1. <Your Name> <Program and Unit>
APHIS Leadership
Development Toolkit
Briefing
for Supervisors
[SAY] Welcome to the APHIS Leadership Toolkit Briefing for supervisors.
[Then introduce yourself.]
<Your Name>
<Program and Unit>

2. Purpose of Briefing To explain the benefits of using the
APHIS Leadership Development Toolkit for developing leadership competencies in all employees.
[SAY] The purpose of this presentation is to first inform you as an APHIS employee of the importance APHIS places on leadership development for all employees, and second to illustrate how the APHIS Leadership Development Toolkit can assist you in the developmental process.

3. Objectives Define the Toolkit and how it can be used
Describe competencies and behavioral examples
Explain the Leadership Competency Development Cycle
Design your development plan
[SAY] By the end of this training, you will be able to apply the Toolkit to your overall development, define a competency and behavioral example, apply the Leadership Competency Development Cycle when creating your development plan. You will also begin creating your development plan.

4. Employee development is a top priority in APHIS
History: Leadership Development in APHIS
Employee development is a top priority in APHIS
Joint employee-supervisor responsibility
Leadership skills of all employees
APHIS succession planning needs
[For the Header and the quote from Cindy Smith, SAY]
Effective leadership and technical competence at every level of the organization are essential for accomplishing the APHIS mission. Whether we are working to safeguard plants, animals, or other natural resources, regulate biotechnology, facilitating safe agricultural trade, strengthen emergency response preparedness, or enhance the well-being of animals, leadership competencies help us carry out our daily work and communicate effectively with our colleagues and stakeholders. This is true for all employees, and it becomes even more crucial as we move up the leadership ladder.
[For the 1st bullet, SAY]
To successfully meet our leadership development goals, we need to create a workplace where employees and supervisors take equal responsibility for leadership development. The APHIS employee is not expected to sit silently and produce; nor go off in a corner and develop themselves. It is not the responsibility of the supervisor to design a development plan for each employee. We are in this journey together and it is our collective responsibility to seek, create and share developmental opportunities for ourselves, our colleagues and our employees.
[For the 2nd bullet, SAY]
Improving the leadership skills of all APHIS employees helps us meet workforce planning goals of retaining and developing a stellar workforce.
[For the 3rd bullet, SAY]
This also helps us meet the succession goals of preparing the dedicated supervisors, managers and executives we need to face the current and future challenges of safeguarding our nation’s agriculture. It takes 10 years to develop critical expert knowledge that leaves with a retiring employee.

5. Linking Roadmap & Toolkit
The Roadmap:
Illustrates the 5 leadership levels
Executive
Manager
Supervisory
Project manager / Team leader
All Employee
Provides example learning experiences
Indicates competencies at each level
The next few slides will be referencing the Leadership Development roadmap as you recall this is one of the downloadable files and the mail out that the APHIS Administrator mailed to all employees.
The Roadmap illustrates the 5 leadership levels in APHIS
The APHIS Leadership Roadmap indicates the competency focus at each level. While all of the 28 competencies are used at each of the leadership levels, each leadership level requires special attention to certain competencies. For example, all employees need to practice good team-building actions when they are serving on a team; however, building the skills of the members of one’s team becomes an essential competency at the project manager/teamleader level. That’s why you find the competency of “team-building” at that level on the Roadmap.
The Roadmap provides examples of learning experiences for developing yourself at each level. For example, employees without supervisory responsibility might seek a detail within their program or APHIS as a learning experience, while a manager would be looking at a detail within or beyond USDA.

6. What is a competency?
Observable, measureable pattern of knowledge, skills, abilities, or characteristics an individual needs for effective or superior performance in a job
Examples include: customer service, continual learning, interpersonal skills, problem solving, etc.
There are 28 competencies in the Roadmap/Toolkit
They come from OPM
Ask the question to the participants. Don’t click forward until a variety of answers have been given.

7. Competencies on the Roadmap:
When you look at the APHIS Roadmap (see Roadmap poster), there are core competencies that should be emphasized at each employee level. As you can see here, all 28 competencies are recognized as you go up the APHIS Roadmap.

8. Learning Experiences on the Roadmap:
In addition to the competencies on the Roadmap, there are Learning Experiences at each level as well. There are also many different learning experiences in the Toolkit for each competency, which we will get into a little later on.

9. The APHIS Leadership Development Toolkit
What does it look like?
CD-ROM version that was sent to every APHIS employee.
Can be found in PDF form online at: leadership_toolkit.shtml
The APHIS Leadership Development Toolkit comes in a variety forms. There is the CD-ROM version that was sent to everyone’s home. It can also be found online. Hold up print version that some supervisors and training professionals have.

10. Linking the Roadmap & Toolkit
Supports goals of Roadmap
Assists development by helping you:
Assess competency proficiency
Determine your goals
Identify paths to reach your goals
Align your goals with program needs
Effectively meet with your supervisor
[For the 1st bullet, SAY]
The APHIS Leadership Development Toolkit supports the Roadmap and provides the resources you need to plan and fulfill your career development journey.
[For the 2nd bullet, SAY]
The Toolkit will aid you in your career journey and help you to remain competitive throughout APHIS.
It provides you with tools for assessing your proficiency at the 28 competencies as you would use them at your current level on the Roadmap and as you would need to use those competencies at the next level.
The Toolkit helps you identify your developmental and leadership goals for the next 2-5 years and provides you with specific learning experiences to meet those goals.
The Toolkit also helps you align your developmental goals and learning activities with the strategic goals and succession plans of APHIS and your program. Aligning your goals and learning activities with APHIS and program needs provides your supervisor with a clear understanding of how you see yourself fitting into the APHIS mission in the present and future, and gives you a solid foundation for your requests for specific learning activities.

11. Background of the Toolkit
Questions on
Background of the Toolkit

12. Expectations of the APHIS Leadership Development Toolkit
AMT commitment to leadership development
Leverage Toolkit to:
Meet succession planning needs
Help employees become continual learners
The APHIS Management Team and is committed to developing leadership and professionalism at all levels of the organization by providing learning opportunities, tools, and a systematic development process.

13. HR Management and the Toolkit
Competency-based recruitment, interviews & selections
Enhancing supervisory effectiveness
Supervisory application/evaluation process
Supervisory selection process
[Say]
APHIS is moving to a competency-based organization. This means that people will be recruited, interviewed, and selected based on their level of proficiency in the desired competencies for that position.
Application/Evaluation Process
Nancy Varichak will take the lead for HRD, and will work with program subject matter experts in reviewing the approach(es) currently used to evaluate applicants for supervisory positions and developing consistent approaches, considering the balance between supervisory and technical competencies at various levels of supervision.
Supervisory Selection Process
Martha Gravagna will take the lead for HRD and will work with program managers to review/develop tools for selecting officials.

14. New Performance Element & the Toolkit
Support USDA management initiative
Improve workforce
Align with mission priorities
Cooperate with partners/private sector
Align w/APHIS strategic priorities
Value and invest in employees
Have effective/efficient management
Supports USDA management initiative
Improve human capital management by ensuring an efficient, high-performing, diverse workforce
Aligned with mission priorities and working cooperatively with partners and the private sector
APHIS Strategic Organizational Priority 1: Value and invest in APHIS employees and Priority 2: Accomplish our mission through the effective and efficient management of our programs
SAY:
Consider the APHIS Leadership Development Toolkit as a resource to be successful in the above performance element. As we discuss in detail the performance standards link the toolkit to your strategy in developing your employees. For supervisors to be successful in this performance element, consider the following:
Subordinates/employees performance plans are clearly aligned with organizational goals; focus on the work results that the employee is accountable for; and have appropriate and credible measures for quality of work, productivity, timeliness and/or cost effectiveness.
Performance standards and rating responsibilities are accomplished within 30 days after the beginning of the rating cycle.
Mid-year reviews are completed and documented within 30 days after the mid-point of the rating cycle, or within other time frames as specified by the program.
End of the year ratings and review meetings are completed within 30 days after the end of the rating cycle and subordinates/employees performance appraisals are supported by appropriate documentation.
Provides opportunity for feedback and communication as needed for employees/and or customer/stakeholder, e.g. 360º or comparable assessment according to Agency requirements.
Delegates work in a manner that is fair, equitable, and makes maximum use of employee knowledge, skills, abilities and time.
As appropriate initiates award recognition to deserving subordinates/employees; recognizes superior performance and special achievements in staff and rewards these employees appropriately.
Obtains supervisor’s concurrence and support on sensitive human resource management issues.
Training needs and developmental assignments are assessed and appropriately addressed for subordinates/employees in accordance with Agency training policy for non-technical and program specific technical training.
Utilizes Individual Development Plans (IDP), Learning Contracts, or similar instruments for supervisory and non-supervisory employees (optional), and identifies and meets annual training requirements, e.g. Safety and Health, EEO, IT Security, and other Agency mandated training.
Assesses effectiveness of service and takes appropriate action to correct any deficiencies; poor performance and misconduct are identified and appropriately addressed in a timely manner.
SAY: For supervisors to be exceed successful in this performance element, consider the following:
In addition to meeting all the criteria of the Meets Fully Successful standard, consideration will be given for significant accomplishments which exceed the established standards, as determined by the employee and their rating official. Examples of which demonstrate one or more of the following competencies:
Creativity and Innovation-Develops new insights into situations and applies innovative solutions to make organizational improvement with the supervisor’s consultation and approval; creates a work environment that encourages creative thinking and innovation; designs and/or implements new or cutting edge programs/processes with the supervisor’s consultation and approval.
Commitment- Creates and/or maintains an organizational culture which encourages others to provide a high quality of performance. Appropriate tools and support (including training, developmental assignments, etc.) are provided as needed to subordinates/employees to enable them to perform at an exceptional level. Demonstrates and encourages subordinates/employees to possess a commitment to public service and to provide meaningful contributions to mission accomplishment above and beyond normal duties.
Initiative- Significant contributions are made to the development and/or implementation of the program strategic direction, succession plan, and/or workforce plan. Appropriate performance objectives and priorities are established and put in place with subordinates/employees. Recognizes and anticipates opportunities for employee development. Takes a long-term view and acts as a catalyst for organizational change.
Impact of activities and ideas- An organizational culture is created and sustained which encourages others to provide an exceptional level of performance. Subordinates/employees are influenced toward a spirit of service and meaningful contributions to mission accomplishment, mentoring and/or recruitment activities.

15. expectations for supervisors
Questions on
expectations for supervisors

16. Contents of APHIS Leadership Development Toolkit
11 Tabs overall
A living document
In the upcoming slides, we will learn what is contained in each of the Tabs. The APHIS Toolkit can and will be modified as APHIS’ needs change.

17. Tab 1: Using the Toolkit Leadership Development Key Components
Definitions
leadership competencies
behavioral examples
Roadmap
Leadership Development Competency Framework
[For the header and a link to the previous slide, SAY]
Tabs 1 and 2 include an orientation to the Toolkit and to the process of developing yourself in APHIS. In Tab 1, you can find the goals of the Toolkit, definitions of some key terms, and guideline for using the Toolkit.
[For the 1st bullet, SAY]
Tab 1 lists and describes the key components of leadership development in APHIS. These key components on which leadership development in APHIS is based are 1) using leadership competencies as learning goals, 2) basing development on assessment and feedback, 3) providing a variety of learning opportunities, and 4) including mentoring and other supportive services.
[For the 2nd bullet, SAY]
Tab 1 also includes a definition of leadership competencies and an explanation of how the competencies were created. It does the same thing for Behavioral Examples.
“A competency is an observable, measureable pattern of knowledge, skills, abilities, or characteristics an individual needs for effective or superior performance in a job. A competency can be measured against agreed-upon standards and can be improved through learning and practice. 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.”
A behavioral example (BE) is a success indicator showing how an employee at a particular level would demonstrate proficiency in a given competency. For example, a Supervisor looking 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 balanced).” 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.
[For the 3rd and 4th bullets, SAY]
The Toolkit also contains a copy of the APHIS Leadership Roadmap and the left-hand side of the Roadmap where the levels and competencies are listed. This figure is called the APHIS Leadership Development Competency Framework.

18. Tab 2: Developing Your Leadership Skills
Leadership Competency Development Cycle
Identify your goal
Assess proficiency
Identify learning experiences
Create development plan
Complete learning experiences
Assess progress
[For the header, SAY]
In Tab 2, the Leadership Competency Development Cycle illustrates the six steps of developing your leadership skills, with detailed explanation describing each step.
[Let participants read the six steps.]
Identify your goal
Assess proficiency
Identify learning experiences
Create a development plan
Complete learning experiences
Assess progress
[After leaving a pause for reading, SAY]
We will discuss these steps a little later in the session when we go over how you can use the Toolkit to develop yourself and reach your leadership goals. The word “Development Plan” is used in the Toolkit and in this Briefing to represent the various terms used in APHIS, including IDP and Learning Contract. The development cycle is typically one-year and is based on the performance year of October 1 to September 30. The Tab ends with sample Development Plans in AgLearn and on paper.

19. Tabs 3-7: Development Levels
Tab 3 - All Employees
Tab 4 - Project Managers/Team Leaders
Tab 5 - Supervisors
Tab 6 - Managers
Tab 7 - Executives
[For the header, SAY]
Tabs 3, 4, 5, 6, and 7 provide details on developing yourself at each of the levels on the Roadmap. Each section quickly reviews the development cycle described in Tab 2 and then lists behavioral examples for each of the 28 competencies that illustrate how the competency looks at that level on the Roadmap.
[For the 1st bullet, SAY]
Tab 3: Leadership Development for All Employees is the section most of us will use in planning our development. The behavioral examples in this Tab illustrate how an employee would use each of the 28 competencies on an individual basis as she or he interacts with other individuals within and outside of the government. The Tab first addresses the 10 competencies listed as the All-Employee level on the Roadmap and then the remaining 18 competencies.
[For the 2nd bullet, SAY]
Tab 4: Leadership Development for Project Managers/Team Leaders is the section you would use if you have the official title of team leader and/or project manager or if you perform those roles under some other title. The Tab first addresses the 4 competencies listed at the project manager / team leader level on the Roadmap and then the remaining competencies addressed on the other levels on the Roadmap. The behavioral examples in this Tab illustrate how an employee would use each of the 28 competencies as she or he leads teams or manages projects, usually doing those tasks without having supervisory authority over the members of the team or project.
[For the 3rd bullet, SAY]
Tab 5: Leadership Development for Supervisors is the section where you would turn if you have supervisory authority over other employees. The Tab first addresses the 5 competencies listed at the supervisor level on the Roadmap and then the other competencies. The behavioral examples in this Tab illustrate how a supervisor would use each of the 28 competencies as she or he supervises and leads his or her employees.
[For the 4th bullet, SAY]
Tab 6: Leadership Development for Managers is the section for those who are leading and managing programs and who also have supervisory responsibilities. The Tab first addresses the 6 competencies listed at the manager level on the Roadmap and then the other competencies. The behavioral examples in this Tab illustrate how a manager would use each of the 28 competencies as she or he manages programs and supervises and leads his or her employees.
[For the 5th bullet, SAY]
Tab 7: Leadership Development for Executives. The information at the beginning of this section is directed at those who are interested in moving into an SES level position. The second half of the Tab lists the behavioral examples of each of the 28 competencies as she or he leads and manages organizations.

20. Tab 8: Competency in Cross-Cultural Interactions
Importance in APHIS
Examples of cross-cultural interactions
Developing your skills
[For the header and the 1st bullet, SAY]
Tab 8 addresses Competency in Cross-Cultural Interactions, which is defined as interacting with others of diverse cultures. While interacting across cultures is not an OPM competency, it is an essential skill in APHIS and so has been included in the APHIS Leadership Development Toolkit. Most APHIS employees interact with people from other countries and cultures on a regular basis. This rise in cross-cultural interactions is due to growing international trade, expanded tourism and many other factors.
[For 2nd bullet, SAY]
In your experience, what kind of cross-cultural interactions do APHIS employees have?
[Accept contributions from the audience at large. If you get at least some of the following contributions, thank the audience and move on. If not, respond to your own question with 2-3 examples from the list below.]
Serve on foreign TDY assignments,
Interview people in local ethnic markets,
Hosting representatives of foreign agricultural delegations to program activities
Making presentations to members of foreign delegations,
Preparing oneself and others for foreign assignments,
Conducting trade negotiations,
Talking with people from other countries who request permits,
Handling phone calls from APHIS-IS Foreign Service Nationals,
Training Foreign Service Nationals and other foreign nationals, and
Interviewing employees/candidates with different cultural backgrounds.
[For the 3rd bullet SAY]
Each APHIS employee is responsible for maintaining, respecting, and valuing the differences we see as we connect more and more with the rest of the world. In order to be successful in interactions with people from different cultural backgrounds, APHIS employees need to develop knowledge and skills in cross-cultural communication. Some of these skills include:
Communicating and performing effectively over distance, culture, and time differences,
Understanding the impact of culture on management strategy and style
Knowing how to bring diverse people from different cultures together, and
Increasing the effectiveness of negotiating and other types of intercultural teams.
Tab 9, Learning Experiences, lists suggestions to start us on the road to improving our cross-cultural interaction skills.

21. Tab 9: Learning Experiences
Types:
Developmental assignments
Self-directed learning
Classroom training
Selecting a learning experience
Recommendations for each competency
[For the header, SAY]
Tab 9 describes how you to about finding or designing the appropriate learning experiences to address your specific leadership development needs.
[For 1st bullet, SAY]
Most of us tend to think of formal classroom training as the primary resource for developing our skills. While classroom learning is a valuable learning resource, other avenues of learning are equally or more effective. Developmental assignments (e.g., details, shadowing, 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 learning activities include taking online courses and reading books.
[For 2nd bullet, SAY]
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 is 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, Internet accessibility, and the rhythm of your workload, family obligations, or travel policies.
[For 3rd bullet, SAY]
The second half of Learning Experiences Tab describes recommended learning experiences for attaining proficiency in each of the 28 OPM competencies, plus a page for cross-cultural competency.

22. Tab 10: APHIS Mentoring Program
Mentoring definitions and benefits
Selecting a mentor
APHIS Mentoring Program
Goals and benefits
Steps for participation
Guidance for mentor & protégé
[For the Header, SAY]
Tab 10 focuses on mentoring and the APHIS Mentoring Program.
[For the first two bullets, SAY]
In this Tab, you will find a definition of mentoring, a list of the benefits to mentor and protégé, and information about selecting your mentor. The formal definition of mentoring is: Mentoring is a power-free, mutually beneficial learning situation focused on the professional growth of the individual being mentored (protégé). The mentor and the protégé are partners in the learning process. Mentoring is an effective way to provide professional development and to enhance learning in the workplace. Through the mentoring relationship, the mentor has the opportunity to listen to the protégé’s goals and share experiences and knowledge that will contribute to the protégé’s growth. If you are interested in being or having a mentor, you need to discuss that with your supervisor and include mentoring on your development plan.
[For the 3rd bullet, SAY]
The middle section of the Mentoring Tab explains the APHIS Mentoring Program. You will learn about the goals and benefits of the APHIS mentoring Program, the steps from getting approval from your supervisor and completing a pre-mentoring AgLearn course to establishing a mentoring relationship and having effective mentoring conversations. The Tab includes guidance for both mentors and protégés and includes copies of all the forms you need to participate in the APHIS mentoring program. The APHIS Mentoring Program will be available in about 2 months. More information will be distributed APHIS-wide at that time.

23. Tab 11: APHIS Program Information
Career guides: definition & example
Creating your own career guide
Program specific information
[For the 1st bullet, SAY]
Tab 11, APHIS Program Information, includes a definition of Career Guides and a sample of a Career Guide. A career guide contains information about a prospective position that informs those interested in the position about the kind of preparatory and developmental experiences required to compete for that position. Career guides are being written for key leadership positions in several program in APHIS as one tool for meeting succession planning needs.
[For the 2nd bullet, SAY]
Tab 11 also contains instructions for developing a Career Guide for a position that you are interested in seeking.
[For the 3rd bullet, SAY]
Programs in APHIS each have a Program-specific Tab 11 on the website and CD version of the Toolkit. This program-specific Tab contains completed career Guides for positions for which those have been created. Many APHIS programs are in the process of creating Career Guides; those will be placed on the website as soon as they are completed. So, check back on the website on a regular basis for new Career Guides. Each Program-specific Tab 11 will also provide additional information to assist with leadership development efforts in that program. This could program-specific services or training, program-specific developmental assignments, program mission or vision statements, strategic plans, succession plans, and program contact information.

24. Questions on
Content of the Toolkit

25. Using the Toolkit to Meet Your Leadership Development Goals
Where do I start?
Focus on developing your skills:
To perform well in current position
To do more in current job
For career advancement
[For the header, SAY]
In the next portion of the briefing, we will look at how to use the APHIS Leadership Development Toolkit to develop yourself.
[For the question sub-header, SAY]
Before we look at the steps for developing yourself, let’s answer the basic issue of figuring out which skills and behaviors to focus on developing first.
[For number 1, SAY]
You should first focus on developing the skills and behaviors that you need to perform well in your current assignment. For example, when you are new to the job, learning about the government or your work unit’s role and learning the specific tasks needed to perform well would most like be the ones select for your first year of development. Also, reflecting on aspects of the job you find challenging would provide you with indications for areas of needed development. Discussions with your supervisor concerning your job performance would also show you areas of developmental need.
[For number 2, SAY]
Once you are proficient at the expectations for your current position, look into developing the skills and behaviors needed to do other tasks that could be within current job title. This means identifying the learning activities that would give to the skills to be able to do additional tasks that are within your job description but which you are not currently doing. Learning these skills would allow you to expand the types of activities you perform and could be a step on the road to advancement or could provide more variety in your daily job.
[For number 3, SAY]
Finally, once you nearing the level of being able to successfully perform all of the possible tasks that could fit into your job description, you should look at developing the skills and behaviors that you need to successfully apply for another position.
If you follow this order of planning your development, your supervisor is more likely to be supportive or your developmental plans than if you approach him or her with a proposal to learn skills needed for a new job role when you are not yet proficient at the skills needed for your current position.

26. DevelopmentCycle Step 1 Identify Goal Step 2 Assess Proficiency
Step 6 Assess Progress
DevelopmentCycle
Step 3 Identify Learning Experiences
[For the header, SAY]
The Leadership Competency Development Cycle is a 6-Step process that will help you successfully identify your goals and design a Development Plan that can help you reach those goals.
[For graphic, SAY]
The 6 steps of the development cycle are: 1) identify your goal; 2) assess your proficiency; 3) identify needed learning experiences; 4) create a development plan; 5) complete the planned learning experiences, and 6) assess your progress. Some of us are eager to jump directly to Step 3, identifying desired learning experiences. However, Steps 1 and 2, identifying goals and assessing your current proficiency level are essential steps. Showing alignment among your learning goals, your current proficiency level and your proposed learning experiences will make a stronger case for development that requires time and monetary commitments from your supervisor. We look at each of steps in more detail in the following slides.
[Pause and SAY]
How Long is a Development Cycle? When does the cycle begin and end? The development cycle begins at the start of the performance year, which is October 1. New employees or employees who change jobs during the performance year should begin their development cycle within 60 days of starting the new job, and so can lengthen or shorten their first development cycle to fit into the performance year. So, their first development cycle might be 10 months if they started in December or 15 months if they started in July. Typically the development cycle is one year, from October 1 to September 30, but it could be expanded if needed. A two-year cycle might be desirable, for example, for an employee who is participating in a leadership course that lasts more than 12 months or spans two performance years.
Step 5 Complete Learning Experiences
Step Create Development Plan

27. Let's apply the steps in the cycle!
[SAY]
Step 1 involves identifying your goal. Think about where you would like to be in one, two, or five years. Then, look at your current level in the Roadmap. Are you a supervisor, manager? After that, look at the level of the Roadmap where you would like to be. Then, review the competencies listed in the Roadmap at your current level and the level for which you want to be. Determine which competencies you have mastered, and which competencies you need to work on.
If your goal is to acquire a new position, investigate that position. Talk to the person who maybe held that position in the past; or if you are comfortable, talk with the person who currently occupies that position. You can even request a PD from HR, as well as look the position up on USAJOBS if there is a vacancy.
Write down your goal in the space marked “Learning Goal” on your blank development plan. [Give 5 minutes; more time if needed]
Step 2 asks you to assess your proficiency for your desired level. There are a number of ways to do this. One way is to look at the behavioral examples associated with the competencies under the tab in the Toolkit at your current and desired level. You can also list these behavioral examples on paper and ask your supervisor, colleagues, and employees to rate you. Also, you can use a 360 degree assessment to rate your proficiency.
Write the competencies you’d like to improve upon in the space marked “Competency Focus.” You can have more than one competency, but try to limit it to three per year. Then, think about what you need to work on specifically. For instance, if the competency you identified is conflict management, perhaps you’d like to learn how to accept conflict and not resist it. Indicate specifically what you want to work under the “Learning Objectives” column. [Give 5-7 minutes]
Step 3 is identify your learning experiences. In the “Learning Experiences” tab in the Toolkit, a list of learning experiences are listed for each competency. Turn to this tab and find the competency you would like to work on. Then, list some books, AgLearn courses, etc. in the column marked, “Learning Resources and Strategies.” I want to let you know that AgLearn courses change, so if you go into AgLearn and don’t see the exact course name that is listed in the tab, there are others that will meet your needs. Also, AgLearn now offers books to read online through Books24x7.com (you have to log into AgLearn first to get to the site – the Books24x7 site has a much better search engine than AgLearn. [Give 5 minutes]
Step 4 involves creating your development plan. You will notice some other columns in the development plan. Indicate a target date and the cost, if any, in the appropriate columns. [Give 2 minutes]
Now, how would you show evidence of learning? [Ask for examples] Examples for conflict management may include talking to a colleague about a problem you are facing instead of avoiding it. Or, seeing conflict in a healthy-manner, rather than negative.
Next, indicate how your objectives link to your program’s vision, mission, and strategic goals. You may need to go back to your office and look at your program’s strategic goals to finish this step. For instance, a goal in VS is to “create a highly effective animal health organization.” By working to improve competencies, you are contributing to this goal. [Give 5 minutes]
Step 5, complete the learning experiences. If you are having a hard time finding time, try setting aside 15 minutes each day. Many people find that scheduling 15 minutes first thing in the morning, before opening your , works well.
Step 6, assess your progress. Set time aside at least twice a year to meet with your supervisor to review your progress. If your supervisor does not initiate this discussion, you need to take action to set up a meeting. This does not take the place of a performance review, however, you could talk about your development plan during your mid-year and end-of-year performance review. Remember, supervisors are now being rated in their performance reviews as to whether or not they are developing their employees.
Keep this steps in mind as you work with your employees in creating their development plans.

28. Toolkit Program Points of Contact
MRPBS - Leslie Linneman
PPD - Susan Cosgrove
PPQ – Jacob Faibisch
VS - Marilyn Miller
WS - Carrie Joyce
AC - Cathy Allen
BRS - Judy Garrison
CREC - Njeri Mwalimu
IS - Freida Skaggs & Matt Wittek
LPA Christina Myers
If supervisors or employees have any questions about the APHIS Leadership Development Toolkit, they can work with their program point of contact. Frequently asked questions and other information and resources are available on the MRPBS website, but the program point of contact can assist with any additional questions and requests.
The phone numbers and addresses for each of the points are available on the website to help:
Answer Roadmap & Toolkit questions
Provide additional resources
Provide a connection with training communities

29. APHIS Leadership Development Toolkit
Questions?
APHIS Leadership Development Toolkit
TOOLKIT
Once the official list of FAQ are finalized by TDB, those will be inserted here to provide a resource to trainers when they receive questions.