Individual Development

Plan For
Organizational
Enhancement, Career
Ladders, and
Career Development
Division of Personnel
Department of Administrative Services
State of e! "ampshire
#$$%
1
Table of Contents
Page Description
3 Individual Development Planning Tracks
4-7 Individual Development Planning for Organizational Enancement
! Individual Development Planning Process
"-11 #areer $adders troug %genc& and Division of Personnel 'ponsored
#ertificate Programs
1( Individual #areer Pat for Emplo&ees )ot Involved In #areer $adder
Programs
13 #areer Development Personal #aracteristics and %ttitudes *orkseet
14 #areer Issues *orkseet
1+ ,no-ledge of *ork Environment *orkseet
(
1. ,no-ledge of 'elf *orkseet
17 Integration of ,no-ledge of 'elf and *ork Environment *orkseet
1! /oal Development *orkseet
1" 0etods for Tracking %ction *orkseet
(1-31 ,no-ledge2 'kills and %3ilities 4terms and definitions5
31-33 Individual Development Planning 6orms
34-3. #ompleted 'ample of Individual Development Planning 6orms
Individual Development Planning
For
Organizational Enhancement,
Career Ladders, and
Career Paths in e! "ampshire
#tate $overnment
3
&rac' ()* Individual Development Planning For
Organizational Enhancement
Introduction
It is critical to the success of state government to create a culture that
encourages, supports, and invests in the short- and long-term
organizational development of their employees. Employees
professional development should be an ongoing process to ensure
employees are staying currentif not one step aheadin their felds
and mission-critical competencies. Planning for continuous
development must be anchored to the agencys mission, goals,
obectives, and needs, as !ell as be tied to the employees !or" and
career goals.
Individual Development Plan
Trac% &'
Organizational
Enancement
,no-ledge2 'kills2
and %3ilities needed
to meet agenc&
mission2 goals2 and
o37ectives as part of
te annual
performance revie-
process8
Trac% &(
#areer $adders
Tis involves
participation in an
approved #areer
$adder Program that
may lead to la3or
grade increase if
requirements are
met8 Tis is for
emplo&ees pursuing a
career ladder 3&
remaining in teir
position in teir
agenc&8 %lignment
-it 'tate and9or
agenc& mission and
goals re:uired8
Note: Career
Ladders not
available in all
agencies.
Trac% &)
#areer Pats
Tis is a igl&
individualized
career development
program tat ma&
lead to la3or grade
increase8 0a&
result in moving
from one position to
anoter8 %lignment
-it 'tate and9or
agenc& mission and
goals re:uired8
4
#he $tate of %e! &ampshire government-!ide obective of training is
to develop employees through progressive and e'cient training
programs to improve public service, increase e'ciency and economy,
build and retain a !or"force of s"illed and e'cient employees and use
best practices to provide performance e(cellence.
#he $tate of %e! &ampshire believes that training and development
are integral components of !or" performance, and are inherently tied
to agency mission, goals, strategic planning, !or"force planning and
the provision of services to the public. #he $tate values the dignity
and potential of its employees and believes that developing employee
potential, through coaching, education and training, mobility
opportunities, and on-the-ob training is critical to organizational
e)ectiveness. It is the responsibility of the supervisor and the
employee, !or"ing in partnership, to determine the !or" goals and
training needs for each employee. #he purposes for training and
development are*
+. #o provide agencies !ith a productive and s"illful !or"force
capable of meeting the current and future responsibilities of
state government,
-. #o promote constructive !or"-place relationships in a healthy
and diverse !or"force, and
.. #o assist employees in achieving career and individual
development goals.
#raining needs to be an integral and critical part of the overall human
resource management function. $tate government employees need to
be trained in any feld that !ill*
+. &elp achieve the agencys mission and goals.
-. Improve individual and organizational performance through such
activities as*
/ormal 0classroom1 training 0college courses, forums,
seminars, !or"shops1,
$elf-study 0self-paced learning, independent reading1,
#echnology-based training 0computer-based training,
satellite instruction1,
2or"place programs 0tas" forces, mentoring, long-term
development, on-the-ob training, rotational assignments1,
3etreats,
4onferences 0but only !hen the content contributes to the
improvement of individual or organizational performance1.
5dministrative o'cials at all levels 0entry-level supervisors, mid-level
administrators, upper-level administrators1 need to ensure that
+
ade6uate, responsive, and 6uality training is provided to their
employees. Employees must ac6uire and maintain the "no!ledge,
s"ills, and abilities 07$5s1 needed for high 6uality performance and
optimum contributions to the goals and obectives of their
organization, as !ell as to the broader mission of the state agency. 5n
e)ective tool for ac6uiring needed 7$5s is the Individual 8evelopment
Plan.
&he Individual Development Plan +IDP, emplo-s a concept that
emphasizes discussion and .oint decisions /- the emplo-ee
and the supervisor on the speci0c developmental e1periences
necessar- to ful0ll the mutual goals of organizational
enhancement2 Each I8P is uni6uely tailored to the needs of the
organization and the individual. #he I8P is a personal action plan,
ointly agreed to by the employee and the supervisor, !hich identifes
short and long-term organizational goals. 5n I8P also identifes the
training and other developmental e(periences needed to achieve those
goals, for the beneft of the organization and the individual, !ithin a
specifed time frame.
3esponsi/ilit-
State agencies have the responsibility to create and maintain a
climate !hich encourages training and development as an ongoing
part of the performance management process !hich supports the
accomplishment of the agencys mission, including but not limited to*
+. 8eveloping a plan and budget for training based upon needs
analysis, promoting access to training for all employees,
-. Ensuring that training and development plans are prepared,
updated, and discussed by the supervisor, employee, and !hen
appropriate, the mentor and revie!ed and approved by
management as part of the employee performance
communication process,
.. Ensuring that the individual employee development plan is
developed ointly by the individual employee and the supervisor,
is based upon needs analysis, and is consistent !ith the mission
and needs of the agency.
Managers and supervisors have the primary responsibility for
initiating communication about !or" unit training and individual
development including but not limited to*
+. 2or"ing in partnership !ith individual employees to assess
training needs and coordinate agency, !or" unit and individual
employee development plans,
-. Ensuring implementation of employee development plans,
.. Incorporating training and development into the performance
management process, and
.
9. $ee"ing to improve management:supervisory s"ills in employee
development.
Employees have responsibility for,
+. 2or"ing in partnership !ith supervisors and managers to meet
the agency, !or" unit, and their o!n training and development
needs, and
-. 5ctively searching for training opportunities !ithin state service
and else!here.
The Division of Personnel, Department of Administrative
Services has responsibility for providing leadership and facilitating
partnerships in human resource development for state employees,
including but not limited to*
+. 5dvocating for and providing continuous education about training
and development issues throughout the e(ecutive branch, in
partnership !ith agencies and collective bargaining units,
-. 5ssisting agencies in formulating lin"s bet!een agency goals,
performance management and employee development and
providing training for supervisors and managers on developing
employees,
.. 4ontinuously assessing state-!ide training and development
needs, and fnding !ays to meet those needs by providing
opportunities for training on topics of state-!ide impact, and
9. 8eveloping !ays to share resources 0trainers, materials,
technology, facilities1 and information on training plans, policies
and procedures bet!een and amongst public agencies to
increase access, reduce costs and enhance 6uality.
Purpose and 4ene0ts of Individual Development Planning
Individual development planning helps identify the employees
development goals and the strategies for achieving them by lin"ing
them to the organizations mission and goals. #ypically, the Individual
8evelopment Plan 0I8P1 !ould be developed and revie!ed annually
but a multi-year plan can be developed. #his plan is intended to*
; Encourage the employee to ta"e o!nership of his:her
organizational development
; Provide an administrative mechanism for identifying and trac"ing
development needs and plans to help meet agency critical
mission and goals
; 5ssist the agency in planning for its annual training and
development re6uirements.
Individual development planning benefts the organization by
aligning employee training and development e)orts !ith the mission,
7
goals, and obectives of the agency. $upervisors develop a better
understanding of their employees professional goals, strengths, and
development needs!hich can result in more realistic sta) and
development planning. Employees ta"e personal responsibility and
accountability for their development, ac6uiring or enhancing the s"ills
they need to stay current in re6uired s"ills.
3oles
$upervisors and employees !or" together to complete the employees
development plan.
Emplo-ees should*
2or" !ith their supervisor to assess their level of competence
vis-<-vis the competencies, s"ills, and "no!ledge re6uired in
their obs.
Identify their professional goals and development needs and
various training and development opportunities that !ill help
them achieve those goals and meet those needs.
Periodically assess their progress to!ard reaching their goals.
Supervisors should*
3ealistically assess employees strengths and development
needs vis-<-vis organizational re6uirements needed to meet
critical mission and goals.
Provide regular =e.g., annual> opportunities to discuss and plan
for employees development.
Ensure the alignment of employees goals and development
needs to !or" unit goals:obectives.
&elp employees identify appropriate training and development
opportunities.
Evaluate outcomes of employees training and development
e)orts.
Individual Development Planning Process
#he individual development planning process re6uires communication
and interaction bet!een the supervisor and the employee. It involves
si( steps*
$tep +* Pre-Planning ? $upervisor and employee prepare
independently for meeting.
Employee completes all agency re6uired self-assessments.
$upervisor revie!s performance evaluations, see"s feedbac"
from sta"eholders such as employees peers, subordinates,
!
upper managers, other agency personnel !ho interact !ith the
employee, and, !here appropriate, e(ternal sta"eholders
0employees of other state and federal agencies, vendors, clients,
legislators, etc.1.
$upervisor revie!s agency mission and goals and determines
!hich pieces of the employees ob are critical to meeting the
mission and goals. $upervisor should also revie! the !or" unit
goals and obectives and determine !hich parts of the
employees ob are critical to goal and obective success.
$tep -* Employee:$upervisor @eeting ? 8iscuss employee strengths,
areas for improvement, interests, goals, and organizational
re6uirements.
$tep .* Prepare Individual 8evelopment Plan ? Employee, in
consultation !ith supervisor, completes plan for individual
development.
$tep 9* $upervisor see"s approval of upper management 0if re6uired
by 2or"force 8evelopment 4ommittee:Plan and:or organizational
policies and procedures1.
$tep A* Implement Plan ? Employee pursues training and development
identifed in plan.
$tep B* Evaluate Cutcomes ? $upervisor:employee evaluate
usefulness of training and development e(periences.
5e- Elements Of An Individual Development Plan
Developing and implementing Individual Development Plans is
considered a good management practice and some agencies have
developed their o!n I8P planning process and forms. 2hile there is no
one DcorrectE form for recording an employees development plan, an
e)ective plan should include the follo!ing "ey elements*
Employee profle ? name, position title, labor grade,
division:bureau or !or" unit,
Pre-Planning,
Employee: $upervisor @eeting,
Prepare I8P 0@ust include the follo!ing1*
+. 8evelopment goals ? short-term and long-term goals !ith
estimated and actual completion dates,
-. 8evelopment obectives ? lin"ed to !or" unit
mission:goals:obectives and employees development
needs and obectives,
.. #raining and development opportunities ? specifc formal
classroom training, !or"shops, rotational assignments,
shado!ing assignments, on-the-ob training, self-study
programs, professional conferences:seminars, etc., that
"
employee !ill pursue !ith estimated and actual completion
dates and costs, and
9. Evaluation of outcomes.
$ignatures ? including supervisory, employee, and !here
appropriate, upper management signatures and date,
Implement I8P, and
Evaluate $uccess.
&rac' (#* Career Ladders through State Sponsored
Agenc- Speci0c &raining and Centrall- Sponsored
Certi0cate Programs
4urrent research emphasizes the importance of continual "no!ledge
and s"ill enhancement in the !or" environment in order to be
competitive in todays !orld-!ide mar"et. 3esearch also recommends
organizations provide continual knowledge and skill
enhancement opportunities in order to efectively recruit and
retain employees 4ontinual "no!ledge and s"ill enhancement is
particularly important to recent high school and college graduates.
5chievement of a state agencys mission is related to the "no!ledge,
s"ills and abilities 07$5s1 of its !or"force. Cne of several tools
available to state government, for the purposes of 7$5 enhancement,
is a career ladder program that focuses on specifc "no!ledge and s"ill
areas employees need to meet the state agency mission and goals.
4areer ladder programs can also assist state agency directors in
"eeping critical positions flled by training a cadre of employees in the
"no!ledge and s"ill areas needed to fll critical positions. #he 8ivision
of Personnel recognizes agencies have benefted in the past and are
beneftting no! from career ladder programs and that individual
employees may !ant to pursue participation in approved career ladder
programs !ithin state government.
4areer ladder programs are specifc to the employees o!n agency
approved program or centrally sponsored certifcate programs o)ered
by the 8ivision of Personnel. Fecause successful completion of a
career ladder program may lead to a labor grade increase, agency
specifc programs shall be approved by the state 8ivision of Personnel.
Employees !ishing to participate in a career ladder program !ithin
state government ma- use the I8P process for a career ladder
program involving a self-assessment, supervisory and upper
management approval, assignment of a mentor and creation of an
Individual 8evelopment Plan.
11
5e-s to a Successful Career Ladder IDP
#here are several steps that you must ta"e to participate in a viable
career ladder program through state sponsored programs. Planning is
crucial and !ithout it you may not succeed. #he follo!ing steps are
essential to success. Each of these steps is important and one !ithout
the other often leads to failure and confusion. Each step builds upon
the other. /ollo!ing the process step-by-step !ill help you to be
successful.
+. I8P $elf 5ssessment
-. Gocating career ladder programs !ithin state government
.. $etting realistic goals for the Individual 8evelopment Plan
9. 4ompleting your application
)2 IDP Self6Assessment for Career Ladder Program Oriented
Emplo-ees
$tate employees are uni6ue in many !ays. #hey !or" for the largest
single employer in the state, have employment opportunities
throughout the state, and have numerous classifcations and
supplemental ob descriptions to help them focus on the specifc career
ladder they see". 5lthough there are many career assessment tools to
evaluate the employees li"es, disli"es and interests, there is no tool
tailored specifcally to %e! &ampshire $tate Hovernment employment.
&o!ever, assessment is a critical frst step in selecting a career ladder
program. #he self-assessment process as"s you to complete several
forms 0see attached self6assessment forms1 that !ill help you
select a career ladder program and prepare for a discussion !ith your
supervisor and, !here appropriate, your mentor.
#2 Locating Career Ladder Programs !ithin State 7overnment
It is during this step !e begin putting the pieces of the career ladder
together. 8uring this step youll begin to match your s"ills, education,
!or" e(periences, and interests to your agency approved career
ladder program !s" or Division of Personnel career ladder
certi#cate programs
Employees should consult !ith their supervisor, human resource o'ce
or the classi#cations section of the division of personnel
regarding possible career ladder programs !ithin their agency. #hey
may also contact the Fureau of Education and #raining 0FE#1 or
2or"force 8evelopment C'ce at the %e! &ampshire 8ivision of
Personnel for approved career ladder programs at Personnel. &he
follo!ing is /eing deleted* Applications for the acceptance into
approved career ladder programs are completed $y the
employee and reviewed%approved $y the agency &orkforce
Development 'ommittee Acceptance into a career ladder
11
program is $ased on selection criteria that, at the very least,
take into consideration the mission, goals and o$(ectives of
the employee)s agency
82 Setting 3ealistic 7oals for the Individual Development Plan
9IDP:
In this step you pull together your assessments and revie! of possible
career ladder programs to establish realistic career ladder goals and
match your interests, desires, "no!ledge, and abilities. 4areer ladder
I8Ps are tailored to your special needs and circumstances. #hey can
help you improve your current ob performance, focus on a career in
%e! &ampshire $tate Hovernment, and be used to enhance personal
development.
5 career ladder I8P is a !ritten plan designed by the employee !ith a
supervisors input to meet his:her career ladder goals. #hey provide a
vehicle for employees to identify and plan developmental training and
to gain !or"-related e(perience. #he primary purpose of the I8P is to
assist employees to accomplish achievable goals, assess their
particular strengths and !ea"nesses, and evaluate plan progress.
I8Ps are used to develop short-term and long-term career ladder
goals. It is also important to develop alternative plans. 5 signed I8P
by you and your supervisor does not guarantee approval by your
!or"force development committee. #he !or"force development
committee is responsible for revie!ing I8P re6uests, comparing
re6uests against agency selection criteria and ma"ing selections that
enhance organizational e)ectiveness and career development needs. 5
signed I8P does not guarantee that an agency !ill be able to fund your
plan.
Iour supervisor is there to assist and help you develop realistic and
achievable goals that !ill support the agencys strategic plans.
$upervisors can also approve training and developmental assignments.
Cnce you notify your supervisor that you !ant to develop an I8P for a
career ladder program he or she !ill prepare for your frst meeting by
revie!ing your current ob standards and position description. &e:she
must also loo" at the organizations long-term needs and consider
proposed changes and demographics. $upervisors are there to assist
the employee to develop both short-term and long-term goals and to
provide available resources that !ill help you gain the re6uired
"no!ledge, s"ills, and abilities.
Step ;* Completing <our Application
1(
/irst impressions are e)ective. #his step provides others !ith their frst
impression of you and your intent. /irst impressions can be lasting so
your application must stand out from the cro!d. #here are a number
of !ays to achieve this. /irst, applications and cover letters must be
neatly typed on a !ord processor, and !ell organized. 5ll applications,
!hether a resume or fll in the blan" application form must be tailored
to the approved career ladder program for !hich you are applying. Iou
need to highlight your strengths and 7$5s to be considered for
acceptance into an approved program. 5pplications for your agency
approved career ladder program can be secured through your human
resource o'ce. 5pplication to career ladder programs o)ered by the
8ivision of Personnel can be secured through the Fureau of Education
and #raining or !or"force development coordinator o'ce.
$uccessful completion of an approved career ladder program may
result in a labor grade enhancement for the attending employee.
&rac' (8* Individualized Career Development for
Emplo-ees ot Involved in Career Ladder Programs
$ome government employees may !ant to pursue highl-
individualized career development separate from enhancement of
e(isting ob "no!ledge, s"ills and abilities and separate from the
approved career ladder programs o)ered by their agency and:or the
8ivision of Personnel. In this situation an employee may !ant to
pursue a career di)erent from the one they presently possess.
3e6uests for highly individualized career development are acceptable
as long as the career is related to the needs of %e! &ampshire $tate
Hovernment. /or e(ample, a 4ertifed Cccupational #herapy 5ssistant
!or"ing at %e! &ampshire &ospital may be interested in pursuing a
career as a *egistered +urse. #his employee can apply for support
of education and:or training to become a *egistered +urse. #he
employee !ould complete all re6uired forms and submit them for
revie! by the hospital administration. #he hospital !ould revie! the
individualized career development application and ma"e a decision to
support, partially support, or not support the re6uest based upon its
o!n selection criteria. 5nother e(ample may be an employee !ho is a
@aintenance @echanic I, labor grade J, !ho aspires to be an Electronic
#echnician I, labor grade +K. #he employee !ould complete the
application for the highly individualized career development program
and the agency !ould revie! the application, ma"ing a decision to
support, partially support, or not support based on its selection criteria.
13
/or this program agencies must consider ho! the re6uest !ould
support the agencys mission, goals and obectives and:or the overall
needs of state government. Employees interested in this program
should use the same application process used for the approved career
ladder programs. Hovernment administrators interested in channeling
employees in this direction should encourage them to complete an
application for the program and support them in their e)orts. $ee the
follo!ing pages for recommended forms.
2C37$&EE#$ /C3 453EE3 G588E3 5%8 &IH&GI
I%8ILI8M5GINE8 453EE3 P5#& P3CH35@$
Personal Characteristics and Attitudes =or'sheet
#he follo!ing profle !ill allo! you to ta"e an honest loo" at ho!
you perceive the !orld around you. Iour characteristics and attitudes
determine ho! !ell you !ill ft into certain occupations and into the
!orld in general.
4omplete the follo!ing profle honestly. 5ns!er the 6uestions
from the perspective of !ho you are no!, not !ho you !ould li"e to be.
Identify each item !ith either a I for IE$, I have this characteristic, or
enter a 8 to indicate that you 8E$I3E to have this characteristic or
attitude. Geave the area blan" if the ans!er is no. #his profle !ill help
you investigate career choices that ft your characteristics and
attitudes. It !ill also help you read bet!een the lines !hen e(ploring
career options. Iou can match the !or"ing conditions of occupations
to your positive characteristics or plan a course of action to develop
the characteristics that are re6uired for your career choices.
Personal Characteristics and Attitudes Pro0le
Characteristic>Attit
ude
<>
D
Characteristic>Atti
tude
<>
D
Characteristic>Atti
tude
<>D
Crganizational ability Hood study habits $ocial s"ills
2or" alone 2or" in
groups:teams
Public spea"ing
2rite clearly @anage stress 5ggressive
Passive 5dusts to change 5ssertive
8etail oriented 4autious 3is"-ta"er
4alm %ervous /ocus on tas"s
4ompetitive 4onscientious 4reative
8iplomatic Cptimistic Patient
Persuasive %urturing @ature
Goyal &onest Easy-going
#as" oriented People Criented Gogical
/riendly E'cient Enthusiastic
3ational 8ependable 5nalytical
Cpen-minded #rust!orthy #rainable
$elf-confdent Crganized @otivated
Empathetic 5 good listener Persuasive
Ouiet Punctual 0on time1 /ast
14
&umorous @echanically
inclined
4onsistent
5ccepts responsibility 3esourceful Professional
Progressive InPuence others 8ecisive
@odest Gi"ed by others 3eserved
$ensible #ough $trong !illed
@eticulous /ollo! directions 4omposed
@anual de(terity Evaluate situations /ollo! instructions
5dventurous 4heerful 7ind
Practical Henerous $incere
)2 CA3EE3 ISS?ES =O35S"EE&
=hat are -our career issues@
&o! much time and e)ort you need to spend at any one step in the process
depends on your career issues. It is important to be clear about these career
issues, so that you can develop an e)ective strategy for dealing !ith them.
4areer issues cover a broad spectrum, ranging from getting up to speed in a
ne! ob, to ma"ing a maor career feld change, or planning your retirement.
#he follo!ing is a list of statements that rePect the full range of career issues
people face at one time or another.
2hich ones are relevant for you no!Q Place an DRE in front of the statements
that are true for you at this time.
SSSS Iou are ne! in your ob and must learn the basics to get up to speed and
feel comfortable and productive.
SSSS Iou have been in your ob for a !hile and are striving for increased
competence, in general.
SSSS Iou need to improve your performance in certain areas of your current
ob.
SSSS Iou need to update your s"ills or e(pertise to "eep up !ith the changing
technologies or state-of-the art "no!ledge in your line of !or".
SSSS Iour ob duties have changed recently =or !ill change>, re6uiring some
ne! s"ills or e(pertise on your part.
SSSS Iour ob may be eliminated due to re-engineering or restructuring, and
you !ant to begin DretoolingE to be ready for future opportunities.
SSSS Iou !ant to prepare for a promotion or move to the ne(t higher level of
responsibility.
SSSS Iou !ant to broaden your s"ills or e(pertise to allo! yourself more
Pe(ibility for future ob moves.
SSSS Iou !ant to change obs !ithin your current ob category, and...
SSSS stay at your 5gency SSSS stay in $tate Hovernment
1+
SSSS stay !ithin your SSSS leave $tate Hovernment
8iv.:Fureau:Mnit
SSSS Iou !ant to change ob categories, andT
SSSS stay at your 5gency SSSS stay in $tate Hovernment
SSSS stay !ithin your SSSS leave $tate Hovernment
8iv.:Fureau:Mnit
SSSS Iou dont see much of a future if you remain in your current ob, but
arent sure of your options.
SSSS Iou !ant to plan your retirement. SSSS Cther
#2 5O=LED7E OF =O35 EAI3OBE& =O35S"EE&
5ns!er the follo!ing 6uestions to identify !hat is currently going on around
you and your organization.
+. 2hat changes do you e(pect to occur in the near futureQ
-. &o! is the mission of my organization =e.g., 8ivision, Fureau, Mnit>
changingQ 2hat other changes are occurring regarding our customers,
services, !or" processes, organizational structure, reporting
relationships and personnelQ Is this a change of !hich I !ant to be a
part or is it time for me to consider a moveQ
.. 2hat are the organizations changing needs regarding the !or"force
and !hat ne! e(pertise and s"ills !ill be re6uired or desirableQ
9. 2hat opportunities are available for developing this ne! e(pertise and
s"ills =!or" e(periences, training, rotational assignments, professional
conferences, mentoring, etc.>Q
A. &o! might my role =ob> change in my organizationQ &o! can I prepare
for or develop ne! s"ills for these changesQ
B. %e! e(pertise and s"ills my organization !ants me to learn include.
1.
K. 2hat ne! missions or proects in my agency appeal to meQ 2hat are
the
organizations future needsQ 2hat "inds of development activities
!ould help position me for participation in another !or" proectQ
82 5O=LED7E OF SELF =O35S"EE&
#o gain a better understanding of your self, ans!er the follo!ing 6uestions*
+. Cf the ne! and recent developments in my organization or feld, !hat
interests me the mostQ
-. 2hat are my current strengths for pursuing these interestsQ 2hat do I
need to do to reposition my career so that I can get involved in these
ne! developmentsQ
.. Is it time for me to consider !or"ing outside of my organizationQ If I am
considering a complete career change, !hat e(periences and learning
!ould help reposition my career in the direction of my ne! interestsQ
9. Cf all the things I have done in the last A years =!or" and non-!or"
related>, !hat specifc activities and functions have energized me the
mostQ 2hat developmental activities!or" e(periences, learning, s"ill
building--!ould help me gro! in or increase these energizing
functionsQ
A. Cther things I !ould li"e to learn are...
17
B. 2hat non-!or" related issues do I need to consider that !ill li"ely
impact my career plans =e.g., health, family, fnancial, and social>Q
;2 I&E73A&IO OF 5O=LED7E OF SELF AD =O35 EAI3OBE&
=O35S"EE&
#o address the match bet!een you and your career goals and organizational
needs, ans!er the follo!ing 6uestions*
+. In !hat areas do my interests and personal plans overlap !ith the
changing needs of my organizationQ 8o any areas of overlap represent Dfrst
choiceE development targetsQ
-. 2hat "no!ledge, s"ills or abilities are important for increasing or
maintaining the 6uality of my performance in my present assignmentsQ $ee
pages -U-.U for competencies and defnitions.
.. 2hat "no!ledge, s"ills or abilities !ould help prepare me for opportunities
or roles I might have in the futureQ $ee pages -U-.U for competencies and
defnitions.
9. 4ompared to the development needs suggested by these factors, other
interests for development that are important to me include...
1!
C2 7OAL DEAELOPBE& =O35S"EE&
5 development goal is a statement of a desired outcome or accomplishment
that is specifc, observable and realistic. Fased on the data you have
generated about yourself on the previous !or"sheets and your specifc career
issues, !rite some career goals for the ne(t +, - and . years and ans!er the
follo!ing 6uestions. Iou can use the list of competencies to assist you.
8efnitions for each listed competency can be found on pages -U through .U.
+. 2hat I !ant to accomplish and the competencies ="no!ledge:s"ills> I !ant
to ac6uire or improve by this time ne(t year areT
-. 2hat I !ant to accomplish and the competencies ="no!ledge:s"ills> I !ant
to ac6uire or improve by the end of the second year are...
.. 2hat I !ant to accomplish and the competencies ="no!ledge:s"ills> I !ant
to ac6uire or accomplish by the end of the third year are...
9. 2hat barriers or obstacles might prevent me from accomplishing my goals
on time =e.g., time, money, and other commitments>Q
A. 2hat can I do to overcome these barriers or obstaclesQ 2hat resources are
available to help meQ
1"
D2 BE&"OD FO3 &A5I7 AC&IO =O35S"EE&
#o achieve your career developmental goals, identify the actions you plan to
ta"e by placing an DRE in front of all applicable actions. In planning your
career moves, consider all of the follo!ing possibilities. 3emember that DMpE
is not the only !ay*
SSS Lateral Bove* 4hange in position !ithin or outside an agency, but not
necessarily a change in status or pay.
SSS Eo/ Enrichment* E(pand or change my ob in order to provide gro!th
e(periences for myself.
SSS E1ploration* Identify other obs that re6uire s"ills I have and also tap my
interests and values. Vob rotation is an e(ample.
SSS Do!nshifting* #a"e an assignment or ob at a lo!er level of
responsibility, ran", and:or salary in order to reposition my career for
something ne! and interesting to me, or to achieve a better balance bet!een
!or" and personal life.
SSS Change =or' Setting* %o signifcant change to my ob duties, but
transition to a di)erent boss, organization or employer.
SSS o Change* 8o nothing, but only after careful consideration.
+. #here are a !ide range of potential actions for me to consider in order to
achieve my goals. Put an D(E ne(t to the actions that you might consider.
-- %e! assignments in my current ob
-- 3otation to a di)erent proect:ob
-- $ee" a mentor=s>
-- Lolunteer for a tas" force or process action:re-engineering team
-6 Cbtain on-the-ob guidance from someone !ho is more e(pert in a specifc
area
-- 5ttend seminars:conferences =on-site and o)-site>
-- Enroll in university courses
-- 5ttend commercial:contracted courses
-- E(perience self-paced learning =boo"s, videos, computer-based instruction,
etc.>
-- Pursue an academic degree or certifcation program
-- 4onduct informational intervie!s
-- @ove to a ne! ob !ithin my agency
-- @ove to a ne! ob !ithin $tate Hovernment
(1
-- @ove to a ne! ob outside of $tate Hovernment
-- Plan retirement
-- Cther actions*
5SAs F 5no!ledge>S'ills>A/ilities
0#a"en from the /ederal Hovernment, C'ce of Personnel @anagement1
5SA Description
7no!ledge ? @astery of facts, range of information in subect matter
area.
$"ills ? Profciency, e(pertise, or competence in given area, e.g.,
science, art, crafts.
5bilities ? 8emonstrated performance to use "no!ledge and s"ills
!hen needed.
5SA De0nitions 97eneral Emplo-ee
Competencies:
Interpersonal S'ill
Is a!are of, responds to, and considers the needs, feelings, and
capabilities of others. 8eals !ith conPicts, confrontations,
disagreements in a positive manner, !hich minimizes personal impact,
to include controlling ones feelings and reactions. 8eals e)ectively
!ith others in both favorable and unfavorable situations regardless of
status of position. 5ccepts interpersonal and cultural diversity.
&eam S'ill
Establishes e)ective !or"ing relationships among team members.
Participates in solving problems and ma"ing decisions.
Communications
Presents and e(presses ideas and information clearly and concisely in
a manner appropriate to the audience, !hether oral or !ritten.
5ctively listens to !hat others are saying to achieve understanding.
$hares information !ith others and facilitates the open e(change of
ideas and information. Is open, honest, and straightfor!ard !ith
others.
Planning and Organizing
Establishes courses of action for self to accomplish specifc goals 0e.g.,
establishes action plans1. Identifes need, arranges for, and obtains
(1
resources needed to accomplish o!n goals and obectives. 8evelops
and uses trac"ing systems for monitoring o!n !or" progress.
E)ectively uses resources such as time and information.
Organizational 5no!ledge and Competence
5c6uires accurate information concerning the agency components, the
mission0s1 of each relevant organizational unit, and the principal
programs in the agency. Interprets and utilizes information about the
formal and informal organization, including the organizational
structure, functioning, and relationships among units. 4orrectly
identifes and dra!s upon source0s1 of information for support.
Pro/lem Solving and Anal-tical A/ilit-
Identifes e(isting and potential problems:issues. Cbtains relevant
information about the problem:issue, including recognizing !hether or
not more information is needed. Cbectively evaluates relevant
information about the problem:issue. Identifes the specifc cause of
the problem:issue. 8evelops recommendations, develops and
evaluates alternative course of action, selects courses of action, and
follo!s up.
Eudgment
@a"es !ell reasoned and timely decisions based on careful, obective
revie! and informed analysis of available considerations and factors.
$upports decisions or recommendations !ith accurate information or
reasoning.
Direction and Botivation
$ets a good e(ample of ho! to do the ob, demonstrates personal
integrity, responsibility, and accountability. Provides advice and
assistance to help others accomplish their !or". 8irects:motivates
self.
Decisiveness
Identifes !hen immediate action is needed, is !illing to ma"e
decisions, render udgments, and ta"e action. 5ccepts responsibility
for the decision, including sustaining e)ort in spite of obstacles.
Self6Development
5ccurately evaluates o!n performance and identifes s"ills and abilities
as targets of training and development activities related to current and
future ob re6uirements. 5nalyzes present career status. $ets goals
0short and:or long term1. Identifes available resources and methods
for self-improvement. $ets realistic time frames for goals and follo!s
up.
((
Fle1i/ilit-
@odifes o!n behavior and !or" activities in response to ne!
information, changing conditions, or une(pected obstacles. Lie!s
issues:problems from di)erent perspectives. 4onsiders a !ide range of
alternatives, including innovative or creative approaches. $trives to
ta"e actions that are acceptable to others having di)ering vie!s.
Leadership
5bility to ma"e right decisions based on perceptive and analytical
processes. Practices good udgment in gray areas. 5cts decisively.
5SA De0nitions 97eneral Supervisor->Banager
Competencies:
Pro/lem Solving and Anal-tical A/ilit-
Identifes e(isting and potential problems, notes, understands, and
includes the critical elements of problem situations, obtains and
evaluates relevant information, demonstrates a!areness that ne!
and:or additional information sources are re6uired, notes
interrelationships among elements, identifes possible causes of the
problems, recognizes the need to shift to an alternative course of
action including innovative or creative approaches, and appropriately
terminates information collection and evaluation activities.
Planning and Organizing
Identifes re6uirements, allocates, and e)ectively uses information,
personnel, time, and other resources necessary for mission
accomplishment, establishes appropriate courses of action for self
and:or others to accomplish specifc goals, develops evaluation criteria
and trac"ing systems for monitoring goal progress and
accomplishment, and specifes obectives, schedules, and priorities.
Decisiveness
@a"es decisions, renders udgments, and ta"es action on di'cult or
unpleasant tas"s in a timely fashion, to include the appropriate
communication of both negative and positive information and
decisions.
Eudgment
8evelops and evaluates alternative courses of action, ma"es decisions
based on correct assumptions concerning resources and guidelines,
supports decisions or recommendations !ith data or reasoning, defnes
and implements solutions to problems, and recognizes !hen no action
is re6uired.
(3
Communication S'ill
Presents and e(presses ideas and information e)ectively and concisely
in an oral and:or !ritten mode, listens to and comprehends !hat
others are saying, shares information !ith others and facilitates the
open e(change of ideas and information, is open, honest, and
straightfor!ard !ith others, provides a complete and timely
e(planation of issues and decisions in a manner appropriate for the
audience, and presents information and material in a manner that
gains the agreement of others.
Interpersonal S'ill
Is a!are of, responds to, and considers the needs, feelings, and
capabilities of others, deals e)ectively !ith others in favorable and
unfavorable situations regardless of their status or position, accepts
interpersonal and cultural di)erences, manages conPict:confrontations:
disagreements in a positive manner that minimizes personal impact, to
include controlling ones o!n feelings and reactions, and provides
appropriate support to others.
Direction and Botivation
@otivates and provides direction in the activities of others to
accomplish goals, gains the respect and confdence of others,
appropriately assigns !or" and authority to others in the
accomplishment of goals, provides advice and assistance as re6uired.
Supervisor- 3ole Performance
8isplays "no!ledge of the roles, responsibilities, and duties of
supervisors and managers, accurately assesses the impact upon
others of role performance, and supports and promotes organizational
decisions, policies, programs, and initiatives such as EEC and
5'rmative 5ction.
Specialt- Competence
Mnderstands and appropriately applies procedures, re6uirements,
regulations, and policies, maintains credibility !ith others on specialty
matters, uses appropriate procedures or systems in the operational
and:or sta) environment as the position re6uires.
Organizational 5no!ledge
8emonstrates "no!ledge of the departments or agencys
organizational components, the mission0s1 of each relevant
organizational unit, and the principal programs in the organization.
(4
Leadership
Establishes !or" standards and e(pectations for self and others.
5ppropriately assigns:delegates !or" and authority to others in the
accomplishment of goals. 7eeps goals and obectives in sight at all
times, monitors progress to!ard goals, and !or"s to overcome barriers
and obstacles. Provides coaching, advice, and assistance as re6uired,
e.g., helps subordinates overcome obstacles and deal !ith problems.
5ppropriately assesses contributions and performance of employees,
provides appropriate recognition, and deals !ith problems as they
arise. Instills in others a sense of pride in the ob at hand.
E1ecutive Core Competencies
E44 W+ Geading 4hange
E44 W- Geading People
E44 W. 3esults 8riven
E44 W9 Fusiness 5cumen
E44 WA Fuilding 4oalitions:4ommunications
ECC () Leading Change
#his core 6ualifcation encompasses the ability to develop and
implement an organizational vision !hich integrates "ey national and
program goals, priorities, values, and other factors. Inherent to it is
the ability to balance change and continuity ? to continually strive to
improve customer service and program performance !ithin the basic
government frame!or", to create a !or" environment that encourages
creative thin"ing, and to maintain focus, intensity and persistence,
even under adversity.
5e- Characteristics*
+. E(ercising leadership and motivating managers to incorporate
vision, strategic planning, and elements of 6uality management
into the full range of the organizations activities, encouraging
creative thin"ing and innovation, inPuencing others to!ard a
spirit of service, designing and implementing ne! or cutting
edge programs:processes.
-. Identifying and integrating "ey issues a)ecting the organization,
including political, economic, social, technological, and
administrative factors.
.. Mnderstanding the roles and relationships of the components of
the state or regional policy ma"ing and implementation process,
including the Hovernor, legislature, the udiciary, local
governments, and interest groups, and formulating e)ective
(+
strategies to balance those interests consistent !ith the business
of the organization.
9. Feing open to change and ne! information, tolerating ambiguity,
adapting behavior and !or" methods in response to ne!
information, changing conditions, or une(pected obstacles,
adusting rapidly to ne! situations !arranting attention and
resolution.
A. 8ealing e)ectively !ith pressure, maintaining focus and intensity
and remaining persistent, even under adversity, recovering
6uic"ly from setbac"s.
B. 8isplaying a high level of initiative, e)ort, and commitment to
public service, being proactive and achievement-oriented, being
self-motivated, pursuing self-development, see"ing feedbac"
from others and opportunities to master ne! "no!ledge.
Leadership Competencies
Creativit- and Innovation ? 8evelops ne! insights into situations
and applies innovative solutions to ma"e organizational improvements,
creates a !or" environment that encourages creative thin"ing and
innovation, designs and implements ne! or cutting-edge
programs:processes.
3esilience ? 8eals e)ectively !ith pressure, maintains focus and
intensity and remains optimistic and persistent, even under adversity.
3ecovers 6uic"ly from setbac"s. E)ectively balances personal life and
!or".
Continual Learning ? Hrasps the essence of ne! information,
masters ne! technical and business "no!ledge, recognizes o!n
strengths and !ea"nesses, pursues self-development, see"s feedbac"
from others and opportunities to master ne! "no!ledge.
Service Botivation ? 4reates and sustains an organizational culture
!hich encourages others to provide the 6uality of service essential to
high performance. Enables others to ac6uire the tools and support
they need to perform !ell. $ho!s a commitment to public service.
InPuences others to!ard a spirit of service and meaningful
contributions to mission accomplishment.
E1ternal A!areness ? Identifes and "eeps up to date on "ey national
and international policies and economic, political, and social trends
that a)ect the organization. Mnderstands near-term and long-range
plans and determines ho! best to be positioned to achieve a
competitive business advantage.
(.
Strategic &hin'ing ? /ormulates e)ective strategies consistent !ith
the business and competitive strategy of the organization. E(amines
policy issues and strategic planning !ith a long-term perspective.
8etermines obectives and sets priorities, anticipates potential threats
or opportunities.
Fle1i/ilit- ? Is open to change and ne! information, adapts behavior
and !or" methods in response to ne! information, changing
conditions, or une(pected obstacles. 5dusts rapidly to ne! situations
!arranting attention and resolution.
Aision ? #a"es a long-term vie! and acts as a catalyst for
organizational change, builds a shared vision !ith others. InPuences
others to translate vision into action.
ECC (# Leading People
#his core competency involves the ability to design and implement
strategies !hich ma(imize employee potential and foster high ethical
standards in meeting the organizations vision, mission, and goals.
7ey 4haracteristics*
+. Providing leadership in setting the !or"forces e(pected
performance levels commensurate !ith the organizations
strategic obectives, inspiring, motivating, and guiding others
to!ard total accomplishment, empo!ering people by sharing
po!er and authority.
-. Promoting 6uality through e)ective use of the organizations
performance management system 0e.g., establishing
performance standards, appraising sta) accomplishments using
the developed standards, and ta"ing action to re!ard, counsel,
or remove employees, as appropriate1.
.. Laluing cultural diversity and other di)erences, fostering an
environment !here people !ho are culturally diverse can !or"
together cooperatively and e)ectively in achieving organizational
goals.
9. 5ssessing employees uni6ue developmental needs and
providing developmental opportunities !hich ma(imize
employees capabilities and contribute to the achievement of
organizational goals, developing leadership in others through
coaching and mentoring.
A. /ostering commitment, team spirit, pride, trust, and group
identity, ta"ing steps to prevent situations that could result in
unpleasant confrontations.
B. *esolving conPicts in a positive and constructive manner, this
includes promoting labor:management partnerships and dealing
e)ectively !ith employee relations matters, attending to morale
and organizational climate issues, handling administrative, labor
(7
management, and EEC issues, and ta"ing disciplinary actions
!hen other means have not been successful.
Leadership Competencies
ConGict Banagement ? Identifes and ta"es steps to prevent
potential situations that could result in unpleasant confrontations.
@anages and resolves conPicts and disagreements in a positive and
constructive manner to minimize negative impact.
Integrit->"onest- ? Instills mutual trust and confdence, creates a
culture that fosters high standards of ethics, behaves in a fair and
ethical manner to!ard others, and demonstrates a sense of corporate
responsibility and commitment to public service.
Cultural Awareness ? Initiates and manages cultural change !ithin
the organization to impact organizational e)ectiveness. Lalues cultural
diversity and other individual di)erences in the !or"force. Ensures
that the organization builds on these di)erences and that employees
are treated in a fair and e6uitable manner.
&eam 4uilding ? Inspires, motivates, and guides others to!ard goal
accomplishments. 4onsistently develops and sustains cooperative
!or"ing relationships. Encourages and facilitates cooperation !ithin
the organization and !ith customer groups, fosters commitment, team
spirit, pride, trust. 8evelops leadership in others through coaching,
mentoring, re!arding, and guiding employees.
ECC (8 3esults Driven
#his core competency stresses accountability and continuous
improvement. It includes the ability to ma"e timely and e)ective
decisions and produce results through strategic planning and the
implementation and evaluation of programs and policies.
7ey 4haracteristics*
+. Mnderstanding and appropriately applying procedures,
re6uirements, regulations, and policies related to specialized
e(pertise, understanding lin"ages bet!een administrative
competencies and mission needs, "eeping current on issues,
practices, and procedures in technical areas.
-. $tressing results by formulating strategic program plans !hich
assess policy:program feasibility and include realistic short and
long-term goals and obectives.
.. E(ercising good udgment in structuring and organizing !or" and
setting priorities, balancing the interests of clients and readily
readusting priorities to respond to customer demands.
(!
9. 5nticipating and identifying, diagnosing, and consulting on
potential or actual problem areas relating to program
implementation and goal achievement, selecting from alternative
courses of corrective action, and ta"ing action from developed
contingency plans.
A. $etting program standards, holding self and others accountable
for achieving these standards, acting decisively to modify them
to promote customer service and:or 6uality of programs and
policies.
B. Identifying opportunities to develop and mar"et ne! products
and services !ithin or outside of the organization, ta"ing ris"s to
pursue a recognized beneft or advantage.
Leadership competencies
Accounta/ilit- - 5ssures that e)ective controls are developed and
maintained to ensure the integrity of the organization. &olds self and
others accountable for rules and responsibilities. 4an be relied upon
to ensure that proects !ithin areas of specifc responsibility are
completed in a timely manner and !ithin budget. @onitors and
evaluates plans, focuses on results and measuring attainment of
outcomes.
Entrepreneurship ? Identifes opportunities to develop and mar"et
ne! products and services !ithin or outside of the organization. Is
!illing to ta"e ris"s, initiates actions that involve a deliberate ris" to
achieve a recognized beneft or advantage.
Customer Service ? Falancing interests of a variety of clients, readily
readust priorities to respond to pressing and changing client demands.
5nticipates and meets the need of clients, achieves 6uality end-
products, is committed to continuous improvement of services.
Pro/lem Solving ? Identifes and analyzes problems, distinguishes
bet!een relevant and irrelevant information to ma"e logical decisions,
provides solutions to individual and organizational problems.
Decisiveness ? E(ercises good udgment by ma"ing sound and !ell-
informed decision, perceives the impact and implications of decisions,
ma"es e)ective and timely decisions, even !hen data is limited or
solutions produce unpleasant conse6uences, is proactive and
achievement oriented.
&echnical Credi/ilit- ? Mnderstands and appropriately applies
procedures, re6uirements, regulations, and policies related to
specialized e(pertise. Is able to ma"e sound hiring and capital
("
resource decisions and to address training and development needs.
Mnderstand lin"ages bet!een administrative competencies and
mission needs.
ECC (; 4usiness Acumen
#his core competency involves the ability to ac6uire and administer
human, fnancial, material, and information resources in a manner
!hich instills public trust and accomplishes the organizations mission,
and to use ne! technology to enhance decision ma"ing.
7ey 4haracteristics
+. 5ssessing current and future sta'ng needs based on
organizational goals and budget realities. 5pplying sound human
resource principles to develop, select, and manage a diverse
!or"force.
-. Cverseeing the allocation of fnancial resources, identifying cost-
e)ective approaches, establishing and assuring the use of
internal controls for fnancial systems.
.. @anaging the budgetary process, including preparing and
ustifying a budget and operating the budget under
organizational and legislative procedures, understanding the
mar"eting e(pertise necessary to ensure appropriate funding
levels.
9. Cverseeing procurement and contracting procedures and
processes.
A. Integrating and coordinating logistical operations.
B. Ensuring the e'cient and cost-e)ective development and
utilization of management information systems and other
technological resources that meet the organizations needs,
understanding the impact of technological changes on the
organization.
Leadership Competencies
Financial Banagement ? 8emonstrates broad understanding of
principles of fnancial management and mar"eting e(pertise necessary
to ensure appropriate funding levels. Prepares, ustifes, and:or
administers the budget for the program area, uses cost-beneft
thin"ing to set priorities, monitors e(penditures in support of programs
and policies, and identifes cost-e)ective approaches. @anages
procurement and contracting.
&echnological Banagement ? Mses e'cient and cost-e)ective
approaches to integrate technology into the !or"place and improve
program e)ectiveness. 8evelops strategies using ne! technology to
31
enhance decision ma"ing. Mnderstands the impact of technological
changes on the organization.
"uman 3esource Banagement ? 5ssesses current and future
sta'ng needs based on organizational goals and budget realities.
Msing merit principles, ensure sta) are appropriately selected,
developed, utilized, appraised, and re!arded, ta"es corrective action.
ECC (C 4uilding Coalitions>Communication
#his core competency involves the ability to e(plain, advocate and
e(press facts and ideas in a convincing manner, and negotiate with
individuals and groups internally and e(ternally. It also involves the
ability to develop an e(pansive professional net!or" !ith other
organizations, and to identify the internal and e(ternal politics that
impact the !or" of the organization.
7ey 4haracteristics
+. 3epresenting and spea"ing for the organizational unit and its
!or" 0e.g., presenting, e(plaining, selling, defning, and
negotiating1 to those !ithin and outside the o'ce 0e.g., agency
heads and other government e(ecutives, corporate e(ecutives,
8epartment of 5dministrative $ervices budget o'cials,
legislative members and sta), the media, Hovernors o'ce,
clientele and professional groups1, ma"ing clear and convincing
oral presentations to individuals and groups, listening e)ectively
and clarifying information, facilitating an open e(change of ideas.
-. Establishing and maintaining !or"ing relationships !ith internal
organizational units 0e.g., other program areas and sta) support
functions1, approaching each problem situation !ith a clear
perception of organizational and political reality, using contacts
to build and strengthen internal support bases, getting
understanding and support from higher level management.
.. 8eveloping and enhancing alliances !ith e(ternal groups 0e.g.,
other agencies or frms, state and local governments, legislature,
and clientele groups1, engaging in cross-functional activities,
fnding common ground !ith a !idening range of sta"eholders.
9. 2or"ing in groups and teams, conducting briefngs and other
meetings, gaining cooperation from others to obtain information
and accomplish goals, facilitating D!in-!inE situations.
A. 4onsidering and responding appropriately to the needs, feelings,
and capabilities of di)erent people in di)erent situations. Is
tactful and treats others !ith respect.
B. $eeing that reports, memoranda, and other documents rePect
the position and !or" of the organization in a clear, convincing,
and organized manner.
31
Leadership Competencies
InGuencing>egotiating ? Persuades others, builds consensus
through give and ta"e, gains cooperation from others to obtain
information and accomplish goals, facilitates D!in-!inE situations.
Partnering ? 8evelops net!or"s and builds alliances, engages in
cross-functional activities, collaborates across boundaries, and fnds
common ground !ith a !idening range of sta"eholders. Mtilizes
contacts to build and strengthen internal support bases.
Interpersonal S'ills ? 4onsiders and responds appropriately to the
needs, feelings, and capabilities of di)erent people in di)erent
situations, is tactful, compassionate and sensitive, and treats others
!ith respect.
Political Savv- ? Identifes the internal and e(ternal politics that
impact the !or" of the organization. 5pproaches each problem
situation !ith a clear perception of organizational and political reality,
recognizes the impact of alternative courses of action.
Oral Communication ? @a"es clear and convincing oral presentations
to individuals or groups, listens e)ectively and clarifes information as
needed, facilitates an open e(change of ideas and fosters an
atmosphere of open communication.
=ritten Communication ? E(presses facts and ideas in !riting in a
clear, convincing and organized manner.
3(
IDIAID?AL DEAELOPBE& PLA
Employee %ame Gabor
Hrade
Position #itle 8ivision,
Fureau,
$ection
$upervisors %ame
Section I F O37AIHA&IOAL E"ACEBE& O3 CA3EE3 7OALS
Short-Term Goals (1-2 Years) Long-Term Goals (2-5 years)
Section II 6 IDIAID?AL DEAELOPBE& PLA
+Completed /- Supervisor I Emplo-ee,
8evelopment Cbectives =7$5s>
needed to reach goal.
8evelopmental 5ssignments, etc.,
including target completion dates.
Cther 5ctivities
Section II 6 Individual Development Plan +Continued,
8evelopmental Cbectives 8evelopmental 5ssignments Cther 5ctivities
33
IDIAID?AL DEAELOPBE& PLA
34
Section III 6 Formal &raining and Accomplishment Schedule
3emar"s /ormal #raining =e.g. interagency, out-
of-agency, private sector,
correspondence, etc.>
Proecte
d 4ost
#arget
4omplete
d 8ate
5ctual
4omplete
d 8ate
Employees signature 8ate Employees $upervisors signature
8ate
%ote* #his I8P is subect to change
depending on availability of funds,
courses, and candidates
re6uirements.
@anagers signature 8ate

#*+PLE IDI,ID-*L DE,ELOP+ET PL*
Emplo&ee )ame $a3or
/rade
Position Title
'ecretar& II
Division2
3ureau2 section
'upervisor;s )ame
3+
<ane Doe "
District Office
0ar& 'mit
#ection I . O/$*I0*TIO*L E"*CE+ET O/ C*/EE/ $O*L#
Short-Term Goals (1-2 Years)
To develop te skills and kno-ledge re:uired to perform effectivel& in
te %dministrative %ssistant I position8
Long-Term Goals (2-5 years)
To advance to te $a3or /rade 1. %dministrative %ssistant I position
#ection II 1 IDI,ID-*L DE,ELOP+ET PL*
2Completed b3 #upervisor 4 Emplo3ee5
Development O37ectives =,'%s> needed to
reac goal
Developmental %ssignments2 etc82 including
target completion dates8
Oter %ctivities
?evie- $a3or /rade 1. %dmin8 %ssistant I
Position duties and responsi3ilities found on
the class specification8
$earn 3asic accounting tecni:ues8
#all @? 3& .9(19AA for a cop& of te class
specifications or look online on division of
personnel -e3site at class specifications
#eck -it local communit& college regarding
accounting courses8 !91+9AA
#ontact <im <ones 4Business %dministrator5 to
make arrangements for sado-ing accountant to
learn o37ect codes and 3asic 3udgeting
processes8 1191AA
Talk -it at least t-o %dministrative
%ssistants 4tis agenc& or anoter agenc&58
#onduct an informational intervie- regarding
7o3 duties8 Date of completionC "9(19A
#ection II 1 Individual Development Plan 2Continued5
Developmental Ob6ectives
$earn o- to give effective presentation8
Develop effective report -riting skills8
Developmental *ssignments
#ontact Division of Personnel and sign-up forC
Presentation skills -orksop 1919AA
Other *ctivities
*ork -it &our supervisor 4me5 to scedule
opportunities to present data and oter
3.
%dministrative %ssistant Position re:uires
supervision of staff D seek supervisor& training8
Develop organizational a3ilities
Improve #ustomer 'ervices skills 4internal and
eEternal5
Improve Tecnolog& 'kills
?eport -riting -orksops 1919AA
Enroll in #ertified Pu3lic 'upervisor Program
+91+9AA
'et up internal suspense s&stem for m& -ork
area immediatel&8
*ork -it supervisor to develop and distri3ute
customer service surve& to our stakeolders8
?evie- results to determine personal strengts
and -eaknesses8
#ontact Division of Personnel regarding
customer service training and scedule it8
'ign up forC
%dvanced Po-er Point
%ccess II
Pu3liser
#omplete training 3& +91+9AA
information at meetings8
Order dail& planner 3& "919AA %nd use it to
track action items and activities8 *ork -it
supervisor 4me5 on use of planner8
%fter completing customer service training set
up customer service o37ectives for &ou and
track performance for 3 monts8 *ork -it
me to esta3lis performance eEpectations and
a tracking form8
IDI,ID-*L DE,ELOP+ET PL*
#ection III 1 Formal Training and *ccomplishment #chedule
37
?emarks 6ormal Training =e8g8 interagenc&2 out-of-agenc&2
private sector2 correspondence2 etc8>
Pro7ected
#ost
Target
#ompleted
Date
%ctual
#ompleted
Date
Performance eEcellence in tecnolog& skills and
customer service part of agenc& mission and goals
Presentation skills2 report -riting skills2 time
management and organization and supervisor training
all part of individualized career development8
Training provided 3& Division of Personnel2
Bureau of Education and Training
Eac competenc& area offered 3& Bureau of
Education and Training as part of #ertified
Pu3lic 0anager Program
F311
F"11
1(91+9AA
.9319AA
Emplo&ee;s signature Date Emplo&ee;s 'upervisor;s signature Date
)oteC Tis IDP is su37ect to cange
depending on availa3ilit& of funds2 courses2
and candidate;s re:uirements8
0anager;s signature Date

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