1. Training & Certification
David Read
Dairy & Food Inspection Division
Minnesota Dept of Agriculture

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

3. Integrated National Food Safety System
Develop standards to ensure consistency
Train and certify a highly skilled workforce
Work across jurisdictions to ensure protection of the entire food supply from farm to table
Create mechanisms for data sharing
Ensure use of quality systems
Build oversight and accountability
What does an integrated food safety system look like?
Federal, state, local, tribal and territorial partners working collaboratively to:
Establish national standards to ensure consistency across all jurisdictions
Develop training and certification to ensure a highly skilled workforce across all jurisdictions and levels of government
Work collaboratively to develop national work plans to ensure protection of the entire food supply from farm to table
Develop mechanisms (both legal and technological) to share information
Create laboratory proficiency programs to ensure consistent and meaningful data
Respond quickly and efficiently when problems do occur
Federal oversight of the system and accountability at all levels to ensure the safety of the food supply
Adequate infrastructure, resources and funding mechanisms to build and sustain the program

4. Food Safety Modernization Act
TITLE II—IMPROVING CAPACITY TO DETECT AND RESPOND TO FOOD SAFETY PROBLEMS
Sec Targeting of inspection resources for domestic facilities, foreign facilities,
and ports of entry; annual report.
Sec Laboratory accreditation for analyses of foods.
Sec Integrated consortium of laboratory networks.
Sec Enhancing tracking and tracing of food and recordkeeping.
Sec Surveillance.
Sec Mandatory recall authority.
Sec Administrative detention of food.
Sec Decontamination and disposal standards and plans.
Sec Improving the training of State, local, territorial, and tribal food safety officials.
Sec Enhancing food safety.
Sec Improving the reportable food registry.

5. SEC. 209. IMPROVING THE TRAINING OF STATE, LOCAL, TERRITORIAL, AND TRIBAL FOOD SAFETY OFFICIALS.
(a) IMPROVING TRAINING.—Chapter X (21 U.S.C. 391 et seq.) is amended by adding at the end the following:
‘‘SEC IMPROVING THE TRAINING OF STATE, LOCAL, TERRITORIAL,AND TRIBAL FOOD SAFETY OFFICIALS.
‘‘(a) TRAINING.—The Secretary shall set standards and administer training and education programs for the employees of State, local, territorial, and tribal food safety officials relating to the regulatory responsibilities and policies established by this Act, including programs for—
‘‘(1) scientific training;
‘‘(2) training to improve the skill of officers and employees authorized to conduct inspections under sections 702 and 704;

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

7. SEC. 209. IMPROVING THE TRAINING OF STATE, LOCAL, TERRITORIAL, AND TRIBAL FOOD SAFETY OFFICIALS
‘‘(b) PARTNERSHIPS WITH STATE AND LOCAL OFFICIALS.—
‘‘(1) IN GENERAL.—The Secretary, pursuant to a contract or memorandum of understanding between the Secretary and the head of a State, local, territorial, or tribal department or agency, is authorized and encouraged to conduct examinations, testing, and investigations for the purposes of determining compliance with the food safety provisions of this Act through the officers and employees of such State, local, territorial, or tribal department or agency.
‘‘(2) CONTENT.—A contract or memorandum described under paragraph (1) shall include provisions to ensure adequate training of such officers and employees to conduct such examinations, testing, and investigations. The contract or memorandum shall contain provisions regarding reimbursement. Such provisions may, at the sole discretion of the head of the other department or agency, require reimbursement, in whole or in part, from the Secretary for the examinations, testing, or investigations performed pursuant to this section by the officers or employees of the State, territorial, or tribal department or agency.
‘‘(3) EFFECT.—Nothing in this subsection shall be construed to limit the authority of the Secretary under section 702.

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

9. National Standards
Outcome: Uniform inspectional coverage and sample collection and analysis to enable greater sharing of data to protect public health through:
Expansion of Manufactured Food Regulatory Program Standards and Retail Food Regulatory Program Standards
Recent release of the Animal Feed Regulatory Program Standards
Creating shared data standards to enable exchange of enforcement data among public health and regulatory partners
IT interconnectivity between Federal, state, local, tribal, and territorial public health and regulatory partners
Implementation of national standards will result in uniform inspectional coverage and sample collection and analysis to enable greater use of each other’s analysis and observations in protecting public health through:
Expansion of Manufactured Food Regulatory Program Standards and Retail Food Regulatory Program Standards
Creating shared data standards to enable exchange of enforcement data among public health and regulatory partners IT interconnectivity between Federal, state, local, tribal, and territorial public health and regulatory partners

10. Retail Food Regulatory Program Standards
1. Regulatory Foundation
2. Trained Regulatory Staff
3. Inspection Program based on HACCP
4. Uniform Inspection Program
5. Foodborne Illness Investigation
6. Compliance and Enforcement
7. Industry and Community Relations
8. Program Support and Resources
9. Program Assessment

11. Manufactured Food Regulatory Program Standards (MFRPS)
Regulatory Foundation
Training
Inspection Program
Inspection Audit Program
Food-related Illness and Outbreaks and Response
Compliance and Enforcement
Industry and Community Relations
Program Resources
Program Assessment
Laboratory Support
10 Standards to establish a uniform foundation for the design and management of state programs responsible for regulating food plants
Institute a quality assurance and standardization program
FDA Program-Assessment Validation Audits (PAVAs) will be conducted at 12, 36, and 60 months

12. Animal Feed Regulatory Program Standards
Standard 1 Regulatory Foundation
Standard 2 Training
Standard 3 Inspection Program
Standard 4 Auditing
Standard 5 Feed-Related Illness or Death and Emergency Response
Standard 6 Enforcement Program
Standard 7 Outreach Activities
Standard 8 Planning and Resources
Standard 9 Assessment and Improvement
Standard 10 Laboratory Services
Standard 11 Sampling Program

13. USDA FSIS Reviews of State Meat Inspection Programs
FSIS determines whether each State MPI program is at least equal to the Federal inspection program, and includes evaluation of the following nine components:
Statutory Authority and Food Safety Regulations
Inspection
Product Sampling
Staffing and Training
Humane Handling
Non-Food Safety Consumer Protection
Compliance
Civil Rights
Financial Accountability

15. 2008 50 State Meeting Roles and Responsibilities Workgroup
The goal of this group was to identify who would play what roles in the nation’s food protection system in 2013 and to identify the barriers and gaps that might prevent the establishment of such a system.

16. 2008 50 State Meeting Roles and Responsibilities Workgroup
Identified the biggest gaps to achieving the ideal 2013 system. This resulted in six items:
sharing information/better communication/confidentiality;
(2) funding and capacity;
(3) qualified staff;
(4) uniformity;
(5) establish who’s in charge, and
(6) length of time to change laws.

17. 2008 50 State Meeting Roles and Responsibilities Workgroup Recommendations
Establish an international food protection training center
leverage outside funding sources
Establish a point person for each element of the food protection plan
Create a food protection council
Quality systems
Standards
Metrics (SMART)
Adopt or create an interactive information system
Communication and data sharing

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

19. 2012-2014 Workgroups Information Technology
Implementation & Communication
Laboratories
National Standards
National Workplanning
Performance Measures
Local Engagement
National Feed Sampling
PETNet now called Animal Feed Net
Response & Recall
Training & Certification

20. PFP Workgroups
Animal Feed Net: Provide mechanism for information sharing and monitoring between federal and state agencies for animal feed (pets and livestock) related incidents.
Implementation & Communications: Develop an implementation plan to facilitate the use of IFSS best practices across federal, state, local, Tribal, and territorial governments.
Information Technology: Defining and understanding the requirements for developing an integrated electronic information management backbone, and undertaking technical projects to create an interoperable and integrated national food safety system.
Local Area Engagement: To incorporate the Food Safety Modernization Act (FSMA) deliverables that include local agencies with PFP projects and provide specific recommendations for engagement of local agencies within the vision for an IFSS.
National Feed Sampling: Develop mechanism for sharing feed collection samples and laboratory data between Federal and State agencies.
Response & Recall: Develop response guides and records for event responses.
Training & Certification: To provide support for visionary development, best practices, appropriate content and recommendations toward development of an integrated food safety training and certification system.

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

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

24. Training and Certification Workgroup
Purpose:
To assist PFP with the development and implementation of uniform, national standards for training and certification of regulators working in:
Retail Foods
Manufactured Foods
Raw/Unprocessed Foods
Feed

25. Training and Certification Workgroup
Charge 1: Create a national training and certification program
Establish competencies and certification for all regulatory disciplines
Includes retail, manufactured, raw/unprocessed and feed
Inspection, laboratory, compliance, epidemiology, etc
Start with entry level for inspections (followed by Journey/Technical/Leader)
Job task analysis inspection:
120+ tasks already identified at “entry level”
Job competencies inspection:
24+ identified at “entry level”
FDA consultant conducted JTAs

26. Training and Certification Workgroup
Charge 2: Establish an International Food Protection Training Center Assessed and endorsed the International Food Protection Training Institute (IFPTI)

28. Training & Certification Workgroup
Vision Includes:
Goals:
Develop & implement a national food safety training system
Develop & implement a national certification system

29. Training & Certification Workgroup
Vision Includes:
A curriculum development/delivery roadmap
Standards and quality assurance built-ins
Potential for certifications and accreditations (students/academia/NGO’s)
Auditing considerations (federal or third party)
Need for funding sources (Centers of Excellence, training institutes, academia, NGO’s)

30. Training & Certification Workgroup
Vision
(FDA/ORA-U, 11/09)

31. Integrated Food Safety Training and Certification System Vision
Skilled Federal, State, Local, Tribal, and Territorial Food Safety Workforce
Center of Excellence (Leadership / Management)
Firewall
Center of Excellence (Epidemiology)
Center of Excellence (Feed)
Others
Analysts
Epidemiologists
Investigators
Alliance (PCA)
Center of Excellence (Food Science/ Technology)
Training Companies
Local
State
Tribal
Academia
Territorial
Associations
Regulatory Agencies
Federal
Food Safety Training Institutes and Centers
Food Safety Certification Bodies & Centers
Training Development/ Administration
Certification Development/ Administration
Standards and Oversight
Training: Advisory Boards
Certification: Advisory Boards
All Stakeholders

32. Centers of Excellence
Established to develop and provide specific training
Composed of experts in defined subject areas
Focus primarily on:
Journey & Technical levels
To provide knowledge and skills in science and technology
Management and Leadership
Development of middle & upper management staff responsible for policy and people/communication skills
Centers will be identified by Federal Agencies such as FDA, USDA, CDC, DHS
Funding for COEs will need to come from these same agencies

33. Food Safety Training Institute
Established to serve as the administrative section of the training system
Functions to include but not limited to
Registration of students
Maintenance of training records
Coordinating the development and delivery of training
Deliver training not currently provided elsewhere
Develop trainers

34. Making the Vision a Reality
$7.4 Million per year for 5 years
(FDA has entered into Cooperative Agreements/Grants with various Centers of Excellence to develop training and certification programs)
Over 70 projects supporting the curriculum framework are in progress
Projects include new & revised training courses and development of certifications

35. Current Grantees
International Food Protection Training Institute (IFPTI), Battle Creek, MI
Iowa State University (ISU), Ames, IA
University of California (UCD), Davis, CA
University of Tennessee (UT), Knoxville, TN
Auburn University (AU), AL
National Environmental Health Association (NEHA), Denver, CO
North Carolina State University (NCSU), Raleigh, NC
Training being developed and revised will be based on validated Job Task Analyses.
Certification Programs will be based on recognized standards.

36. 2010-2012 Projects Training & Certification Work Group
Assure that FSMA is covered in the Curriculum Framework
Developed a process to identify and prioritize Training and Certification programs needed
Develop a process to qualify Job Task Analyses

37. IFPTI CURICULUM FRAMEWORK

39. Training & Certification Workgroup Projects
 Enlisting the services of the MFRP Alliance for Manufactured Food GMP Investigator JTA and to serve as a Manufactured Food Training Advisory Council

40. Food Protection Professional Training Development Process

41. IFPTI Training Process

42. Desired Results
Validate the Curriculum Framework based on completed FDA JTAs
Content area - course gap analysis
Course content alignment using JTAs
Course development to address gaps
Provide an understanding of training system development.

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

44. Process Define audience Conduct Job Task Analysis
Create competency framework
Identify competencies
Identify sub competencies
Create curriculum framework
Map existing courses to curriculum framework
Conduct content area-course gap analysis
Depth analysis
Course alignment with JTAs
Course content review
Course development/redevelopment

45. Audience
Need to clearly define the audience for which training will be developed.
Helps to identify subject matter experts who participate in the JTA process.
Outcome of the JTA process is valid for the studied audience.

46. Conduct approximately 3 years.
Job Task Analysis
Job - series of tasks.
Task - an action designed to contribute a specified end result to the accomplishment of an objective.
Conduct approximately 3 years.

47. Job Task Analysis Defines a job in terms of:
Knowledge
Skills
Abilities
Necessary to perform daily tasks.
Structured framework that dissects a job
Resulting in a report describing a job:
Independent of location
Across a specified group of people
Detailed list of all the tasks

48. Typically around 10-15 experts Approximately 2.5-3 days
DACUM JTA Framework
Facilitated workshop
Typically around experts
Approximately days
Systematically identify information about the job
Validation of outcome through survey of the larger professional community
The acronym DACUM = Develop A Curriculum

49. FDA JTAs Completed Basic Investigator (New Hires)
Certified Professional In Food Safety (CP-FS) (Retail)
GMP Food Investigator
Import Investigator
Low Acid Canned Foods/Acidified Foods Investigator
Manufactured Feed GMP Investigator
Seafood Investigator
Produce Investigator

51. JTA Report Structure Diagram
Job
Duty
Task
Step
Knowledge, Skills, abilities, attributes, tools, equipment, resources, etc.
(Body of Knowledge)

52. Eight Primary Duties

53. DACUM Chart for Manufactured GMP Food Investigators

55. Use of JTA Reports
Identify discrete subject matter topics (content areas) needed to complete tasks.
Create specific training on the discrete topic.
The knowledge, skills, and abilities of the discrete topics (content areas) add up to the competencies to complete the job.
Create a competency framework

56. Competency Framework
Competency framework:
Defines ‘excellent’ performance within an organization, sector, or profession.
Establishes vision for performance within the profession/defined job.
Impact for training: Provides performance expectations to which training should be developed.

57. Competency Framework
Purpose: Identifies desired outcomes or behavior
Use: metrics by which competency can be measured.
Characteristics: observable & measureable
Evaluation: Person meets the competency if she/he can perform to the level of the stated competency.

58. Competency Framework Components
Domains: A broad grouping (category) of knowledge, skills, and abilities (and attributes, behaviors, etc).
I.E. Communication, Technical, Leadership, etc.
Levels: Subdivision of the profession or job into ranges of expected performance or competence
Competencies: Statements of expected performance

59. Competency Framework Proficiency Levels / Domains Technical Competency
Technical
Competency
Communication
Programmatic
Leadership
Senior administration
Supervisor/ manager
Expert
Mid-level
- expanded test scope
- increased test complexity
Entry
(trainee – 2 years)
- limited test scope
- limited test complexity

60. Competency Competency (statements):
Single phrase or sentence
Written broadly enough to be a complete activity
Encompass several areas of knowledge, skills, and abilities (sub competencies)
Example: An entry level employee has met a technical competency if he/she can;
“Explain laboratory testing methods.”

61. Competency Framework - Example
Proficiency Levels /
Domains
Technical
Competency
Communication
Programmatic
Leadership
Senior administration
Anticipate and evaluate resource needs.
Distill complex technical information for a variety of audiences.
Interact with media organizations regarding sensitive issues.
Disseminate the vision, mission, goals, and objectives throughout organization.
Strategically prioritize and allocate resources.
Collaborate in the development of new program standards.
Creating or modifying policy.
Establish fee structures.
Oversee facility management.
Advocate for resources.
Establish organizational culture.
Leads strategic planning.
Promote an integrated food safety system.
Supervisor/ manager
Assess work performed by experts.
Determine if expert’s conclusions are valid.
Interpret a compilation of test results and explain the implications.
Interact with media organizations regarding non-sensitive issues.
Write concise business reports.
Conduct conflict resolution and negotiation.
Provide clear instructions.
Inform senior administration of challenges, opportunities, resource needs, etc.
Effectively disseminate information.
Produce effectively written and oral inter-personal communications.
Assess program performance using data.
Suggest new methods.
Interpret and apply emerging technologies.
Implementing new policies.
Ensure compliance with work rules, policies, and practices.
Employ program standards relevant to the laboratory.
Administer accreditation or certification standards that pertain to the administrative operations.
Motivate laboratory professionals.
Implement the strategic plan.
Advocate for laboratory staff members.
Engage in interagency collaboration.
Engage in integrated food safety system activities.
Expert
Troubleshoot problems.
Train laboratory professionals.
Interpret and describe standard and nonstandard test results.
Evaluate data using statistical modeling.
Evaluate and implement technologies.
Conceptualize and develop novel approaches.
Engage in public speaking.
Write for publications.
Independently interact with peers regarding technical information.
Participate in workgroups and. professional organizations.
Build collaborations.
Write technical reports/documents.
Facilitate meetings.
Collaborate on applicable grant opportunities.
Apply regulatory standards in assessing data and reporting results.
Administer accreditation or certification standards that pertain to the laboratory testing operations.
Participate in strategic planning.
Mentor laboratory professionals.
Model professional laboratory behavior.
Contribute to professional field.
Mid-level
- expanded test scope
- increased test complexity
Apply testing knowledge and skills to similar test methods.
Apply knowledge and skills to use similar technologies.
Participate in trouble shooting problems.
Describe the results in terms of the work performed.
Present to peers.
Write SOPs.
Write in a grammatically correct style.
Create data summary reports.
Write corrective action reports.
Articulate issues.
Present information about work performed as evidence in legal proceedings.
Describe regulatory programs that the laboratory supports.
Explain roles and responsibilities in the quality system.
Articulate roles and responsibilities in safety program.
Explain the roles and responsibilities of personnel and programs within their laboratory.
Initiate problem resolution.
Recommend innovative solutions.
Recognize and proactively address issues and gaps.
Entry
(trainee – 2 years)
- limited test scope
- limited test complexity
Explain laboratory testing methods.
Perform laboratory tests independently and correctly.
Clearly recording observations.
Follow written and verbal directions.
Seek assistance or clarification when necessary.
Discuss laboratory-related issues clearly, logically, and succinctly.
Consistently behave in an ethical manner.
Pursue professional growth.
Assume responsibility and accountability for actions.

62. Competency Framework- Example
Proficiency Levels /
Domains
Technical
Competency
Communication
Mid-level
- expanded test scope
- increased test complexity
Apply testing knowledge and skills to similar test methods.
Apply knowledge and skills to use similar technologies.
Participate in trouble shooting problems.
Describe the results in terms of the work performed.
Present to peers.
Write SOPs.
Write in a grammatically correct style.
Create data summary reports.
Write corrective action reports.
Articulate issues.
Present information about work performed as evidence in legal proceedings.
Entry
(trainee – 2 years)
- limited test scope
- limited test complexity
Explain laboratory testing methods.
Perform laboratory tests independently and correctly.
Clearly recording observations.
Follow written and verbal directions.
Seek assistance or clarification when necessary.
Discuss laboratory-related issues clearly, logically, and succinctly.

63. Developing a Curriculum Framework
Develop competency statements
“Independently conduct a feed firm inspection.”
Identify knowledge, skills, and abilities needed to perform the competency.
Knowledge, skills, and abilities needed
BSE
Manufacturing processes
Basic drugs
Manufacturing equipment
Federal regulations
Medicated feed
Etc.
Computer skills
Research Skills

64. JTA Report Sample

65. Means to organize training courses by:
Curriculum Framework
Means to organize training courses by:
Content areas
Competency levels
entry, journey, technical, leadership
Professional tracks
for example, unprocessed, manufactured, and retail
Specific commodities

66. Curriculum Framework A platform/system to catalog/organize courses
Like a library
Courses are like the books – each categorized and in sections (content areas)

67. Curriculum Framework - Example

68. Content Areas Content Areas
BSE
Manufacturing processes
Basic drugs
Manufacturing equipment
Federal regulations
Medicated feed
Etc.
Computer skills
Research Skills
Content Areas
(discrete subject matter topics on which specific training can be developed)

69. Curriculum Framework - Example
Animal Drugs
BSE
Feed
Manufacturing processes
Statutes, Regulations, & Ordinances

70. Mapping Courses to Framework
(Examples – not actual courses)
Com 2010 Public Speaking
Com 2020 Influencing
Com 2030 Persuasive writing
Com 2040 Interpersonal Skills …
Communication Skills

71. Gap Analysis
Identifies content areas that do not have any courses (gaps).
Aids in the identification and prioritization of course development needs.

72. Depth Analysis
Examine content areas with existing courses.
Review of existing courses to ensure adequate coverage of knowledge, skills, and abilities within the content area.
Aids in the identification and prioritization course development/redevelopment.

73. Creating a Curriculum
Curriculum framework allows:
Selection of content areas
and courses from within those content areas
that collectively provide the knowledge, skills, and abilities to perform a job.

74. Curriculum Definition: Purposeful selection
Sequence of courses (or modules)
Provide the knowledge, skills, and abilities for an individual to perform their job.

75. Curriculum – Content Areas - Example
GMP Feed Investigator
Animal and Public Health Principles
Basic Animal Nutrition
Basic Feed Ingredients, Processing, and Technology
Basic National Incident Management System (NIMS) and Incident Command System (ICS)
BSE Awareness
Communication
Feed Defense
Inspections, Compliance, and Enforcement
Labeling
Prevailing Statutes, Regulations, and Policies
Professionalism
Safety
Sampling

76. Using JTAs to Align Course Content

77. Next Steps
Develop/refine competency framework
Write competencies
Validate curriculum framework
Identify/prioritize development/redevelopment