on technological
developments. Makes effective
use of technology to achieve
results. Ensures access to and
security of technology systems.
Behavioral Examples (at the Manager level):
1. Employs a knowledge management system that supports decision making
with the right information available to the right people at the right time.
2. Ensures business processes are reengineered to be consistent with opportu-
nities presented by changing technology.
3. Ensures recovery plans and backup systems are in place for mission-criti-
cal records.
4. Keeps a long-range and systems view of how work, services, and programs
can be enhanced through technology.
5. Links IT investment decisions to strategic objectives and business plans.
6. Promotes development of IT programs and support systems that better
ensure seamless delivery of services and ease of use.
7. Strategically and systematically plans for IT training/education across the
Agency, and monitors the effectiveness of this training.
8. Tracks underperforming projects and makes corrective actions.
Tab 6: Leadership Development for Managers
APHIS Leadership Development Toolkit 6-9
Additional Leadership Competencies to Develop at the Manager Level
In the following section are BEs for the remaining 22 competencies. Use the BEs to assess your
proficiency on these 22 competencies.
First focus on assessing and developing the 10 competencies listed at the All-Employee level
(Continual Learning, Customer Service, Flexibility, Integrity and Honesty, Interpersonal Skills,
Oral Communication, Problem Solving, Public Service Motivation, Resilience, and Written
Communication), the 4 listed at the Project Manager/Team Leader level (Decisiveness, Team
Building, Influencing and Negotiating, and Technical Credibility), and the 5 listed at the
Supervisor level (Accountability, Conflict Management, Developing Others, Human Capital
Management, and Leveraging Diversity).
When you are proficient at those, assess the remaining 3 competencies listed at the Executive
level (Entrepreneurship, External Awareness, and Vision).
Accountability
Definition:
Holds self and others accountable
for measurable high-quality,
timely, and cost-effective results.
Determines objectives, sets priori-
ties, and delegates work. Accepts
responsibility for mistakes. Com-
plies with established control sys-
tems and rules.
Behavioral Examples (at the Manager level):
1. Develops and implements a system to ensure measurement of program out-
comes and reporting on results.
2. Develops mechanisms to allow customers and employees to provide regu-
lar feedback.
3. Evaluates organizational plans and budgets in accordance with Department
and Agency policies and procedures.
4. Evaluates program performance and project accomplishments to assess
overall program effectiveness and efficiency.
5. Identifies performance measures of organizational results and systems to
affect accountability.
6. Implements human resource strategies resulting in the hiring and develop-
ment of high-quality public servants whose skills match the changing needs
of the organization.
7. Takes holistic view of Agencys mission, looking beyond institutional
boundaries.
8. Takes initiative to seek out partnerships and other cross-cutting ways of
work that might result in greater effectiveness or efficiency.
Tab 6: Leadership Development for Managers
6-10 APHIS Leadership Development Toolkit
Conflict Management
Definition:
Encourages creative tension and
differences of opinions. Antici-
pates and takes steps to prevent
counterproductive confronta-
tions. Manages and resolves con-
flicts and disagreements in a
constructive manner.
Behavioral Examples (at the Manager level):
1. Ensures first-level supervisors have the authority to resolve conflicts early
without fear of negative impact on them or their careers.
2. Holds self and others accountable for the maintenance of an organizational
culture whose practices embody fairness, inclusiveness, respect, and civility.
3. Demonstrates knowledge of group and organization dynamics as well as
strategies, techniques, and resources that minimize conflict within them.
4. Provides Agency support and resources, (e.g., programs and training for
employees) to help them manage and resolve conflict in a positive and con-
structive manner.
5. Provides support to supervisors in resolving grievances and EEO com-
plaints that reach management level.
6. Strategically plans to advance seamless and interdepartmental approaches
to services and products.
7. Positively uses conflict to help the organization evolve.
Continual Learning
Definition:
Assesses and recognizes own
strengths and weaknesses. Pur-
sues self-development.
Behavioral Examples (at the Manager level):
1. Clearly defines training goals and expectations, and links these to Agency
strategic objectives, mission, and goals.
2. Designs and implements knowledge management systems.
3. Models continuous self-development.
4. Strategically plans to meet changing organizational needs in skills and
knowledge.
5. Regularly solicits employees ideas on key issues, as a built-in part of the
planning and evaluation processes.
6. Understands and applies knowledge and techniques of organizational
development to build the organizations capacity to learn, improve, anticipate
and meet new challenges.
Tab 6: Leadership Development for Managers
APHIS Leadership Development Toolkit 6-11
Customer Service
Definition:
Anticipates and meets the needs
of both internal and external cus-
tomers. Delivers high-quality
products and services. Demon-
strates commitment to continuous
improvement.
Behavioral Examples (at the Manager level):
1. Ensures first-line supervisors effectively address episodes of poor cus-
tomer service.
2. Identifies systems barriers to providing good customer service.
3. Identifies ways to provide access to the organizations services for all
groups.
4. Demonstrates accessibility to all customers, including staff.
5. Promotes an active and dynamic customer focus throughout the organiza-
tion, through performance expectations and the use of processes that are par-
ticipative, interactive, and proactive.
6. Rewards creativity in the pursuit of excellent customer service.
7. Understands how various government services are linked and uses partner-
ing to achieve greatest benefit to the customer.
8. Uses customer feedback data to continuously plan, provide, and improve
products and services.
Decisiveness
Definition:
Makes effective and timely deci-
sions, even when data are limited
or solutions produce unpleasant
consequences. Perceives the
impact and implications of deci-
sions.
Behavioral Examples (at the Manager level):
1. Anticipates need for action, consequences of acting (or not acting), poten-
tial problems, or opportunities.
2. Assumes responsibility for risks taken and actions pursued throughout the
organization consistent with organization policies and procedures.
3. Demonstrates skill in formulating objectives and strategies under pressure
and for complex situations.
4. Empowers others to take risks, supports them when things are difficult, and
encourages them to learn from setbacks and failures.
5. Ensures policies and procedures are in place encouraging decision making
and action orientation at the appropriate levels.
6. Examines/considers political, financial, social, and industry and interna-
tional implications and impacts before reaching final decisions.
7. Knows how to organize for effective decisions.
8. Makes sound, timely decisions for an organization about staff, equipment,
facilities, or funds.
9. Seeks to balance short-term gains and long-term needs of the organization
when making decisions.
Tab 6: Leadership Development for Managers
6-12 APHIS Leadership Development Toolkit
Developing Others
Definition:
Develops the ability of others to
perform and contribute to the
organization by providing ongo-
ing feedback and by providing
opportunities to learn through for-
mal and informal methods.
Behavioral Examples (at the Manager level):
1. Defines training goals and expectations for the organization, linking indi-
vidual development to Agency strategic objectives, mission, and goals.
2. Consults with supervisors when issues concerning fair and adequate distri-
bution of development activities arise.
3. Ensures direct reports have appropriate training to perform their duties in
meeting program goals.
4. Ensures training and development plans meet needed competencies and
measures the results.
5. Helps the members of the organization learn from customers and stake-
holders and translate that learning into improved performance.
6. Provides direct reports with ongoing feedback on areas of strength and
needed development.
7. Uses a systematic process and the advice of experts to analyze competency
gaps, plan appropriate developmental interventions, collect relevant perfor-
mance data, and evaluate the results of the interventions.
8. Uses Agency and program goals to determine focus of development activi-
ties for upcoming fiscal year.
Entrepreneurship
Definition:
Positions the organization for
future success by identifying new
opportunities; builds the organiza-
tion by developing or improving
products or services. Takes calcu-
lated risks to accomplish organi-
zational objectives.
Behavioral Examples (at the Manager level):
1. Resolves resource limitations using innovative approaches.
2. Anticipates and resolves logistical and resource challenges to new prod-
ucts, processes, etc.
3. Changes standard operating procedures, occupational patterns, and tradi-
tional power structures as necessary to implement improvements.
4. Demonstrates knowledge of innovative approaches to government and
business to look for ways to streamline expensive, time-consuming pro-
cesses.
5. Promotes a culture of innovation and a willingness to try new things with-
out fear of reprisal.
6. Recognizes and accepts risk of failure in suggesting and developing inno-
vation in products or service delivery.
7. Takes initiative leading to different markets or new clients/customers for
the organization.
8. Uses others knowledge to find potential supporters of innovation and
works proactively to get them on board.
Tab 6: Leadership Development for Managers
APHIS Leadership Development Toolkit 6-13
External Awareness
Definition:
Understands and keeps up to date
on local, national, and interna-
tional policies and trends that
affect the organization and shape
stakeholders views. Aware of the
organizations impact on the
external environment.
Behavioral Examples (at the Manager level):
1. Cultivates a global mindset, (e.g., regularly scans a wide variety of infor-
mation sources to identify political, social, economic trends) that impacts the
organizations mission and its customers; participates in State, regional, and
national meetings; networks.
2. Ensures correspondence, reports, and policy documents are consistent with
policies and priorities, and are sensitive to stakeholder views.
3. Demonstrates awareness of current trends, opportunities, and threats to the
organizations mission.
4. Uses political savvy in addressing, informing, and negotiating buy-in from
all key stakeholders.
5. Promotes analysis of appropriate data (e.g., technology forecasting, deci-
sion analysis, statistical models) to understand the impact of external activi-
ties on organizational actions, and develops strategies.
6. Understands and manages relationships with adversarial stakeholders.
7. Uses understanding of systemic structures to anticipate and respond to
external change.
Tab 6: Leadership Development for Managers
6-14 APHIS Leadership Development Toolkit
Flexibility
Definition:
Demonstrates openness to change
and new information. Rapidly
adapts to new information, chang-
ing conditions, or unexpected
obstacles.
Behavioral Examples (at the Manager level):
1. Demonstrates an ability to assess a crisis situation, manage the overwhelm-
ing amounts of information a crisis generates, marshal resources, and orga-
nize for effective decisions.
2. Adjusts and uses concepts, methods, and approaches that have been suc-
cessfully used by others.
3. Identifies key stakeholders, sponsors, and potential advocates and detrac-
tors, and develops appropriate strategies for each group.
4. Demonstrates openness to new ideas and approaches that improve service
and reduce costs in an organizational unit.
5. Generates multiple solutions to problems and approaches to improvement,
then uses modeling techniques, risk analysis, and cost-benefit analysis to
assess their strategic and tactical impact.
6. Demonstrates alertness to emerging opportunities and can maneuver the
organization to take advantage of them.
7. Maintains organizations productivity, quality, and morale during changes
in one or more of the following: deadlines; requirements/specifications; bud-
get/staff resources; technology; organizational structure; management philos-
ophy; leadership; legal or policy requirements; workplace environment or
conditions; telecommuting; and flexible work schedules.
8. Scans the organizations political, social, economic, environmental, and
technological environments for new information and to pick up shifts in rela-
tionships, priorities, and needs.
Tab 6: Leadership Development for Managers
APHIS Leadership Development Toolkit 6-15
Human Capital Management
Definition:
Builds and manages workforce
based on organizational goals,
budget considerations, and staff-
ing needs. Ensures employees are
appropriately recruited, selected,
appraised, and rewarded; takes
action to address performance
problems. Manage a multisector
workforce and a variety of work
situations.
Behavioral Examples (at the Manager level):
1. Actively involves labor partners in formulating new human resource prac-
tices.
2. Analyzes and strategically plans for a workforce with skills and competen-
cies that meet current, emerging, and future challenges.
3. Balances technical competence with leadership competencies when select-
ing and developing supervisory personnel.
4. Encourages supervisors to recognize and reward people and teams based
on effective performance.
5. Ensures supervisors take action to counsel, discipline, or remove employ-
ees as performance or conduct problems arise.
6. Plans for and manages an increasingly diverse, multisector, blended work-
force employed in a wide variety of traditional and nontraditional employ-
ment arrangements.
7. Understands the principles of the Merit System and implements contract-
ing, alternate sourcing, innovative hiring, and retention programs that do not
violate these principles.
8. Uses performance goals and measures to ensure the management of human
resources contributes to the accomplishment of the Agencys mission.
Influencing and Negotiating
Definition:
Persuades others. Builds consen-
sus through give and take. Gains
cooperation from others to obtain
information and accomplish
goals.
Behavioral Examples (at the Manager level):
1. Effectively shapes the debate and influences how an issue and potential
solutions are perceived by others.
2. Communicates evolving conditions upward and makes their implications
for the health of the organization clear.
3. Develops effective business cases for change and new initiatives.
4. Adapts arguments and presentations to the specific interest level of the
audience.
5. Understands and communicates internal and external factors and interde-
pendencies, including global considerations having an impact on policy set-
ting and the organizations work.
6. Recognizes the needs and perceptions of key stakeholders and is able to
effectively balance and weigh competing interests.
7. Understands and uses active listening, effective verbal communication,
personal integrity, flexibility, emotional control, analysis and evaluation skills
in negotiation situations.
8. Uses intercultural knowledge and skill to increase effectiveness as an offi-
cial representative in negotiations and discussions with officials of other
Agencies.
Tab 6: Leadership Development for Managers
6-16 APHIS Leadership Development Toolkit
Integrity and Honesty
Definition:
Behaves in an honest, fair, and
ethical manner. Shows consis-
tency in words and actions. Cre-
ates a culture that fosters high
ethical standards.
Behavioral Examples (at the Manager level):
1. Assures effective systems are in place to communicate regulations, pro-
grams, and guidelines about ethics.
2. Creates a climate supporting integrity and honesty in the organization,
through personal example and through processes and procedures that reward
and encourage ethical behavior.
3. Fairly distributes opportunities and benefits across the entire organization.
4. Keeps the confidence of performance discussions, mentoring, and personal
issues raised by the employee.
5. Protects the privacy of employees, customers, and other members of the
public.
6. Opposes what is wrong and has the fortitude to support ethical actions that
may negatively impact certain stakeholders of the organization.
7. Supports supervisors in taking action to assure regulations adherence.
8. Understands diversity and inclusivenessnot merely as democratic man-
dates, but as tremendous sources of strength and acts accordingly in hiring,
development, group organization, and decision making.
9. Understands the legal and ethical framework of the civil service and does
not transgress against it, even when it might seem to offer some benefit to the
project or program.
Interpersonal Skills
Definition:

Treats others with courtesy, sensi-
tivity, and respect. Considers and
appropriately responds to the
needs and feelings of different
people in different situations.
Behavioral Examples (at the Manager level):
1. Builds better communications and cooperation between levels and across
Agency divisions.
2. Coaches, teaches, counsels, and motivates employees toward greater
mutual respect and understanding.
3. Confronts performance problems in a way that maintains a positive rela-
tionship.
4. Ensures all partners are fairly and ethically treated.
5. Exhibits tact, restraint, and professionalism in difficult situations dealing
with topics of concern to the Agency.
6. Involves people in the decisions that affect them (e.g., work schedules,
assignments, rewards).
7. Demonstrates openness and approachability, is decisive without being arro-
gant or abrupt when dealing with sensitive and complex issues.
8. Maintains effective relations with external groups affected by the organiza-
tions policies and program activities.
Tab 6: Leadership Development for Managers
APHIS Leadership Development Toolkit 6-17
Leveraging Diversity
Definition:
Fosters an inclusive workplace
where diversity and individual
differences are valued and lever-
aged to achieve the vision and
mission of the organization.
Behavioral Examples (at the Manager level):
1. Assures systems are in place to have reasonable accommodations for indi-
vidual differences to ensure the full potential of all employees.
2. Develops and implements plans for assessing and dealing with concerns
and needs of persons with disabilities, (e.g., equipment, space, interpreters).
3. Possesses a global perspective and is able to work and coordinate work
across cultural and national differences.
4. Makes managing workforce diversity a performance criterion for supervi-
sors.
5. Manages succession planning in a way that produces a diverse, prepared
leader pool.
6. Sets a personal example of civility and inclusiveness.
7. Sets a personal example of soliciting and considering diverse viewpoints
and ideas.
Oral Communication
Definition:
Makes clear and convincing oral
presentations. Listens effectively;
clarifies information as needed.
Facilitates open communication.
Behavioral Examples (at the Manager level):
1. Demonstrates an ability to effectively shape the debate and influence how
an issue and potential solutions are perceived by others.
2. Communicates with customers, employees, and other key stakeholders
with openness and transparency.
3. Conducts debriefing of stressful situations as needed.
4. Ensures others understand the power of open communication to enhance
workplace relationships and that they have the communication skills to be
effective members of a learning organization.
5. Identifies barriers to effective communication and identifies ways to over-
come them.
6. Models assertive communication and positive attitudes even in extremely
challenging situations.
7. Plans and implements a crisis communications strategy that can support
quick and flexible organizational responses to unforeseen, new, and complex
situations.
8. Uses fact, reason, and persuasion to bring others in line with the vision,
rather than skewed arguments representing an unfair presentation of the issue.
Tab 6: Leadership Development for Managers
6-18 APHIS Leadership Development Toolkit
Problem Solving
Definition:
Identifies and analyzes problems.
Weighs information relevance and
accuracy. Generates and evalu-
ates alternative solutions. Makes
recommendations.
Behavioral Examples (at the Manager level):
1. Determines the best way to implement new policies and programs by
engaging key players in identifying the root causes of problems, possible
roadblocks, and alternative solutions.
2. Assists others in understanding and handling the forces and opportunities
requiring changes of thought and approach.
3. Identifies gaps in knowledge and modifies data gathering and analysis pro-
cesses to fill those gaps.
4. Involves appropriate clients, stakeholders, and staff in problem solving.
5. Practices and teaches decision-making tools proven to help distinguish
among choices in ethical dilemmas and in weighing risk.
6. Recognizes the impact on constituencies of alternate courses of action.
Understands the drawbacks that may be incurred with short-term, quick fixes.
7. Understands what information is statistically meaningful.
8. Works closely with cooperators to provide seamless resolutions from a cus-
tomers point of view.
Public Service Motivation
Definition:
Shows a commitment to serve the
public. Ensures actions meet pub-
lic needs. Aligns organizational
objectives and practices with pub-
lic interests.
Behavioral Examples (at the Manager level):
1. Actively engages customers in providing feedback and ensures those
within areas of responsibility respond and use the information to improve ser-
vice quality.
2. Cascades strategies to employees and teams to build shared understanding
of the links between policy, programs, and public service.
3. Avoids yielding to pressures from any quarter to act in ways counter to the
spirit and letter of the laws of the U.S. or against the best interests of the pub-
lic.
4. Sets high personal and organizational standards for integrity and service.
5. Strives to understand, at the broadest level, the changing issues, needs, and
perspectives impacting the welfare of the citizen-customer.
6. Takes a long-term perspective and weighs true value for the citizen added
against mere efficiency.
7. Works across unit lines involving Agency employees from other units,
employees from other Federal Agencies, and customers to initiate projects to
improve program services and organizational performance.
Tab 6: Leadership Development for Managers
APHIS Leadership Development Toolkit 6-19
Resilience
Definition:
Effectively deals with pressure.
Remains optimistic and persistent,
even under adversity. Quickly
recovers from setbacks.
Behavioral Examples (at the Manager level):
1. Demonstrates the ability to assess a crisis situation, manage overwhelming
amounts of information that crisis generates; marshal resources and organize
for effective decisions.
2. Designs and implements key strategic processes and programs allowing the
organization to remain productive during times of crisis, other uncertainty,
rapid change, and other common stress-producing conditions.
3. Encourages use of existing policies and programs that help employees bal-
ance work, personal life, and wellness.
4. Provides structure and information helping employees and organizational
units understand how to react positively to new demands and circumstances,
and how to employ existing resources to fulfill new mandates.
5. Puts systems in place ensuring a safe, secure, and healthy workplace.
6. Routinely assesses the quality of the workplace environment and culture.
7. Translates organizational priorities and rebalances resources appropriately.
8. Understands the organization from a systems perspective to minimize sur-
prises and maximize ability to accurately forecast direction and needs.
9. Understands when demands exceed the capacity of the organization to
respond, and, when it is necessary, refuses unreasonable demands.
Team Building
Definition:
Inspires and fosters team commit-
ment, spirit, pride, and trust.
Facilitates cooperation and moti-
vates team members to accom-
plish group goals.
Behavioral Examples (at the Manager level):
1. Uses membership on Executive/Management level teams to further organi-
zational goals.
2. Communicates importance of team projects and gives high organizational
visibility to successful projects.
3. Creates innovative performance management and reward systems reinforc-
ing team work.
4. Encourages and supports first-line supervisors recognition/rewards to
team members.
5. Ensures teams are given substantive issues with real potential impact on
which to work.
6. Works with Project Team Coordinator to ensure teams have necessary
resources and are working synergistically in support of overarching organiza-
tional goals.
7. Spearheads the use of cross-functional teams to increase organizational
effectiveness.
8. Uses teaming to address complex problems that both affect and require
attention from a number of individuals and groups. Maximizes involvement
of relevant personnel and subject experts across and outside of organization.
Tab 6: Leadership Development for Managers
6-20 APHIS Leadership Development Toolkit
Technical Credibility
Definition:
Understands and appropriately
applies principles, procedures,
requirements, regulations, and
policies related to specialized
expertise.
Behavioral Examples (at the Manager level):
1. Nurtures innovations recognized as best practices.
2. Invests in hiring and essential resources to support extension of organiza-
tional expertise.
3. Anticipates and builds technical capacity needed for the future.
4. Encourages first-line supervisors to seek information about new proce-
dures, requirements, regulations, and policies, and to become an expert on
matters relating to innovative solutions.
5. Seeks input from others when in-depth subject matter expertise outside of
own area is required.
6. Encourages supervisors to see that supervisory effectiveness is a needed
focus in their development of technical credibility.
Vision
Definition:
Takes a long-term view and builds
a shared vision with others. Acts
as a catalyst for organization
change. Influences others to trans-
late vision into action.
Behavioral Examples (at the Manager level):
1. Transforms visionary goals into practical tactics, strategic plans, and
achievable actions.
2. Anticipates, recognizes, and helps to remedy individual or collective barri-
ers to the implementation of change.
3. Builds support and commitment across the full range of stakeholders.
4. Clearly communicates the message or vision in terms of tangible goals to
everyone affected, and actively involves them in the change process.
5. Develops strategies to attract, motivate, and retain superior employees with
the flexible skills and abilities necessary to meet complex challenges and
change.
6. Ensures change message is heard. Takes efforts to deliver the message or
vision for change to everyone affected.
7. Helps staff members understand how their function or unit relates to and
complements the overall APHIS vision and mission.
8. Recognizes and communicates contributions and progress toward visionary
goals.
Tab 6: Leadership Development for Managers
APHIS Leadership Development Toolkit 6-21
Written Communication
Definition:
Writes in a clear, concise, orga-
nized, and convincing manner for
the intended audience.
Behavioral Examples (at the Manager level):
1. Creates a written voice that is personal, visible, and recognizable and that
inspires trust and commitment among employees and stakeholders.
2. Creates widespread ownership and commitment to the organizations poli-
cies, goals, and strategies by keeping stakeholders and employees informed.
3. Edits to avoid stereotypes, region-specific metaphors and images, and
innuendoes.
4. Writes convincingly for continued stakeholder support in the face of chal-
lenges to policy or strategy.
5. Avoids humor in written documents with an international audience, as
humor is culture specific.
6. Demonstrates awareness of the background knowledge of the recipients of
a written communication.
Tab 6: Leadership Development for Managers
6-22 APHIS Leadership Development Toolkit
Tab 7: Leadership Development for Executives
APHIS Leadership Development Toolkit 7-1
Leadership Development for Executives
Figure 7-1: APHIS Leadership Roadmap for Executives
Senior Executive Service Development
within APHIS
Developing yourself at the Executive Level on
the APHIS Leadership Roadmap requires fol-
lowing the guidelines for Senior Executive
Service (SES), as outlined by the Office of
Personnel Management (OPM) and Federal
Laws. As a result, the information in this tab
serves as a starting point for development as an
APHIS Executive, and could be used by: 1)
those who have not yet had formal SES train-
ing; or 2) those who are interested in serving at
the Executive level. For additional information
about SES development within APHIS, see the
APHIS Executive Development Guide (avail-
able from the APHIS Training and Develop-
ment Branch) or visit the OPM Web site
(www.opm.gov/ses/handbook.asp).
Executive Core Qualifications
The law requires the executive qualifications
of each new career appointee to the SES be
certified by an independent Qualifications
Review Board based on criteria established by
OPM. The Executive Core Qualifications
(ECQs) describe the leadership skills needed
to succeed at the Executive level. They also
reinforce the concept of an SES corporate
culture.
This approach to SES preparation supports the
government need for executives who can pro-
vide strategic leadership and whose commit-
ment to public policy and administration
transcends their commitment to a specific
Agency mission or an individual profession.
Furthermore, executives with this corporate
view of government share values that are
Tab 7: Leadership Development for Executives
7-2 APHIS Leadership Development Toolkit
grounded in the fundamental ideals of the Con-
stitution. This grounding enables them to lead
government agencies through the necessary
change and remain true to the principles of
American democracy.
OPM has identified five ECQs. The ECQs
were designed to assess executive experience
and potentialnot technical expertise. They
measure whether an individual has the broad
executive skills needed to succeed in a variety
of SES positionsnot whether they are the
most superior candidate for a particular posi-
tion (the latter determination is made by the
employing Agency).
Successful performance in the SES requires
competence in each ECQ. The ECQs are inter-
dependent and successful executives bring all
five to bear when providing service to the
nation.
Executive Core Qualifications:
Fundamental Competencies
Fundamental competencies are those expected
of all employees. They are also the foundation
for success in all management and leadership
positions. Competencies falling under this cat-
egory include:
1. Leading change
This core qualification involves the ability
to bring about strategic change, both
within and outside the organization, to
meet organizational goals. Inherent to this
ECQ is the ability to establish an organiza-
tional vision and to implement it in a con-
tinuously changing environment
2. Leading people
This core qualification involves the ability
to lead people toward meeting the organi-
zations vision, mission, and goals. Inher-
ent to this ECQ is the ability to provide an
inclusive workplace fostering the develop-
ment of others, facilitates cooperation and
teamwork, and supports constructive reso-
lution of conflicts.
3. Results driven
This core qualification involves the ability
to meet organizational goals and customer
expectations. Inherent to this ECQ is the
ability to make decisions producing high-
quality results by applying technical
knowledge, analyzing problems, and cal-
culating risks.
4. Business acumen
This core qualification involves the ability
to strategically manage human, financial,
and information resources.
5. Building coalitions
This core qualification involves the ability
to build coalitions internally and with other
Federal agencies, State and local govern-
ments, nonprofit and private-sector organi-
zations, foreign governments, or
international organizations to achieve com-
mon goals.
OPM Core Competencies
The definitions of the OPM core competencies
below reflect OPMs organizational pattern,
which is expressed at the Executive level as
Executive Core Qualifications (ECQs). Illus-
trating the core competencies in this manner
shows how each competency fits into a larger
framework of the fundamental competencies:
leading change; leading people; results driven;
business acumen; and building coalitions.
These larger categories correspond to the basic
goals of working for the government and serv-
ing the public. Competencies within each cate-
gory are attained at various stages along the
competency development framework, by the
time a person reaches the Executive level, he
or she is proficient in all competencies.
Tab 7: Leadership Development for Executives
APHIS Leadership Development Toolkit 7-3
Figure 7-2: Three Competencies Developed at the Executive Level
Behavioral Examples
The following behavioral examples (BEs)
describe typical actions at the Executive level.
The competencies and their BEs are divided
into two sections: first, the three competencies
listed at the Executive level of the Roadmap,
second, the competencies appearing at the
other four levels. All describe typical execu-
tive behaviors. Use the examples to assess
your proficiency (Step 2). If you need to work
on many competencies, focus first on the three
competencies for this level. Once you are pro-
ficient at the three competencies for this level,
work on the rest in the order that suits your
individual needs.
Three Competencies Primarily Developed at the Executive Level
Leading Change Leading People Producing Results Business Acumen Building Coalitions
Creativity and Innovation Conflict Management Accountability Financial
Management
Partnering
External Awareness Leveraging Diversity Customer Service Political Savvy
Flexibility Developing Others Decisiveness Human Capital
Management
Influencing and
Negotiating
Resilience Team Building Entrepreneurship
Strategic Thinking Problem Solving Technology
Management
Vision Technical Credibility
Fundamental Competencies
Continual Learning, Integrity and Honesty, Interpersonal Skills, Oral Communication,
Public Service Motivation, Written Communication
Tab 7: Leadership Development for Executives
7-4 APHIS Leadership Development Toolkit
Entrepreneurship
Definition:
Positions the organization for
future success by identifying new
opportunities; builds the organiza-
tion by developing or improving
products or services. Takes calcu-
lated risks to accomplish organi-
zational objectives.
Behavioral Examples (at the Executive level):
1. Champions improvement and innovation in governmentstrategically
works to move beyond individual acts of innovation to the innovative organi-
zation.
2. Develops new options for customer services delivery.
3. Enhances governments ability to effectively and efficiently respond to
interrelated issues.
4. Involves the private or voluntary sector to achieve public purposes, includ-
ing competitions, partnerships, and use of voluntary services.
5. Demonstrates strategic and forward thinking, continually reviewing,
developing, and improving systems.
6. Understands the regulatory environment; knows and can use the process
by which obsolete regulations and laws can be changed.
7. Works effectively in the political environment to combat inadequate fund-
ing, political opposition, and legal and regulatory restraints unnecessarily
impeding progress toward service goals.
8. Gains political support and builds effective alliances for change.
External Awareness
Definition:
Understands and keeps up to date
on local, national, and interna-
tional policies and trends that
affect the organization and shape
stakeholders views. Aware of the
organizations impact on the
external environment.
Behavioral Examples (at the Executive level):
1. Demonstrates an understanding of the national policy-making and imple-
mentation processes.
2. Explains and defends the organizations policies and operations to the
external world in order to gain the support needed to assure program success.
3. Possesses a global breadth of perspective and demonstrates an ability to
work and coordinate work cross-culturally, nationally, internationally, and
globally.
4. Demonstrates an awareness of current trends, opportunities, and threats to
the organizations mission.
5. Makes organizational boundaries permeable; encourages communities of
practice.
6. Recognizes the possible impact of international events and global issues of
environment and economy on U.S. society, the government, and the Agency.
7. Influences the decision-making processes to ensure policies, programs,
and other developments are informed, customer driven, and considered
within the broad political framework.
8. When representing the organization, demonstrates sensitivity to the politi-
cal, social, and cultural nuances of difficult issues.
Tab 7: Leadership Development for Executives
APHIS Leadership Development Toolkit 7-5
Additional Leadership Competencies to Develop at the Executive Level
In addition to using the behavioral examples for the 3 specific competencies highlighted at the
Executive level on the APHIS Leadership Roadmap, you can use the behavioral examples below
of the remaining 25 competencies to guide your development.
Vision
Definition:
Takes a long-term view and builds
a shared vision with others. Acts
as a catalyst for organization
change. Influences others to trans-
late vision into action
Behavioral Examples (at the Executive level):
1. Breaks down organizational barriers to help the organization achieve its
vision and mission.
2. Creates a vision of administrative capacity across agencies, with NGOs,
and international organizations to effectively address problemsin a sus-
tained and articulated rather than stove-piped fashion.
3. Demonstrates commitment to organizations vision and mission.
4. Develops infrastructure, plans, and processes for translating vision into
action (e.g., strategic plan).
5. Participates in knowledge and policy networks and ensures Agency partic-
ipation in such networks.
6. Provides a clear vision of where the organization is headed and leads the
organization through necessary changes.
7. Shares the big picture with staff.
8. Steers the Agency toward its higher service purpose through the develop-
ment, articulation, and implementation of organizational vision.
Tab 7: Leadership Development for Executives
7-6 APHIS Leadership Development Toolkit
Accountability
Definition:
Holds self and others accountable
for measurable high-quality,
timely, and cost-effective results.
Determines objectives, sets priori-
ties, and delegates work. Accepts
responsibility for mistakes. Com-
plies with established control sys-
tems and rules.
Behavioral Examples (at the Executive level):
1. Develops a framework for defining and measuring program outcomes and
reporting results.
2. Ensures effectiveness of accountability controls in a major organization
(e.g., management reviews, program evaluations, financial statements audits).
3. Ensures all Managers, Supervisors, and employees are trained to under-
stand management control responsibilities.
4. Ensures program, financial, and performance measures are integrated to
assess and achieve strategic outcomes.
5. Evaluates both program and procedures to determine program improve-
ment or elimination.
6. Oversees the establishment, development, monitoring, and maintenance of
an organizationwide performance management system.
7. Broadly works with stakeholders to create a shared vision, balancing and
reconciling various interests.
Conflict Management
Definition:
Encourages creative tension and
differences of opinions. Antici-
pates and takes steps to prevent
counterproductive confronta-
tions. Manages and resolves con-
flicts and disagreements in a
constructive manner.
Behavioral Examples (at the Executive level):
1. Actively seeks out involvement and input from key stakeholders outside
the Agency on potentially difficult and contentious issues before deciding on
a course of action.
2. Actively shapes the organizational climate by setting, sustaining, exempli-
fying, and celebrating an inclusive and civil environment.
3. Holds managers accountable for preventing and resolving conflict at the
earliest stage.
4. Encourages creative conflict leading to better ideas, systems, processes,
and relationships.
5. Promotes shared authority and power to prevent and resolve conflict.
6. Uses the creative energy that comes from tensions between seemingly
opposing forces, ideas, and directions.
7. Uses sound, balanced judgment in resolving complaints from a high-level
customer or stakeholder.
Tab 7: Leadership Development for Executives
APHIS Leadership Development Toolkit 7-7
Continual Learning
Definition:
Assesses and recognizes own
strengths and weaknesses. Pur-
sues self development.
Behavioral Examples (at the Executive level):
1. Assesses and demonstrates how training and development efforts contrib-
ute to improved performance and results.
2. Communicates throughout the organization the need to understand others
viewpoints, agendas, values, constraints, and behaviors, and demonstrates a
willingness to take others ideas into consideration.
3. Creates a climate where continuous learning and self-development are val-
ued.
4. Develops a strategic approach establishing priorities in training and devel-
opment to achieve Agency results.
5. Ensures managers and supervisors have been properly trained to coach,
evaluate, and conduct employee career discussions.
6. Incorporates employees development goals into the Agency planning pro-
cess.
7. Promotes benchmarking and other techniques that help an agency build
upon best practices.
8. Provides consistent support and appropriate funding for training and
development efforts.
Creativity and Innovation
Definition:
Develops new insights into situa-
tions. Questions conventional
approaches. Encourages new
ideas and innovations. Designs
and implements new or cutting-
edge programs and/or processes.
Behavioral Examples (at the Executive level):
1. Breaks down barriers, stereotypes, and impediments to achieving break-
through results and quality service.
2. Builds an organization that attracts, motivates, and retains superior
employees who demonstrate creativity and innovation.
3. Encourages demonstration projects, pilots, and other experimental
approaches.
4. Infuses big-picture or systems thinking throughout the organization in
developing strategic plans.
5. Engages in governmentwide improvement initiatives.
6. Demonstrates strategic and forward thinking, continually reviewing,
developing, and improving systems.
7. Looks beyond current reality to prepare organization for alternative
futures.
8. Serves as champion for new ideas and approaches and articulates linkage
between new behaviors and organizational success.
Tab 7: Leadership Development for Executives
7-8 APHIS Leadership Development Toolkit
Customer Service
Definition:
Anticipates and meets the needs
of both internal and external cus-
tomers. Delivers high-quality
products and services. Demon-
strates commitment to continuous
improvement.
Behavioral Examples (at the Executive level):

1. Communicates the value of continuous customer feedback and input by
serving as an example to all employees.
2. Establishes a customer-oriented culture and promotes hiring people who
fit that culture and performance expectation.
3. Establishes a customer-focused business strategy that includes customer
feedback and needs in strategic plans and results in measurable improve-
ments in customer satisfaction.
4. Identifies ways to provide access to the organizations services for all
groups.
5. Integrates marketing into overall business planning.
6. Demonstrates the ability to be politically adroit in addressing, informing,
and negotiating buy-in from all key stakeholders.
7. Shares resources across the organization in order to effectively and effi-
ciently serve customers.
8. Takes full account of appropriate issues, their interrelationships and impli-
cations for service and business development.
Decisiveness
Definition:
Makes effective and timely deci-
sions, even when data are limited
or solutions produce unpleasant
consequences. Perceives the
impact and implications of deci-
sions.
Behavioral Examples (at the Executive level):
1. Anticipates need for action and the potential problems or opportunities of
acting (or not acting).
2. Commits the organization to a course of action when negotiating with
external stakeholders.
3. Ensures policies and procedures are in place encouraging decision making
and action at the appropriate levels.
4. Establishes strategic communications, plans, and alternatives for use in
crisis situations.
5. Improvises within the law and regulatory intent to achieve Agency mis-
sion.
6. Makes sound, timely, and often courageous decisions.
7. Quickly condenses research and evidence into realistic implementation
and strategy.
8. Takes reasoned (educated and informed) risks to achieve Agency and
organization goals.
Tab 7: Leadership Development for Executives
APHIS Leadership Development Toolkit 7-9
Developing Others
Definition:
Develops the ability of others to
perform and contribute to the
organization by providing ongo-
ing feedback and by providing
opportunities to learn through for-
mal and informal methods.
Behavioral Examples (at the Executive level):
1. Communicates the principle of life-long learning and provides opportuni-
ties for continuous development.
2. Develops employee development strategy and training focus in accor-
dance with APHIS direction and program goals.
3. Establishes policy for managers and supervisors on use of self-assess-
ments, assessments by others, and 360 Assessments to determine their
annual development goals.
4. Identifies mission-critical knowledge, skills, and competencies for all lev-
els and establishes objectives and strategies for achieving them.
5. Promotes interagency, cross-governmental, private sector, and interna-
tional developmental efforts as appropriate.
6. Provides direct reports with ongoing feedback on areas of strength and
needed development.
7. Provides shadowing and detail assignments for potential executives.
8. Reviews training goals and processes in light of strategic and tactical
changes.
Financial Management
Definition:
Understands the organizations
financial processes. Prepares, jus-
tifies, and administers the pro-
gram budget. Oversees
procurement and contracting to
achieve desired results. Monitors
expenditures and uses cost-benefit
thinking to set priorities.
Behavioral Examples (at the Executive level):

1. Demonstrates knowledge of budget and funding process.
2. Ensures appropriate administrative control of funds.
3. Ensures people with the requisite knowledge and skills are in place to
advise and participate in budget planning, evaluation, and financial systems.
4. Maintains citizen confidence in the effectiveness and efficiency of Federal
work.
5. Plans strategic budgets to close the gap between the current situation and
the Agencys long-term goals.
6. Provides testimony or support to head of organization during Congres-
sional/legislative testimony or meetings of other high-level organizations
resulting in positive action.
7. Applies marketing principles and tools as appropriate to increase aware-
ness and encourage the use of products and services.
8. Effectively leverages resources across relevant programs and services.
Tab 7: Leadership Development for Executives
7-10 APHIS Leadership Development Toolkit
Flexibility
Definition:
Demonstrates openness to change
and new information. Rapidly
adapts to new information, chang-
ing conditions, or unexpected
obstacles.
Behavioral Examples (at the Executive level):
1. Demonstrates an ability to assess a crisis situation, manage overwhelming
amounts of information that crises generates, marshal resources, and organize
for effective decisions.
2. Communicates a vision of change that broadly appeals to the long-term
interests of critical stakeholders.
3. Identifies key stakeholders, sponsors, potential advocates, and detractors
and develops appropriate strategies for each group.
4. Forms contingency plans to overcome potential obstacles, and to take
advantage of unforeseeable opportunities.
5. Generates multiple solutions to problems and approaches to improvement,
then uses modeling techniques, risk analysis, and cost-benefit analysis to
assess their strategic and tactical impact.
6. Establishes key strategic planning and evaluation processes enabling the
Agency to remain responsive to changing circumstances, priorities, and
resources.
7. Uses ethical as well as strategic considerations when deciding when to be
flexible and when to remain firmly on course.
8. Responds to changing priorities and resources with optimism, encouraging
staff to respond positively and proactively.
9. Stays abreast of and educates staff about changing national and interna-
tional conditions affecting agricultural programs, policies, and strategies.
Tab 7: Leadership Development for Executives
APHIS Leadership Development Toolkit 7-11
Human Capital Management
Definition:
Builds and manages workforce
based on organizational goals,
budget considerations, and staff-
ing needs. Ensures employees are
appropriately recruited, selected,
appraised, and rewarded; takes
action to address performance
problems. Manages a multisector
workforce and a variety of work
situations.
Behavioral Examples (at the Executive level):
1. Bases human capital plans and programs on timely, well-researched, and
well-analyzed trends and data.
2. Creates a workforce planning and analysis process to identify strategic
human resource needs of the organization and develop strategies to meet the
long-term needs of the organization.
3. Ensures agencywide accountability for the effective management of its
people resources.
4. Ensures employee rewards and recognition programs are reliably linked to
performance that contributes to achievement of Agency goals.
5. Integrates human capital management into supervisor, manager, and exec-
utive performance expectations and holds them accountable for the good and
efficient management of the Agencys people resources.
6. Positions the Agency to address current challenges and meet emerging
demands through a strategic and integrated approach to human capital man-
agement.
7. Serves as an advocate for organizational and public policies that contribute
to attracting and retaining top people (e.g., family-friendly programs).
8. Systematically establishes plans and programs to acquire, develop, and
manage strong leadership, managerial, and supervisory cadres.
Tab 7: Leadership Development for Executives
7-12 APHIS Leadership Development Toolkit
Influencing and Negotiating
Definition:
Persuades others. Builds consen-
sus through give and take. Gains
cooperation from others to obtain
information and accomplish
goals.
Behavioral Examples (at the Executive level):
1. Builds, maintains, and impacts large internal and external virtual networks
to build collaborative power and to achieve results.
2. Commits resources appropriate to the task to resolve issues (e.g., employs
outside facilitators to reach agreement).
3. Communicates a clear and compelling vision that provides employees
with a sense of direction and which can solicit broad support from key stake-
holders.
4. Consistently uses effective persuasion to gain consensus with others when
representing the organization and its policies on intra- or interorganizations
and with employee associations or unions in reaching strategic goals.
5. Establishes an overall environment influencing individuals and groups
toward achieving the organizations goals.
6. Inspires others to act at the highest level of honesty and integrity, and
holds them accountable to it.
7. Uses persuasion to gain consensus with other agencies, corporations, or
national unions.
8. Uses intercultural knowledge and skill to increase effectiveness in negoti-
ations and discussion with officials of foreign governments.
Integrity and Honesty
Definition:
Behaves in an honest, fair, and
ethical manner. Shows consis-
tency in words and actions. Cre-
ates a culture that fosters high
ethical standards.
Behavioral Examples (at the Executive level):
1. Acts with courage and consistency with espoused values, even when it
might be unpopular, or personally inconvenient to do so.
2. Creates an organizational culture that fosters high ethical standards, ser-
vice, and honor.
3. Ensures policies and programs for preventing waste, fraud, abuse, and
mismanagement are in place and enforced.
4. Ensures the Agency has the information to act using the full breadth of
allowability, yet transgressing neither against the law itself nor against public
perception of what is right.
5. Demonstrates responsiveness to elected leaders and faithfulness to Consti-
tutional values and processes.
6. Models behaviors, attitudes, and actions expected of all employees.
7. Provides accurate, current, and understandable information to policy mak-
ers and citizens, exposing the implications of choice in an unbiased fashion.
8. Serves as a role model of integrity, honesty, justice, respect, and civility.
Tab 7: Leadership Development for Executives
APHIS Leadership Development Toolkit 7-13
Interpersonal Skills
Definition:
Treats others with courtesy, sensi-
tivity, and respect. Considers
appropriately responds to the
needs and feelings of different
people in different situations.
Behavioral Examples (at the Executive level):
1. Promptly corrects problems and without defensiveness.
2. Seeks to understand the cultures, beliefs, values, biases, preferences, feel-
ings, and other drivers of behaviorboth conscious and unconsciousin
oneself and others.
3. Demonstrate discretion and tact when correcting or questioning anothers
idea or action.
4. Seeks accurate information, avoids jumping to conclusions or passing on
questionable information.
5. Seeks feedback from others to avoid blind spots that can cause misunder-
standings.
6. Shows respect for the values and ideas of others, even while not agreeing
with them.
7. Works effectively with many different people in a variety of settings (e.g.,
legislatures, professional associations) and gains their support.
8. Appropriately and tactfully responds to the criticisms and concerns of
external stakeholders.
Leveraging Diversity
Definition:
Fosters an inclusive workplace
where diversity and individual
differences are valued and lever-
aged to achieve the vision and
mission of the organization.
Behavioral Examples (at the Executive level):
1. Develops short- and long-term strategies to create an inclusive, welcoming
workplace designed to attract, acquire, and retain high-quality, diverse talent.
2. Possesses a global breadth of perspective and is able to work and coordi-
nate work cross-culturally, nationally, internationally, and globally.
3. Promotes a broad-based diversity approach that significantly improves
performance in the entire organization.
4. Promotes diversity in succession planning to produce a diverse, prepared
leader pool.
5. Reaches out to other organizations, groups, and disciplines to solicit oth-
ers ideas and perspectives in order to generate the best solutions.
6. Sets a personal example of soliciting and considering diverse viewpoints
and ideas.
7. Sets personal example of civility and inclusiveness.
8. Holds management team accountable for ensuring fairness, equality,
diversity, and reasonable accommodation are practiced within teams or work
units.
Tab 7: Leadership Development for Executives
7-14 APHIS Leadership Development Toolkit
Oral Communication
Definition:
Makes clear and convincing oral
presentations. Listens effectively;
clarifies information as needed.
Facilitates open communication.
Behavioral Examples (at the Executive level):
1. Breaks down barriers to effective communication within and outside the
organization.
2. Communicates with customers, employees, and other key stakeholders
with openness and transparency.
3. Conducts credible and prudent briefing sessions for Congress or other
national media.
4. Creates a feedback-rich culture in which oral feedback is valued, sought
out from a full range of stakeholders, broadly discussed, and acted upon.
5. Promotes wide-spread ownership of the program vision, engendering the
employee engagement needed to sustain the vision.
6. Ensures others understand the power of open communication to enhance
workplace relationships and ensures they have the oral communication skills
to be effective members of a learning organization.
7. Meets with external stakeholders and influential parties to answer ques-
tions about the organizations work policies, makes commitments, and nego-
tiates agreements.
8. Provides accurate, current, and understandable information to policy mak-
ers and citizens, explaining in an unbiased fashion where the organization is
going and the implications of those decisions.
Partnering
Definition:
Develops networks and builds
alliances. Collaborates across
boundaries to build strategic rela-
tionships and achieve common
goals.
Behavioral Examples (at the Executive level):
1. Possesses a global breadth of perspective and is able to work and coordi-
nate work cross-culturally, nationally, internationally, and globally.
2. Maintains a cooperative relationship with a wide range of constituencies in
accomplishing complex organizational objectives.
3. Networks with the full range of stakeholders, inside and outside the gov-
ernment, to identify and pursue high-potential service alliances.
4. Participates in knowledge and policy networks and ensures Agency partic-
ipation in such networks.
5. Promotes coordination, cooperative agreements, and collaborative agree-
ments among agencies.
6. Broadly reaches out to other organizations, groups, and disciplines to
solicit other ideas and perspectives in order to generate the best solutions.
7. Supports staff in taking calculated risks in exploring new partnerships and
other collaborative efforts.
8. Understands collaboration as a critical dimension of public service which
is the key operational factor in achieving a citizen-focused, seamless govern-
ment.
Tab 7: Leadership Development for Executives
APHIS Leadership Development Toolkit 7-15
Political Savvy
Definition:
Identifies the internal and external
politics that impact the work of
the organization. Perceives orga-
nizational and political reality and
acts accordingly.
Behavioral Examples (at the Executive level):
1. Analyzes current events and various environmental trends and posits possi-
ble changes of direction or processes.
2. Balances interests of the organization with broader government purposes
and realities to arrive at the best solution for public service.
3. Ensures interests of the key stakeholders are addressed without compro-
mising the integrity of the organization.
4. Possesses a global breadth of perspective and is able to work and coordi-
nate work cross-culturally, nationally, internationally, and globally.
5. Possesses a strategic understanding of the issues and of how barriers to
solutions might be addressed.
6. Maps the Agencys strategy, taking all internal and external environmental
factors into account.
7. Recognizes the possible impact of international events and global issues of
environment and economy on U.S. society, the government, and the Agency.
8. Uses systems thinking to factor in the various organizations, including the
Congress, that will be involved in achieving Federal mission area goals into
strategic planning.
Problem Solving
Definition:
Identifies and analyzes problems.
Weighs information relevance and
accuracy. Generates and evalu-
ates alternative solutions. Makes
recommendations.
Behavioral Examples (at the Executive level):
1. Empowers others to act by relinquishing controldelegating authority and
responsibility to others who may be closer to the problem communicates
accountability.
2. Ensures decisions are consistent with overall goals or organizational
vision.
3. Examines the complexities of and interrelationships among factors behind
the problem, even when the problem seems simple and straightforward.
4. Focuses on and resolves major problems based on an understanding of
current and future conditions.
5. Identifies opportunities for organizational success even in the context of
uncertainty, problems, and threats.
6. Models critical and creative thinking, problem solving; sees the possibili-
ties in the situation.
7. Broadly reaches out to other organizations, groups, and disciplines to
solicit other ideas and perspectives in order to generate the best solutions.
8. Supports managers and employees giving them freedom to solve problems
on a timely basis.
Tab 7: Leadership Development for Executives
7-16 APHIS Leadership Development Toolkit
Public Service Motivation
Definition:
Shows a commitment to serve the
public. Ensures actions meet pub-
lic needs. Aligns organizational
objectives and practices with pub-
lic interests.
Behavioral Examples (at the Executive level):
1. Communicates the public service vision of the organization.
2. Ensures plans, resources, priorities, and human capital strategies reflect
the organizations focus on citizen-centered service.
3. Establishes standards and processes for improving products and services
to increase organizational performance and service to customers.
4. Models a commitment to serve the public (e.g., makes personal sacrifices,
when necessary, to ensure public service needs are quickly and efficiently
provided).
5. Shares insights and research findings in tactful, but persuasive ways to
ensure resources are aligned behind initiatives that truly benefit the public.
6. Uses a systems approach to make policy and program decisions that are
aligned with the needs of the public, and are made only after considering the
full impact of these decisions on the public.
7. Works to ensure the citizen-centered service is above ideological conflict
and undue influence of special interests.
Resilience
Definition:
Effectively deals with pressure.
Remains optimistic and persistent,
even under adversity. Quickly
recovers from setbacks.
Behavioral Examples (at the Executive level):
1. Builds capacity in others to transform changes into challenges and opportu-
nities.
2. Conducts debriefings of stressful situations as needed.
3. Designs and implements key strategic processes and programs that allow
the organization to remain productive during times of crisis, other uncer-
tainty, rapid change, and other common stress-producing conditions.
4. Develops policies and provides programs helping employees balance
work, personal life, and wellness.
5. Maintains organizational effectiveness, service levels, stability, and
morale of a major organization during times of great change.
6. Models assertive communication and positive attitudes even in extremely
challenging situations.
7. Projects energy and optimism in the face of adversity influencing the
entire organization.
8. Understands the organization from a systems perspective to minimize sur-
prises and maximize ability to accurately forecast direction and needs, mov-
ing the organization from reactive behavior to proactive initiative.
Tab 7: Leadership Development for Executives
APHIS Leadership Development Toolkit 7-17
Strategic Thinking
Definition:
Formulates objectives and priori-
ties, and implements plans consis-
tent with the long-term interests
of the organization in a global
environment. Capitalizes on
opportunities and manages risks.
Behavioral Examples (at the Executive level):
1. Anticipates new, changed, or conflicting demands for programs and ser-
vices, seeks information, and takes action.
2. Develops alternative approaches and scenarios to accommodate different
potential situations during planning.
3. Develops strategies to integrate organizational strengths into the overall
Agency mission.
4. Ensures program, financial, and performance measures are integrated to
achieve desired strategic outcomes.
5. Involves employees and stakeholders in a strategic thinking and planning
process to gain commitment and identify possible impediments.
6. Maps the Agency strategy, taking all internal and external environmental
factors into account.
7. Puts systems in place to ensure the comprehensive review, reassessment,
reprioritization, appropriate reengineering of what the Agency does, how it
does business, and who is involved in implementing its business.
8. Reaches out to key stakeholders to ensure their perspectives are taken into
account in all planning, and to enlist their support for the resulting plan.
Team Building
Definition:
Inspires and fosters team commit-
ment, spirit, pride, and trust.
Facilitates cooperation and moti-
vates team members to accom-
plish group goals.
Behavioral Examples (at the Executive level):
1. Communicates importance of team projects and gives high organizational
visibility to successful projects.
2. Forms and tasks highly experienced teams to solve complex, high-profile
problems involving overall organizational climate, mission, cross-cutting pol-
icy issues, customer, or other issues with major external focus.
3. Implements the results of team efforts contributing to organization goals.
4. Models importance of collaborative working through personal participa-
tion in high-level, interdisciplinary, cross-functional groups and teams that
represent broad aspects of the organization.
5. Provides clear objectives, necessary resources, and widespread recogni-
tion of team contributions to the organizations mission.
6. Serves on executive task forces and with external groups to bridge differ-
ences of competing or conflicting groups and teams.
7. Supports decisions or recommendations made by executive and manage-
rial teams.
Tab 7: Leadership Development for Executives
7-18 APHIS Leadership Development Toolkit
Technical Credibility
Definition:
Understands and appropriately
applies principles, procedures,
requirements, regulations, and
policies related to specialized
expertise.
Behavioral Examples (at the Executive level):
1. Fosters and rewards high standards for accuracy, safety, and constant
improvement in all areas of the organization.
2. Ensures organization builds technical capacity needed to implement strate-
gic goals.
3. Promotes an ongoing assessment of organizational technical capability
and builds capability in support of strategic direction.
4. Acquires necessary capital resources to implement organizational goals
and objectives.
5. Provides expert testimony or personal support to head of organization dur-
ing Congressional/legislative testimony or meetings of other high-level orga-
nizations, resulting in positive action.
6. Seeks input from others when in-depth subject matter expertise outside of
own area is required.
7. Encourages managers and supervisors to see that supervisory effectiveness
is a needed focus in their technical credibility development.
Technology Management
Definition:
Keeps up to date on technological
developments. Makes effective
use of technology to achieve
results. Ensures access to and
security of technology systems.
Behavioral Examples (at the Executive level):
1. Allocates sufficient funds for future technology investment.
2. Ensures the information technology plan for the organization supports
strategic goals.
3. Promotes the development of IT programs and support systems that better
ensure seamless delivery of services and ease of use.
4. Employs a knowledge management system that supports decision making
with the right information available to the right people at the right time.
5. Ensures compatibility of hardware/software within a major organization
and among agencies.
6. Institutes policies to improve technological capabilities in most cost-effec-
tive manner.
7. Strategically and systematically plans for IT training and education across
the Agency, and monitors the effectiveness of this training.
8. Works with CIOs to understand and plan for full range of costs relating to
the acquisition and use of equipment and information technology.
Tab 7: Leadership Development for Executives
APHIS Leadership Development Toolkit 7-19
Written Communication
Definition:
Writes in a clear, concise, orga-
nized, and convincing manner for
the intended audience.
Behavioral Examples (at the Executive level):
1. Uses a variety of written communications, particularly within automated
and networked media, to gain widespread understanding and commitment for
change and action inside and outside of Agency.
2. Ensures sensitive or complex written materials, program plans, or media
scripts accurately communicate program policy and appropriately inform the
public.
3. Creates a written voice that is personal, visible, and recognizable and that
inspires trust and commitment among employees and stakeholders.
4. In the face of challenges to policy or strategy, writes convincingly for con-
tinued stakeholder support.
5. Creates widespread ownership and commitment to the organizations poli-
cies, goals, and strategies by keeping stakeholders and employees informed.
6. Edits to avoid stereotypes, region-specific metaphors and images, and
innuendoes.
7. Avoids humor in written documents with international audience, as humor
is culture specific.
Tab 7: Leadership Development for Executives
7-20 APHIS Leadership Development Toolkit
Tab 8: Competency in Cross-Cultural Interactions
APHIS Leadership Development Toolkit 8-1
Competency in Cross-Cultural Interactions
In addition to improving proficiency in the
competencies shown in the APHIS Leadership
Roadmap, most APHIS employees will find it
beneficial to develop skill in international
cross-cultural interactions.
On a daily basis, APHIS employees interact
with people from other countries and cultures
or help other employees interact culturally
with others. This occurs frequently due to such
factors as:
Burgeoning hybridization of cultures
Expanded tourism
Global migration
Growing international trade
Growing technological interconnectedness
Increased focus on customer service
Growing technological interconnectedness
alone brings amazing opportunities and chal-
lenges. Technology instantaneously links cul-
tures, creating astounding transparency and
opportunities for connection and collaboration
or for conflicts and misunderstandings.
How Do APHIS Employees Culturally
Interact with Others?
Representative of the interactions APHIS
employees have with people from other coun-
tries or cultures are:
Conducting trade negotiations
Handling phone calls from APHISIS For-
eign Service Nationals
Hosting representatives of foreign agricul-
tural delegations to program activities
(e.g., conducting fumigations, handling
disease outbreaks, and addressing emer-
gency management issues)
Interviewing employees/candidates with
different cultural backgrounds
Interviewing people in local ethnic markets
Making presentations to members of for-
eign delegations
Preparing oneself and others for foreign
assignments
Serving on foreign TDY assignments
Talking with people from other countries
who request permits
Training Foreign Service Nationals and
other foreign nationals
Each APHIS employee is responsible for
maintaining, respecting, and valuing the differ-
ences challenging us as a global organization.
In order to be successful in these frequent
interactions with people from different cultural
backgrounds, APHIS employees need to
develop knowledge and skills in cross-cultural
communication. Doing so can result in an
improved ability to:
Become more comfortable and successful
working across cultures
Build improved relationships yielding bet-
ter individual and organizational results
Communicate and perform effectively over
distance, culture, and time differences
Increase the effectiveness of teams work-
ing with other cultures (e.g., negotiating
teams and intercultural teams)
Know how to bring diverse people from
different cultures together
Learn from differences and leverage that
learning for better results
Understand the impact of culture on man-
agement strategy and style
How Can I Develop My Cross-Cultural
Interaction Skills?
In Tab 9, Learning Experiences on page 9-1,
you will find information on learning experi-
ences for competency development. Specific
information on AgLearn courses, books, etc.
can be found on each of the 28 OPM compe-
tencies. At the end of the competencies, you
can find specific information on learning expe-
riences designed to develop your cross-cultural
interaction skills.
Tab 8: Competency in Cross-Cultural Interactions
8-2 APHIS Leadership Development Toolkit
Tab 9: Learning Experiences


The second section contains descriptions for
each of the 28 competencies (plus the APHIS
Cross-Cultural Interactions competency) and
lists ideas for learning experiences that could
help you develop each individual competency.
Most of us tend to think of formal classroom
training as the primary resource for develop-
ing our skills. While classroom learning is a
valuable learning resource, other avenues of
learning are equally or more effective. Devel-
opmental assignments (e.g., details, shadow-
ing, and action learning projects) are excellent
means of development if the assignments are
specifically structured to ensure learning
occurs. A third group of learning experiences,
self-directed activities, allows employees to
learn independently, examples of these learn-
ing activities include taking online courses and
reading books. The following pages contain
explanations of various learning experiences
available to APHIS employees.
Types of Learning Experiences
Learning Experiences
Introduction
This tab is divided into two sections. The first
section focuses on the types of learning
experiences available in APHIS for
developing leadership skills. Each learning
experie: nce is explained, including a
description of what the experience entails and
information about accessing that learning
experience. Some learning experiences, such
as reading a book, remain the same across
leadership levels. Other experiences, such as
detail assignments, differ depending on ones
leadership level.

Figure 9-1: Activities for Leadership Competency Development
9-1
Tab 9: Learning Experiences


Formal Classroom Training
APHIS employees have many sources of
formal classroom training.
1. Within your own program: Many
programs offer leadership sessions within
their discipline-specific trainings, either
using program resources or by requesting
services of the APHIS Training and
Development Branch (TDB). Other
programs offer leadership activities for
targeted categories of people. Contact your
Supervisor for information on what is
available within your program.

2. APHIS Training and Development
Branch: You can look on the TDB Web
site or contact the office to find scheduled
offerings for both short courses targeting
specific competencies, such as Conflict
Management, and longer leadership
courses designed for specific levels on the
Leadership Roadmap (e.g., new supervisor
training, leadership courses based on GS
levels, and staff officer training). USDA:
In addition to the courses USDA provides
through AgLearn, the USDA Graduate
School offers many courses and many
degree programs. For more information,
contact the USDA Graduate School at
(888) 744-4723 or go to
www.grad.usda.gov.


3. Other government and government-related
organizations: Some leadership programs
in this category include those offered by
the Federal Executive Institute (FEI) and
the Office of Personnel Management
(OPM). These can be found through a
Web search or by contacting APHIS
Talent Management Division.

4. Colleges, universities, and private organi-
zations: Look online for leadership courses
offered by nongovernment entities. You
can also contact your local colleges and
universities for information on offerings in
your community.
If you need assistance finding formal classroom
training that meets your learning goals, contact:
APHIS Training and Development Branch
(all APHIS employees)
Professional Development Center (PPQ
employees)
Professional Development Staff (VS
employees)
Developmental assignments provide opportu-
nities to gain skills and knowledge by perform-
ing a structured task. These can be: 1) a
primary source of learning (e.g., receiving
instruction from another employee, observing
someone, or working on a team project during
which the team learns together); or 2) a method
of putting into practice knowledge or skills you
gained through another learning experience,
such as taking a course or reading a book.
Developmental Assignments
Developmental assignments:
Details
Shadowing
Rotations and cross-training
Special teams, task forces, and assignments
Action learning projects
Mentoring or teaching others
Community service
In the following section, you will find a
description of each of these developmental
assignments, as well as an explanation of the
benefits and availability of each.
Details
Details last a minimum of 2 weeks (3 to 4
weeks is preferable, if you can arrange it)
and can extend as long as 120 days. A
detail occurs outside of your current job
description and provides opportunities to
practice the skills or behaviors you listed in
your Development Plan. The detail can
9-2
Tab 9: Learning Experiences

be in your program area or another pro-
gram area, depending on your learning
goals, and should involve interacting with
a group of people outside your normal
work unit. This new setting not only pro-
vides you the opportunity to learn new
skills and information, but also provides a
fresh environment in which to try out new
skills.
Shadowing
This developmental assignment is further
outside your current job description than
is a detail and provides opportunities to
observe the skills or behaviors listed in
your Development Plan. A shadowing
assignment also provides you with an
opportunity to network and view your
own program from a different perspective.
Unlike a detail, a shadowing assignment
is about observing how experts perform
rather than applying new skills yourself.
Shadowing is used when you want to
explore a new area but do not have the
skills to perform in that area. A
shadowing assignment is typically a day
to a week in duration and a report of what
you learned is expected at the conclusion.
Rotations and cross-training
Cross-training provides opportunities for
employees to acquire knowledge and
skills from their coworkers. Typically,
employees with similar grade levels and
background experiences pair up or form
small groups to teach one another the
specific tasks and special knowledge
needed for each of their jobs. This type of
experience offers a chance to learn at little
or no cost, and allows employees to fill in
when others are ill or on vacation,
preventing service gaps and reducing
costs.
Once employees are cross-trained, rotations
can be utilized to allow employees to
practice and improve their new knowledge
and skills. Rotations also provide employees
with greater variety in work activities and a
broader list of experiences to include in
rsums when applying for new posi-tions.
Meet with your Supervisor to discuss
possible cross-training opportunities in your
unit.
Special teams, task forces, and assignments
Another effective way to learn new skills is
to serve on a special team or task force or
work on a new assignment. In these learn-
ing assignments, you use your current skills
in a new environment as well as learn new
skills while accomplishing the assigned
task.
To participate in such groups and projects,
let your Supervisor know you are interested
in developing your skills in a particular area.
Your Supervisor can inform you when a
project becomes available that would allow
you to develop skills in the identified areas.
Be on the lookout for such projects yourself
and if they occur, request to join in that
effort. When you include this type of
learning activity in your Development Plan,
describe the area in which you wish to
develop your expertise and indicate that you
hope to develop it by working on a special
team or task force or by taking on a special
assignment.
Action learning projects
In an action learning project, learning occurs
as an employee or a group of employees
addresses an actual work challenge or need.
The individual or group develops a plan to
address the stated need and then implements
that plan, using existing knowledge and exp-
9-3
Tab 9: Learning Experiences

erience in a new way and building new
knowledge and skills as needed for the
project. Two important benefits of action
learning projects are the learning that
occurs naturally along the way and the
satisfaction of a completed project that
may help numerous employees.
Mentoring
Mentoring is a voluntary relationship in
which a more-experienced employee pro-
vides advice, guidance, and support to a
less-experienced employee. Often the
mentor is someone who has experience in
a job or task about which the protg
wants to either learn more or to which the
protg aspires. The mentor is not in the
protgs chain of command and has no
supervisory authority over the protg.
Mentors help protges clarify career
goals, understand the organization,
analyze strengths and developmental
needs, build support networks, and deal
with challenges.
Mentoring is a cost-effective way to
upgrade skills, both for the mentor and the
protg. It can also support job retention,
increase job satisfaction, and facilitate
personal and career development. Both
mentors and protges can use mentoring
as a learning activity. See Tab 10, APHIS
Mentoring Program on page 10-1 for more
information on creating an effective men-
toring relationship.
Teaching others
As contradictory as it may seem, teaching
others is a learning experience. First,
teaching others reinforces your own learn-
ing in the subject you are teaching
remember the adage that if you really
want to learn something, you need to
teach it. Second, teaching others provides
you with
the opportunity to develop other competen-
cies such as Oral or Written Communica-
tion and Developing Others.
Community service
Community service means employees
volunteering to benefit a community. Com-
munity service can be used as a learning
experience if it is designed to practice a
targeted competency. For example, if you
took a class on public speaking in order to
improve your oral communication skills,
you could volunteer to speak at local com-
munity functions or schools on your area of
expertise (e.g., a pest or disease APHIS is
trying to control or hospitality customs in an
African country in which you have lived). If
you were taking accounting courses as part
of your plan to apply for a higher-level
position in that area and your current job did
not allow you to practice those skills, you
could volunteer elsewhere to gain the
needed experience.
Self-Directed Learning Activities
Self-directed learning activities include such
experiences as taking AgLearn and other dis-
tance learning sessions and courses, reading,
networking, and participating in forums, brief-
ings, and seminars. In the following section, you
will find a description of each of the above self-
directed activities, as well as an explanation of
the benefits and availability of each.
AgLearn
The Agriculture Learning (AgLearn) Sys-
tem is USDAs department-wide system for
providing training and managing training
activity. There are thousands of courses
available on AgLearn for USDA employees,
contractors, partners, and customers.
AgLearn courses can provide a cost-effec-
tive way to get oriented to a new field of
study as well as acquire in-depth knowledge
9-4
Tab 9: Learning Experiences

and skills in a particular area of interest.
Courses taken in AgLearn are
automatically recorded in your learning
history, a feature that helps you track
progress toward your career goals.
To find courses in AgLearn, perform a
keyword search using the targeted
competency and related words. Some
AgLearn courses are listed on the
competency pages in the second half of
this tab. However, new courses are always
being added and existing courses are
periodically pulled for updating.
If you are looking for courses to address a
technical skill, perform a keyword search
of the specific subject matter.
Distance learning opportunities
People think it is a new concept, but dis-
tance learning dates back to the 1700s,
with degree programs being offered as
early as the mid-1800s. Traditional forms
of distance learning are still available as
universities, private companies, and gov-
ernment agencies provide correspondence
courses on many subjects. Materials for
these courses could include books,
cassette tapes, CDs, and DVDs.
While traditional distance learning is still
available, much of todays distance learn-
ing tends to be in the form of e-learning.
E-learning encompasses online courses,
Web-based training, audio and video pod-
casts, and a constant stream of new learn-
ing options.
Distance learning, including e-learning, is
usually less expensive than formal class-
room sessions, and is sometimes free. It is
not constrained by geography and often
allows more flexibility with time.
Perform a Web search and/or contact
your training
or work unit to discover more about the
distance learning opportunities provided by
commercial, university, and government
entities.
Reading
Employees often overlook reading as an
inexpensivetool to increase knowledge and
skills. Some recommended reading materials
for each competency are listed in the second
half of this tab. You can also search online,
visit a bookstore, or ask your mentor,
Supervisor, or colleagues for ideas for
reading materials related to your targeted
competency.
Coaching
Employees can be coached by someone
inside or outside their own organization.
Coaching can also be a component of a
leadership course or other program helping
participants put what they have learned in a
class into practice on the job.
Coaches assist learning by encouraging
employees they coach to reflect on their
behaviors and develop goals for building
their strengths and managing their
weaknesses. Coaches do this by listening,
asking questions, observing reactions, and
asking for commitment. With a willing
individual, coaching can be a powerful
learning tool for developing ones full
potential.
For more information about coaching con-
tact:
APHIS Training and Development
Branch (all APHIS employees)
Professional Development Center (PPQ
employees)
Professional Development Staff (VS
employees)

9-5
Tab 9: Learning Experiences


Forums, briefings, and seminars
Forums, briefings, and seminars are meet-
ings focused on the exchange of informa-
tion and ideas on policy, research, or
other areas. Attending these meetings
provides you with an opportunity to learn
and can be a way to bring information
back to a larger group of employees. In
your Development Plan, propose to attend
meetings covering a specific topic and
offer to relay the information you learn to
your colleagues upon your return. In
additional to being great learning and
teaching experiences, these meetings are
good opportunities to network with others
in your field or with those in a field you
are exploring.
Networking
Networking is establishing a mutually
beneficial relationship with other
employees, customers, and people in
businesses, universities, and professional
organizations who can assist you in a
specific goal or task. Once you have
established a goal and analyzed what kind
of support you need, develop a network of
contacts to whom you can turn for
assistance. The relationships you develop
through your networking can work both
ways, because there will be times you can
assist as well as receive assistance.
Finally, as you interact with the contacts
in your network, those individuals will
come to know your interests and may
suggest potential learning opportunities
(e.g., informing you about upcoming
meetings or projects or inviting you to
join new or existing working groups).
Assessments
Assessment instruments are used to identify
strengths, personal styles, and develop-
mental needs. Assessments can be: 1)
learning experiences as you discover more
about yourself; and 2) tools to guide your
development efforts. Assessments most
commonly used for leadership development
in APHIS include:
360 Assessment
Myers-Briggs Type Indicator
Fundamental Interpersonal Relations
Orientations Behavior (FIRO-B)
Contact the APHIS training unit or your
program for more information about all
assessments.
360 Assessment
The 360 Assessment is feedback on your
strengths and weaknesses in the OPM
competencies from supervisors, peers, and
colleagues, employees, customers, or
stakeholders, and from oneself. APHIS
supervisors and managers are required to
have a 360 Assessment every 5 years.
This assessment is provided at no charge
through APHIS or program training units.
An employee requesting a 360 Assess-
ment identifies potential raters in each of
the categories: supervisor; peers; employ-
ees; and customers. The feedback form is
sent to the raters via e-mail. The results are
summarized and sent to the employee
along with an offer to consult with the
employee about how to use the results in
development planning.
The 360 Assessment should be used for
development, not for personnel decisions.
The results should be issued to the
employee, who can then make the decision
about whether to share the results with his
or her supervisor.
9-6
Tab 9: Learning Experiences


Myers-Briggs Type Indicator (MBTI)
The MBTI will help you to understand
your personality type and how your
preferences impact your approach to work
and your interactions with the other 15
personality types. Understanding more
about your preferences in planning, in
receiving and completing tasks, and in
interacting with others and learning how
your preferences compare with others
preferences can make your work
interactions smoother and less stressful.
The MBTI is frequently used in conjunc-
tion with other training or as part of a
team development effort. Teams and
work units can use the MBTI to better
understand: 1) the strengths and
challenges each member brings to the
group; and 2) the communication and
interaction preferences of each member.
This information can increase
communication and cooperation, which in
turn, leads to higher productivity and
more satisfaction within the group.
The MBTI is administered by a trained
MBTI administrator using an online
assessment. The administrator receives
the assessment results and discusses those
with the person who took the assessment.
The administrator can use the results to
help identify learning goals the employee
can include in a Development Plan.
FIRO-B
This assessment identifies how you tend
to behave toward others and how you
want them to behave toward you. The
results of the FIRO-B can help you
increase self-awareness in a number of
areas, including how you handle
interpersonal relationships
and your own social needs, how others per-
ceive you, and how you view others.
The FIRO-B provides information along
three dimensions of interpersonal needs:
inclusion; control; and affection and indi-
cates your preference in regard to two
aspects of each of these areas: expressed
behavior and wanted behavior.
Combining the MBTI and FIRO-B pro-
duces a powerful assessment result that
can be used to guide leadership skills
development.
How Do I Select the Learning Experience
Best for Me?
To be considered development, the learning
experiences you list in your Development Plan
should result in changes on the job. For example,
your colleagues should be able to see you taking
on a new task or handling stressful situations
more easily, or observe that your interactions
with customers are improved or that you now
make great presentations.
To apply your learning on the job requires you to
combine practice with knowledge acquisition.
Taking an AgLearn or in-person course or
reading a book provides you with book
knowledge. To turn this passive knowledge into
action, pair a learning activity in which you
practice the new knowledge with a learning
activity in which you acquired the knowledge.
For example, if you attend a course on active
listening and then practice one of the suggested
actions each week, you will find you incorporate
more of the actions into your behavior than if you
only attend the course.
Which format of learning experiences you use for
these two parts of the learning (the knowledge-
gaining portion and the practicing portion)
depends on many factors, such as the competency
you are targeting, your learning style preference,
9-7
Tab 9: Learning Experiences

Internet accessibility, and the rhythm of your
workload, family obligations, or travel
policies. Review the learning experiences
described in this tab, think creatively, and talk
with your colleagues and Supervisor for ideas
on how to best use the available learning
experiences to reach your development goals.
If you would like assistance in identifying the
best learning experiences to meet your goals,
contact the APHIS Training and Development
Branch (all APHIS employees), Professional
Development Center (PPQ employees), or
Professional Development Staff (VS).

Recommended Learning Experiences
by Competency
The following section has a description for each
of the 28 competencies, plus the APHIS Cross-
Cultural Interactions competency. The section
lists ideas and examples for learning experiences
that could help you develop each individual
competency. There are more AgLearn courses
and many more books available than those listed.
The Suggestions for Personal Improvement and
Samples of Developmental Assignments are
just that suggestions and samples to give you
ideas for creating learning activities relating to
your situation.
FOR TRUE LEARNING TO OCCUR:
PAIR KNOWLEDGE-GAINING EXPERIENCES
WITH
PRACTICING EXPERIENCES
9-8
Tab 9: Learning Experiences



Accountability
Definition: Holds self and others accountable for measurable high-quality, timely, and cost-effective results. Deter-
mines objectives, sets priorities, and delegates work. Accepts responsibility for mistakes. Complies with established
control systems and rules.
Self-Directed Learning Activities:

Recommended AgLearn Courses:
Working for Your Inner Boss: Personal Accountability:
A Primer for Ensuring Accountability
Doing Business Professionally Simulation
Problem Performance Prevention
Creating a Business Execution Culture
Foundations for Business Execution
Inventory Management
Managing Procurements
Overview of Managerial Accounting
Project Procurement Management Simulation
Supply Chain Planning and Inventory Management
(For additional recommendations contact your Program AgLearn Administrator)

Recommended Books:
Kirkpatrick, How to Conduct Productive Meetings: Strategies, Tips, and Tools to Ensure Your Next Meeting
Is Well Planned and Effective (ASTD Press: 2006)
Haltry and Wholey, Performance Management: Getting Results (Urban Institute: 1999)
Walters, Measuring Up: Governments Guide to Performance Measurement for Geniuses (and Other Public
Managers) (Congressional Quarterly: 1998)
Niven, Balanced Scorecard Step-by-Step: Maximizing Performance and Maintaining Results (Wiley and
Sons: 2002)

Suggestions for Personal Improvement:
Devise ways to measure your output. Compare your output with your performance measures.
Use a planner to stay on top of the things you need to do.
When requesting help from others, specify the results you need.
Browse the General Accounting Office (GAO) Web site and read some GAO reports.

Formal Classroom Training:
Formal classroom training opportunities vary and are subject to availability. See Formal Classroom Training on
page 9-2 for information on locating formal classroom training.
Samples of Developmental Assignments:
Update employee PDs to meet APHIS guidelines and current requirements for position.
Download the OIGs Functional Questionnaire and complete relevant sections.
Learn the accountability practices other units have in place for similar activities.
9-9
Tab 9: Learning Experiences



Conflict Management
Definition: Encourages creative tension and differences of opinions. Anticipates and takes steps to prevent counter-
productive confrontations. Manages and resolves conflicts and disagreements in a constructive manner.
Self-Directed Learning Activities:

Recommended AgLearn Courses:
Resolving Conflict with Communication Skills
Conflict in the Workplace Simulation
Managing Workplace Conflict Simulation
Leading Teams: Dealing with Conflict
Perspectives on Conflict in the Workplace
Facilitating Difficult Situations
Customers, Confrontation, and Conflict
Conflict of Interest Simulation
Leading Teams: Dealing with Conflict
Conquering Conflict through Communication
Analyzing Workplace War Zones
(For additional recommendations contact your Program AgLearn Administrator)

Recommended Books:
Runde and Flanagan, Becoming a Conflict Competent Leader: How You and Your Organization Can Manage
Conflict Effectively (J ossey-Bass: 2007)
Fisher and Ury, Getting to Yes: Negotiating Agreement Without Giving In (Penguin: 1999)
Stone and Patton, Difficult Conversations: How To Discuss What Matters Most (Penguin: 2000)
Patterson, Greeny et al., Crucial Conversations: Tools for Talking When the Stakes are High (McGraw-Hill:
2002)
Withers and Wisinski, Resolving Conflicts on the Job (Amacom: 2007)

Suggestions for Personal Improvement:
Better your interactions with others. If you are competitive, do not always try to win. If you tend to let things
fester, practice voicing objections in a non-emotional tone.
Seek the perspectives of others, especially when they might differ from yours. Ask questions.
When disagreeing, emphasize common interests and points of agreement.
Make a list of your hot buttons. Know what sets you off.
Formal Classroom Training:
Formal classroom training opportunities vary and are subject to availability. See Formal Classroom Training on
page 9-2 for information on locating formal classroom training.
Samples of Developmental Assignments:
Lead a discussion on handling differences in personal preferences (e.g., noise, smells, small talk).
Require your office to develop a written set of workplace norms.
Participate in a detail in a conflict resolution center.
9-10
Tab 9: Learning Experiences




Continual Learning
Definition: Assesses and recognizes own strengths and weaknesses. Pursues self-development.
Self-Directed Learning Activities:

Recommended AgLearn Courses:
Continuous Learning for Tomorrows Managers
The Power of the Learning Organization
Implementing and Evaluating Self-Directed Learning
Get Your Career on to the Fast Track
Fast-Tracking Your Career Simulation
Management Knowledge Center
Knowledge as Capital
Putting Knowledge to Work
(For additional recommendations contact your Program AgLearn Administrator)

Recommended Books:
Buckingham and Clifton, Now, Discover Your Strengths (Free Press: 2001)
Wick and Leon, The Learning Edge (McGraw-Hill: 1996)
Gross, Peak Learning: How to Create Your Own Lifelong Education Program for Personal Enlightenment
and Professional Success (Tarcher: 1999)
Hayes, Training Yourself: The 21st Century Credential (Autodidactic: 2000)

Suggestions for Personal Improvement:
Reflect on your strengths and weaknesses and develop a self-improvement plan.
Push yourself out of your comfort zone. Experiment.
Read a wide variety of materials (newspapers, books, magazines, etc.)
Listen to audiotapes while you are commuting.
Look for distance learning opportunities.
Pursue a professional certification.

Formal Classroom Training:
Formal classroom training opportunities vary and are subject to availability. See Formal Classroom Training on
page 9-2 for information on locating formal classroom training.
Samples of Developmental Assignments:
Identify career goals and pursue them.
Prepare a Development Plan and discuss it with your Supervisor.
Volunteer for new assignments.
Offer to be the liaison between your work unit and other offices.
9-11
Tab 9: Learning Experiences




Creativity and Innovation
Definition: Develops new insights into situations. Questions conventional approaches. Encourages new ideas and
innovations. Designs and implements new or cutting-edge programs/processes.
Self-Directed Learning Activities:

Recommended AgLearn Courses:
The Foundations of Creativity and Innovations
Generating Creative and Innovative Ideas
Evaluating Creative and Innovative Ideas
Creativity and Innovation in the Workplace Simulation
The Imperatives of Innovation and Leadership in Strategy
Increasing Group Creativity
QuickTalks: Keith Yamashita: An Innovation and Change Mindset
QuickTalks: Govindarajan: Disruptive Innovations
QuickTalks: Tom Kelley: Nurturing Innovation Personas on Your Team
QuickTalks: Tom Kelley: How Space Affects a Culture of Innovation
QuickTalks: Tom Kelley: The DirectorBeing an Innovation Leader
(For additional recommendations contact your Program AgLearn Administrator)

Recommended Books:
De Bono, Serious Creativity: Using the Power of Lateral Thinking to Create New Ideas (HarperBusiness: 1991)
Von Oech, A Whack on the Side of the Head: How You Can Be More Creative (Warner Books: 1998)
Peters, The Circle of Innovation (Knopf: 1997)

Suggestions for Personal Improvement:
Involve groups in problem-solving activities; do not solve problems alone.
Keep a journal of your ideas.
Suspend judgment. Let things ferment before you make decisions.
Never take a problem to your boss without ideas for possible solutions.
Ask subordinates to give you multiple options in a decision memo.

Formal Classroom Training:
Formal classroom training opportunities vary and are subject to availability. See Formal Classroom Training on
page 9-2 for information on locating formal classroom training.
Samples of Developmental Assignments:
Volunteer to be on a problem-solving task force.
Redesign your work process to increase your productivity or make your day less hectic.
9-12
Tab 9: Learning Experiences



Cross-Cultural Interactions (not yet one of OPM competencies)
Definition: Appropriately interacts with those from other cultures. Treats international guests with respect and hospi-
tality. Respects the cultural norms of the host country when traveling abroad.
Self-Directed Learning Activities:

Recommended AgLearn Courses:
Impact of Culture on Communication
Establishing Team and Customer Relationships
The Art of Global Communication
Cross-Cultural Communications Simulation
Around the World in 80 Cultures
Culture and Behavior
Honoring Other Cultures
Managing Cultural Divides
The Reasons Why Diversity Matters
(For additional recommendations contact your Program AgLearn Administrator)

GlobeSmart:
Located at www.meridianglobal.com. Sanctioned by USDA; provides country and cultural knowledge on nearly 50
countries. Includes case studies, quizzes, and self-assessment.

Recommended Books:
De Vries, Internationally Yours: Writing and Communicating Successfully in Todays Global Marketplace
(Houghton Mifflin: 1994)
Tannen, Talking from 9 to 5: How Womens and Mens Conversational Styles Affect Who Gets Heard, Who
Gets Credit and What Gets Done at Work (William Morrow and Company, Inc.: 1994)

Suggestions for Personal Improvement:
Volunteer to host international visitors coming to your worksite.
Learn which U.S. gestures are offensive in other cultures.
Figure out the rules of behavior by observing the interactions of others.
Observe eye contact and degrees of closeness among different cultures.

Formal Classroom Training:
Formal classroom training opportunities vary and are subject to availability. See Formal Classroom Training on
page 9-2 for information on locating formal classroom training.
Samples of Developmental Assignments:
Study a U.S. culture about which you know little. Then get to know members of the culture.
Volunteer to tutor immigrants and international visitors in public schools and adult education programs.
Host a high school exchange student or international college student.
Develop a hospitality protocol for international visitors to your worksite, if one does not already exist.

9-13
Tab 9: Learning Experiences




Customer Service
Definition: Anticipates and meets the needs of both internal and external customers. Delivers high-quality products
and services. Demonstrates commitment to continuous improvement.
Self-Directed Learning Activities:

Recommended AgLearn Courses:
Fundamentals of Exceptional Customer Service
The Customers Voice
Advancing Service Expertise
Overcoming Difficult Service Situations
Excellence in Internal Customer Service
Managing Challenges in Customer Service
The Contact Center and Technical Support Agent
Excel at Customer Service Simulation
Providing Customer Service Simulation
Sustaining Excellent Customer Service
(For additional recommendations contact your Program AgLearn Administrator)

Recommended Books:
Albrecht and Zemke, Service America in the New Economy (McGraw-Hill: 2001)
Anderson and Zemke, Delivering Knock Your Socks Off Service (Amacom: 1998)
Carlaw and Deming, The Big Book of Customer Service Training Games: Quick, Fun Activities for Training
Customer Service Reps, Salespeople, and Anyone Else Who Deals With Customers (McGraw-Hill: 1998)

Suggestions for Personal Improvement:
Pretend you are a customer interacting with your work unit. What would you want?
Keep in touch with your customers by phone, e-mail, and visits.
View customer complaints as feedback and use it to improve.

Formal Classroom Training:
Formal classroom training opportunities vary and are subject to availability. See Formal Classroom Training on
page 9-2 for information on locating formal classroom training.
Samples of Developmental Assignments:
Use surveys, interviews, or focus groups to get feedback from your customers.
Benchmark yourself against similar units or organizations.
Track and analyze customer complaints.
9-14
Tab 9: Learning Experiences




Decisiveness
Definition: Makes effective and timely decisions, even when data are limited or solutions produce unpleasant conse-
quences. Perceives the impact and implications of decisions.
Self-Directed Learning Activities:

Recommended AgLearn Courses:
Problem Framing
Rational Decision-Making and Problem Solving Simulation
Problem Solving: Generating Alternatives
Group Problem Solving and Decision Making
Risk Basics
Approaches to Risk Management
Strategic Planning and Risk Management
Analyzing Project Risk
Responding to and Controlling Project Risk
CEO Exchange QuickTalks: Bud Selig: Decision-Making
CEO Exchange QuickTalks: Ed Liddy: Decision Making
(For additional recommendations contact your Program AgLearn Administrator)

Recommended Books:
Klein, Sources of Power: How People Make Decisions (MIT Press: 1998)
Altier, The Thinking Managers Toolbox: Effective Processes for Problem Solving and Decision Making
(Oxford: 1999)
Hammond, Keeny, and Raiffa, Smart Choices: A Practical Guide to Making Better Decisions (Harvard:
1998)

Suggestions for Personal Improvement:
Know your own biases. Analyze mistakes you have made in the past and look for patterns.
Recognize that you will never have complete information. Practice taking considered risks.
Urgent vs. important. Make urgent decisions quickly; consider important decisions carefully.
Involve others in the decisions affecting them.
Establish meaningful deadlines and stick to them.
When faced with a big decision, consult an expert. But do not let the expert make the decision.

Formal Classroom Training:
Formal classroom training opportunities vary and are subject to availability. See Formal Classroom Training on
page 9-2 for information on locating formal classroom training.
Samples of Developmental Assignments:
Identify a skilled decision maker. Depending on the degree of your need, interview the person, do a detail or
shadowing assignment, or ask the person to mentor you.
9-15
Tab 9: Learning Experiences




Developing Others
Definition: Develops the ability of others to perform and contribute to the organization by providing ongoing
feedback and by providing opportunities to learn through formal and informal methods.
Self-Directed Learning Activities:

Recommended AgLearn Courses:
Developing Employees (HRCI/PHR)
Attracting, Developing, and Retaining Generations
Leadership Development for Technical Professionals
From Technical Professional to Leadership Simulation
QuickTalks: Justin Menkes: Developing Critical Mass of Talent
An Essential Guide to Giving Feedback
Giving feedback: A Managers Guide
Strategic Approaches to Human Resource Development
Succession Planning and Human Resources
(For additional recommendations contact your Program AgLearn Administrator)

Recommended Books:
Mager, What Every Manager Should Know About Training (Center for Effective Performance: 1999)
Patterson et al., Crucial Conversations: How to Discuss What Matters Most (McGraw-Hill: 2002)
Whitworth et al., Co-Active Coaching: New Skills for Coaching People Toward Success in Work and Life,
2nd ed. (Davis-Black Publishing, 2007) includes CD.
Fournies, Coaching for Improved Work Performance (Mc-Graw Hill: 2000)
Kirkpatrick and Kirkpatrick, Transferring Learning to Behavior: Using the Four Levels to Improve Perfor-
mance (Berrett-Koehler Publishers, Inc.: 2005)

Suggestions for Personal Improvement:
Turn a problem back to the person for possible solutions before supplying your own ideas.
Notice what others are doing well and compliment them on those actions.
Ask an employee to tell you what happened rather than asking why questions.
Establish blocks of time for employee development meetings.
Formal Classroom Training:
Formal classroom training opportunities vary and are subject to availability. See Formal Classroom Training on
page 9-2 for information on locating formal classroom training.
Samples of Developmental Assignments:
Obtain training on coaching and use those skills with colleagues, team members, or employees.
Do a needs assessment to determine your units training and non-training needs.
Compare centrally offered training with your units development needs. Close any gaps.
Become an APHIS mentor; mentor young people at area schools.
Include short developmental activities in regular staff, unit, or lab meetings.
9-16
Tab 9: Learning Experiences




Entrepreneurship
Definition: Positions the organization for future success by identifying new opportunities. Builds the organization by
developing or improving products or services. Takes calculated risks to accomplish organizational objectives.
Self-Directed Learning Activities:

Recommended AgLearn Courses:
CEO Exchange QuickTalks: Ed Liddy: Changing Employees to Independent Entrepreneurs
Entrepreneurial Thinking
Leadership and Change
Managing from Within: Self-empowerment
MBA QuickTalks: Workquake Its the Organization
QuickTalks: Julian Birkinshaw: How Can You Make Your Company More Entrepreneurial
(For additional recommendations contact your Program AgLearn Administrator)

Recommended Books:
Drucker, Innovation and Entrepreneurship (HarperBusiness: 1993)
Mitchell, Coles, Metz, and Kahn, The 2,000 Percent Solution: Free Your Organization from Stalled
Thinking to Achieve Exponential Success (Amacom: 1999)
Osborne and Plastrik, The Reinventors Fieldbook: Tools for Transforming Your Government (J ossey-Bass:
2000)

Suggestions for Personal Improvement:
When you have an idea and are too busy to pursue it, jot it down and come back to it later.
When someone suggests an idea, help him or her build the idea, rather than criticizing it. After the idea is
better developed, work together on critiquing and improving it.
Try, experiment, play around, and test things out. Learn and improve by doing.
Expect resistance to change. Be prepared for it.

Formal Classroom Training:
Formal classroom training opportunities vary and are subject to availability. See Formal Classroom Training on
page 9-2 for information on locating formal classroom training.
Samples of Developmental Assignments:
Benchmark your work unit against others. How do you compare to those who are the best?
Hire and reward people who think unconventionally.
Encourage your staff to make mistakes and learn from them.
Consider what kind of work your unit and program will be doing in 10 years.
9-17
Tab 9: Learning Experiences




External Awareness
Definition: Understands and keeps up to date on local, national, and international policies and trends that affect the
organization and shape stakeholders views. Demonstrates awareness of the organizations impact on the external
environment.
Self-Directed Learning Activities:

Recommended AgLearn Courses:
Identifying Your Customers Expectations
Strategic Management
Strategic Planning
Competitive Strategies for a Global Marketplace
Surpassing the Competition
(For additional recommendations contact your Program AgLearn Administrator)

Recommended Books:
Rothwell, Prescott, and Taylor, The Strategic Human Resource Leader: How to Prepare Your Organization
for the Six Key Trends Shaping the Future (Davies-Black: 1998)
Worldwatch Institute, Vital Signs 2002: The Trends That Are Shaping Our Future (Norton: 2002)

Suggestions for Personal Improvement:
Utilize several sources for news, such as television, radio, magazines, and newspapers.
Seek information from foreign media.
Look for trends in current events.
Be curious about things you do not understand. Dig into complexity and avoid simple explanations.

Formal Classroom Training:
Formal classroom training opportunities vary and are subject to availability. See Formal Classroom Training on
page 9-2 for information on locating formal classroom training.
Samples of Developmental Assignments:
Talk to your employees and customers about their goals for the future.
Increase your network. Create and develop contacts in industry, local universities, and other sections of
government. Analyze trends affecting your work unit and your profession.
Review the USDA and APHIS strategic plans and consider how national and international events might
change those plans.
9-18
Tab 9: Learning Experiences




Financial Management
Definition: Understands the organizations financial processes. Prepares, justifies, and administers the program bud-
get. Oversees procurement and contracting to achieve desired results. Monitors expenditures and uses cost-benefit
thinking to set priorities.
Self-Directed Learning Activities:

Recommended AgLearn Courses:
Principles of Financial Management
Financial Statements and Analysis
Creating and Analyzing an Operating Budget
The Ins and Outs of Capital Budgeting
Effective Budget Management
Managerial Decisions and Capital Budgeting
The Basics of Budgeting
Managing Budgets Effectively
Making Budgets Work
Managers Performance Guide Business Finance
Federal Budgeting Process
(For additional recommendations contact your Program AgLearn Administrator)

Recommended Books:
McCaffery and J ones, Budgeting and Financial Management in the Federal Government (Information Age:
2002)
Tierney, Federal Accounting Handbook: Policies, Standards, Procedures, Practices (Wiley & Sons: 1999)
Keyes, Government Contracts in a Nutshell (West Wadsworth: 2000)

Suggestions for Personal Improvement:
Learn to bargain for resources. Offer trade-offs for the things you need.
Visit the Web sites of the Office of Management and Budget (OMB) and the General Accounting Office
(GAO).

Formal Classroom Training:
Formal classroom training opportunities vary and are subject to availability. See Formal Classroom Training on
page 9-2 for information on locating formal classroom training.
Samples of Developmental Assignments:
Whatever your level or assignment, learn the budget process for your work unit.
Shadow a financial management person to understand the work impact of requests you make.
Volunteer to do the books for a local nonprofit organization.
9-19
Tab 9: Learning Experiences




Flexibility
Definition: Demonstrates openness to change and new information. Rapidly adapts to new information, changing
conditions, or unexpected obstacles.
Self-Directed Learning Activities:

Recommended AgLearn Courses:
Taking Control of Your Time Simulation
Getting Results With No Authority Simulation
Finding Your Life Balance
Success Over Stress
Living a Balanced Life Simulation
Keeping Your Balance
QuickTalks: Michael Raynor: Strategic Flexibility
(For additional recommendations contact your Program AgLearn Administrator)

Recommended Books:
Kegan and Lahey, How the Way We Talk Can Change the Way We Work: Seven Languages for
Transformation (J ossey-Bass: 2000)
Bridges, Managing Transitions (Addison-Wesley: 1991)

Suggestions for Personal Improvement:
Suspend judgment. Listen to new ideas and explore them.
Arrogance and defensiveness are barriers to flexibility. Reflect on whether they are part of your behavior set.
If needs change suddenly or your plans are disrupted, take a deep breath, accept it, and move forward with re-
planning.
Reflect on times you were inflexible and flexible. Decide if those reactions were appropriate. Determine
which events in your work-life allow for flexibility and which do not.

Formal Classroom Training:
Formal classroom training opportunities vary and are subject to availability. See Formal Classroom Training on
page 9-2 for information on locating formal classroom training.
Samples of Developmental Assignments:
If you are too flexible, find someone who is too decisive and mentor or coach each other as you both work to
reduce these two extremes.
Develop contingency plans for the future. Have several What if? scenarios.
Do an acting assignment that requires more flexibility than you need in your current situation.
9-20
Tab 9: Learning Experiences

Human Capital Management
Definition: Builds and manages workforce based on organizational goals, budget considerations, and staffing needs.
Ensures employees are appropriately recruited, selected, appraised, and rewarded. Takes action to address
performance problems. Manages a multi-sector workforce and a variety of work situations
Self-Directed Learning Activities:

Recommended AgLearn Courses:
Attracting, Developing, and Retaining Generations
Avoiding Common Hiring Mistakes
Choosing the Best applicant
Human Resources Fundamentals
Motivate and Recognize Employees
Performance Reviews
Policies for Pay, Leave, and Tours of Duty
Preparing to Hire
Reviewing Resumes
Effective Hiring and Interviewing Skills Simulation
Recruiting for the 21st Century: Strategies
Retention
EEO and Affirmative Action (HRCI/PHR)
Union-Work Environments (HRCI/PHR)
(For additional recommendations contact your Program AgLearn Administrator)

Recommended Books:
Still, High Impact Hiring: How to Interview and Select Outstanding Employees (Management Development:
2001)
Bacal, Performance Management (McGraw-Hill: 1998)
Kaye and J ordan-Evans, Love Em or Lose Em: Getting Good People to Stay: 26 Engagement Strategies
That Work (Berrett-Koehler: 2002)
Buckingham and Coffman, First, Break all the Rules: What the Worlds Greatest Managers Do Differently
(Simon and Schuster, 1999)

Suggestions for Personal Improvement:
Reflect on behaviors distinguishing supervisors with happy, productive employees.
Learn to say no. Do not allow others to give your work unit more work than it can handle.
Beware of the natural tendency to hire and reward people who are like you; get input from others.
During performance appraisals, ask employees to self-assess before offering your comments.
Formal Classroom Training:
Formal classroom training opportunities vary and are subject to availability. See Formal Classroom Training on
page 9-2 for information on locating formal classroom training.
Samples of Developmental Assignments:
Work with your employees to involve them in writing their job elements.
Identify the competencies needed for success in your unit. Plan how you will hire for, develop, and reward
those competencies.
Develop performance measures and performance targets.
Tab 9: Learning Experiences




Influencing and Negotiating
Definition: Persuades others. Builds consensus through give and take. Gains cooperation from others to obtain infor-
mation and accomplish goals.
Self-Directed Learning Activities:

Recommended AgLearn Courses:
Connecting and Communicating
Negotiating Inclusively
What To Do When the Going Gets Tough
Mastering Negotiation
Leading the Way: Negotiating with Influence and Persuasion
Winning Negotiation Simulation
QuickTalks: Cohen: Influencing Up
QuickTalks: Les Green: Negotiate to Win
(For additional recommendations contact your Program AgLearn Administrator)

Recommended Books:
Fisher and Ury, Getting to Yes: Negotiating Agreement Without Giving In (Penguin: 1991)
Ury, Getting Past No: Negotiating Your Way From Confrontation to Cooperation (Bantam: 1993)
Cialdini, Influence: Science and Practice (Allyn & Bacon: 2000)
Michael and Deborah Singer Dobson, Managing Up! 59 Ways to Build a Career-Advancing Relationship
With Your Boss (AMA Publications: 2000)
Chaleff, The Courageous Follower: Standing Up To and For Our Leaders (Berrett-Koehler: 2003)

Suggestions for Personal Improvement:
Fully understand the other partys perspective before attempting to make your case.
Consciously seek to build relationships with the people who are important to you.
In discussions and negotiations, highlight areas of agreement. When possible, break large disagreements into
smaller pieces. Achieve small wins early in the discussions.
Know the alternatives to agreement. What will you do if you are unable to agree?
Formal Classroom Training:
Formal classroom training opportunities vary and are subject to availability. See Formal Classroom Training on
page 9-2 for information on locating formal classroom training.
Samples of Developmental Assignments:
Interview or do a detail or shadowing assignment with a person with good negotiating skills.
Volunteer to be a representative or spokesperson for an office or group in the workplace.
9-22
Tab 9: Learning Experiences



Integrity and Honesty
Definition: Behaves in an honest, fair, and ethical manner. Shows consistency in words and actions. Creates a culture
that fosters high ethical standards.
Self-Directed Learning Activities:

Recommended AgLearn Courses:
Making Decisions Ethically
Ethical Decision Making Simulation
Organizational Ethics
Business Ethics Simulation
Government Ethics
Ethics and Professional Knowledge
The Role of Ethics in Project Management
Business Ethics for Managers
CEO Exchange QuickTalks: Ed Liddy: Integrity
(For additional recommendations contact your Program AgLearn Administrator)

Recommended Books:
Simmons, A Safe Place for Dangerous Truths: Using Dialog to Overcome Fear and Mistrust at Work
(Amacom: 1999)
Ciancutti and Steding, Built on Trust: Creating Competitive Advantage in Any Organization (McGraw-Hill:
2000)
Shaw, Trust in the Balance: Building Successful Organizations on Results, Integrity, and Concern (J ossey-
Bass: 1997)
Frances Hesselbein and General Eric K. Shinseki, Be Know Do Leadership the Army Way.
Introduction (J ossey-Bass: 2004)

Suggestions for Personal Improvement:
Identify things that you believe unconditionally and those about which you can flex.
Be honest in the process of trying to sell your idea, avoid embellishment of the facts.
Honor confidentiality.
Take responsibility for your mistakes.
Lead by example. Behave as you want others to behave.
Honor your commitments. Write them down so you will not forget.
Formal Classroom Training:
Formal classroom training opportunities vary and are subject to availability. See Formal Classroom Training on
page 9-2 for information on locating formal classroom training.
Samples of Developmental Assignments:
Conduct an organizational climate survey to assess trust in your work unit.
Lead a discussion with your colleagues about trust in your work unit.
Create a code of ethics for your work unit.
9-23

Integrity and Honesty
Tab 9: Learning Experiences




Interpersonal Skills
Definition: Treats others with courtesy, sensitivity, and respect. Considers and appropriately responds to the needs
and feelings of different people in different situations.
Self-Directed Learning Activities:

Recommended AgLearn Courses:
Interpersonal Skills on the Fast Track
Resolving Interpersonal Issues
Effective Interpersonal Skills
Team Interpersonal Communication Skills Simulation
The Process of Interpersonal Communication
The Mechanics of Communicating Effectively
Workplace Communication Skills
Leadership Communication Skills
Emotionally Intelligent Leadership
QuickTalks: Stephen Covey: The High Cost of Low Trust
(For additional recommendations contact your Program AgLearn Administrator)

Recommended Books:
Kroeger et al., Type Talk at Work: How the 16 Personality Types Determine Your Success on the Job (Dell
Publishing: 2002)
Bolton, People Skills: How to Assert Yourself, Listen to Others, and Resolve Conflicts (Touchstone: 1986)
Segal, Raising Your Emotional Intelligence: A Practical Guide (Holt: 1997)
Wall, Working Relationships: The Simple Truth About Getting Along With Friends and Foes At Work
(Davies-Black: 1999)

Suggestions for Personal Improvement:
Recognize and accept differences. Be curious about other people; show interest in others.
When people become emotional, practice reflective listeningthat is, naming the emotions you detect (e.g.,
You sound very frustrated).
If you are not sure what other people are feeling, ask them.
Make a point of spending time with each of your coworkers on a regular basis.
Celebrate holidays, birthdays, and other special events in the office.
Formal Classroom Training:
Formal classroom training opportunities vary and are subject to availability. See Formal Classroom Training on
page 9-2 for information on locating formal classroom training.
Samples of Developmental Assignments:
Volunteer to work on task forces, cross-functional teams, and other work groups.
Serve as a mentor and/or coach.
9-24
Tab 9: Learning Experiences




Leveraging Diversity
Definition: Fosters an inclusive workplace where diversity and individual differences are valued and leveraged to
achieve the vision and mission of the organization.
Self-Directed Learning Activities:

Recommended AgLearn Courses:
The Reasons Why Diversity Matters
Managing Diversity and Inclusiveness Simulation
Stakeholder Interests and Cultural Diversity
Civil Rights: Handling Diversity in the Workplace
Culture and Behavior
Getting Past Clashes: Valuing Team Diversity
Including Sexual Orientation in Diversity
CEO Exchange QuickTalks: Robert Johnson: Diversity at the Top
QuickTalks: Roosevelt Thomas: Are You Diversity Challenged?
(For additional recommendations contact your Program AgLearn Administrator)

Recommended Books:
Earley, P.C., S. Ang, and J. Tan, Developing Cultural Intelligence at Work (Stanford University Press, 2006)
Trompennars, F., and C. Hampden-Turner, Managing People Across Cultures (Capstone, 2004)
Nancy R. Lockwood, SPHR, GPHR, HR Content Expert, Leadership Styles: Generational Differences
(Society for Human Resource Management, 2004)

Suggestions for Personal Improvement:
Treat others as they wish to be treated, not as you would wish to be treated.
Reflect on your own prejudices. What stereotypes were you exposed to as a child?
View people as individuals rather than as members of particular groups.
Formal Classroom Training:
Formal classroom training opportunities vary and are subject to availability. See Formal Classroom Training on
page 9-2 for information on locating formal classroom training.
Samples of Developmental Assignments:
Volunteer to serve on a civil rights committee.
J oin succession planning efforts and ensure that diversity planning is included in those efforts.
Mentor a person in an underrepresented group. Provide listening, support, and advocacy as the person
struggles to remain and advance in a setting where he or she is a decided minority.
9-25
Tab 9: Learning Experiences




Oral Communication
Definition: Makes clear and convincing oral presentations to individuals and groups. Listens effectively. Clarifies
information as needed. Facilitates open communication.
Self-Directed Learning Activities:

Recommended AgLearn Courses:
The Process of Interpersonal Communication
The Mechanics of Communicating Effectively
Effective Presentations
The Effective Facilitator
Presenting to Succeed
Enhancing Listening Skills
Active Listening
QuickTalks: Public Speaking: Establishing the Main Ideas
QuickTalks: Public Speaking: Powerful Closings
QuickTalks: Public Speaking: Words vs. Voice vs. Body Language
QuickTalks: Public Speaking: The Six-Pack Rule for Visuals
(For additional recommendations contact your Program AgLearn Administrator)

Recommended Books:
Shannon, 73 Ways to Improve Your Employee Communication Program (Davis & Company, December 1,
2002)
Holtz, Corporate Conversations: A Guide to Crafting Effective and Appropriate Internal Communications
(AMACOM, New York 2004)
Scott, Fierce Conversations: Achieving Success at Work & in Life, One Conversation at a Time (Berkley
Publishing Group, 2004)
Pearce, Leading Out Loud: Inspiring Change Through Authentic Communications (rev.) (J ossey-Bass Inc,
2003)

Suggestions for Personal Improvement:
Listen to your audience. Seek feedback. Get interaction.
Rehearse your presentation. Most people have too much material. Leave time for questions.
Nervous? During a presentation, find three smiling people and speak to them.
Formal Classroom Training:
Formal classroom training opportunities vary and are subject to availability. See Formal Classroom Training on
page 9-2 for information on locating formal classroom training.
Samples of Developmental Assignments:
Volunteer to give presentations at unit, program, Agency, or department meetings.
Offer to facilitate meetings. Prepare an agenda in advance and stick to it.
J oin Toastmasters or a similar public speaking group.
Videotape your presentation and review it with someone who is a good presenter.
9-26
Tab 9: Learning Experiences




Partnering
Definition: Develops networks and builds alliances. Collaborates across boundaries to build strategic relationships
and achieve common goals.
Self-Directed Learning Activities:

Recommended AgLearn Courses:
Partnering With Your Boss
Connecting and Communicating
Inclusive Negotiating
Interpersonal Skills on the Fast Track
Building Relationships to Get Results
Working With Your Customers Key Players
Creating Change, Gaining Allies
Effective Relationships With Business Partners
Partnering for Results
(For additional recommendations contact your Program AgLearn Administrator)

Recommended Books:
Fisher and Vilas, Power Networking: 59 Secrets for Personal and Professional Success (Bard: 2000)
Simmons, Territorial Games: Understanding and Ending Turf Battles at Work (AMA: 1998)
Dent, Partnering Intelligence: Creating Value for Your Business by Building Smart Alliances (Davies-Black:
1999)

Suggestions for Personal Improvement:
Recognize that relationship building is a primary key to success.
Emphasize areas of agreement with your contacts. Depersonalize disagreements when they occur, so your
relationship is not damaged.
Consider how you can work with your contacts to work toward similar goals.
Avoid win-lose confrontations with peers and stakeholders. Try to manage interactions so all sides benefit, or
at least no one loses.
Formal Classroom Training:
Formal classroom training opportunities vary and are subject to availability. See Formal Classroom Training on
page 9-2 for information on locating formal classroom training.
Samples of Developmental Assignments:
J oin a professional association. Get to know other people in your field.
Develop professional relationships with APHIS Stakeholders.
Identify your counterparts in other organizations and find ways to meet them.
9-27
Tab 9: Learning Experiences




Political Savvy
Definition: Identifies the internal and external politics impacting the work of the organization. Perceives organiza-
tional and political reality and acts accordingly.
Self-Directed Learning Activities:

Recommended AgLearn Courses:
Navigating Personal and Organizational Change: Up the Creek with a Paddle and a Motor
Organizational Inclusion
Managing Upward Relationships
Handling Organizational Change Simulation
Culture and Behavior
Emotionally Intelligent Leadership
Leadership Essentials: Building Your Influence as a Leader
QuickTalks: Cohen: Overcoming Organizational Politics
(For additional recommendations contact your Program AgLearn Administrator)

Recommended Books:
Deluca, Political Savvy: Systematic Approaches to Leadership Behind the Scenes (Evergreen Business: 1999)
Bellman, Getting Things Done When You Are Not In Charge (Berrett-Koehler: 2001)
Michael and Deborah Singer Dobson, Managing Up! 59 Ways to Build a Career-Advancing Relationship
With Your Boss (AMA Publications: 2000)
Frankel, Nice Girls Dont Get the Corner Office 101: Unconscious Mistakes Women Make That Sabotage
Their Careers (Warner Business Books: 2004)

Suggestions for Personal Improvement:
Practice imaginative empathy. Consider how a situation looks from others perspectives.
Act on opportunities to help others. Having the reputation of being helpful is a political asset.
Do not present your views too forcefully. Give others a chance to maneuver.
In a new situation, observe and follow the example of those who are familiar with the situation.
Learn about the role and interests of new people you meet.
Formal Classroom Training:
Formal classroom training opportunities vary and are subject to availability. See Formal Classroom Training on
page 9-2 for information on locating formal classroom training.
Samples of Developmental Assignments:
Review organizational charts and meet people in units with similar or complementary interests.
Learn the history of APHIS, USDA, and your program.
Volunteer for detail and acting assignments that will call on you to use political savvy.
9-28
Tab 9: Learning Experiences




Problem Solving
Definition: Identifies and analyzes problems. Weighs relevance and accuracy of information. Generates and
evaluates alternative solutions. Makes recommendations.
Self-Directed Learning Activities:

Recommended AgLearn Courses:
Group Problem Solving and Decision Making
Effective Thinking and Creative Problem Solving Simulation
Strategies for Facilitating Critical Thinking
Problem Solving and Decision Making: Achieving Desired Result
The Fundamentals of Effective Thinking
Rational Problem Solving and Decision Making Simulation
Problem Solving: Generating Alternatives
Group Problem Solving and Decision Making
MBA QuickTalks: Problem Solving Skills
(For additional recommendations contact your Program AgLearn Administrator)

Recommended Books:
De Bono, Six Thinking Hats (J MW: 1990)
J ones, The Thinkers Toolkit: Fourteen Powerful Techniques for Problem Solving (Times Books: 1998)

Suggestions for Personal Improvement:
Share your solution with a colleague and ask her or him to look for possible pitfalls or problems.
Ensure you understand the problem before you propose a solution.
If time allows, let your solution rest overnight and review it in the morning with a fresh mind.
Do not try to create the perfect solution. Go with a good solution.
If you love problem solving, practice handing off problems to others to solve.
Problem solve with a group to learn new skills and gather a wider range of options.
Formal Classroom Training:
Formal classroom training opportunities vary and are subject to availability. See Formal Classroom Training on
page 9-2 for information on locating formal classroom training.
Samples of Developmental Assignments:
When you write a decision memorandum for management, offer more than one option.
Recommend solutions to workplace challenges.
Learn how to use problem-solving tools, such as decision trees, fishbone diagrams, force field analysis, and
mind maps.
9-29
Tab 9: Learning Experiences




Public Service Motivation
Definition: Shows a commitment to public service. Ensures that actions meet public needs. Aligns organizational
objectives and practices with public interests.
Self-Directed Learning Activities:


Recommended AgLearn Courses:
CEO Exchange QuickTalks: Raymond Gilmartin: Shaping Public Policy
CEO Exchange QuickTalks: Stephen Wynn: Private Versus Public Companies
Its a Wonderful Life: Leading Through Service
(For additional recommendations contact your Program AgLearn Administrator)

Recommended Books:
Thomas, Intrinsic Motivation at Work: Building Energy and Commitment (Berrett-Koehler 2000)
Terez, 22 Keys to Creating A Meaningful Workplace (Adams Media: 2000)
Schein, The Corporate Culture Survival Guide (J ossey-Bass: 1999)

Suggestions for Personal Improvement:
Seek understanding of the APHIS Mission and how employees accomplish the mission day-to-day.
Practice explaining why your work is important in one minute or less.
Be a role model for your colleagues. Act the way you want them to act at work.
Avoid negative thoughts about work. Thoughts directly influence words and actions.

Formal Classroom Training:
Formal classroom training opportunities vary and are subject to availability. See Formal Classroom Training on
page 9-2 for information on locating formal classroom training.
Samples of Developmental Assignments:
Form a small group and write mission, vision, and values statements.
Do an assessment of your work units organizational culture.
Discuss with others in your work unit what public service means to each of you. Write a public service
statement for your work unit.
Participate in one of the departments volunteer service programs. Volunteer or mentor in local public
schools.
Serve as a Mentor and/or Coach.
9-30
Tab 9: Learning Experiences




Resilience
Definition: Deals effectively with pressure. Remains optimistic and persistent, even under adversity. Quickly
recovers from setbacks.
Self-Directed Learning Activities:

Recommended AgLearn Courses:
Using Change Process to Support Teams Simulation
Strategies for Better Balance
A New Manager and the Companys Future
Communication During Organizational Change
Integrating Change in Your Organization
Managing Change: The Complete Perspective
Managing Yourself Through Change Simulation
QuickTalks: Michael Raynor: Strategic Flexibility
Harvard Business Review on Building Personal and Organizational Resilience
(For additional recommendations contact your Program AgLearn Administrator)

Recommended Books:
Seligman, Learned Optimism: How to Change Your Mind and Your Life (Pocket Books: 1998)
Davis, McKay, and Eschelman, The Relaxation and Stress Reduction Workbook (New Harbinger: 2000)
Kofodimos, Balancing Act: How Managers Can Integrate Successful Careers and Fulfilling Personal Lives
(J ossey-Bass: 1993)
Klein and Morrow, New Vision New Reality: A Guide to Unleashing Energy, Joy, and Creativity in Your Life
(Sea Otter Press: 2006)
Hallowell, Crazy Busy (Ballantine Books, 2006)

Suggestions for Personal Improvement:
Take care of yourself. Eat well, exercise, get plenty of rest, and stay home when you are sick.
Maintain a support network. Spend time with friends and family.
Change is not about you; it just happens. Ride the wave of change instead of fighting it.
Focus on your successes and strengths, not on your challenges.
Formal Classroom Training:
Formal classroom training opportunities vary and are subject to availability. See Formal Classroom Training on
page 9-2 for information on locating formal classroom training.
Samples of Developmental Assignments:
Try a meditation or similar program that focuses on listening to your body.
Enroll in a regular exercise program.
Establish flexible work schedules in your work unit.
Ensure everyone has a trained backup; no one should feel indispensable.
9-31
Tab 9: Learning Experiences




Strategic Thinking
Definition: Formulates objectives and priorities and implements plans consistent with the long-term interests of the
organization in a global environment. Capitalizes on opportunities and manages risks.
Self-Directed Learning Activities:

Recommended AgLearn Courses:
Strategic Planning
What Is Systems Thinking?
Systems Thinking Models and Thinking Skills
Redesigning Your Organization: Part 1 and II
Managing from a Global Viewpoint
Strategic Planning and Risk Management
Strategic Decision Making
Developing and Deploying Strategic Plans
Strategic Management
QuickTalks: Eddie Obeng: Driving Strategic Change Through Successful Project Management
QuickTalks: Roosevelt Thomas: Strategic Diversity Management
(For additional recommendations contact your Program AgLearn Administrator)

Recommended Books:
Allison and Kay, Strategic Planning for Non-Profit Organizations: A Practical Guide and Workbook (Wiley
& Sons: 1997)
Mintzberg, The Rise and Fall of Strategic Planning: Reconceiving Roles for Planning, Plans, Planners (Free
Press: 1993)

Suggestions for Personal Improvement:
Establish short- and long-term goals for yourself and plan the steps needed to reach each set.
Think about how world politics, needs, and trends will affect you and your work.
Consider short-term and long-term solutions, and the challenges and benefits of each.
Set aside time for planning. Find a place where you can work without interruptions.
Formal Classroom Training:
Formal classroom training opportunities vary and are subject to availability. See Formal Classroom Training on
page 9-2 for information on locating formal classroom training.
Samples of Developmental Assignments:
Read the strategic plans for APHIS and your program area.
Browse the information about strategic planning on the USDA Web site.
Monitor and analyze the impact of national and international policies and social, economic, and political
trends on your work units strategic goals.
Work on your programs strategic planning or workforce and succession planning teams.
Identify and prioritize long-term goals for your work unit. Create or update a strategic plan.
9-32
Tab 9: Learning Experiences



Team Building
Definition: Inspires and fosters team commitment, spirit, pride, and trust. Facilitates cooperation and motivates team
members to accomplish group goals.
Self-Directed Learning Activities:

Recommended AgLearn Courses:
Team Dynamics
Team Conflict: The Seeds of Dissent
Leading High-Performance Virtual Teams
Leading High-Performance Virtual Teams Simulation
Leading High-Performance On-Site Teams
Facilitating Virtual and On-Site Teams
The Individuals Role in a Team
Team Feedback: A Guide
Establishing Team Goals and Responsibilities
Mentoring Effectively
Successfully Coaching Relationships
Effective Team Building Strategies
CEO Exchange QuickTalks: Bud Selig: Being a Team Player
(For additional recommendations contact your Program AgLearn Administrator)

Recommended Books:
Katzenbach and Smith, The Discipline of Teams: A Mindbook-Workbook for Delivering Small Group Perfor-
mance (Wiley and Sons: 2001)
Parker, Cross-Functional Teams: Working With Allies, Enemies, and Other Strangers (J ossey-Bass: 2002)
Fisher and Rayner, Tips for Teams: A Ready Reference for Solving Common Team Problems (McGraw-Hill:
1994)
Schwarz, The Skilled Facilitator: A Comprehensive Resource for Consultants, Facilitators, Managers,
Trainers, and Coaches (J ossey-Bass: 2002)
Whitney et al., Appreciative Team Building: Positive Questions to Bring Out the Best in Your Team
(iUniverse, Inc.: 2004)

Suggestions for Personal Improvement:
Accept people for who they are. Discover and appreciate the gifts each person brings to the team.
Compliment and thank others. Thanks and praise make interactions go more smoothly.
Include time for team building when establishing a team that will meet more than two or three times.
Formal Classroom Training:
Formal classroom training opportunities vary and are subject to availability. See Formal Classroom Training on
page 9-2 for information on locating formal classroom training.
Samples of Developmental Assignments:
Require your work unit to write a set of normsstatements describing how you want to work together.
Lead a discussion and create a plan for making your team more productive and positive.

9-33
Tab 9: Learning Experiences




Technical Credibility
Definition: Understands and appropriately applies principles, procedures, requirements, regulations, and policies
related to specialized expertise.
Self-Directed Learning Activities:

Recommended AgLearn Courses:
Do a keyword search to find what courses are available in the subject matter you are seeking. Contact your Supervisor
and/or the technical training unit or person in your program to find out what courses are available. For further
assistance contact your Program AgLearn Administrator to assist with your search.

Recommended Books: Any books or other publications related to your work function. Contact an expert in your
targeted subject area for a list of recommended books.

Suggestions for Personal Improvement:
Set aside time each week to keep up with changes in your field.
Find Web sites related to your work. Visit them regularly.
Volunteer to present in your area of expertise with a local organization or school.
Share information in your area of expertise with your coworkers.
Formal Classroom Training:
Formal classroom training opportunities vary and are subject to availability. See Formal Classroom Training on
page 9-2 for information on locating formal classroom training.
Samples of Developmental Assignments:

Request a shadow assignment in your technical area of expertise.
Request a detail assignment in your technical area of expertise.
Select a mentor in your technical area of expertise.
Take continuing education courses in your field. Earn or maintain professional certifications.
J oin a professional association. Attend the meetings and read the publications.
Form a study group for keeping up with developments in your field.
Investigate best practices in your field and incorporate those into your job practices.
Review new procedures, requirements, regulations, and policies and become an expert on matters relating to
innovative solutions.
9-34
Tab 9: Learning Experiences




Technology Management
Definition: Keeps up to date on technological developments. Makes effective use of technology to achieve results.
Ensures access to and security of technology systems.
Self-Directed Learning Activities:

Recommended AgLearn Courses:
Strategic Approaches to Managing IT Projects
IT Challenges: Present and Future
Re-Imagine Technology and the Customer: The Ellie Mae Story
Introduction to Storage Technology
Technology and Innovation
Introduction to IT Project Management
Managing Technology Risk
QuickTalks: Govindarajan: Globalization and Technology
QuickTalks: Joe DiVanna: Does Technology Shape Society or Does Society Shape Technology?
CEO Exchange QuickTalks: Blake Nordstrom: Being Competitive Through Technology
(For additional recommendations contact your Program AgLearn Administrator)

Recommended Books:
Holmes, E-gov: E-business Strategies for Government (Nicholas Brealey: 2001)
Murphy, Achieving Business Value from Technology: A Practical Guide for Todays Executives (Wiley &
Sons: 2002)
Fountain, Building the Virtual State: Information Technology and Institutional Change (Brookings
Institution: 2001)

Suggestions for Personal Improvement:
If a technological tool does not work, turn it off and back on before calling for help.
Share discoveries you make on a technological tool.
Learn to use a new technology on a day when you are rested and less prone to frustration.
Participate in a distance learning course in any topic that interests you.
Formal Classroom Training:
Formal classroom training opportunities vary and are subject to availability. See Formal Classroom Training on
page 9-2 for information on locating formal classroom training.
Samples of Developmental Assignments:
Learn about the technology others use to do work similar to yours.
Include IT specialists in a meeting to improve your work units technology use.
Attend a local technology fair. Investigate best practices in technology use in your field.
Learn all the functions of the technology applications you use in your daily work.
Learn a new technology that will increase productivity (reduce time/effort for the same result).
9-35
Tab 9: Learning Experiences




Vision
Definition: Takes a long-term view and builds a shared vision with others. Acts as a catalyst for organization change.
Influences others to translate vision into action.
Self-Directed Learning Activities:

Recommended AgLearn Courses:
Communicating a Shared Vision
Leading by Enabling
Going from Management to Leadership Simulation
Growing from a Manager to a Leader Simulation
Leadership Essentials: Communicating Vision
A New Vision for an Interdependent Planet
CEO Exchange QuickTalks: Bob Nardelli: Envisioning Your Future
QuickTalks: Ken Blanchard: Set Your Sights on the Right Target and Vision
QuickTalks: Cohen: Creating Commitment to a Vision
QuickTalks: Eric Weihenmayer: Leading a Team Through a Vision
(For additional recommendations contact your Program AgLearn Administrator)

Recommended Books:
Kossoff, Executive Thinking: The Dream, The Vision, The Mission Achieved (Davies-Black: 1999)
Tregoe, Vision in Action: Putting A Winning Strategy To Work (Simon and Schuster: 1999)

Suggestions for Personal Improvement:
Imagine the future. What will your job look like five or ten years from now?
Spend time with people who think about and talk about the future.
Dream about how you can contribute to and influence the vision of your program and beyond. Plan how you
could make that a reality.
Formal Classroom Training:
Formal classroom training opportunities vary and are subject to availability. See Formal Classroom Training on
page 9-2 for information on locating formal classroom training.
Samples of Developmental Assignments:
Organize a discussion on how the strategic plans for USDA, APHIS, and your program fit into the work your
unit does. Discuss how those plans might influence changes in your units work.
Translate the USDA, APHIS, and programs vision into the goals and tasks your unit performs.
Hold an off-site planning session for your work unit to consider the role your unit needs to play in the future
and the resources needed to fulfill that role.
9-36
Tab 9: Learning Experiences



Written Communication
Definition: Writes in a clear, concise, organized, and convincing manner for the intended audience.
Self-Directed Learning Activities:

Recommended AgLearn Courses:
Writing with Intention
Writing to Reach the Audience
Ethics: Teaching, Speaking, Writing
Writing the Marketing Plan: Creative Strategy
Business WritingHow to Write Clearly and Concisely
Business WritingKnow Your Readers and Your Purpose
The Basics of Clear Government Writing Via GS Connect
Practical Writing
Using Plain Language When Writing for Government and Business
Writing Reports and Other Workplace Documents
(For additional recommendations contact your Program AgLearn Administrator)

Recommended Books:
De Vries, Internationally Yours: Writing and Communicating Successfully in Todays Global Marketplace
(Houghton Mifflin: 1994)
Cunningham and Greene, The Business Style Handbook: An A-to-Z Guide for Writing on the Job With Tips
From Communications Experts at the Fortune 500 (McGraw-Hill: 2002)
Roman and Raphaelson, Writing That Works (Harper Resource: 2000)

Suggestions for Personal Improvement:
Prepare an outline before you write. Know what you want to say before you begin writing.
Use headings, subheadings, bulleted lists, and white space to enhance readability.
Create clear subject lines in e-mail messages.
E-mail is closer to written communication than spoken. Review your messages to ensure they contain the
appropriate level of formality and clearly convey your intended message.
Ask coworkers to give you feedback on your written products before you widely circulate them.
Adapt your writing style and vocabulary to meet the background knowledge of your audience.
Become familiar with the U.S. Government Printing Office (GPO) Manual.

Formal Classroom Training:
Formal classroom training opportunities vary and are subject to availability. See Formal Classroom Training on
page 9-2 for information on locating formal classroom training.
Samples of Developmental Assignments:
Volunteer to write standard of procedures (SOPs) in your areas of expertise.
Write reports of meetings and training events to teach others what you learned.
Edit others work. Teaching writing and explaining errors will improve your own writing skills.

9-37
Tab 10: APHIS Mentoring Program
APHIS Leadership Development Toolkit 10-1
APHIS Mentoring Program
The APHIS Mentoring Program provides
structured guidance to assure that both parties
in a mentoring pair gain maximum benefits
from the relationship. Additionally, this pro-
gram will provide APHIS employees with a
cost-effective way to further develop their
skills and will ultimately help meet the succes-
sion needs of the Agency.
Mentoring Defined
Mentoring is a power-free, mutually beneficial
learning situation focused on the professional
growth of the individual being mentored (pro-
tg). The mentor and the protg are partners
in the learning process.
Mentoring is an effective way to provide pro-
fessional development and to enhance learning
in the workplace. Through the mentoring rela-
tionship, the mentor has the opportunity to lis-
ten to the protgs goals and share
experiences and knowledge that will contrib-
ute to the protgs growth.
The mentoring relationship is a special rela-
tionship built on trust, support, and encourage-
ment. A mentor provides career development
guidance to the protg. These relationships
vary according to the needs and interests of the
protg and the organization. Successful rela-
tionships require time, commitment, and clear
plans of action.
Program Objectives/Goals
The APHIS Mentoring Program is designed to
foster your development, expand your knowl-
edge, skills, and abilities, and broaden your
understanding of APHIS and its mission. The
primary purpose of this program is to help
develop and prepare a diverse, high-perform-
ing workforce.
The specific objectives and/or goals of the pro-
gram are to:
Institutionalize an agencywide formal
mentoring process
Increase the number of APHIS employ-
ees who serve as mentors
Provide a vehicle for employee profes-
sional and personal growth
Expand/enhance leadership and inter-
personal skills
Encourage development of career plans
and goals
Develop a diverse, high-performing
workforce to support succession plan-
ning
Benefits of the APHIS Mentoring Pro-
gram
Engaging in a mentoring relationship is critical
to taking charge of your career. Successful pro-
fessionals who have had mentors consistently
report it was the guidance and assistance
received from a mentor that made a major dif-
ference in their careers. The potential rewards
are great not only for the protg, but also for
the mentor and for APHIS.
Benefits to the Protg
Accelerated development
Increased job satisfaction and effective-
ness
Greater visibility in the organization
Targeted development activities
Enhanced self-esteem and likelihood of
success
Increased awareness of the organiza-
tional culture
Benefits to the Mentor
Enhancement of your own development
Revitalized interest in work
Expanded awareness of the organiza-
tional environment
Making a difference and leaving a
meaningful legacy
Tab 10: APHIS Mentoring Program
10-2 APHIS Leadership Development Toolkit
Increased awareness of the caliber of
employees and the talent pool available
for future staffing decisions
Benefits to APHIS
Cost-effective employee development
Improved retention of a talented and
diverse workforce
Increased understanding of APHIS and
program organization
Improved succession planning
Increased employee motivation
Selecting a Mentor
The APHIS Mentoring Program is open to all
employees. Participants are encouraged to
identify a mentor based on their own individ-
ual needs. To identify an appropriate mentor,
look among the people in your personal and
professional life for someone you admire,
emulate, and who has the knowledge, skills,
wisdom, and competencies you need to be suc-
cessful in your career.
First-line Supervisors should not serve as men-
tors for their direct reports. Other Managers in
the chain of command can be selected.
For many people, mentoring relationships
work best when individuals are able to regu-
larly meet face to face. If you prefer a face-to-
face relationship, select someone whose work
location or travel schedule would bring you
into frequent contact.
Tips for Selecting a Mentor
Think about where you seek advice. You
may already have a mentor you do not call by
that formal name, but who is serving the same
function. If you are typical, you ask several
different people for support, feedback, and
advice. Does one of them stand out as some-
one from whom you would like to learn more?
If so, ask that person to be your mentor. Most
people are pleased when someone asks them to
be a mentor.
Reflect on the kind of help you need. Are
you mostly looking for information about how
the system works, abut how to develop your
leadership competencies, or about how to han-
dle a particularly challenging situation? Do
you want help in identifying your strengths or
developmental needs and in setting goals
based on those? Select a mentor based on the
kind of help you need at this time.
Identify people who could help you. Not
every person who helps you is an appropriate
mentor for you. Some individuals may be able
to answer particular questions or spend a cou-
ple of hours with you discussing a dilemma
you are facing. Ask colleagues for mentor sug-
gestions. Observe who has the qualities and
knowledge to provide the kind of assistance
you have identified.
Request a meeting with a potential mentor.
Let the person know you want to discuss
career development issues. Request a set
amount of time and go to the meeting prepared
to discuss your needs and to ask for the kind of
help you have identified.
Once you have identified a mentor, you are
ready to participate in the APHIS Mentoring
Program.
Program Framework
Step 1: Get Supervisor Approval
Create a Development Plan and include men-
toring as a proposed learning experience. Get
your Supervisors signature on the Develop-
ment Plan. See Tab 2, How to Develop Your
Leadership Skills on page 2-1 for more infor-
mation on creating your Development Plan.
Contact the APHIS Training and Development
Branch for information on how to register for
the APHIS Mentoring Program.
Tab 10: APHIS Mentoring Program
APHIS Leadership Development Toolkit 10-3
Step 2: Complete Mentoring Course and
Self-Assessments
To learn how to make the most of your mentor-
ing relationship, complete at least one mentor-
ing course on AgLearn from the list below.
1. Achieving Success with the Help of a
Mentor (recommended for protg)
Web based MGMT0255_SKILLSOFT
Description: Perhaps you want to ask an
expert in your field or organization to men-
tor you. Maybe a manager has offered to
guide you up the organization ladder. Or
perhaps you are participating in an organi-
zationwide mentoring program. Whatever
the case, you will want to make the most of
having a mentor in your corner.
In Achieving Success with the Help of a
Mentor, you will learn how a mentor can
help you guide your own career. You will
explore how to build a relationship with
your mentor, from setting initial expecta-
tions to using effective communication
skills. You will discover what mentors
expect of you and how to fulfill those
expectations with a positive attitude, posi-
tive work habits, and ethical behavior.
Finally, you will learn how to manage your
relationship with your mentor to a success-
ful conclusion.
2. Effective Mentoring (recommended for
mentor)
Web based MGMT0251_SKILLSOFT
Description: Perhaps your organization has
asked you to help induct a new employee.
Maybe a junior colleague has approached
you for guidance. Or perhaps you want to
fast track a rising star into a particular
leadership position. Whatever the case,
before you sign on as a mentor you will
want to learn all you can about the process,
from how mentoring benefits you and your
career to how you can best assist your pro-
tg.
Effective Mentoring will help you get
started on the right foot by establishing
clear and realistic expectations. You will
learn how to step into various mentoring
roles, provide training, guidance on profes-
sional development, advocacy, and emo-
tional support. You will brush up on
essential communication skills. And you
will learn how to manage the mentoring
relationship, from solving potential chal-
lenges to guiding the relationship through a
positive conclusion.
Step 3: File a Mentoring Partnering Agree-
ment
Complete a Mentoring Partnership Agreement
(see Figure 10-5: Mentoring Partnership
Agreement Worksheet on page 10-9) outlining
the specific length, terms, and goals of your
mentoring relationship. The agreement out-
lines the relationship and commitment for the
mentor and protg, vis-a-vis the program,
activities, and interaction during the relation-
ship. This goal-oriented agreement will add
focus to your mentoring relationship. Fax the
signed agreement to the APHIS Mentoring
Coordinator with APHIS Training and Devel-
opment at (919) 855-7030 or by mail to 920
Main Campus Drive, Suite 200, Room 285-C,
Raleigh, NC 27606.
Step 4: Participate in the Mentoring Rela-
tionship
Initially, meet weekly. As your relationship
progresses, meeting may occur less frequently,
but at minimum, meet at least monthly. Meet-
ings should be held during working hours.
Overtime, credit hours, and compensatory time
cannot be used for meetings held outside nor-
mal working hours.
Tab 10: APHIS Mentoring Program
10-4 APHIS Leadership Development Toolkit
Step 5: Conclude the Mentoring Program
The formal APHIS Mentoring Program con-
cludes after one year, although an informal
relationship between the mentor and the pro-
tg may continue beyond that period. At the
end of the year, complete a program evalua-
tion. Once all program requirements have been
completed, you will receive an APHIS Men-
toring Program Certificate of Completion. pro-
tges will be encouraged to serve as mentors
for future protges.
Tab 10: APHIS Mentoring Program
APHIS Leadership Development Toolkit 10-5
Mentor Application
Figure 10-1: Mentor Application
Name: Office Phone:
Cell:
Job Title: Series/Grade:
E-mail Address:
Program Area: Mailing Address:
Duty Location:
Please answer the following questions:
1. Summarize your work experience:
2. Education Background (Mark highest level of completion)
__HS/GED __Some College ___Associates ___Bachelors ___Masters ___Doctorate
3. Why would you like to participate in the APHIS Mentoring Program?
4. What would you like to accomplish as a result of your mentoring relationship?
5. (OPTIONAL) Who would you like to mentor? (You cannot mentor a direct report.) List by priority:
PRIORITY #1 PRIORITY #2
NAME:
TITLE:
PROGRAM:
E-MAIL ADDRESS:
TELEPHONE:
NAME:
TITLE:
PROGRAM:
E-MAIL ADDRESS:
TELEPHONE:
6. Have you mentored before? YES ____ NO _____ If YES, please explain:
7. Please indicate the particular competencies you posses that youd like to share with your protg:
8. Please indicate the particular technical knowledge and skills youd like to share with your protg:
Mentor Participation Agreement: I agree to actively participate in the APHIS Mentoring Program.
Signature of Mentor: Date:
Supervisory Approval: I agree to provide my employee with the time and resources needed to meet the
goals of the APHIS Mentoring Program.
Supervisors Name:
E-mail Address: Telephone:
Signature of Supervisor: Date:
Contact the APHIS Training and Development Branch for instructions on submitting your application and for any
questions about the APHIS Mentoring Program.
Tab 10: APHIS Mentoring Program
10-6 APHIS Leadership Development Toolkit
Protg Application
Figure 10-2: Protg Application
Name: Office Phone:
Cell:
Job Title: Series/Grade:
E-mail Address:
Program Area: Mailing Address:
Duty Location:
Please answer the following questions:
1. Summarize your work experience:
2. Education Background (Mark highest level of completion)
__HS/GED __Some College ___Associates ___Bachelors ___Masters ___Doctorate
3. Why would you like to participate in the APHIS Mentoring Program?
4. What are your career goals (short-term and long-range)?
5.
6.
7.
8.
What do you want to accomplish as a result of your mentoring relationship?
What competencies do you want to develop?
What technical/administrative skills do you want to develop?
Please describe your ideal mentor (include personal characteristics, technical/leadership skills, etc.)
9. Who have you selected as your mentor? (Your first-line Supervisor cannot be a mentor.) List by
priority:
PRIORITY #1 PRIORITY #2
NAME:
TITLE:
PROGRAM:
E-MAIL ADDRESS:
TELEPHONE:
NAME:
TITLE:
PROGRAM:
E-MAIL ADDRESS:
TELEPHONE:
Protg Participation Agreement: I agree to actively participate in the APHIS Mentoring Program.
Signature of Protg: Date:
Supervisory Approval: I agree to provide my employee with the time and resources needed to meet the
goals of the APHIS Mentoring Program.
Supervisors Name:
E-mail Address: Telephone:
Signature of Supervisor: Date:
Contact the APHIS Training and Development Branch for instructions on submitting your application and for any
questions about the APHIS Mentoring Program.
Tab 10: APHIS Mentoring Program
APHIS Leadership Development Toolkit 10-7
Roles and Responsibilities of Partici-
pants
Mentoring relationships often break down or
fall apart because the individuals enter into the
partnership without taking the time to discuss
their expectations. By sharing and clarifying
your respective roles, responsibilities, and
expectations, you will minimize the potential
for misunderstanding and conflict in your part-
nership. Use the form below to help establish
clear expectations before you enter into a men-
toring relationship.
Mentor:
Add the mentoring relationship to your
Development Plan.
Complete AgLearn training.
Complete Figure 10-11: Mentor Char-
acteristics Assessment (Self-Assess-
ment) on page 10-19.
Complete Figure 10-5: Mentoring
Partnership Agreement Worksheet on
page 10-9.
Complete Figure 10-12: Mentoring
Skills Assessment on page 10-20.
Complete Figure 10-1: Mentor Appli-
cation on page 10-5.
Share experiences and knowledge with
your protg.
Assist your protg in developing cur-
rent job skills and in setting realistic
career goals.
Provide information that will assist your
protg in learning about the culture
and values of APHIS.
Offer positive feedback and construc-
tive criticism.
Help your protg expand personal net-
works within the organization, recom-
mend shadowing experiences, etc.
Coach your protg on effective prob-
lem-solving techniques.
Teach by example and serve as an unbi-
ased coach, confidant, and advisor.
Figure 10-3: Mentor Expectations Worksheet
Protg:
Add the mentoring relationships to your
Development Plan.
Complete AgLearn training.
Complete Figure 10-5: Mentoring
Partnership Agreement Worksheet on
page 10-9.
Complete Figure 10-2: Protg Applica-
tion on page 10-6.
Demonstrate initiative and desire to
learn.
Establish clear developmental goals and
openly communicate them.
Take responsibility for personal growth
and development.
Be receptive to feedback and coaching
My role/responsibility as a mentor is to:
__________________________________________
__________________________________________
__________________________________________
My expectations for my protg are:
__________________________________________
__________________________________________
__________________________________________
Tab 10: APHIS Mentoring Program
10-8 APHIS Leadership Development Toolkit
.
Figure 10-4: Protg Expectations Worksheet
Supervisors of Mentors and Protges:
Sign off on the Mentoring Partnership
Agreement to be aware of and in sup-
port of the minimum time requried for
successful mentoring relationships.
Support and encourage the mentor or
protg.
As needed, make adjustments in work-
load to allow mentors/protges ade-
quate time to complete the mentoring
program.
Serve as a resource for ideas during the
mentoring relationship.
My role/responsibility as a protg is to:
__________________________________________
__________________________________________
__________________________________________
My expectations for my mentor are:
__________________________________________
__________________________________________
__________________________________________
Tab 10: APHIS Mentoring Program
APHIS Leadership Development Toolkit 10-9
Figure 10-5: Mentoring Partnership Agreement Worksheet
Mentoring Partnership Agreement
We agree to begin a power-free, two-way, mutually beneficial partnership focused on the development
of the protg. We will be partners in learning, meeting informally to share knowledge and experienc-
es.
1. We will meet at least ______ per month for at least one hour for the next twelve months, at mutually
agreeable sites. Should one of us be unable to attend the meeting, that partner will inform the other as
far in advance as possible.
2. We will actively listen to one another in order to further the learning experience.
3. We will collaboratively develop a plan, which will help the protg to progess.
4. The mentor may present options to the protg, but in no instance will mandate courses of action.
5. The protg will seriously consider options and suggestions presented by the mentor.
6. Once a plan is developed, we will both take actions, as agreed upon, in a timely manner.
7. Our meetings will be confidential. Neither party will divulge what has been discussed without the
permission of the other.
8. While best practices on effective mentoring partnerships advocate no fault termination of rela-
tionships where partners are not a good fit, we commit to work toward resolution of all issues. If un-
resolved issues persist, the designated administrative point of contact is avialable to further discuss
issues.
9. The agreement is subject to other terms as listed below and may be revised at any time, if we both
agree to the changes.
OTHER TERMS:
______________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
Mentor______________________________ Date_________________________
Protg_____________________________ Date_________________________
Tab 10: APHIS Mentoring Program
10-10 APHIS Leadership Development Toolkit
The First Mentoring Conversation
The following questions are intended to help
you prepare for the first conversation with
your partner. Jot down your answers to the
questions and be prepared to discuss your
answers with your partner.
Figure 10-6: Sample Questions for the First
Mentoring Conversation
Better Mentoring Meetings
As with any activity, the key to a successful
meeting between a mentor and protg is plan-
ning. While these meetings are informal and
may not need a formal agenda, you should
both have a clear idea of what you want to
accomplish at each meeting. Once a meeting is
completed, you should both be able to state
what was accomplished, what actions need to
be taken, and what you want to do at your next
meeting.
Prior to the meeting, both of you should ask
yourselves the premeeting questions below.
Share your responses at the beginning of your
meeting. At the end of the meeting, each of
you should respond to the post-meeting ques-
tions to assess the meeting and prepare for the
next one.
Premeeting Questions
Have I done what I agreed to do at the
last meeting?
Have I brought needed materials to the
meeting?
Are there any concerns from the previ-
ous meeting?
Have any new issues arisen since the
last meeting?
What specific action item(s) should we
address at this meeting?
Do we need to make changes to the
overall action plan?
Do we need to address any obstacles to
this relationship?
Are there successes or failures to share
since the last meeting?
Post-Meeting Questions
What went well?
What should we do differently next
time?
Did we accomplish what we wanted to
today?
In general, are we making progress?
Were there any surprises at this meet-
ing?
Do we need to seek outside resources
for help? Who? What?
Was the meeting space adequate?
When and where is our next meeting?
What is each of us committed to do in
preparation for the next meeting?
Partnership Self-Assessment
The questions below assist both protg and
mentor in assessing the progress of your part-
nership. First complete the assessment work-
sheet about three months into the mentoring
relationship. After that, use the assessment
worksheet whenever you feel you need to
gauge your progress.
Answer the questions individually. Then, dis-
cuss your answers with your partner, espe-
cially the NO answers. Addressing these
1. What outcomes would you like to achieve?
2. What do you need to discuss to achieve your
outcomes? For example:
Roles, responsibilities, expectations, chal-
lenges
3. What forms might be useful in the partnership?
4. Other
Tab 10: APHIS Mentoring Program
APHIS Leadership Development Toolkit 10-11
issues will help you solve problems and
strengthen your relationship.
This assessment is a tool for the partners only
and is confidential. At the end of the mentor-
ing relationship, you will be asked to assess
the effectiveness of the program as well as the
success of your partnership.
Figure 10-7: Mentoring Partnership Self-Assessment
Relationship Assistance
If your mentoring relationship is not working
as effectively as it could, the Mentoring Pro-
gram Manager will provide coaching or coun-
seling. If the relationship does not improve, a
no-fault termination may occur, meaning that
either party may terminate the relationship and
may enter into another mentoring relationship.
Are we meeting frequently enough? YES NO
Is the length of each meeting adequate? YES NO
Am I getting what I want from the partnership? YES NO
Are we making progress? YES NO
Are we communicating well? YES NO
Do I feel comfortable meeting with my partner? YES NO
Are we both honoring our commitments? YES NO
What else do we need to focus on?
What do I like most about the partnership?
What do I like least about the partnership?
Tab 10: APHIS Mentoring Program
10-12 APHIS Leadership Development Toolkit
Figure 10-8: Mentoring Program Evaluation
Mentoring Program Evaluation
Please answer the following questions based on your relationship with your mentoring partner
(mentor or protg). Your responses will help evaluate the effectiveness of the APHIS Mentoring
Program.
1 In your opinion, to what extent is the mentoring program contributing to your career goals?
2 Approximately how much time are you spending with your mentoring partner each month?
How satisfied are you with this amount of time?
3 Do you feel you are suitably matched to your mentoring partner?
4 What is your mentoring partner doing well?
What would you like your mentoring partner to do more of?
5 What parts of the APHIS Mentoring Program are working well?
What parts are not working?
_________________________________ ______________________________
Name Date
Tab 10: APHIS Mentoring Program
APHIS Leadership Development Toolkit 10-13
Mentoring Frequently Asked Ques-
tions
Does the mentor have to be someone at a
higher grade than the person being mentored?
While mentors are traditionally at higher grade
levels, an emerging trend is to turn the tradi-
tional mentoring tables by asking mid- or jun-
ior-level Managers to be mentors for senior-
level Executives, often of the opposite gender,
e.g., a female Manager mentoring a male
Executive. Recent best practices urge organi-
zations to ask retired employees to mentor cur-
rent employees.
In these type of efforts, the protg is still
learning and experiencing a valuable lesson.
Additionally, an individual could choose a
respected and capable peer to be a mentor.
Can a mentor be from another organization
outside APHIS?
While possible, this should be given careful
thought. A drawback is that an outside mentor
may not have much knowledge of the internal
operations, issues, and priorities of the pro-
tgs organization, or know many key people
in the organization. This could limit the men-
tors ability to help the employee identify
developmental and career opportunities within
the organization. In such a case, an individual
may wish to find a second mentor, within the
organization.
What if the mentor and protg are in different
locations?
A mentor and protg who do not work in
close proximity to one another may have chal-
lenges cultivating the relationship, although
many successful mentoring relationships are
carried out over the telephone and through e-
mail.
How many protgs can a person mentor?
Each mentor should decide what is most suit-
able based on individual preferences and time
constraints. Mentors should not hesitate to
refer employees elsewhere when they feel they
have reached their personal limits.
Can a person have more than one mentor?
In todays environment, the more perspectives
a person taps into, the better. To be successful,
an individual needs to dvelop many alliances
from across and outside the organization. The
time and energy typically committed to a spe-
cific mentoring relationship may make it diffi-
cult to have more than one mentor at a given
time. However, developing relationships so
you can turn to many different, respected indi-
viduals for advice is wise.
What are some characteristics of a good men-
tor?
The following behavior-related characteristics
typify ideal mentors.
Supportivesupports the needs and
aspirations of the protg
Patientpatient and willing to provide
adequate time to interact with the pro-
tg
Respectedhas earned the respect of
people within the organization and is
seen as a positive role model
People-Orientedinterested in people
and has a desire to help others; knows
how to effectively communciate and
actively listen; able to resolve conflict
and give appropriate feedback
Good Motivatorencourages the pro-
tg to accept challenges and overcome
difficulties
Respectful of othersshows regard for
the dignity of others; accepts the pro-
tgs minor flaws
Tab 10: APHIS Mentoring Program
10-14 APHIS Leadership Development Toolkit
Effective teacherhelps to manage and
guide the protgs learning; tries to
recognize and use teaching/learning
opportunities (the opposite of a sink-
or-swim approach)
Self-Confidentappreciates a protgs
developing strengths and abilities with-
out viewing them as a threat; enjoys
being a part of a protgs growth and
success
What is most important in a mentoring rela-
tionship?
Both the mentor and the protg must want the
relationship to work and commit appropriate
time and energy to the process. Six essentials
for a successful mentoring relationship are as
follows:
1. Respectestablished when the protg
recognizes desirable knowledge, skills, and
abilitites in the mentor; and when the men-
tor appreciates the protgs success and
desire to develop his or her capabilities and
value to the organization
2. Trustis a two-way street; mentors and
protges should work together to build
trust through communication, availability,
predictability, and loyalty
3. Confidentialityboth parties should keep
all information discussed in the sessions
confidential, within Agency ethical param-
eters and legal restrictions
4. Partnership Buildingthe mentor and pro-
tg are professional partners; natural bar-
riers faced by all partnerships may include
miscommunication or an uncertainty of
each others expectations; activities that
can help overcome these barriers include:
Maintaining communication
Fixing problems
Forecasting how decisions could affect
goals
Frequently discussing progress
Monitoring changes
Successful partnerships develop through:
Expression of enthusiasm for the rela-
tionship
Idea exploration and problem solving
creating an atmosphere of emotional
mutual acceptance
Strategies for change that move slowly
enough to allow adjustment as the pro-
tg develops
5. Realistic expectations and self-percep-
tiona mentor should encourage the pro-
tg to have realistic expectations of:
Protgs capabilities
Opportunities in present and potential
positions
Energy and actions the mentor will
commit to the mentoring relationship
What the protg must demonstrate to
earn the mentors support of his or her
career development
A mentor may help define the protgs
self-perception by discussing social traits,
intellectual abilities, talents, career-related
beliefs, and roles. It is important for the
mentor to always provide honest feedback.
6. Timeset aside specific time to meet;
change times only when absolutely neces-
sary and meet periodically and at mutually
convenient times when you can control
interruptions. Frequently check in with
eahc other via phone calls, e-mail, etc.
Schedule these informal activities as well.
What types of learning experiences can a men-
tor suggest besdies formal training?
Formal training is just one small part of lead-
erhsip development. When thinking about
appropriate learning experiences, be creative!
See Tab 9, Learning Experiences on page 9-1,
for ideas on learning experiences.
Tab 10: APHIS Mentoring Program
APHIS Leadership Development Toolkit 10-15
What should I do when my mentor suggests a
particular learning experience?
Discuss all suggested learning experiences
with your Supervisor and then amend your
Development Plan to reflect the additional aci-
tivty if it is approved.
Who is responsible for scheduling?
In a good mentoring relationship, both parties
regularly contact each other. Meeting outside
the office (e.g., having breakfast or lunch
together) may be particuarly beneficial in
building an informal, trusting relationship in
which candid discussions can take place.
What are the boundaries around the types of
advice a mentor can give?
Mentors should follow regular standards for
appropriateness. While personal rapport and
candid feedback are characteristics of good
mentoring relationships, advice should be
career related. Mentors should respect the pri-
vate lives of protges, particularly when it
comes to giving advice.
What are some signs of a successful mentoring
relationship?
Some signs of a successful mentoring relation-
ship are:
Protg is open to change and transi-
tion, to exploring possibilities, helping
others, and learning from others
Both parties are inspired by the relation-
ship and gain satisfaction from it
Both parties are committed to under-
standing, growth, and solving problems
that may arise
Protg feels a bond with the mentor,
experiencing the relationship as one of
value in which mutual interst, respect,
and straightfoward communication are
constants
Protg is comfortable going to the
mentor for counsel or support; protg
takes repsonsibility for meeting his ro
her own needs in the relationship
Mentor shows the protg new aspects
of his or her potential, helping the pro-
tg learn about himself or herself
Mentor has established a comfortable
environment for learning and discus-
sion and enjoys watching the protg
grow.
When it comes time to separate, the
relationship is on equal footing and the
protg regards the mentor as a friend
or peer he or she can seek for advice in
the future; because of the relationship,
the protg has increased self-know-
ledge, self-acceptance, and self-confi-
dence
What is a mentor not able to do?
A mentor should never be used to bypass nor-
mal and appropriate procedures or chains of
command. Nor should a mentor exert pressure
of influence on an individual, such as the pro-
tgs Supervisor, who is the appropriate deci-
sion authority. E.g., if a protgs Supervisor
denies a particular request for training or a
rotational assignment, the protg should not
request or expect the mentor to intervene.
A mentor clearly cannot guarantee promotions.
Likewise, when providing assistance for learn-
ing experiences, a mentor must be careful not
to give any unfair advantage to the protg. As
always, mentors must keep in mind not only
the procedures, but also the spirit of merit prin-
ciples.
Tab 10: APHIS Mentoring Program
10-16 APHIS Leadership Development Toolkit
How will I know if I have finished my develop-
ment in a particular competency?
Use the behavior examples (BEs) and 360
feedback to assess your progress. See Tab 2,
How to Develop Your Leadership Skills on
page 2-1 for more information on assessing
progress in competency development.
How are mentors trained?
APHIS employees interested in mentoring
should contact the APHIS Mentoring Program
Coordinator within APHIS Training and
Development (TD). APHIS/TD can provide
information about the APHIS Leadership
Roadmap, Development Plans, assessment
tools, and learning experiences designed to
build or increase mentoring skills. AgLearn
also offers several mentoring courses.
What is the difference between a mentor and a
coach?
A mentor is someone, not in the employees
chain of command, who is in a position to pro-
vide confidential guidance with job and career
goals. The mentor and protg work together
as partners to define appropriate mentoring
goals and to provide each other with sufficient
feedback in order to achieve those goals.
A coach helps the recipient turn book and
experiential knowledge into behaviors. A
coach asks guiding questions to encourage the
recipient to analyze a work challenge, review
and reflect on his or her knowledge and behav-
ior, and create a plan of action. Supervisors,
Managers, and Executives use coaching as a
resource for developing their leadership skills,
particularly in times of change (e.g., a new
positons or major transition) and helps recipi-
ents learn to apply book or classroom knowl-
edge to their current work situation.
Tab 10: APHIS Mentoring Program
APHIS Leadership Development Toolkit 10-17
APHIS Goal-Setting Worksheet
You are responsible for your own development. In order to reach your individual goals, you must
have a written Development Plan based on your specific needs and the competencies you want to
improve. Use the Goal-Setting Worksheet for planning and tracking your developmental activi-
ties. Each goal will be recorded on a separate sheet. Your goals may be professional, educational,
and/or personal.
Figure 10-9: Protg Goal-Setting Worksheet (Example)
Protg Goal-Setting Worksheet (Example)
Name: Date: date by which you expect to accomplish the
goal
Development Goal: In this space write the goal you wish to achieve. Write the statement in terms
of the outcome or end result, rather than the process you will use to get there.
Competencies I Plan to Develop: List the specific APHIS competencies you need to develop or im-
prove based on your position now and where you would like to be in the future.
Action Steps: List detailed, sequential steps for how to achieve this goal.
Target Dates: For each action step, enter a target date for completion of the step. Pencil these dates
in your daily planner to help keep on schedule.
Required Resources: You may need assistance from other than your mentor. List people, places,
funds, and any other items you anticipate needing to accomplish each action.
Status/Progress Comments: Use this space to prepare for discussion with your mentor and for re-
inforcing yourself for completing scheduled action stpes. Enter comments about the status of each
action, progress made since the last reveiw, etc.
When appropriate, note concerns you wish to discuss with your mentor. Enter date of discussion.
Add Action Steps and additional target dates when appropriate.
Tab 10: APHIS Mentoring Program
10-18 APHIS Leadership Development Toolkit
Figure 10-10: Protg Goal-Setting Worksheet (Blank)
Protg Goal-Setting Worksheet
Name: Date:
Development Goal:
Competencies I Plan to Develop:
Action Steps:
Target Dates:
Required Resources:
Status/Progress Comments:
Tab 10: APHIS Mentoring Program
APHIS Leadership Development Toolkit 10-19
Figure 10-11: Mentor Characteristics Assessment (Self-Assessment)
Mentor Characteristics Assessment (This assessment if for your use and information only.)
A mentor is expected to have most of the following characteristics. Rate yourself using the following
scale:
1 = Always 2 = Frequently 3 = Sometimes 4 = Rarely 5 = Never
Demonstrates people-oriented behavior
Demonstrates respectful behavior
Is regarded as successful in APHIS
Is willing to be responsible and accountable as a mentor
Displays patience and support
Is trustworthy; keep confidences
Is nonjudgmental and tolerant
Is knowledgeable about APHIS goals, policies, training, and development
programs, etc.
Demonstrates APHIS core values
Is able to see potential and believe in others
Demonstrates the ability to show options, listen, and adapt
Is willing to share personal experiences relevant to protgs needs
Provides honest and positive feedback
Is organized and respectful of time
Sees the big picture
Encourages others to grow
Some ineffective characteristics include:
Is too busy to mentor
Is critical rather than constructive
Wants to use protg as personal assistant
Is not current with the times, e.g., technology, business changes, etc.
Is more interested in personal ego building
Tab 10: APHIS Mentoring Program
10-20 APHIS Leadership Development Toolkit
Figure 10-12: Mentoring Skills Assessment
Name: _____________________________________________________
Mentoring Skills Assessment (This assessment must accompany your application.)
How would you describe yourself? Rate your skill level using the following scale.
1=Very Effective 2=Somewhat Effective 3=Neither 4=Somewhat Ineffective 5=Very Ineffective
My accountability and responsibility skills are 1 2 3 4 5
My self-awareness and learning skills are 1 2 3 4 5
My personal ethical conduct is 1 2 3 4 5
My technical credibility is 1 2 3 4 5
My communication skills are 1 2 3 4 5
My respect for others is 1 2 3 4 5
My mentoring of others is 1 2 3 4 5
My customer/stakeholder focus is 1 2 3 4 5
My problem solving skills are 1 2 3 4 5
My conflict management skills are 1 2 3 4 5
My team building skills are 1 2 3 4 5
My creativity and innovation are 1 2 3 4 5
My external awareness is 1 2 3 4 5
My tactfulness is 1 2 3 4 5
My relationship building skills are 1 2 3 4 5
My ability to develop others is 1 2 3 4 5
My ability to get results is 1 2 3 4 5
My cultural awareness is 1 2 3 4 5
My organizational skills are 1 2 3 4 5
A mentor is not expected to be effective in all of the above areas, but should have strengths in many of
them. Now that you have assessed your skills and competencies, are you ready to become a mentor?
Would strengthening some of your skills help you successfully mentor another employee? Since this is a
mutually beneficial partnership, are there personal growth areas you wish to address during the mentoring
relationship?
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
Remember: Use your self-assessments to help you complete your Mentor Application.
Tab 11: APHIS Program Information
APHIS Leadership Development Toolkit 11-1
APHIS Program Information
This tab is where APHIS Programs can include information that would assist leadership develop-
ment efforts in their program. This information would address specific program needs or
resources not covered in the rest of this Toolkit. Materials that might be included: career guides
for key leadership positions, program-specific services or training, program-specific developmen-
tal assignments, program mission or vision statements, strategic plans, succession plans, and pro-
gram contact information.
This tab, in the generic form, includes a definition for Career Guides, an explanation of how to
develop a Career Guide for a position which interests you, and a sample Career Guide.
What Are Career Guides?
Information is a great incentive for develop-
ment. If you are interested in a specific posi-
tion, information about that position will help
you tailor your Development Plan to address
your specific career goals.
A Career Guide includes an official descrip-
tion of a position, a list of needed competen-
cies for that position, a list of possible
positions en route to the desired position, and
suggested learning experiences for developing
the needed skills for the position. The informa-
tion in a Career Guide will help you develop
clearer plans for acquiring the experience
needed to apply for a desired position.
How Can I Find or Create a Career
Guide for a Position I Would Like?
Some programs in APHIS are creating Career
Guides for key leadership positions identified
in their succession plans. If a Career Guide has
not been created for a position you would like
to seek, you can create your own Guide using
the instructions below and the Example of
Blank Career Guide Worksheet on page 11-2.
An example of a Example of Completed
Career Guide Worksheet on page 11-3.
Step 1Decide on a position you are inter-
ested in seeking.
Step 2Obtain a copy of the position
description (PD) from human resources or
someone holding the position.
Step 3Use the PD to fill in the title and
series, a brief description, and the duties and
responsibilities of the position.
Step 4Determine the leadership level of
your targeted position on the APHIS
Leadership Roadmap and identify the
competencies needed at that level.
Step 5Consult with someone in your
targeted position to help you create a list of
recommended positions you could hold to be
better prepared for the position.
Step 6Create a list of developmental
activities unique to the position, again by
consulting a person currently in the position
and from the information found in Tab 9,
Learning Experiences on page 9-1.
Step 7If you need further assistance with
creating your own Career Guide, call your
training point-of-contact.
Step 8Write goals in your Development
Plan to help you develop the competencies
needed for your targeted position.
Tab 11: APHIS Program Information
11-2 APHIS Leadership Development Toolkit
Example of Blank Career Guide Worksheet
Figure 11-1: Example of Blank Career Guide Worksheet

Job Title :



Position Description:








Duties and Responsibilities:









Career Paths:
A combination of the positions you hold and the training and education you receive will help you meet the needed
competencies.

Competencies Positions Education/
Training




























Tab 11: APHIS Program Information
APHIS Leadership Development Toolkit 11-3
Example of Completed Career Guide Worksheet
Figure 11-2: Example of Completed Career Guide Worksheet

Job Title: Special Assistant to the PPQ Deputy Administrator, GS-0301-15

Position Description:

The incumbent serves as a full member of the PPQ Executive Team, and provides strategic thinking and policy
development in support of PPQ program activities to carry out PPQs mission. The incumbent further formulates with
the Deputy Administrator major plans and policies to ensure the effective implementation of programs to safeguard
American agriculture and plant resources. The position resides in Washington, D.C.


Duties and Responsibilities:
Provides recommendations to top management and program officials to ensure successful program approaches and
strategies
Reviews program issues considering historic volatility, controversy, Congressional interest, industry/State impact,
and other factors
Provides the Deputy Administrators Office with feedback from a variety of industry, governmental, and other
sources
Maintains contact with government, Congressional, and industry officials and assesses conditions, attitudes, and
perceptions likely to affect critical government and stakeholder support program initiatives
Analyzes current and planned program efforts in light of the above-mentioned factors and recommends approaches
facilitating program success
Helps establish partnerships and coalitions with employee, Agency, and department officials, State and local
officials, industry, and other stakeholder groups
Prepares and works toward legislative enactment supporting PPQ programs
Arranges appropriate meetings and briefings between program officials and Congressional offices
Recommends and plans public statements, presentations, and events by program officials

Career Paths:
A combination of the positions you hold and the training and education you receive will help you meet the needed
competencies.
Competencies Positions
Education/
Training
Strategic Thinking
Technical Credibility
Ability to plan, organize, and conduct complex and
comprehensive studies
Knowledge of PPQs organizational structure, functions, and
program operations
Financial Management
Knowledge of human, fiscal, and financial resources
management
Human Capital Management
Knowledge of departmental and Agency EEO/CR goals and
policies
Political Savvy
Ability to establish and maintain effective working
relationships with employees, stakeholders, Federal
cooperators, and Congressional staff
Written and Oral Communication
Possession of strong verbal communication skills in order to
negotiate with Agency and departmental officials
Ability to write and present results of complex analysis in a
clear, concise, and comprehensive manner to those in policy
and decision-making positions
Supervisory Plant
Protection and
Quarantine (PPQ)
Officer

Area/Port Director

Assistant Regional
Director (ARD)

Regional Program
Manager (RPM)

State Plant Health
Director (SPHD)

Plant Health Program
Staff Officer


Undergraduate
and/or Graduate
education

Education in
Agricultural
Education

Strategic Planning
Courses


Tab 11: APHIS Program Information
11-4 APHIS Leadership Development Toolkit
Tab 12: Key Terms
APHIS Leadership Development Toolkit 12-1
Key Terms
360 Assessment: a self, supervisory, peer/
coworker, and a subordinate assessment tool
that will rate you on tasks and competencies
critical to the performance of a particular occu-
pation.
Accountability: holds self and others account-
able for measurable high-quality, timely, and
cost-effective results. Determines objectives,
sets priorities, and delegates work. Accepts
responsibility for mistakes. Complies with
established control systems and rules.
Action Learning: systematically collecting
and analyzing information in collaboration
with others about an actual problem or need in
the workplace and taking action to resolve it.
After a period of time, the group reconvenes to
discuss progress and make adjustments. This
cycle of action and learning repeats itself until
the problem or need is satisfactorily resolved.
AgLearn: USDAs enterprisewide learning
management system (LMS). The system man-
ages all aspects of training within each agency
as well as across the department. All USDA
employees have AgLearn accounts. In addi-
tion, some agencies have purchased AgLearn
accounts for their contractors, partners, and
customers. Individuals with AgLearn accounts
can use AgLearn to search for available train-
ing, take online training, and receive a record
of all completed training activities. Addition-
ally, individual employee development may be
planned and documented through this system.
AgLearn is available 24 hours a day, 7 days a
week at www.aglearn.usda.gov.
Behavioral Example (BE): A behavioral
example is a success indicator that shows how
an employee at a particular level would dem-
onstrate proficiency in a given competency.
For example, a Supervisor looking at behav-
ioral examples for conflict management would
see Actively involves employees and team or
work unit in resolving differences over work
issues while an Executive would see Pro-
vides resources and support to Managers in
resolving grievance and EEO complaints that
reach the Executive level. Behavioral exam-
ples can be used to assess proficiency in each
competency.
The behavioral examples in this Toolkit have
been developed in conjunction with OPM and
validated by the programs within APHIS.
Building Coalitions: the ability to build coali-
tions internally and with other Federal agen-
cies, State and local governments, nonprofit
and private sector organizations, foreign gov-
ernments, or international organizations to
achieve common goals.
Business Acumen: the ability to manage
human, financial, and information resources
strategically.
Career Guides: an official description of a
position, a list of needed competencies for that
position, a list of possible positions en route to
the desired position, and suggested learning
experiences for developing the needed skills
for the position. The information in a Career
Guide will help you develop clearer plans for
getting the experience needed to apply for a
desired position.
Coaching: learning assistance given to the
employee through listening, observing, and
providing feedback. Coaching empowers indi-
vidual employees to put forth their best efforts
and develop their skills. Employees can be
coached by someone from within or outside
the organization. Coaching is often used to
enhance or further develop knowledge and
skills introduced in a classroom setting.
Coaching is a collaborative relationship
Tab 12: Key Terms
12-2 APHIS Leadership Development Toolkit
between a coach and an employee using dis-
covery, goal setting, and strategic actions to
realize employee growth.
Competency: an observable, measurable pat-
tern of knowledge, skills, abilities, and charac-
teristics that can be measured against agreed-
upon standards an individual needs for effec-
tive or superior job performance, which can be
improved by means of learning and practice.
Conflict Management: encourages creative
tension and differences of opinions. Antici-
pates and takes steps to prevent counter-pro-
ductive confrontations. Manages and resolves
conflicts and disagreements in a constructive
manner.
Continual Learning: assesses and recognizes
own strengths and weaknesses; pursues self-
development.
Creativity and Innovation: develops new
insights into situations. Questions conven-
tional approaches. Encourages new ideas and
innovations. Designs and implements new or
cutting-edge programs/processes.
Customer Service: anticipates and meets the
needs of both internal and external customers.
Delivers high-quality products and services; is
committed to continuous improvement.
Decisiveness: makes effective and timely
decisions, even when data are limited or solu-
tions produce unpleasant consequences. Per-
ceives the impact and implications of
decisions.
Detail: an assignment to another office or
organization, which may vary in length from a
few weeks to several months, as is the case
with temporary duty assignments overseas.
Employees may be detailed to other units
within APHIS, to other parts of APHIS, to
other Federal agencies, or, under the Intergov-
ernmental Personnel Act, to city, county, or
State government, Indian Tribal Governments,
academic institutions, or approved nonprofit
organizations.
Developing Others: ability of others to per-
form and contribute to the organization by pro-
viding ongoing feedback and by providing
opportunities to learn through formal and
informal methods.
Development Plan (also known as a learning
contract or IDP): a written plan for developing
necessary skills, knowledge, and abilities
through appropriate training and developmen-
tal assignments. The plan reflects the develop-
mental needs and career goals of the individual
employee and is created through discussions
and agreements between the employee and his/
her Supervisor. (See Learning contract and/or
IDP.)
E-Learning: a wide set of applications and
processes such as Web-based learning, com-
puter-based learning, virtual classrooms, and
digital collaboration. It includes the delivery of
content via the Internet, intranet/extranet
(LAN/WAN), audio- and videotape, satellite
broadcast, interactive TV, CD-ROM, and
instant messaging.
Entrepreneurship: Positions the organization
for future success by identifying new opportu-
nities. Builds the organization by developing
or improving products or services. Takes cal-
culated risks to accomplish organizational
objectives.
Executive Core Qualifications (ECQs):
established by the Office of Personnel Man-
agement (OPM), defines the competencies and
characteristics needed to build a Federal cor-
porate culture that drives for results, serves
customers, and builds successful teams and
coalitions within and outside the organization.
The ECQs are required for entry into the
Tab 12: Key Terms
APHIS Leadership Development Toolkit 12-3
Senior Executive Service (SES) and are used
by USDA and APHIS in selection, perfor-
mance management, and leadership develop-
ment for Manager and Executive positions.
They also provide the framework for the
APHIS Leadership Roadmap. The five ECQs,
under which all the leadership competencies
are grouped, are: 1) Leading Change; 2) Lead-
ing People; 3) Results Driven; 4) Business
Acumen; and 5) Building Coalitions and Com-
munication.
External Awareness: understands and keeps
up-to-date on local, national, and international
policies and trends that affect the organization
and shape stakeholders views. Is aware of the
organization's impact on the external environ-
ment.
Financial Management: understands the
organizations financial processes. Prepares,
justifies, and administers the program budget.
Oversees procurement and contracting to
achieve desired results. Monitors expenditures
and uses cost-benefit thinking to set priorities.
Flexibility: open to change and new informa-
tion; rapidly adapts to new information, chang-
ing conditions, or unexpected obstacles.
Fundamental Competencies: the foundation
for success in all management and leadership
positions, and are expected of all employees.
FIRO-B: Fundamental Interpersonal Rela-
tions Orientations-Behavior; behavioral
assessment.
Human Capital Management: builds and
manages workforce based on organizational
goals, budget considerations, and staffing
needs. Ensures employees are appropriately
recruited, selected, appraised, and rewarded.
Takes action to address performance problems.
Manages a multisector workforce and a variety
of work situations.
Individual Development Plan (IDP) (also
known in this Toolkit as a Development Plan):
a written plan for developing necessary skills,
knowledge, and abilities through appropriate
training and developmental assignments. The
plan reflects the developmental needs and
career goals of the individual employee and is
created through discussions and agreements
between the employee and his/her Supervisor.
(See Development Plan.)
Influencing and Negotiating: persuades oth-
ers; builds consensus through give and take.
Gains cooperation from others to obtain infor-
mation and accomplish goals.
Integrity and Honesty: behaves in an honest,
fair, and ethical manner; shows consistency in
words and actions. Creates a culture fostering
high standards of ethics.
Interpersonal Skills: treats others with cour-
tesy, sensitivity, and respect. Considers and
responds appropriately to the needs and feel-
ings of different people in different situations.
Job Rotations: permanent or temporary
appointments to new positions and planned to
stretch and challenge employees, as well as to
broaden their understanding across different
business processes of the organization.
Leadership: has many definitions, and the
common themes that appear in them are: open-
ness to change; ability to visualize the future,
be guided by it and communicate it powerfully
to others; entrust the mission to
others; display commitment through action;
bring out the best in others; and encourage fol-
lowers. Those who want to become good lead-
ers can review the Key Components of
Leadership Development in APHIS on page
1-1 and a variety of developmental activities
(e.g., the behavioral examples that correspond
to each competency, courses, mentoring,
coaching, rotational assignments, and self-
Tab 12: Key Terms
12-4 APHIS Leadership Development Toolkit
development) to guide and plan their develop-
ment.
Leadership Competency: an observable,
measurable pattern of knowledge, skills, abili-
ties, or characteristics that an individual needs
for effective superior performance in a leader-
ship position. A leadership competency can be
measured against agreed-upon standards and
can be improved by means of learning and
practice.
Leading Change: the ability to bring about
strategic change, both within and outside the
organization, to meet organizational goals.
Inherent to Leading Change is the ability to
establish an organizational vision and to
implement it in a continuously changing envi-
ronment.
Leading People: the ability to lead people
toward meeting the organization's vision, mis-
sion, and goals. Inherent to Leading People
is the ability to provide an inclusive workplace
fostering the development of others, facilitates
cooperation and teamwork, and supports con-
structive resolution of conflicts.
Learning: covers all our efforts to adapt,
absorb, understand, and respond to the world
around us. Learning happens on the job every
day and entails adapting for the survival and
well-being of individuals as well as organiza-
tions. Types of learning include:
Formal learning encompasses all traditional
training in structured courses, classrooms, and
formal development programs.
Informal learning takes place in the informal
processes of everyday work. Most learning
occurs informally rather than through formal
training or education.
Individual learning is the ability of individuals
to experience personal growth in the world
around them.
Organizational learning is the ability of an
organization to gain insight and understanding
from experience. Groups and organizations
adapt, grow, and change to shape their future
course.
Learning Contract (also known in this Toolkit
as a Development Plan): a written plan for
developing necessary skills, knowledge, and
abilities through appropriate training and
developmental assignments. The plan reflects
the developmental needs and career goals of
the individual employee and is created through
discussions and agreements between the
employee and his/her Supervisor. (See Devel-
opment Plan or IDP.)
Learning Experiences: activities designed to
develop or enhance specific competencies and
abilities, (e.g., formal classroom training, self-
directed activities, and developmental assign-
ments). Another commonly used term is
developmental activities.
Leveraging Diversity: fosters an inclusive
workplace where diversity and individual dif-
ferences are valued and leveraged to achieve
the vision and mission of the organization.
Management: getting work done through oth-
ers by using planning, organizing, implement-
ing, and evaluation skills.
Mentor: the more-experienced employee in a
mentoring relationship.
Mentoring: a voluntary relationship whereby
more-experienced employee, provides advice,
guidance, and support to a less-experienced
employee and assists the employee in career
development. The mentor is not in the individ-
uals chain of command and has no Supervi-
sory authority over the person being mentored.
Tab 12: Key Terms
APHIS Leadership Development Toolkit 12-5
Mentors help employees clarify career goals,
understand the organization, analyze strengths
and developmental needs, build support net-
works, and deal with challenges. Mentoring
programs may be formal or informal and done
in a variety of ways, even over the Internet.
MBTI: Myers-Briggs Type Indicator; behav-
ioral assessment
Networking: building effective lateral or peer
relationships where the parties share informa-
tion and, as a result, often have greater learn-
ing and increased opportunities for success.
OPM: Office of Personnel Management. This
office provides guidance in all aspects of
employee hiring and development.
Oral Communication: makes clear and con-
vincing oral presentations to individuals and
groups. Listens effectively. Clarifies informa-
tion as needed. Facilitates open communica-
tion.
Partnering: develops networks and builds
alliances. Collaborates across boundaries to
build strategic relationships and achieve com-
mon goals.
Political Savvy: identifies the internal and
external politics that impact the work of the
organization. Perceives organizational and
political reality and acts accordingly.
Problem Solving: identifies and analyzes
problems. Weighs relevance and accuracy of
information. Generates and evaluates alterna-
tive solutions; makes recommendations.
Protg: employee receiving mentoring.
Another word commonly used instead of pro-
tg is mentee.
Public Service Motivation: shows a commit-
ment to serve the public. Enables others to
acquire the tools and support they need to per-
form well. Influences others toward a spirit of
service and meaningful contributions to
accomplishing the mission.
Resilience: deals effectively with pressure.
Remains optimistic and persistent even under
adversity; recovers quickly from setbacks.
Results driven: the ability to meet organiza-
tional goals and customer expectations. Inher-
ent to Results Driven is the ability to make
decisions producing high-quality results by
applying technical knowledge, analyzing prob-
lems, and calculating risks.
Self-Development (or self-directed activities):
a collection of techniques and approaches for
individuals to manage their own process of
learning. They include self-analysis of compe-
tencies and interests, personal Development
Plans, Learning Contracts, learning logs, read-
ing lists, involvement in professional organiza-
tions, networks, attending demonstrations at
other organizations, and participating on inter-
agency committees.
SES: Senior Executive Service
Shadowing: a developmental assignment in
which an employee accompanies an experi-
enced person as they carry out all of his/her
professional activities during a designated
period of time, (e.g., one week). This provides
the employee with a detailed snapshot of a
successful leader, including the nature of his/
her responsibilities and interaction with others.
Special Assignments: tasks or projects given
as learning and development experiences.
They can be specifically designed to offer
opportunities to explore new areas and learn
new skills.
Strategic Thinking: formulates objectives and
priorities, and implements plans consistent
Tab 12: Key Terms
12-6 APHIS Leadership Development Toolkit
with the long-term interests of the organization
in a global environment. Capitalizes on oppor-
tunities and manages risks.
Team Building: inspires and fosters team
commitment, spirit, pride, and trust. Facilitates
cooperation and motivates team members to
accomplish group goals.
Technical Credibility: understands and
appropriately applies principles, procedures,
requirements, regulations, and policies related
to specialized expertise.
Technology Management: keeps up to date
on technological developments; makes effec-
tive use of technology to achieve results.
Ensures access to and security of technology
systems.
Training: instructor-led (often in a controlled
classroom environment), on-the-job, or tech-
nology-based structured content which uses
various methodologies to improve current or
future performance.
Vision: takes a long-term view and builds a
shared vision with others; acts as a catalyst for
organizational change. Influences others to
translate vision into action.
Webinar: (short for Web-based seminar) a
presentation, lecture, workshop, or seminar
that is transmitted over the Internet. A key fea-
ture of a webinar is its interactive elements
the ability to give, receive, and discuss infor-
mation. Contrast with webcast, in which the
data transmission is one way and does not
allow interaction between the presenter and the
audience.
Written Communication: writes in a clear,
concise, organized, and convincing manner for
the intended audience.
Index
APHIS Leadership Development Toolkit Index-1
Index
Numerics
360 Assessment 9-6, 12-1
A
accountability
definition of 12-1
example developmental assignments 9-9
formal classroom training 9-9
leadership development
all employees 3-11
executives 7-6
managers 6-9
project managers/team leaders 4-7
supervisors 5-5
self-directed learning activities 9-9
personal improvement suggestions 9-9
recommended AgLearn courses 9-9
recommended books 9-9
all employees
leadership development
behavioral examples for
accountability 3-11
conflict management 3-11
continual learning 3-6
creativity and innovation 3-12
customer service 3-6
decisiveness 3-12
developing others 3-13
entrepreneurship 3-13
external awareness 3-14
financial management 3-14
flexibility 3-7
human capital management 3-15
influencing and negotiating 3-15
integrity and honesty 3-7
interpersonal skills 3-8
leveraging diversity 3-16
oral communication 3-8
partnering 3-16
political savvy 3-17
problem solving 3-9
public service motivation 3-9
resilience 3-10
strategic thinking 3-18
team building 3-18
technical credibility 3-19
technology management 3-19
vision 3-19
written communication 3-10
leadership development of
assess proficiency 3-3
assess progress 3-4
behavior examples 3-5
behavioral examples 3-2
complete learning experiences 3-4
create development plan 3-4
developing competencies 3-2
identify goals 3-3
identify learning experiences 3-4
importance of 3-1
leadership competencies 3-1
supervisor involvement in 3-2
APHIS
program information 11-1
career guides 11-1
APHIS Leadership Competency Development
Cycle 2-1
assess proficiency 2-2
refine goals 2-3
assess progress 2-6
complete learning experiences 2-6
create development plan 2-5
identify goals 2-1
identify learning experiences 2-3
length of time 2-1
APHIS leadership development
key components of 1-1
APHIS Leadership Development Competency
Framework 1-2, 1-4
APHIS Leadership Development Toolkit
goals of 1-1
steps for 1-1
use of 1-1
APHIS Leadership Roadmap 1-2, 1-3
competencies history 1-5
link to competencies 1-5
use of 1-1
APHIS mentoring program 10-1
benefits of 10-1
Index
Index-2 APHIS Leadership Development Toolkit
to APHIS 10-2
to mentor 10-1
to mentored individual 10-1
first conversation 10-10
sample questions 10-10
framework 10-2
conclusion of 10-4
course completion and self-assessments
10-3
mentoring agreement 10-3
participation in 10-3
supervisor approval for 10-2
mentoring meetings 10-10
post-meeting questions 10-10
premeeting questions 10-10
objectives of 10-1
roles and responsibilities of 10-7
mentor 10-7
mentored individual 10-7
supervisors 10-8
assessments
360 Assessment 9-6
Fundamental Interpersonal Relations Ori-
entations-Behavior (FIRO-B) 9-7
Myers-Briggs Type Indicator (MBTI) 9-7
B
behavioral examples 1-4
definition of 12-1
using information from 1-5
business acumen
definition of 12-1
C
Career Guide Worksheet 11-2
example 11-3
conflict management
definition of 12-2
example developmental assignments 9-10
formal classroom training 9-10
leadership development of
all employees 3-11
executives 7-6
managers 6-10
project managers/team leaders 4-7
supervisors 5-6
self-directed learning activities 9-10
recommended AgLearn courses 9-10
recommended books 9-10
suggested personal improvement 9-10
continual learning
definition of 12-2
example developmental assignments 9-11
formal classroom training 9-11
leadership development of
all employees 3-6
executives 7-7
managers 6-10
project managers/team leaders 4-8
supervisors 5-9
self-directed learning activities 9-11
recommended AgLearn courses 9-11
recommended books 9-11
suggested personal improvement 9-11
creativity and innovation
definition of 12-2
example developmental assignments 9-12
formal classroom training 9-12
leadership development of
all employees 3-12
executives 7-7
managers 6-5
project managers/team leaders 4-8
supervisors 5-9
self-directed learning activities 9-12
recommended AgLearn courses 9-12
recommended books 9-12
suggested personal improvements 9-12
cross-cultural interactions 8-1
development of 8-1
relating to APHIS 8-1
cross-cultural interations
example developmental assignments 9-13
formal classroom training 9-13
self-directed learning activities 9-13
GlobeSmart 9-13
recommended AgLearn courses 9-13
recommended books 9-13
suggested personal improvement 9-13
customer service
definition of 12-2
example developmental assgnments 9-14
formal classroom training 9-14
leadership development of
Index
APHIS Leadership Development Toolkit Index-3
all employees 3-6
executives 7-8
managers 6-11
project managers/team leaders 4-9
supervisors 5-10
self-directed activities 9-14
recommended AgLearn courses 9-14
recommended books 9-14
suggested personal improvement 9-14
D
decisiveness
definition of 12-2
example developmental assignments 9-15
formal classroom training 9-15
leadership development of
all employees 3-12
executives 7-8
managers 6-11
project managers/team leaders 4-5
supervisors 5-10
self-directed learning activities 9-15
recommended AgLearn courses 9-15
recommended books 9-15
suggested personal improvement 9-15
developing others
definition of 12-2
example developmental assignments 9-16
formal classroom training 9-16
leadership development of
all employees 3-13
executives 7-9
managers 6-12
project managers/team leaders 4-9
supervisors 5-7
self-directed learning activities 9-16
recommended AgLearn courses 9-16
recommended books 9-16
suggested peronal improvement 9-16
E
entrepreneurship
definition of 12-2
example developmental assignments 9-17
formal classroom training 9-17
leadership development of
all employees 3-13
executives 7-4
managers 6-12
project managers/team leaders 4-10
supervisors 5-11
self-directed learning activities 9-17
recommended AgLearn courses 9-17
recommended books 9-17
suggested personal improvement 9-17
Executive Core Qualifications (ECQs)
definition of 12-2
executives
leadership development
behavioral examples for 7-3
accountability 7-6
conflict management 7-6
continual learning 7-7
creativity and innovation 7-7
customer service 7-8
decisiveness 7-8
developing others 7-9
entrepreneurship 7-4
external awareness 7-4
financial management 7-9
flexibility 7-10
human capital management 7-11
influencing and negotiating 7-12
integrity and honesty 7-12
interpersonal skills 7-13
leveraging diversity 7-13
oral communication 7-14
partnering 7-14
political savvy 7-15
problem solving 7-15
public service motivation 7-16
resilience 7-16
strategic thinking 7-17
team building 7-17
technical credibility 7-18
technology management 7-18
vision 7-5
written communcation 7-19
ECQs 7-1
external awareness
definition of 12-3
example developmental assignments 9-18
formal classroom training 9-18
leadership development of
Index
Index-4 APHIS Leadership Development Toolkit
all employees 3-14
executives 7-4
managers 6-13
project managers/team leaders 4-10
supervisors 5-11
self-directed learning activities 9-18
recommended AgLearn courses 9-18
recommended books 9-18
suggested personal improvement 9-18
F
financial management
definition of 12-3
example developemental assignments 9-19
formal classroom training 9-19
leadership development of
all employees 3-14
executives 7-9
managers 6-6
project managers/team leaders 4-11
supervisors 5-12
self-directed learning activities 9-19
recommended AgLearn courses 9-19
recommended books 9-19
suggested personal improvement 9-19
flexibility
definition of 12-3
example developmental assignments 9-20
formal classroom training 9-20
leadership development of
all employees 3-7
executives 7-10
managers 6-14
project managers/team leaders 4-11
supervisors 5-12
self-directed learning activities 9-20
recommended AgLearn courses 9-20
recommended books 9-20
suggested personal improvement 9-20
Fundamental Interpersonal Relations Orienta-
tions-Behavior (FIRO-B) 9-7, 12-3
H
human capital management
definition of 12-3
example developmental assignments 9-21
formal classroom training 9-21
leadership development of
all employees 3-15
executives 7-11
managers 6-15
project managers/team leaders 4-12
supervisors 5-7
self-directed learning activities 9-21
recommended AgLearn courses 9-21
recommended books 9-21
suggested personal improvement 9-21
I
influencing and negotiating
definition of 12-3
example developmental assignments 9-22
formal classroom training 9-22
leadership development of
all employees 3-15
executives 7-12
managers 6-15
project managers/team leaders 4-5
supervisors 5-13
self-directed learning activities 9-22
recommended AgLearn courses 9-22
recommended books 9-22
suggested personal improvement 9-22
integrity and honesty
definition of 12-3
example developmental assignments 9-23
formal classroom training 9-23
leadership development of
all employees 3-7
executives 7-12
managers 6-16
project managers/team leaders 4-12
supervisors 5-14
self-directed learning activities 9-23
recommended AgLearn courses 9-23
recommended books 9-23
suggested personal improvement 9-23
interpersonal skills
definition of 12-3
example developmental assignments 9-24
formal classroom training 9-24
leadership development of
all employees 3-8
executives 7-13
managers 6-16
Index
APHIS Leadership Development Toolkit Index-5
project managers/team leaders 4-13
supervisors 5-14
self-directed learning activities 9-24
recommended AgLearn courses 9-24
recommended books 9-24
suggested personal improvement 9-24
K
key terms 12-1
accountability 12-1
action learning 12-1
AgLearn 12-1
behavioral examples 12-1
building coalitions 12-1
business acumen 12-1
career guides 12-1
coaching 12-1
competency 12-2
conflict management 12-2
continual learning 12-2
creativity and innovation 12-2
customer service 12-2
decisiveness 12-2
detail 12-2
developing others 12-2
development plan 12-2
e-learning 12-2
entrepreneurship 12-2
external awareness 12-3
financial mangement 12-3
flexibility 12-3
fundamental competencies 12-3
human capital management 12-3
individual develoment plan (IDP) 12-3
influencing and negotiating 12-3
integrity and honesty 12-3
interpersonal skills 12-3
job rotations 12-3
leadership 12-3
leadership competency 12-4
leading change 12-4
learning 12-4
learning contract 12-4
learning experiences 12-4
leveraging diversity 12-4
management 12-4
mentor 12-4
mentoring 12-4
networking 12-5
OPM 12-5
oral communication 12-5
partnering 12-5
political savvy 12-5
problem solving 12-5
protege 12-5
public service motivation 12-5
resilience 12-5
results driven 12-5
self-development 12-5
SES 12-5
shadowing 12-5
special assignments 12-5
strategic thinking 12-5
team building 12-6
technical credibility 12-6
technology management 12-6
training 12-6
vision 12-6
webinar 12-6
written communication 12-6
L
leadership competency 1-2
leadership development
additional competencies
all employees 3-10
project managers/team leaders 4-6
supervisors 5-8
executives
ECQs
fundamental competencies 7-2
building coalitions 7-2
business acumen 7-2
leading change 7-2
leading people 7-2
results driven 7-2
SES 7-1
managers
identify goals 6-2
project managers/team leaders 4-1
leadership level proficiency 1-4
leadership skills
development 2-1
learning experiences 9-1
Index
Index-6 APHIS Leadership Development Toolkit
developmental assignments 9-1, 9-2
action learning projects 9-3
community service 9-4
details 9-2
mentoring 9-4
rotations and cross-training 9-3
shadowing 9-3
special teams, task forces, and assign-
ments 9-3
teaching others 9-4
formal classroom training 9-1, 9-2
selection of 9-7
self-directed activities 9-1, 9-4
AgLearn 9-4
assessments 9-6
coaching 9-5
distance learning opportunities 9-5
forums, briefings, and seminars 9-6
networking 9-6
reading 9-5
leveraging diversity
definition of 12-4
example developmental assignements 9-25
formal classroom training 9-25
leadership development of
all employees 3-16
executives 7-13
managers 6-17
project managers/team leaders 4-13
supervisors 5-8
self-directed learning activities 9-25
recommended AgLearn courses 9-25
recommended books 9-25
suggested personal improvement 9-25
M
managers
leadership development of 6-1
additional competencies 6-9
assess proficiency 6-3
assess progress 6-4
behavioral examples 6-4
accountability 6-9
conflict management 6-10
continual learning 6-10
creativity and innovation 6-5
customer service 6-11
decisiveness 6-11
developing others 6-12
entrepreneurship 6-12
external awareness 6-13
financial management 6-6
flexibility 6-14
human capital management 6-15
influencing and negotiating 6-15
integrity and honesty 6-16
interpersonal skills 6-16
leveraging diversity 6-17
oral communication 6-17
partnering 6-6
political savvy 6-7
problem solving 6-18
public service motivation 6-18
resilience 6-19
strategic thinking 6-7
team building 6-19
technical credibility 6-20
technology management 6-8
vision 6-20
written communication 6-21
behavioral examples and competencies
6-1
competencies 6-2
complete learning experiences 6-3
create development plan 6-3
identify learning experiences 6-3
supervisor involvement 6-2
Mentor Application 10-5
Mentor Characteristics Assessment 10-19
Mentor Expectations Worksheet 10-7
mentor selection 10-2
mentoring 10-1
mentoring and coaching 2-7
mentoring FAQs 10-13
Mentoring Partnership Agreement 10-9
Mentoring Partnership Self-Assessment 10-10
Mentoring Program Evaluation Worksheet 10-
12
mentoring relationship assistance 10-11
Mentoring Skills Assessment 10-20
Myers-Briggs Type Indicator (MBTI) 9-7, 12-5
O
oral communication
Index
APHIS Leadership Development Toolkit Index-7
definition of 12-5
example developmental assignments 9-26
formal classroom training 9-26
leadership development of
all employees 3-8
executives 7-14
managers 6-17
project managers/team leaders 4-14
supervisors 5-15
self-directed learning activities 9-26
recommended AgLearn courses 9-26
recommended books 9-26
suggested personal improvement 9-26
P
partnering
definition of 12-5
example developmental assignments 9-27
formal classroom training 9-27
leadership development of
all employees 3-16
executives 7-14
managers 6-6
project managers/team leaders 4-14
supervisors 5-15
self-directed learning activities 9-27
recommended AgLearn courses 9-27
recommended books 9-27
suggested personal improvement 9-27
political savvy
definition of 12-5
example developmental assignments 9-28
formal classroom training 9-28
leadership development of
all employees 3-17
executives 7-15
managers 6-7
project managers/team leaders 4-15
supervisors 5-16
self-directed learning activities 9-28
recommended AgLearn courses 9-28
recommended books 9-28
suggested personal improvement 9-28
problem solving
definition of 12-5
example developmental assignments 9-29
formal classroom training 9-29
leadership development of
all employees 3-9
executives 7-15
managers 6-18
project managers/team leaders 4-15
supervisors 5-16
self-directed learning activities 9-29
recommended AgLearn courses 9-29
recommended books 9-29
suggested personal improvement 9-29
project managers/team leaders
leadership development
behavioral examples for
accountability 4-7
conflict management 4-7
continual learning 4-8
creativity and innovation 4-8
customer service 4-9
decisiveness 4-5
developing others 4-9
entrepreneurship 4-10
external awareness 4-10
financial management 4-11
flexibility 4-11
human capital management 4-12
influencing and negotiating 4-5
integrity and honesty 4-12
interpersonal skills 4-13
leveraging diversity 4-13
oral communication 4-14
partnering 4-14
political savvy 4-15
problem solving 4-15
public service motivation 4-16
resilience 4-16
strategic thinking 4-17
team building 4-6
technical credibility 4-6
technology management 4-17
vision 4-18
written communication 4-18
leadership development of
assess proficiency 4-3
assess progress 4-3
behavioral examples for 4-1, 4-4
complete learning experiences 4-3
Index
Index-8 APHIS Leadership Development Toolkit
create development plan 4-3
developing competencies 4-2
identify goals 4-2
identify learning experiences 4-3
roles 2-6
supervisor involvement 4-2
Protege Application 10-6
Protege Expectations Worksheet 10-8
protege goal-setting worksheet 10-18
Protege Goal-Setting Worksheet (example) 10-
17
public service motivation
definiton of 12-5
example developmental assignments 9-30
formal classroom training 9-30
leadership development of
all employees 3-9
executives 7-16
managers 6-18
project managers/team leaders 4-16
supervisors 5-17
self-directed learning activities 9-30
recommended AgLearn courses 9-30
recommended books 9-30
suggested personal improvement 9-30
R
resilience
definition of 12-5
example developmental assignments 9-31
formal classroom training 9-31
leadership development of
all employees 3-10
executives 7-16
managers 6-19
project managers/team leaders 4-16
supervisors 5-17
self-directed learning activities 9-31
recommended AgLearn courses 9-31
recommended books 9-31
suggested personal improvement 9-31
S
sample development plan 2-8
AgLearn development plan 2-9
narrative development plan 2-11
paper development plan 2-10
SES
definition of 12-5
strategic thinking
definition of 12-5
example developmental assignments 9-32
formal classroom training 9-32
leadership development of
all employees 3-18
executives 7-17
managers 6-7
project managers/team leaders 4-17
supervisors 5-18
self-directed learning activities 9-32
recommended AgLearn courses 9-32
recommended books 9-32
suggested personal improvement 9-32
supervisors
leadership development of 5-1
assess proficiency 5-3
assess progress 5-4
behavioral examples 5-1, 5-4
accountability 5-5
conflict management 5-6
continual learning 5-9
creativity and innovation 5-9
customer service 5-10
decisiveness 5-10
developing others 5-7
entrepreneurship 5-11
external awareness 5-11
financial management 5-12
flexibility 5-12
human capital management 5-7
influencing and negotiating 5-13
integrity and honesty 5-14
interpersonal skills 5-14
leveraging diversity 5-8
oral communication 5-15
partnering 5-15
political savvy 5-16
problem solving 5-16
public service motivation 5-17
resilience 5-17
strategic thinking 5-18
team building 5-18
technical credibility 5-19
technology management 5-19
Index
APHIS Leadership Development Toolkit Index-9
vision 5-20
written communication 5-20
complete learning experiences 5-3
create development plan 5-3
developing competencies 5-2
identify goals 5-2
identify learning experiences 5-3
supervisor involvement 5-2
T
team building
definition of 12-6
example developmental assignments 9-33
formal classroom training 9-33
leadership development of
all employees 3-18
executives 7-17
managers 6-19
project managers/team leaders 4-6
supervisors 5-18
self-directed learning activities 9-33
recommended AgLearn courses 9-33
recommended books 9-33
suggested personal improvement 9-33
technical credibility
definition of 12-6
example developmental assignments 9-34
formal classroom training 9-34
leadership development of
all employees 3-19
executives 7-18
managers 6-20
project managers/team leaders 4-6
supervisors 5-19
self-directed learning activities 9-34
recommended AgLearn courses 9-34
recommended books 9-34
suggested personal improvement 9-34
technology management
definition of 12-6
example developmental assignments 9-35
formal classroom training 9-35
leadership development of
all employees 3-19
executives 7-18
managers 6-8
project managers/team leaders 4-17
supervisors 5-19
self-directed learning activities 9-35
recommended AgLearn courses 9-35
recommended books 9-35
suggested personal improvement 9-35
transferring learning to job 2-7
V
vision
definition of 12-6
example developmental assignments 9-36
formal classroom training 9-36
leadership development of
all employees 3-19
executives 7-5
managers 6-20
project managers/team leaders 4-18
supervisors 5-20
self-directed learning activities 9-36
recommended AgLearn courses 9-36
recommended books 9-36
suggested personal improvement 9-36
W
written communication
definition of 12-6
example developmental assignments 9-37
formal classroom training 9-37
leadership development of
all employees 3-10
executives 7-19
managers 6-21
project managers/team leaders 4-18
supervisors 5-20
self-directed learning activities 9-37
recommended AgLearn courses 9-37
recommended books 9-37
suggested personal improvement 9-37
Index
APHIS Leadership Development Toolkit Index-10