The HUD Leadership Journey 

Reference Guide 

2nd Edition

Worksheets On-the-Job Development Suggestions Coaching Suggestions

Welcome to the Leadership Journey Reference Guide, the U.S. Department of Housing and Urban Development’s 

(HUD’s) roadmap to leadership development. This Guide was developed to be a tool to promote the empowerment 

of HUD’s management and leadership workforce as well as those employees who aspire to be leaders by engaging 

in learning opportunities that are focused on long-term development, growth, and performance improvement. In 

doing so, employees on a leadership journey will more effectively and efficiently change the way the Department 

operates and accomplishes its mission. 

This reference tool will assist employees with their career development and succession planning by outlining the 

leadership competencies needed for self-development and the development of others. 

Using this reference tool allows the user to do the following: 

• Gain an understanding of the leadership competencies developed by the U.S. Office of Personnel 

Management (OPM). 

• Identify targeted development goals and activities. 

• Define specific actions for his or her development. 

• Help others develop their leadership competencies. 

As illustrated below, this Guide is divided into four sections. You should use all four sections to complete a step-bystep development process. 

Throughout the Guide we use icons to denote tools and resources provided in each section. 

Leadership Development Guide can be found at HUD@Work at: hud@work.hud.gov. Check this site for the most 

current issue. In addition, please visit the Online Career Resource Center (CRC) 

https://www.hudlearn.net/index.php. 

I. The HUD Leadership Journey Reference Guide

Contents 

Executive Summary ....................................................................................... V 

SECTION 1 

LEADERSHIP COMPETENCY MODEL 

Overview ....................................................................................................... 2 

Developing Leadership Capabilities: What’s in it for You? ...................... 2 

Why Are First-Level Supervisors So Important? ................................... 3 

How Does Leadership Have an Impact on an Organization? .................. 4 

Leadership Competency Development Cycle ..................................................... 4 

How to Develop Your Leadership Skills ................................................ 4 

How Long is a Development Cycle? ..................................................... 5 

Leadership Competencies ............................................................................... 5 

Mandatory Training.................................................................................... .......... 17 

SECTION 2 

LEADERSHIP COMPETENCY DEVELOPMENT CYCLE 

Overview ..................................................................................................... 20 

Leadership Development Plan ....................................................................... 20 

Working Together ........................................................................................ 20 

The Planning Cycle ....................................................................................... 21 

Identify Your Target Goals ............................................................... 22 

Assess Proficiency ........................................................................... 22 

Identify Learning Experiences ........................................................... 23 

Create Your Leadership Development Plan ......................................... 24 

Meeting with Your Supervisor to Discuss Your Development Plan ....... 24 

Complete Learning Experiences ........................................................ 24 

Worksheets and Leadership Development Plan ............................................. 27 

Identify Target Goals ....................................................................... 27 

Assess Your Leadership Competencies............................................... 29 

Leadership Development Plan Sample ............................................... 34 

Reviewing Your Leadership Development Plan ................................... 38 

II.

The HUD Leadership Journey Reference Guide
SECTION 3 

HUD-SPECIFIC LEADERSHIP COMPETENCY DEVELOPMENT PROGRAMS

HUD Leadership Competency Framework ..................................................... 40 

Learning Experiences ................................................................................ 41 

Description of the Competencies (Part 1) ................................................... 41 

Managing Projects ........................................................................ 41 

Managing People .......................................................................... 41 

Managing Systems ........................................................................ 41 

Leading Strategically ..................................................................... 42 

Managing Performance ................................................................. 42 

Managing Self .............................................................................. 42 

Occupation-Specific Technical Competencies .................................. 42 

Leadership Development Programs (Part 2) ............................................... 43 

Overview ................................................................................................. 43 

In-House Training..................................................................................... 45 

Aspiring Leaders ........................................................................... 43 

Supervisor .................................................................................... 45 

Manager ...................................................................................... 46 

Executive ..................................................................................... 47 

Other Learning Opportunities .................................................................... 48 

Evaluating Learning Experiences................................................................ 50 

SECTION 4 

LEADERSHIP COMPETENCY DEVELOPMENT RESOURCES AND ACTIVITIES 

Overview ................................................................................................. 52 

Guidelines for Developing Others ............................................................... 52 

How to Use This Section .......................................................................... 52 

Executive Core Qualification: Leading Change ........................................... 54 

On-the-Job Development Suggestions ................................................... 54 

Executive Core Qualification: Leading People ............................................. 57 

On-the-Job Development Suggestions ................................................... 57 

Executive Core Qualification: Results Driven ............................................... 60 

On-the-Job Development Suggestions .................................................. 61 

Executive Core Qualification: Business Acumen .......................................... 66 

On-the-Job Development Suggestions ................................................... 66 

Executive Core Qualification: Building Coalitions/Communication ................ 70 

On-the-Job Development Suggestions ................................................... 70 

Career Resource Center ................................................................................. 75 

III.

The HUD Leadership Journey Reference Guide
FIGURES 

Figure 1: Leadership Competency Development Cycle ....................................... 5 

Figure 2: Executive Core Qualifications ............................................................ 6 

Figure 3: Federal Supervisory Training Model ................................................. 10 

Figure 4: New Supervisor and Manager Training Framework............................ 11 

Figure 5: Mastery Levels—Federal Managerial Curriculum ............................... 12 

Figure 6: Leadership Competency Development Cycle ..................................... 21 

APPENDICES 

Appendix A: Key Terms and Concepts ............................................................ 78 

Appendix B: Types of Developmental Assignments ......................................... 82 

`

IV.

The HUD Leadership Journey Reference Guide

V. The HUD Leadership Journey Reference Guide 

Executive Summary 

Over the past several years, the U.S. Department of Housing and Urban Development (HUD) has taken several 

steps to invest in its workforce by offering engaging performance-centered learning and development 

opportunities for our leaders. In such times of economic challenges and shrinking resources, the caliber of the 

organization’s leadership strongly affects its success. 

HUD LEARN (Learning, Enrichment, and Resources Network) is committed to ensuring that HUD employees are 

provided with career-mapping tools, planning strategies, and developmental opportunities to build and close 

leadership skill gaps. Our goal is to implement a roadmap for developing leadership skills as one transitions 

throughout his or her career as a leader, thereby strengthening the talent pipeline within HUD. 

“Learning is what most adults will 

do for a living in the 21st century.” 

Sidney Joseph Perelman 

Section 1 Leadership Competency Model 
The tools and strategies provided in this Leadership Development Guide are recommendations that you should 

customize based on your individual needs. 

All supervisors and managers are responsible for taking charge of their own continuing development in their current 

positions and developing themselves for potential future positions. They are also responsible for encouraging the 

development of subordinates to ensure that the workforce needs are met. This Guide contains information that can 

help develop employees, supervisors, managers, and executives in the Department. 

Overview

The Agency depends on leaders who possess the knowledge, 

skills, and abilities to effectively lead the workforce to achieve 

the strategic goals and mission of the Agency in an everchanging and increasingly demanding work environment. 

HUD is committed to the development of its leaders—and HUD 

LEARN (Learning, Enrichment, and Resources Network) is 

committed to providing supervisors and managers with the 

tools and strategies they need to be effective leaders 

throughout their careers. Using these tools and strategies, 

leaders can create an organizational environment where 

development is a normal part of everyone’s job, and where 

individuals and leaders take equal responsibility for creating 

and implementing development plans. In doing so, HUD will be 

able to effectively execute programs and initiatives to 

accomplish its mission through operational and strategic 

excellence. 

Developing Leadership Capabilities: What’s in It for You? 

Changing times bring uncertainty, which affects all supervisors 

and managers. It is important that we are prepared to deal with 

change at the individual, program office, and Agency-wide 

levels. A structured process for identifying targeted goals, 

establishing plans to meet those goals, and following through 

with implementation can help prepare individuals and offices 

for the inevitable changes that are occurring. 

Office of the Chief Human Capital Officer 

(OCHCO)

OCHCO is responsible for developing and 

implementing policies and procedures 

associated with human capital management 

and strategies of the Department. The Chief 

Human Capital Officer advises the Secretary 

and the senior management team regarding 

all human resource matters. 

HUD Learning, Enrichment, and 

Resources Network (LEARN)

HUD LEARN establishes the policies and 

programs for learning and development in 

order to enhance the knowledge and skills of 

all employees. This includes designing, 

developing, delivering, tracking, and 

evaluating a variety of training and 

development options to meet organizational, 

occupational, and individual needs. HUD 

LEARN is also responsible for establishing 

and delivering career development and 

succession management programs.

Leadership Development Division (LDD)

LDD provides a full range of consulting, 

training and development services to 

employees that aspire to be supervisors, 

supervisors, managers, and executives in the 

Agency. The consultation services include 

assessing training needs and managing the 

delivery of cross-cutting leadership, 

supervisory, management, and executive 

training services for broad audiences 

throughout the Department. 

2 | Section 1 Leadership Competency Model 
3 | Section 1 Leadership Competency Model 

Using this structured process and the tools available can help the workforce prepare for change by: 

Establishing meaningful and realistic career goals and approaching those goals in a step-by-step fashion. 

• Looking beyond current job descriptions to identify future knowledge and skills required to support individual 

and organizational goals. 

• Realistically identifying knowledge and skills needed and taking steps to acquire them. 

• Helping to make informed decisions about future job goals. 

Why Are First-Level Supervisors So Important? 

First-level supervisors have a clear and vital role: achieve the organizational 

goals assigned to their work unit through the unit’s employees. Simply put, 

their job is to do everything they can to help their employees succeed in their 

jobs and thereby achieve organizational goals. Federal supervisors are the 

nexus between Government policy and action and the link between 

Management and employees. They ensure that the decisions made by the 

President and Congress are implemented through the information and 

services that employees provide to the American public. Because they have 

direct and frequent contact with employees, first-level supervisors can have a 

stronger, more immediate effect on employee performance and productivity 

than higher-level managers. Organizational research shows that 

supervisory proficiency is one of the most important predictors of an agency’s performance, and a review of 1,500 

journal articles on performance improvement indicated that the most effective way to improve organizational 

performance is to improve first-level supervisors. 

Conversely, deficient supervision can be extremely costly, in 

terms of both productivity and public confidence in the 

Government. As the National Academy of Public Administration 

stated in a 2003 report about Federal supervisors, “It is difficult to 

quantify the precise cost of supervisory deficiencies, but even a 

small deficiency could result in the loss of billions of dollars. Data 

indicate that this problem involves more than ‘a small percentage’ 

and real costs could be considerably larger. Without solid 

programs for identifying, developing, and managing first-level 

supervisors, agencies pay an enormous price in several ways....” 

Those ways include low-quality work performance, low morale, 

low productivity, grievances and complaints from employees and 

clients, and high employee absenteeism or turnover. Thus, 

deficiencies in Federal agency performance that are frequently 

reported in the press— and that perpetuate negative public 

stereotypes of Federal employees—may reflect deficiencies in 

supervision, such as inadequate oversight and management, 

more than deficiencies in the conduct or performance of the 

employees. Moreover, many studies have demonstrated that a 

poor supervisor or manager is the most common reason for 

employee attrition. 

What is the difference between a Manager 

and a Supervisor? 

The manager is responsible for making significant 

decisions on what the unit does, including its 

purpose, functions, and role, and for making 

commitments and decisions that require the 

expenditure of significant unit resources. 

Managers have a significant external focus (to the 

world outside the unit), whereas supervisors have 

a more internally focused responsibility for 

implementing the manager’s decisions through the 

work of subordinate employees. Once a decision 

is made on what to do, supervisors have a 

significant role in deciding how to achieve the 

objective established by the manager. Supervisors 

often perform the same kind of work that 

subordinates do. Managers do not do the daily 

work of the unit as a regular part of their work, but 

they may do it on an exception basis or to resolve 

the most difficult problems facing the unit. 

Federal supervisors 

are the nexus between 

Government policy and 

action and the link 

between management 

and employees. 
4 | Section 1 Leadership Competency Model 

How Does Leadership Have an Impact on an 

Organization? 

A successful leader—of an organization or group of 

people—needs to be both a strong manager and an 

effective leader to get their team on board to follow 

them toward the leader’s vision of success. There are 

many ways of looking at leadership and many 

interpretations of its meaning. Leadership might be 

interpreted in simple terms, such as “getting others to 

follow” or “getting people to do things willingly,” or it 

might be interpreted more specifically, for example, as 

“the use of authority in decision-making.” It may be 

exercised as an attribute of a position, or because of 

personal knowledge or wisdom. Leadership might be 

based on a function of personality, or it might be seen 

as a behavioral category. It may also be viewed in 

terms of the role of the leaders and their ability to 

achieve effective performance from others.1

In the 21st century, leaders must create an 

atmosphere in which people believe in strategy, 

management decisions, and their work. Once people 

believe in management decisions, there is an 

excitement within an organization. Such an 

atmosphere makes an organization prosper. 

Successful leaders create this sort of environment both 

inside and outside the organization.2

What is the difference between a manager and a 

leader? 

The manager’s job is to plan, organize, and coordinate. The 

leader’s job is to inspire and motivate. In his 1989 book On 

Becoming a Leader, Warren Bennis composed a list of the 

differences: 

• The manager administers; the leader innovates. 

• The manager is a copy; the leader is an original. 

• The manager maintains; the leader develops. 

• The manager focuses on systems and structure; the 

leader focuses on people. 

• The manager relies on control; the leader inspires 

trust. 

• The manager has a short-range view; the leader has a 

long-range perspective. 

• The manager asks how and when; the leader asks 

what and why. 

• The manager has his or her eye always on the bottom 

line; the leader’s eye is on the horizon. 

• The manager imitates; the leader originates. 

• The manager accepts the status quo; the leader 

challenges it. 

• The manager is the classic good soldier; the leader is 

his or her own person. 

• The manager does things right; the leader does the 

right thing.

Leadership Competency Development Cycle 

Figure 1 on Page 5, illustrates a systematic process for guiding employees and supervisors/managers in identifying 

target goals, assessing current skills and developmental needs, prescribing ways to address developmental needs, 

and tracking and reporting progress. This process may be initiated either by supervisors/managers who are 

planning development at the organizational level, or by individuals who are interested in self-development. 

How to Develop Your Leadership Skills 

The Leadership Competency Development Cycle is a six-step process for actualizing leadership development 

goals. The six steps are pictured in Figure 1 and are explained in more detail in Section 2. 

1

 Subir Chowdhury, “The Nature of Leadership.” 

2

 Subir Chowdhury, Management 21C (Financial Times Prentice Hall, 2000).
5 | Section 1 Leadership Competency Model 

Some of us are eager to jump directly to 

Step 3, “Identify Learning Experiences.” 

However, Steps 1 and 2, “Identify Your 

Goal” and “Assess Proficiency” are 

essential. Showing alignment among 

your learning goals, your current 

proficiency level, and your proposed 

learning experiences will make a 

stronger case for leadership 

development, requiring time and 

monetary commitments from your 

supervisor. 

How Long Is a Development Cycle? 

Ideally, the development cycle begins at 

the start of the performance year. New 

employees or employees who change 

jobs during the performance year 

should work with their supervisors to 

begin their development within 

60 days of starting the new job and can lengthen or shorten the first development cycle to fit into the performance 

year. The development cycle may expand to cover one or two performance years, with the norm being one year. A 

two-year cycle might be desirable, for example, for an employee who is participating in a leadership program lasting 

more than 12 months. 

Leadership Competencies 

Competencies are measurable human capabilities that are required for effective performance. They are the building 

blocks of effective work performance. Competencies may consist of knowledge, skills, abilities, or other 

characteristics (KSAs or KSAOs), or a cluster of these. The successful completion of most work tasks requires the 

sequenced or simultaneous demonstration of multiple competencies. 

A set of competencies identified as important for successful performance in a particular job role is often labeled a 

“competency model.” A competency model can establish a common language for the organization, clarify 

expectations for the job, and provide a map for success in the organization. A competency model is most valuable 

when each competency is defined in action-oriented, operational terms to make its meaning and application clear. 

Behavioral examples of how each competency can be demonstrated on the job at different levels of proficiency also 

help clarify the competencies and increase their usefulness in selection, development, and management. The Office 

of Personnel Management (OPM) has a document located on the HUD@work page, under TRAINING, HUDLEARN, 

Learning and Development Tools, Proficiency Levels for Leadership Competencies contains proficiency level 

illustrations for 28 Leadership Competencies. Proficiency levels indicate different levels of expertise or mastery in a 

competency. The illustrations provide examples of work behavior at each proficiency level. 

Figure 1: Leadership Competency Development Cycle

Step 1

Identify Your 

Goal 

Step 2

Assess 

Proficiency 

Step 6

Assess 

Progress 

Leadership Competency

Development Cycle

Step 3 

Identify Learning

Experiences 

Step 5

Create 

Learning 

Experiences 

Step 4

Create Your 

Development 

Plan 
6 | Section 1 Leadership Competency Model 

The competencies are grouped into five core focus areas. The Agency has aligned its leadership development efforts 

with the Executive Core Qualifications (ECQs), which were developed by the Office of Personnel Management for 

use throughout government. ECQs are required for selection to the Senior Executive Service (SES), and they provide 

a blueprint for leadership effectiveness at all organizational levels. 

In addition, OPM has been conducting Government-wide occupational studies using its Multipurpose Occupational 

Systems Analysis Inventory - Close-Ended (MOSAIC) methodology for more than two decades. MOSAIC, a 

multipurpose, survey-based occupational analysis approach, is used to collect information from incumbents and 

supervisors on many occupations for a wide range of human resource management functions. The competencies 

used in these MOSAIC studies are also available on the HUD@work page under TRAINING, HUD LEARN tab. 

Executive Core Qualifications: Definition 

ECQ 1: Leading Change

Definition: This core qualification involves the ability to bring about strategic change, both within and outside 

the organization, to meet organizational goals. Inherent to this ECQ is the ability to establish an 

organizational vision and to implement it in a continuously changing environment.

Creativity and Innovation 

Develops new insights into situations; questions conventional approaches; 

encourage new ideas and innovations; designs and implements new or 

cutting-edge programs/processes. 

External Awareness 

Understands and keeps up-to-date on local, national, and international 

policies and trends that affect the organization and shape stakeholders’ 

views; is aware of the organization’s effect on the external environment. 

Flexibility Is open to change and new information; rapidly adapts to new information, 

changing conditions, or unexpected obstacles. 

Resilience Deals effectively with pressure; remains optimistic and persistent, even 

under adversity. Recovers quickly from setbacks. 

Strategic Thinking 

Formulates objectives and priorities, and implements plans consistent with the 

long-term interests of the organization in a global environment. Capitalizes on 

opportunities and manages risks. 

Vision Takes a long-term view and builds a shared vision with others; acts as a catalyst 

for organizational change. Influences others to translate vision into action. 
7 | Section 1 Leadership Competency Model 

ECQ 2: Leading People 

Definition: This core qualification involves the ability to lead people toward meeting the organization’s vision, 

mission, and goals. Inherent to this ECQ is the ability to provide an inclusive workplace that fosters the 

development of others, facilitates cooperation and teamwork, and supports constructive resolution of conflicts.

Conflict Management 

Encourages creative tension and differences of opinions. Anticipates 

and takes steps to prevent counter-productive confrontations. 

Manages and resolves conflicts and disagreements in a constructive 

manner. 

Leveraging Diversity 

Fosters an inclusive workplace where diversity and individual 

differences are valued and leveraged to achieve the vision and 

mission of the organization. 

Developing Others 

Develops the ability of others to perform and contribute to the 

organization by providing ongoing feedback and by providing 

opportunities to learn through formal and informal methods. 

Team Building 

Inspires and fosters team commitment, spirit, pride, and trust. 

Facilitates cooperation and motivates team members to accomplish 

group goals. 

ECQ 3: Results Driven 

Definition: This core qualification involves the ability to meet organizational goals and customer expectations. 

Inherent to this ECQ is the ability to make decisions that produce high-quality results by applying technical 

knowledge, analyzing problems, and calculating risks. 

Accountability 

Holds self and others accountable for measurable high-quality, timely, 

and cost-effective results. Determines objectives, sets priorities, and 

delegates work. Accepts responsibility for mistakes. Complies with 

established control systems and rules.

Customer Service 

Anticipates and meets the needs of both internal and external 

customers. Delivers high-quality products and services; is committed to 

continuous improvement. 

Decisiveness 

Makes well-informed, effective, and timely decisions, even when data 

are limited or solutions produce unpleasant consequences; perceives 

the impact and implications of decisions. 
8 | Section 1 Leadership Competency Model 

Entrepreneurship Positions the organization for future success by identifying new 

opportunities; builds the organization by developing or improving products 

or services. Takes calculated risks to accomplish organizational 

objectives. 

Problem Solving Identifies and analyzes problems; weighs relevance and accuracy of 

information; generates and evaluates alternative solutions; makes 

recommendations. 

Technical Credibility Understands and appropriately applies principles, procedures, 

requirements, regulations, and policies related to specialized expertise. 

ECQ 4: Business Acumen 

Definition: This core qualification involves the ability to manage human, financial, and information resources 

strategically 

Financial Management 

Understands the organization’s financial processes. Prepares, 

justifies, and administers the program budget. Oversees procurement 

and contracting to achieve desired results. Monitors expenditures and 

uses cost-benefit thinking to set priorities 

Human Capital Management 

Builds and manages workforce based on organizational goals, budget 

considerations, and staffing needs. Ensures that employees are 

appropriately recruited, selected, appraised, and rewarded; takes 

action to address performance problems. Manages a multisector 

workforce and a variety of work situations 

Technology Management 

Keeps up-to-date on technological developments. Makes effective use 

of technology to achieve results. Ensures access to and security of 

technology systems 
9 | Section 1 Leadership Competency Model 

Fundamental Competencies 

Competencies are the personal and professional attributes that are critical to successful performance in the Senior 

Executive Service (SES). The Fundamental Competencies are the attributes that serve as the foundation for each of 

the Executive Core Qualifications. Experience and training that strengthen and demonstrate the competencies will 

enhance a candidate’s overall qualifications for the SES. 

Definition: These competencies are the foundation for success in each of the Executive Core Qualifications. 

Interpersonal Skills 

Treats others with courtesy, sensitivity, and respect. Considers and 

responds appropriately to the needs and feelings of different people in 

different situations 

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

clarifies information as needed 

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

words and actions. Models high standards of ethics. 

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

intended audience 

Continual Learning Assesses and recognizes own strengths and weaknesses; pursues 

self-development 

Public Service Motivation 

Shows a commitment to serve the public. Ensures that actions meet 

public needs; aligns organizational objectives and practices with public 

interests 

HUD Internal Awareness 

Knowledgeable of HUD’s mission, core values, and guiding principles. 

Recognizes and optimizes impact of actions on other parts of the 

organization 
10 | Section 1 Leadership Competency Model 

Figures 3–5 identify the level at which each competency should be mastered for aspiring leaders, supervisors, 

managers, and executives. Definitions of the technical competencies are provided after the Figures. 

Figure 3: Federal Supervisory Training Model 

*5CFR part 412 requires agencies to provide training when employees make critical career transitions. 5CFR part 

412 also requires supervisors to complete refresher training at least once every three years. 

**The Telework Enhancement Act of 2010 requires managers and supervisors of teleworkers to participate in 

telework training. 
Figure 4: New Supervisor and Manager Training Framework 

*5CFR part 412 requires agencies to provide training when employees make critical career transitions. 5CFR part 

412 also requires supervisors to complete refresher training at least once every three years. 

**The Telework Enhancement Act of 2010 requires managers and supervisors of teleworkers to participate in 

telework training. 

11 | Section 1 Leadership Competency Model
Figure 5: Mastery Level-Federal Managerial Curriculum 

12 | Section 1 Leadership Competency Model
Technical Competency Model: Definitions 

HR-Related Technical Knowledge 

Merit System Principles: Holds self and others accountable for efficient and effective human resources 

management in support of agency’s mission in accordance with Merit System Principles. 

Prohibited Personnel Practices: Possesses knowledge and understanding of prohibited personnel actions, 

including equal employment opportunity (EEO) practices. 

Hiring: Illustrates knowledge, understanding and application of hiring initiatives and best practices in relation to a 

number of hiring areas, including: workforce planning, recruitment, interviewing, and selection. 

Pay and Leave Policy: Illustrates knowledge, understanding, and application of supervisor’s responsibilities to 

comply with Federal pay and leave law and regulations relating to a number of areas, including time and attendance 

as well as management of HR information systems. Follows OPM's policies and guidance to administer pay policies 

and programs for employees. 

Telework Policy: Illustrates knowledge, understanding and application of agency’s telework policy and telework 

best practices to effectively manage remote personnel. 

Reasonable Accommodations: Illustrates knowledge, understanding, and application of supervisor’s 

responsibility in complying with Federal reasonable accommodation law and regulations. 

HR-Related Technical Knowledge 

Employee Relations: Illustrates knowledge, understanding, and application of Federal employee relations policies 

and regulations that maintain supervisor-employee relationships, including workplace violence preventions and 

response. 

Labor Relations: Illustrates knowledge, understanding, and application of Federal labor relations policies and 

regulations. Understanding of the supervisor’s role in managing unionized employment situations to minimize 

conflict. 

New Supervisor

First Year

13 | Section 1 Leadership Competency Model 
Classification: Illustrates knowledge and understanding of the position classification process through which 

Federal jobs (i.e., positions) are assigned to a pay system, series, title, and grade or band, based on consistent 

application of position classification standards, including the development and use of position descriptions. 

Talent Management: Illustrates knowledge and understanding on the development, retention, and management of 

people with the required skills and aptitude to meet current and future organizational needs, including in the 

following areas: employee engagement; emotional intelligence; compensation; recognition; and work-life balance. 

Employee Onboarding: Illustrates knowledge, understanding, and application of the process for integrating new 

employees into an organization and equipping them to become successful and productive.

Organizational Performance Management: Addresses individual and organizational performance matters 

necessary to properly create and sustain a results-oriented culture by aligning performance objectives with agency 

goals and aligning office goals with the agency strategic plan. 

Performance Management Required by 5 CFR Part 412 

Training Requirement, Learning Objectives:

Conducting Performance Appraisals 

• Differentiate the mid-year and annual review process 

• Explain how a mid-year and annual review are conducted 

• Identify critical job performance elements that define results to be achieved 

• Conduct effective performance discussions with employees 

• Describe and demonstrate how to rate performance objectives and behavioral performance consistently 

and fairly across employees at the end of the rating cycle 

• Develop effective and meaningful narratives for employees 

Handling Unacceptable Performance 

• Communicate and document performance concerns 

• Identify and apply appropriate actions to effectively address ongoing performance and 

• Identify appropriate opportunities to provide performance feedback to employees 

Mentoring Employees 

• Define mentoring 

• Define employee development conversations 

• Apply active listening, powerful inquiry, detailed feedback, and clarification of outcomes in employee 

development conversations 

• Provide objective and positive suggestions to employees on appropriate office conduct and work ethics 

• Provide objective and positive suggestions on how employees may improve work proficiency and 

productivity 

Improving Employee Performance and Productivity 

• Implement a decision-making tool for analyzing performance and closing performance gaps 

• Distinguish among the types of support to offer to employees and the optimal timing for each type of 

support (e.g., coaching, mentoring, developmental counseling, instructing/teaching, and consulting). 

• Reward excellent performance 

• Address poor performance 

14 | Section 1 Leadership Competency Model 
Managing Self Competency 

Time Management: Manages time effectively and strategically by analyzing goals, structuring goals into tasks, and 

prioritizing those tasks. Requires ability to prepare prioritized task lists, sequence and queue tasks, and estimate 

timeframes to effectively schedule and meet deadlines.

Personal Accountability: Holds self-accountable for accomplishing measurable, high-quality, timely, and costeffective results. Accepts responsibility for errors; complies with established control systems and rules; and plans 

and executes the work. 

Managing Others Competency

Delegation (Accountability): Empowers employees by assigning tasks and granting appropriate authorities. 

Engages direct reports by allocating responsibilities to maximize organizational, team, and individual effectiveness. 

Provides appropriate resources and timely, accurate, and objective feedback on assignments. 

Communicating Priorities: Conveys information concerning important organizational objectives in written and 

verbal form with staff, customers, and other stakeholders. Actively listens and considers feedback. 

Managing Self Competency 

Emotional Intelligence: Possesses the social competence involving the ability of a person to monitor and 

understand his/her emotions and the emotions of others and then to use this information to inform the person’s 

thinking and actions. 

Adaptability (Flexibility): Remains flexible and open to new ideas, and models behavior that encourages others to 

value flexibility. Adjusts behavioral and/or leadership style or approach necessary to achieve a goal. Responds to 

change with a positive attitude and a willingness to learn. 

Managing Others Competency 

Fostering Employee Engagement: Guides, inspires and motivates staff to meet challenges and achieve 

objectives. Promotes employee ownership and responsibility for desired outcomes. 

15 | Section 1 Leadership Competency Model 
Developmental Coaching and Feedback (Developing Others): Evaluates and addresses the developmental 

needs of employees and assists them in selecting learner-centric diverse experiences to gain necessary skills. 

Managing Organizational Systems Competency

Program Management: Applies knowledge, skills, and techniques to execute programs effectively and efficiently. 

Change Management: Defines and instills values, attitudes, norms, behaviors, and steps within an organization 

that support strategic approaches for accomplishing work and overcoming resistance to change. 

Systems Thinking: Possesses the ability to collectively assess interrelationships, interconnectedness, and 

patterns of change across different domains in complex situations. 

Complex Decision-Making (Decisiveness): Approaches complicated, ambiguous challenges by developing 

effective viable solutions intended to drive organizational effectiveness and promote buy-in with affected 

stakeholders. 

External Awareness: Understands and keeps up-to-date on local, national, and international policies and trends 

that affect the organization and shape stakeholders’ views; is aware of the organization’s impact on the external 

environment. 

Strategic Thinking: Formulates objectives and priorities, and implements plans consistent with the long-term 

interests of the organization in a global environment. Capitalizes on opportunities and manages risks. 

Entrepreneurship: Positions the organization for future success by identifying new opportunities; builds the 

organization by developing or improving products or services. Takes calculated risks to accomplish organizational 

objectives. 

Vision: Takes a long-term view and builds a shared vision with others; acts as a catalyst for organizational change. 

Influences others to translate vision to action. 

16 | Section 1 Leadership Competency Model 
Mandatory Training 

Federally Mandated Training, as defined on the Standard Form (SF) 182 Authorization, Agreement and Certification 

of Training, is “mandatory training for all employees Government-wide”, or in some cases, groups of employees 

across Federal agencies and departments. This includes training mandated by Executive order, Federal statute, or 

regulation such as computer security awareness (5 CFR 930.301-305), ethics (5 CFR 2638.703 and 704), and 

training for managers and supervisors (5 CFR 412.202). 

OPM recognizes most agencies have their own required training. Unlike Federally mandated training, this type of 

training is not mandated by Federal statute for all Federal employees. Agency Required Training as defined on the 

SF 182 is “required by the agency and provided to Federal employees to achieve the goals and objectives of the 

Agency as needed.” 

Below is a chart listing mandatory training for Federal employees, to learn more about each topic and the legal 

citation for each topic, please visit OPM’s website: https://www.opm.gov/wiki/training/FederallyMandated-Training/Print.aspx. 

17 | Section 1 Leadership Competency Model

**The Telework Enhancement Act of 2010 requires managers and supervisors of teleworkers to participate in 

telework training. 

 “As we look ahead into the 

next century, leaders will be 

those who empower others.” 

Bill Gates 

Section 2 Leadership Competency Development Cycle 
20| Section 2 Leadership Competency Development Cycle 

Overview 

An integral part of the Leadership Competency Development Cycles (Section 1) is to make a personal commitment 

to enhancing your leadership competencies. This section is designed to walk you through a systematic, step-bystep process to identify your target goals, assess skills and development needs, identify learning experiences, 

complete a Development Plan, accomplish your learning goals, and track and report your progress. This process is 

designed to be collaborative between you and your supervisor. You can use this same process when working with 

your subordinate employees to plan their development activities. 

The Leadership Development Plan

In HUD LEARN, we have used the terms Individual Development 

Plan (IDP) and Leadership Development Plan (LDP) to describe 

the written document you and your supervisor may create to 

outline your goals, list your learning experiences, and record your 

progress. The two are differentiated, with the IDP being more 

employee focused, and the LDP being more leadership focused. 

In this Reference Guide we will be using the term Leadership 

Development Plan (LDP). 

The Leadership Development Plan is: 

• a planning document that allows you and your supervisor to 

identify development goals and activities that can help you 

improve your job performance and meet your career 

objectives. 

• neither a guarantee nor a final commitment from management 

for Agency-funded training, education, and development. 

Resource availability and competing organizational priorities 

may impact the amount of approved development activities. 

Working Together 

A sample LDP can be found on pages 34–35. The LDP is a process, not just a plan. This process is not a one-time 

activity. You should plan to meet with your supervisor as follows: 

• Initial Meeting: During the initial meeting, be prepared to discuss your future plans and goals. Identify 

those competency areas that you most need to work on.

• Plan Review Meeting: After discussing your goals and needs, take time to develop your plan. When your plan is 

drafted, schedule another meeting with your supervisor. At this meeting, work together to finalize the plan.

• Progress Meetings: Plan to meet with your supervisor at least twice a year to review, update, and modify 

your LDP. You should also review your LDP whenever there have been changes to your work assignments 

or if you begin a new position.

“I am learning 

all the time. The

tombstone will 

be my diploma.”

Eartha Kitt
Step 6

Assess Progress

Figure 6: Leadership Competency Development Cycle

Complete Learning

Experiences 

Step 1

Identify Your Goal

Step 5

Leadership Competency

Development Cycle

Step 2

Assess Proficiency 

Create Your 

Development Plan

Step 4

Identify Learning

Experiences 

Step 3

21 | Section 2 Leadership Competency Development Cycle 

The Planning Cycle 

As referenced in Section 1, the Leadership Development Planning Process is a cycle that begins at Step 1 by 

Identifying Your Goals and ends with Step 6 Assess Progress (see Figure 6). 
22 | Section 2 Leadership Competency Development Cycle 

Identify Your Target Goals 

The first step in developing your Leadership Developing Plan is to identify your target goals. A 

target goal is a statement of a desired outcome or accomplishment that is specific, observable, 

and realistic. It is recommended that you complete the following process when identifying your 

goals: 

• Review your position description (PD) and performance 

standards to become familiar with all of the requirements of 

your current job. Think about where you would like to be 1, 2, 

5, or 10 years down the road. 

• Review your program mission and values statements, the 

program structure, and your program’s strategic goals. Think 

about how you would like to contribute to the mission and 

goals of HUD and your program. 

• To identify the leadership competencies associated with your 

goals, locate your current level and the level of your desired 

position on the HUD Leadership Model. Focus on developing 

proficiency in the competencies. 

If your future goals include applying for a specific position, 

investigate that position. Identify the technical competencies you 

will need in order to demonstrate technical credibility in that 

position. You can identify needed technical competencies from a 

PD for that position. The PD may not list the specific leadership 

competencies needed for the position, but you can use the HUD 

Leadership Competency Development Cycle. See Worksheet #1 

on Page 27, “Identify Target Goals,” to assist 

you.

 Assess Proficiency

 Assess Your Leadership Competencies. 

Leadership competencies support most target goals and are 

important to consider when identifying your development needs. 

It is recommended that you assess your leadership 

competencies by completing the self-assessment found in 

Worksheet #2. (You can also ask your supervisor, employees, 

and/or peers to complete this worksheet to give you a broader 

perspective of your developmental needs.) This assessment will 

help you select the three to five most critical leadership 

development needs and write your learning objectives. 

Step1

What instruments can I use to assess my 

proficiency? 

There are a variety of instruments you can 

use and actions you can take to assess 

your current competency level. 

• Use the behavioral examples for your 

current leadership level (and the next 

level if you are aspiring to move up in 

leadership level) to self-assess your 

proficiency at each competency. (For 

specific behavioral examples, please 

see HUD@work). Give copies to a 

colleague, your supervisor, or a 

customer and ask that person to rate 

you as well. 

• Discuss your level of performance 

with your supervisor and request 

suggestions on areas of 

development. Request the same type 

of information from peers, mentors, or 

others. 

• If you supervise others, use a 360° 

Assessment to assess your 

proficiency at the 28 competencies. 

• If your work unit or program has 

administered a customer survey, use 

information from that survey if it refers 

to you or your position. 

Use preference assessments, like the 

Myers-Briggs Type Indicator or “What’s 

My Communication Style” if those are 

available. Results from preference 

assessments may provide further insight 

into the behavioral assessments 

described above. Visit the HUD LEARN 

webpage for more information. 

Step 2
23 | Section 2 Leadership Competency Development Cycle 

Once you have determined where you would like to be and the competencies you need to get there, you need to 

assess your current proficiency level. The gaps between your current performance and the competency level 

needed for that position will indicate which competencies you should first develop. 

As you gather assessment information, first check that you are proficient in the competencies considered essential 

at your current leadership level and at levels below your current level. If assessments indicate you are proficient at 

those, focus on competencies for the next higher leadership level. 

Identify Your Learning Objectives or Needs. Based on your assessment of your leadership competencies, list 

those competencies that you need to enhance in order to meet your target goals. Then write your learning 

objectives based on the identified needs. Having a learning objective helps you focus on the specific knowledge, 

skills, or behaviors you want to enhance. 

Complete Worksheet #1 to document your learning objective(s). 

Refine Your Goals. After assessing your proficiency, look back at the goals you set in Step 1. Refine or revise your 

goals based on the assessment information you have gathered. List the leadership competencies you wish to 

develop. These could be needs revealed by the assessments or strengths that you would like to further develop. 

You can have more than one competency development goal in your Development Plan, but limit the number of 

goals to three. Including too many competencies dilutes your progress on any one of them. If you reach your goals 

on three competencies before the performance year is up, you can approach your supervisor about revising your 

Development Plan to add additional competencies.

Identify Learning Experiences 

A variety of activities and resources are available for accomplishing your learning goals. 

List possible development activities that might help you close that gap. Be creative! 

Classroom training is only one approach. Consider coaching, mentoring, structured on thejob training, self-study or distance learning, special projects, assignments, participation on a 

task force or special team, developmental details, shadowing assignments, or community projects (development 

does not have to occur only at work). See Appendix 2 for more ideas. 

Use Your Resources! Make sure to review Section 3 of this Guide for 

recommended leadership development activities. 

Describe the evidence you will produce or actions you will take to 

demonstrate how you have increased proficiency in that competency. 

Part of this description should include how you will transfer what you 

have learned back to your job. 

Consult with the HUD LEARN team by sending an email, 

hudLEARN@hud.gov, and your program training officer. 

Step3

Check your plan. Will 

the activities meet your 

learning objectives? 

Are the activities costeffective? Will you be 

able to complete the 

activities in the 

established timeframes?

Step 3
24 | Section 2 Leadership Competency Development Cycle 

Create Your Leadership Development Plan 

The information you’ve gathered in steps 2 and 3 provides a framework for creating your 

Leadership Development Plan. This assessment of your status will help you identify additional 

learning experiences required to progress to the next level. 

Meeting with Your Supervisor to Discuss Your Leadership 

Development Plan 

Assemble the information you gathered in steps 1 and 2 into a draft Leadership 

Development Plan. Give or send a copy to your supervisor and schedule a time to meet to 

review and complete the plan. During your meeting, discuss the entire Leadership 

Development Plan with your supervisor, explaining why you have selected those competencies and learning 

experiences. Be prepared to discuss how developing proficiency in those competencies will benefit you and 

your work unit and will increase your productivity. A productive discussion with your supervisor should result in 

a mutually agreed-upon Leadership Development Plan and decisions regarding when and how you will meet to 

review progress, make necessary adjustments, and evaluate how well you have accomplished your learning 

goals.

Complete Learning Experiences

Schedule regular meetings with your supervisor to review progress on your competency 

development. Discuss how you have applied what you have learned to your job. If your learning 

goals change, meet with your supervisor to revise your Leadership Development Plan so it is 

up-to-date and accurately reflects your learning plans. 

When and How Often Should I Meet with My Supervisor? 

Your supervisor is a resource for developing your career plans, and you can utilize his or her expertise 

throughout the development cycle. At minimum, you should meet with your supervisor twice a year to discuss 

your goals, design a Leadership Development Plan, and review your accomplishments. 

How Can I Have a Productive Leadership Development Discussion? 

A leadership development discussion is not a performance appraisal review. This discussion is an opportunity to 

clarify goals and to agree on actions and expected outcomes to improve in targeted competencies. 

Step4

Step6

Step5

Step
25 | Section 2 Leadership Competency Development Cycle 

The following tips should help ensure that you have a 

constructive and effective leadership development discussion 

with your supervisor: 

• Dedicate specific, uninterrupted discussion time for the 

leadership development discussion. 

• Initiate the discussion if needed. It does not matter whether you 

or your supervisor schedules the discussion. It matters that it 

happens! 

• Go over the entire Leadership Development Plan with your 

supervisor. Be prepared for possible changes to your plans. For 

example, your supervisor might disagree with your own 

assessment on some competencies, might know of better 

resources for developing a certain competency, or might not 

have enough in the budget for one of your proposed learning 

activities. 

• Finalize a mutually agreed-upon Leadership Development Plan during the meeting. You can enter the agreedupon changes into the plan after the meeting, but you should come to agreement on the contents of the plan 

while you are together. 

• Establish dates for “check in” follow-up meetings to revisit your Leadership Development Plan, report progress, 

and adjust timelines, goals, and measurements, as necessary. 

What Is My Role and My Supervisor’s Role? 

Developing leadership competencies is a joint effort of every employee and that employee’s supervisor. 

As an employee, you need to discuss your career goals with your supervisor and work with him or her to assess the 

leadership competencies you will need to reach those goals. If your supervisor does not approach you for a 

discussion, you need to initiate that discussion. 

As a supervisor, you need to set aside time for employee developmental meetings, during which you help your 

employees refine their career goals, assess their proficiency at the needed competencies, create Development 

Plans, and assess their progress. 

Both you and your supervisor have very specific roles in planning for your development. You, as the employee or 

learner, should: 

• Identify your learning goals. 

• Identify resources and strategies for meeting your learning objectives and the costs involved. 

• Identify how you will demonstrate that you have accomplished your learning objectives and how you will use 

what you have learned. 

• Demonstrate how your learning objectives link to your program’s vision, mission, and strategic goals. 

• Meet with your supervisor to discuss your plan and finalize your Development Plan. 

• Review progress with your supervisor every 6 months. 

As a supervisor, you need to 

set aside time for employee 

developmental meetings, 

during which you help your 

employees refine their career 

goals, assess their proficiency 

at the needed competencies, 

create Development Plans, 

and assess their progress. 
26 | Section 2 Leadership Competency Development Cycle 

• Complete all learning experiences. 

• Assess your progress and begin the development cycle 

again. 

You, as the supervisor, should: 

• Assist in creating a Leadership Development Plan. 

• Guide the learner toward useful resources for 

development. 

• Review the Leadership Development Plan and provide 

feedback. 

• Ensure that the employee’s goals are aligned with the 

program mission, vision, and current needs. 

• Schedule regular meetings (at minimum, twice per year) 

to discuss progress, application, and further development. 

• Make adjustments, if necessary, to ensure Development 

Plans of all employees can be accomplished within the 

training budget, where applicable. 

• Support transfer of learning by providing employees with 

opportunities to practice new skills and by rewarding 

improved performance. 

“The illiterate of the 21st century will not be those 

who cannot read and write, but those who cannot 

learn, unlearn and relearn.” 

 Alvin Toffler 

Mentoring and Coaching 

A mentor is a role model and sounding 

board who provides confidential guidance. 

A mentor is someone, not in the 

employee’s chain of command, who is in a 

position to help with job and career goals, 

and who is committed to doing so. 

Mentoring is a constantly evolving process 

and requires the mentor and protégé to 

work together as partners to define 

appropriate mentoring goals and to provide 

each other with sufficient feedback to 

enable the achievement of those goals. 

See Appendix B. 

A coach assists in review and selfreflection and helps recipients apply book 

or classroom knowledge to their current 

work situation. This reflection helps those 

receiving the coaching to learn how to 

analyze and resolve the leadership 

challenges they are facing. Supervisors, 

managers, and executives often find a 

coach especially valuable when facing the 

challenges of a new leadership position. 

See Appendix B. 
27 | Section 2 Leadership Competency Development Cycle 

Worksheets and Leadership Development Plan 

Worksheet #1: Identify Target Goals (1 of 2)

The first step in planning your individual development is to set target goals. To set target goals: 

• Consider the questions and take notes for your records. 

• Use these notes to write your target goals at the end of this worksheet.

Determine Organizational Needs 

Questions to Consider Your Notes 

• How might your role change to meet evolving 

Agency priorities and goals? 

• What positions will the Agency need to fill in the 

future? 

• Are there any Agency-wide issues that you should 

learn more about?

Determine Occupational Needs 

Questions to Consider Your Notes 

• Are the policies, procedures, or technologies 

associated with your career field changing? If so, 

what do you and others in your career field need to 

learn? 

• Have job duties changed recently (or will they 

change), requiring some new skills or expertise? 

• Is there any annual mandatory or refresher training 

required for individuals in your career field/position? 

• Are there new initiatives or processes that will affect 

your leadership competencies? 
28| Section 2 Leadership Competency Development Cycle 

Questions to Consider Your Notes 

• Are you new in your job and, if so, must you learn 

the basics to get up to speed and feel comfortable 

and productive? 

• Do you need to improve your performance of 

current job tasks? 

• Are there new projects or assignments within your 

current organization or elsewhere in the Agency that 

appeal to you? If so, what do you need to learn? 

• Do you want to broaden your skills or expertise to 

allow yourself more flexibility for future job moves?

Establish Your Goals 

Use your notes to help you identify priorities and then state what you intend to accomplish. You can use the 

following formats to help you write your goals: 

• To improve my performance of [job task/competency] by [date]. 

• To expand my knowledge of [area of expertise] by [date]. 

• To prepare for [more responsibility or future position] by [date]. 

• To re-energize my interest in [subject area/function] by [date]. 

• To maintain my credentials through [mandatory training requirements] by [date]. 

Write Your Target Goal(s)/Position(s) 

Check your goals. Are they specific, measurable, attainable, realistic, and timely? Do your goals balance 

organizational, occupational, and personal priorities?

Worksheet #1: Identify Target Goals (2 of 2) 

Determine Your Individual Needs
29 | Section 2 Leadership Competency Development Cycle 

Leadership competencies support most target goals (identified in worksheet #1) and are important to consider when identifying 

your learning objectives. Read each competency description and circle the level you think most accurately describes your 

current performance level. You can also give copies of this worksheet to your supervisor, peers, and subordinates to get their 

feedback. For more information on the Leadership Competency Model, refer to section 1. Please note, for any rating less than 5, 

some type of learning activity is needed. 

Leadership Competency Area 1: Leading Change 

Using the following Rating Score: 

Not Effective 1-2 Effective 3-4 Mastery 5 

Rate Each Competency

Continual Learning—Grasps the essence of new information; masters 

new technical and business knowledge; recognizes own strengths and 

weaknesses; pursues self-development; seeks feedback from others and 

opportunities to master new knowledge.

1 2 3 4 5 

Creativity and Innovation—Develops new insights into situations and 

applies innovative solutions to make organizational improvements; 

creates a work environment that encourages creative thinking and 

innovation; designs and implements new or cutting-edge 

programs/processes.

1 2 3 4 5 

External Awareness—Identifies and keeps up-to-date on key national 

and international policies and economic, political, and social trends that 

affect the organization. Understands near-term and long-range plans and 

determines how best to be positioned to achieve a competitive business 

advantage in a global economy.

1 2 3 4 5 

Flexibility—Is open to change and new information; adapts behavior and 

work methods in response to new information, changing conditions, or 

unexpected obstacles. Adjusts rapidly to new situations warranting 

attention and resolution.

1 2 3 4 5 

Resilience—Deals effectively with pressure; maintains focus and 

intensity and remains optimistic and persistent, even under adversity. 

Recovers quickly from setbacks. Effectively balances personal life and 

work.

1 2 3 4 5 

Service Motivation—Creates and sustains an organizational culture that 

encourages others to provide the quality of service essential to high 

performance. Enables others to acquire the tools and support they need 

to perform well. Shows a commitment to public service. Influences others 

toward a spirit of service and meaningful contributions to mission 

accomplishment.

1 2 3 4 5 

Strategic Thinking—Formulates effective strategies consistent with the 

business and competitive strategy of the organization in a global 

economy. Examines policy issues and strategic planning with a longterm perspective. Determines objectives and sets priorities; anticipates 

potential threats or opportunities.

1 2 3 4 5 

Vision—Takes a long-term view and acts as a catalyst for organizational 

change; builds a shared vision with others. Influences others to translate 

vision into action.

1 2 3 4 5 

Worksheet #2: Assess Your Leadership Competencies (1 of 5) 

Assess Your Leadership Competencies 
30 | Section 2 Leadership Competency Development Cycle 

Using the following Rating Score: 

Not Effective 1-2 Effective 3-4 Mastery 5 

Rate Each Competency 

Conflict Management —Identifies and takes steps to prevent 

potential situations that could result in unpleasant confrontations. 

Manages and resolves conflicts and disagreements in a positive and 

constructive manner to minimize negative impact. 

1 2 3 4 5 

Leveraging Diversity—Recruits, develops, and retains a diverse 

high-quality workforce in an equitable manner. Leads and manages 

an inclusive workplace that maximizes the talents of each person to 

achieve sound business results. Respects, understands, values, and 

seeks out individual differences to achieve the vision and mission of 

the organization. Develops and uses measures and rewards to hold 

self and others accountable for achieving results that embody the 

principles of diversity. 

1 2 3 4 5 

Integrity/Honesty—Instills mutual trust and confidence; creates a 

culture that fosters high standards of ethics; behaves in a fair and 

ethical manner toward others, and demonstrates a sense of 

corporate responsibility and commitment to public service. 

1 2 3 4 5 

Team Building—Inspires, motivates, and guides others toward goal 

accomplishments. Consistently develops and sustains cooperative 

working relationships. Encourages and facilitates cooperation within 

the organization and with customer groups; fosters commitment, 

team spirit, pride, and trust. Develops leadership in others through 

coaching, mentoring, rewarding, and guiding employees.

1 2 3 4 5 

Worksheet #2: Assess Your Leadership Competencies (2 of 5)

Leadership Competency Area 2: Leading People 
Worksheet #2: Assess Your Leadership Competencies (3 of 5)

Leadership Competency Area 3: Results Driven 

Using the following Rating Score: 

Not Effective 1-2 Effective 3-4 Mastery 5 Rate Each Competency 

Accountability—Ensures that effective controls are developed and 

maintained for the integrity of the organization. Holds self and others 

accountable for rules and responsibilities. Can be relied upon to 

ensure that projects within areas of specific responsibility are 

completed in a timely manner and within budget. Monitors and 

evaluates plans; focuses on results and measuring attainment of 

outcomes. 

1 2 3 4 5 

Customer Service—Balances interests of a variety of clients; readily 

readjusts priorities to respond to pressing and changing client 

demands. Anticipates and meets the need of clients; achieves quality 

end-products; is committed to continuous improvement of services. 

1 2 3 4 5 

Decisiveness—Exercises good judgment by making sound and wellinformed decisions; perceives the impact and implications of 

decisions; makes effective and timely decisions, even when data are 

limited or solutions produce unpleasant consequences; is proactive 

and achievement oriented. 

1 2 3 4 5 

Entrepreneurship—Identifies opportunities to develop and market 

new products and services within or outside of the organization. Is 

willing to take risks; initiates actions that involve a deliberate risk to 

achieve a recognized benefit or advantage. 

1 2 3 4 5 

Problem Solving—Identifies and analyzes problems; distinguishes 

between relevant and irrelevant information to make logical 

decisions; provides solutions to individual and organizational 

problems.

1 2 3 4 5 

Technical Credibility—Understands and appropriately applies 

procedures, requirements, regulations, and policies related to 

specialized expertise. Is able to make sound hiring and capital 

resource decisions and to address training and development needs. 

Understands linkages between administrative competencies and 

mission needs. 

1 2 3 4 5 

HUD Internal Awareness—Knowledgeable of HUD mission, core 

values, and guiding principles. Recognizes and optimizes impact of 

actions on other parts of the organization. 

1 2 3 4 5 

31 | Section 2 Leadership Competency Development Cycle 
32 | Section 2 Leadership Competency Development Cycle 

Using the following Rating Score: 

Not Effective 1-2 Effective 3-4 Mastery 5 Rate Each Competency 

Financial Management—Demonstrates broad understanding of 

principles of financial management and marketing expertise 

necessary to ensure appropriate funding levels. Prepares, justifies, 

and/or administers the budget for the program area; uses costbenefit thinking to set priorities; monitors expenditures in support of 

programs and policies. Identifies cost-effective approaches. 

Manages procurement and contracting. 

1 2 3 4 5 

Human Resources Management—Assesses current and future 

staffing needs based on organizational goals and budget realities. 

Using merit principles, ensures staff are appropriately selected, 

developed, utilized, appraised, and rewarded; takes corrective 

action.

1 2 3 4 5 

Technology Management—Uses efficient and cost-effective 

approaches to integrate technology into the workplace and improve 

program effectiveness. Develops strategies using new technology to 

enhance decision making. Understands the impact of technological 

changes on the organization. 

1 2 3 4 5 

Worksheet #2: Assess Your Leadership Competencies (4 of 5)

Leadership Competency Area 4: Business Acumen 
Using the following Rating Score: 

Not Effective 1-2 Effective 3-4 Mastery 5 Rate Each Competency 

Influencing/Negotiation—Persuades others; builds consensus 

through give-and-take; gains cooperation from others to obtain 

information and accomplish goals; facilitates “win-win” situations.

1 2 3 4 5 

Interpersonal Skills—Considers and responds appropriately to the 

needs, feelings, and capabilities of different people in different 

situations; is tactful, compassionate, and sensitive and treats others 

with respect.

1 2 3 4 5 

Oral Communication—Makes clear and convincing oral 

presentations to individuals or groups; listens effectively and clarifies 

information as needed; facilitates an open exchange of ideas and 

fosters an atmosphere of open communication.

1 2 3 4 5 

Partnering—Develops networks and builds alliances; engages in 

cross-functional activities; collaborates across boundaries and finds 

common ground with a widening range of stakeholders. Utilizes 

contacts to build and strengthen internal support bases.

1 2 3 4 5 

Political Savvy—Identifies the internal and external politics that 

affect the work of the organization. Approaches each problem 

situation with a clear perception of organizational and political reality; 

recognizes the impact of alternative courses of action.

1 2 3 4 5 

Written Communication—Expresses facts and ideas in writing in a 

clear, convincing, and organized manner.

1 2 3 4 5 

After completing the ratings, circle any competency that you need to improve in order 

to reach your target goals. Consider these circled competencies when developing 

your LDP learning objective. 

33| Section 2 Leadership Competency Development Cycle 

Worksheet #2: Assess Your Leadership Competencies (5 of 5)

Leadership Competency Area 5: Building Coalitions/Communication 
34 | Section 2 Leadership Competency Development Cycle 

N

a

m

e:

D

o

e, C

hris

T.

T

arg

ete

d

K

e

y

P

o

sitio

n(s):

S

e

c

o

n

d-L

e

vel S

up

ervis

or or Pro

gra

m

M

a

n

a

g

er, C

P

D

C

urre

nt P

o

sitio

n

a

n

d

P

o

st of D

uty:

First-L

e

vel S

up

ervis

or, C

P

D, Atla

nta, GA

D

e

m

onstration of L

e

arning

(H

o

w

will y

ou kno

w

when

the

o

bje

ctiv

e is

m

et?)

C

o

st A

ctivitie

s/A

s

sig

n

m

e

nts/E

x

p

erie

n

c

e

s

to

A

c

hie

v

e

L

e

arning

O

bje

ctiv

e

C

o

m

p

etenc

y

and

L

e

arning

O

bje

ctive

Training

Tra

v

el

C

o

nflict M

a

n

a

g

e

m

e

nt &

C

o

nfro

ntatio

n

al Skills—

Fre

d

Pryor

S

e

min

ars

Intera

ctio

n

s

with

pro

ble

m

p

e

er will b

e le

s

s

stre

s

sful

a

n

d

m

ore

pro

d

u

ctive.

19

5.0

0

0.0

0

To

e

n

h

a

n

c

e

c

o

nflict

m

a

n

a

g

e

m

e

nt s

kills

Em

plo

ye

e

s

will:

- S

e

e

m

e

a

s

b

ein

g

op

e

n to

th

eir vie

wp

oints.

- S

a

y I a

c

c

urately

state th

eir

vie

wp

oints.

- S

a

y I a

s

k for fe

e

db

a

c

k.

I wo

uld

s

e

e

a

n in

cre

a

s

e

d

willin

g

n

e

s

s for e

m

plo

ye

e

s to

m

a

ke

s

u

g

g

e

stio

n

s.

0.0

0

0.0

0

H

old

w

e

e

kly

o

n

e-o

n-o

n

e

m

e

etin

g

s

with

e

a

ch

e

mploye

e to

a

s

s

e

s

s

statu

s

of work. Pra

ctic

e

n

e

w liste

nin

g

s

kills (a

ctively liste

n to

words

a

n

d

fe

elin

g

s, a

void

z

o

nin

g

o

ut, a

s

k

q

u

e

stio

n

s, etc.)

U

s

e

s

a

m

e

m

eth

o

dolo

gy for

m

a

n

a

gin

g

cro

s

s-org

a

niz

atio

n

al work

gro

up lo

o

kin

g

at Atla

nta

C

o

ntin

uity

of

Op

eratio

n

s

Pla

n (C

O

O

P).

To im

pro

ve interp

ers

o

n

al s

kills,

e

sp

e

cially liste

nin

g to

oth

ers

Sup

ervis

or’s

Mid-P

oint R

e

vie

w: I ha

v

e re

vie

w

e

d the

e

m

plo

y

e

e’s

pro

gre

s

s

on a

c

c

o

m

plishing the training

and

d

e

v

elo

p

m

ent

a

ctivitie

s. W

e ha

v

e id

entifie

d

efforts

and

o

p

p

ortunitie

s to transfer

the le

arning (ne

w

kno

wle

d

g

e, s

kills) to the jo

b.

Sup

ervis

or’s

A

gre

e

m

ent: W

e jointly

a

gre

e

on the training

and

d

e

v

elo

p

m

ent a

ctivitie

s, and I will s

e

e

k to

pro

vid

e the

ne

c

e

s

s

ary re

s

ourc

e

s for the

e

m

plo

y

e

e to

a

c

c

o

m

plish the

s

e

o

bje

ctiv

e

s

during this training

and

d

e

v

elo

p

m

ent p

erio

d.

Title: N

a

m

e: Title: N

a

m

e:

Signature: Signature: D

ate: D

ate:

L

e

a

d

ers

hip

D

e

v

elo

p

m

e

nt Pla

n

—

P

art A

DIR

E

C

TIO

N

S: If y

o

u

n

e

e

d

m

ore

s

p

a

c

e, atta

c

h

C

o

ntin

u

atio

n

S

h

e

et. C

o

m

plete

within

3

0

d

a

y

s

of E

A

C

H

a

ctivity, a

s

sig

n

m

e

nt, or

e

x

p

erie

n

c

e.

L

e

a

d

e

r

s

hip

D

e

v

elo

p

m

e

nt Pla

n

S

a

m

ple (1 o

f

2)
35 | Section 2 Leadership Competency Development Cycle 

N

a

m

e: D

o

e, C

hris

T.

Un

derp

erformin

g

e

m

ploye

e’s

p

erform

a

n

c

e im

pro

ve

s.

Un

d

erp

erformin

g

e

m

plo

ye

e’s

p

erform

a

n

c

e im

pro

ve

s.

Employe

e

s

wo

uld

s

e

e

m

e

a

s

b

ein

g

op

e

n to

th

eir vie

wp

oints. I wo

uld

a

c

c

urately

b

e

a

ble to

state

e

m

plo

ye

e

s’ vie

wp

oints. I

wo

uld

a

s

k for fe

e

db

a

c

k fro

m

e

mploye

e

s.

I wo

uld

s

e

e

a

n in

cre

a

s

e

d

willin

g

n

e

s

s for e

m

ploye

e

s to

m

a

ke

s

u

gg

e

stio

n

s.

0.0

0

0.0

0

0.0

0

0.0

0

C

o

a

c

hin

g fro

m

s

up

ervis

or

Start D

ate: 3/01/17

C

o

mpletio

n

D

ate: 8/01/17

To

e

n

h

a

n

c

e

c

o

nflict

m

a

n

a

g

e

m

e

nt s

kills

A

d

dre

s

s

a

n

d

c

o

a

c

h

u

n

d

erp

erformin

g

e

m

plo

ye

e.

Start D

ate: 3/01/17

C

o

m

pletio

n

D

ate: 8/01/17

To

e

n

h

a

n

c

e

c

o

nflict

m

a

n

a

g

e

m

e

nt s

kills

a

n

d to

im

pro

ve interp

ers

o

n

al s

kills,

e

sp

e

cially liste

nin

g to

oth

ers

L

e

a

d

e

r

s

hip

D

e

v

elo

p

m

e

nt Pla

n

S

a

m

ple (2

o

f

2)

L

e

a

d

ers

hip

D

e

v

elo

p

m

e

nt Pla

n

—

P

art A

C

o

ntin

u

atio

n

S

h

e

et
36 | Section 2 Leadership Competency Development Cycle 

Leadership Development Plan Sample (1 of 2) 

Leadership Development Plan—Part B 

DIRECTIONS: Complete within 30 days after EACH activity, assignment, or experience. 

Name: Doe, Chris T.

Activity, Assignment, or Experience: 

Hold weekly one-on-one meetings with each employee 

to assess status of work. Practice new listening skills 

(actively listen to words and feelings, avoid zoning out, 

ask questions, etc.). 

Use same methodology for managing cross-organizational 

work group looking at port Continuity Of Operations Plan 

(COOP). 

Actual Start Date: 

02/15/17 

Actual Completion 

Date: 6/30/17

A. Assignment Manager Assessment (if applicable) 

Did the employee achieve the learning objective? Please mark your response and explain below. Please 

explain how the objective was achieved and demonstrated, or what needs to be done to complete it. 

X FULLY  INCOMPLETE 

Chris told the members of his COOP team that he was working on his ability to listen to others. He 

explained specifically what he would be trying to improve and asked the team members to provide 

immediate feedback, both positive and negative, when they observed the behavior. Through this 

feedback (more negative at the beginning than positive), I have seen significant improvement in 

Chris’ listening skills. He is not as quick to jump to conclusions based on faulty information because 

he is taking the time to ensure he has heard all relevant information. I applaud Chris’ openness to 

allow himself to be so vulnerable to the feedback of the team. 

Are there other developmental needs identified as a result of this activity? Please be specific. 

While his listening skills have improved dramatically, this will be an area that Chris will work on for 

the rest of his career. As long has he remains open to constructive feedback, Chris will only 

continue to get better at listening. 
37 | Section 2 Leadership Competency Development Cycle 

Leadership Development Plan Sample (2 of 2) 

B. Manager of Record Assessment 

Has the employee demonstrated achievement of the learning objective? Please mark your response and 

explain below. If the objective was fully achieved, explain how it was demonstrated. 

X FULLY 0 INCOMPLETE 

I have noted that Chris takes more time to let others express their points of view in staff meetings. This 

may be a direct result of his efforts to be a more effective listener as a part of his personal development 

plan. I commend Chris for taking the initiative to ask for constructive feedback from his peers in the 

COOP team and from his employees. Chris will be able to utilize this improved skill in improving his 

conflict management skills as well (objective #1). 

Are there other developmental needs identified as a result of this activity? Please be 

specific. None—just continue to work on listening in the same manner.

C. Employee Assessment 

Did you achieve your personal learning objective? Mark your response and explain below. If the objective was 

fully achieved, explain how it was demonstrated. 

X FULLY 0 INCOMPLETE

I facilitated several meetings to address the COOP. As a result of my effort to improve my interpersonal 

skills, I was able to listen and paraphrase the concepts and ideas that were discussed at the meetings. I 

focused on having all the participants feel comfortable and valued in the meetings by setting up some 

acceptable ground rules and expectations for the meeting. 

After the meetings, I contacted several participants to solicit their feedback on how the meetings went and 

how I practiced my listening skills. While a majority of the comments were positive, one recommended 

that I could improve on my ability to manage any monopolizing individuals during meetings. In other 

words, there is a balance between listening and managing a meeting. Subsequent feedback indicates that 

I am improving in this area, but I need to continue with practicing this skill. 

My weekly one-on-ones with my employees have proven to be more difficult because of my diverse 

workforce, but doable. I discovered that I need different listening skills for the individual team members, 

and that it is not one-size-fits-all. I exercised my listening skills and restrained my tendency to be the 

problem solver. I received my employees’ ideas and encouraged them to come up with possible solutions. 

Are there other developmental needs identified as a result of this activity? Please be specific. Continue 

practicing this skill.
38 | Section 2 Leadership Competency Development Cycle 

Reviewing Your Leadership Development Plan 

Now that you have completed your LDP form, be sure to: 

Review Your Plan. Will the activities support your target goals and learning objectives? Are the activities costeffective? Will you be able to complete the activities in the established timeframe?

Share Your Plan. Without commitment, you are less likely to make plans. While the LDP process is important in 

establishing your development needs and learning objectives, your supervisor will also need to balance 

organization-wide training priorities with your plan.

Check Your Implementation and Evaluation Strategy. Will you know if you are making progress? Do you have 

a system for keeping your plan on track?

Solicit Feedback. Determine who might see you demonstrating the new competencies. Decide how you might get 

feedback from individuals who can observe you performing the new competencies.

Celebrate Success. When you achieve your goals, make sure that you celebrate and share your success. Also, 

think about methods for maintaining your motivation and getting back on track if you miss a target.

Ensure that all completed training is recorded in the HUD Virtual University, the Department’s Learning 

Management System by providing your Training Completion Certificate to your respective Program Training 

Officer for data entry. Also, ensure that the Leadership Development Division and/or your Program Training 

Officer know about all training you attend. This information will help to create a database of training courses (both 

internal and external) to share with others seeking the same developmental activities as you.
“Always walk through life 

as if you have something 

new to learn and you will.” 

Vernon Howard 

Section 3 HUD-Specific Leadership Competency Development Programs 
HUD Leadership Competency Framework 

The HUD Leadership Competency Framework is based on the leadership competencies that are outlined in the 

Office of Personnel Management’s (OPM’s) Executive Core Qualifications, as well as topics identified by OPM as 

core areas of performance management. Consideration of one’s occupation-specific/technical competencies should 

be addressed for effective performance. The framework is broken down into five series: Managing Projects (team 

leaders or project managers), Managing People (supervisors), Managing Systems (managers), Leading 

Strategically (executives) and Managing Self (all employees). The competencies that are identified in each series 

are representative of the competencies needed to effectively perform at one’s particular status and/or job 

responsibility within the organization. 

All of the 28 competencies are used at every leadership level. The manner in which each competency is used is 

related to the leadership level. 

40 | Section 3 HUD-Specific Leadership Competency Development Programs 

Managing Projects

Team Building

Technical Credibility

Conflict Management

Problem Solving

Accountability

Decisiveness

Managing People

Human Resource

Management 

Leveraging Diversity

Conflict Management

Service Motivation

Managing Systems

Technology Management

Financial Management 

Creativity and Innovation

Partnering

Leading Strategically

External Awareness

Vision

Strategic Thinking

Entrepreneurship

Political Savvy

Managing Performance

Communication Resilience Flexibility 

Influencing/Negotiating Interpersonal Skills Integrity/Honesty 

Customer Service Continual Learning HUD Internal Awareness 

Team/Project

Leader

Supervisor

Manager

Executive

**OCCUPATION-SPECIFIC/TECHNICAL COMPETENCIES 

Managing Self

Core Competencies for All Employees 

Conducting Performance Appraisals Mentoring Employees

Handling Unacceptable Performance Improving Employee Performance and Productivity
Learning Experiences 

This Section is divided into two parts. The first part contains descriptions of the competencies listed on the HUD 

Leadership Competency Framework. The second part focuses on the Leadership Development Programs. Each 

program is explained, including a description of what it entails. To learn more about the Programs, the Points of 

Contact are located within the HUD LEARN’s Leadership Development Division. 

Description of the Competencies (Part 1) 

Managing Projects 

The key to delivering successful projects, consistently, is people. The soundness of the project management 

framework and performance rests firmly in the hands of the project team. Supervisors and Managers have a major 

responsibility to ensure that teams deliver quality services and products. Employees with considerable experience 

and expertise in their respective programs need to master the listed competencies to become an effective part of 

the project management team as well as those competencies required to step forward as a team leader. The 

Team/Project Leader and Supervisor level highlights six essential competencies and include team building, 

technical credibility, problem solving, accountability, decisiveness, and conflict management. Mastering these 

competencies supports being an effective team member and an effective team leader. Focus on developing those 

six competencies first as well as continuing to develop the nine competencies listed at the All Employee level on the 

HUD Leadership Competency Framework. Once you have developed those 15 competencies, begin developing the 

competencies listed at the Supervisor, Manager, and Executive levels. 

Managing People 

The Supervisor level highlights five competencies. Focus on developing these five competencies, Conflict 

Management, Developing Others, Human Resource Management, Service Motivation and Leveraging Diversity, as 

well as continuing to develop the 15 competencies listed at the All Employee and Team/Project Leader levels on the 

framework. 

At this level, you are not only responsible for governing your own behavior, you are also responsible for assisting 

those whom you supervise. 

Managing Systems 

The Managing Systems level highlights four competencies, Technology Management, Financial Management, 

Creativity and Innovation and Partnering. Focus on developing these four competencies as well as continuing to 

develop the 20 competencies listed above. 

Once you have developed those 20 competencies, begin developing the competencies listed at the Executive Level 

on the framework. 

Remember that all 28 competencies are used at every leadership level. The manner in which each competency is 

used is related to the leadership level. The Behavioral Examples (BEs) illustrate how the competencies are used at 

each leadership level. (For specific behavioral examples, please see HUD@work). For example, at the Manager 

level, BEs for “Vision” (listed at the Executive level on the framework) illustrate that you, as a manager, should help 

staff members understand how their work relates to the program and HUD’s mission. BEs for “Vision” for an 

executive, on the other hand, illustrates a need to create a vision and lead the organization through the changes 

needed to reach that vision. 

41 | Section 3 HUD-Specific Leadership Competency Development Programs 
Leading Strategically 

Leading Strategically level highlights five Competencies, External Awareness, Vision Strategic Thinking 

Entrepreneurship and Political Savvy. Developing yourself at the Executive level on the HUD Leadership Journey 

Model requires following the guidelines for Senior Executive Service (SES) as outlined by OPM and Federal laws. 

As a result, the information in this section serves as a starting point for development as a HUD executive, and could 

be used by: (1) Those who have not yet had formal SES training or (2) Those who are interested in serving at the 

executive level. For additional information about SES development, go to the OPM website at

https://www.opm.gov/policy-data-oversight/senior-executive-service. 

Managing Performance 

The success of an organization depends on the effectiveness of its employees. Performance management is the 

systematic process by which HUD integrates performance, pay, and awards systems with its basic management 

functions to improve individual and organizational effectiveness in the accomplishment of the Agency’s mission and 

goals.

Such a system only works if HUD’s leaders or employees, understand and actively participate in all stages of the 

performance management process. 

In a continuing effort to improve your job performance and job satisfaction, and in response to government 

directives from the President’s Management Agenda, OPM, and the Government Performance and Results Act 

Modernization Act (GPRAMA) of 2010, required the Office of Personnel Management (OPM) to identify the 

competencies needed to perform the following three functions: developing goals, evaluating programs, and 

analyzing and using performance information for the purpose of improving Government efficiency and 

effectiveness. I encourage you to review the HUD Performance Management Desk Guide for All Employees (Nov. 

2016). This guide consolidates information you - as a HUD employee, supervisor, manager or executive - should 

know about performance requirements and the evaluation process for the upcoming year. It is the product of a 

collective effort involving managers and staff from virtually every part of HUD. 

Managing Self 

The “Core Competencies for All Employees” area shown in the Leadership Competency Framework highlights the 

nine essential competencies at this level. We just read that all 28 competencies are important at all leadership 

levels, so why are the 9 competencies highlighted at the All Employee level? When you look at the competencies 

listed on the HUD Leadership Competency Framework, the ones listed at your level and below are the ones at 

which you should be proficient. The competencies listed at the level just above your level are the ones in which you 

should be starting to develop proficiency. For competencies further up on the framework, you should have an 

understanding of their functions and importance and be able to use them in a limited fashion. 

Occupation-Specific Technical Competencies 

HUD LEARN is the central point for HUD staff training in general and managerial skills. However, the program 

offices are mainly responsible for providing training and developmental opportunities to their respective staff to meet 

the occupation-specific/technical competencies requirements for their position. HUD Learn has developed career 

path guides for many of the common occupations at HUD, see: Career Resource Center to learn more.

42 | Section 3 HUD-Specific Leadership Competency Development Programs 
Leadership Development Programs (Part 2) 

Overview 

“Different personal traits and characteristics can help or hinder a person’s leadership effectiveness and require 

formalized programs for developing leadership competencies. Yet everyone can develop their leadership 

effectiveness. Achieving such development takes focus, practice and persistence more akin to learning a musical 

instrument than reading a book.” 

Source: Antonakis, J., Cianciolo, A.T., & Sternberg, R.J. (Eds.). (2004). The Nature of Leadership. Thousand Oaks, 

CA: Sage. 

In-House Training 

For training developed internally (in-house), HUD will follow a systematic approach in the design of training 

objectives and tests the selection of content, methods, resources, and strategies; and the delivery of training. 

Specific standards and procedures will be established for the systematic approach, and all training materials will be 

reviewed to ensure that training objectives are being achieved effectively and efficiently. 

Developmental programs will be offered to employees every other year, depending on departmental funding 

availability. The programs and courses are subject to change. Please check the HUD@work website for additional 

information and updates regarding these programs and courses. 

The following pages describes HUD LEARN developmental programs and courses that address the competencies 

outlined in the HUD Leadership Competency Framework. 

Aspiring Leaders

MANAGING SELF

Emerging Professionals Program 

Program Description: The Emerging Professionals Program (EPP) is a 9 -12-month program designed to provide 

developmental skills and hands-on experiences to participants. It will prepare participants to compete for 

opportunities to progress from administrative support positions to program staff in non-supervisory positions. 

EPP was specifically created to support the development of our staff members who are currently in an occupational 

series with no promotion potential to a GS-12 or higher. The program is structured to develop candidates to support 

the Agency’s succession planning efforts, as well as serve as an enhancement for an employee’s career 

progression. The program will incorporate a blended learning approach with an emphasis on classroom training and 

rotational assignments. 

43 | Section 3 HUD-Specific Leadership Competency Development Programs 
Competencies Addressed: Leadership and Fundamental Leadership Competencies. See Section 1. 

Learning Approach: A variety of learning activities have been incorporated into the curriculum that will allow 

participants to explore leadership issues and practices through venues such as classroom training and 

developmental and shadowing assignments.

Target Audience: GS-11 and below 

Program Duration: 9-12 months 

MANAGING PROJECTS 

Emerging Leaders Program 

Program Description: The Emerging Leaders Program is a 12 -15-month competency-based training program for 

HUD’s employees who are interested in broadening their knowledge and developing the skills that are the 

foundation of effective leadership. This program is designed to improve the current performance of its participants as 

well as prepare them for future career goals. 

The program will yield the following benefits to the participants and to the Department: 

• A broadened perspective on effective organizational performance at HUD. 

• Increased understanding of the role managers and supervisors play in the Department, the issues they handle, 

and the partnerships they build with other program organizations. 

• Firm knowledge of the technical skills required to meet management challenges over the next decade. 

• Strengthened commitment to personal responsibility for career planning and management. 

• Creation of a network of talented and competent leaders from various segments of the Department, who will 

collaborate for years to come on issues that support the mission and goals of HUD. 

• Increased retention of high-caliber and high-potential employees. 

Participants will also be required to complete an initial assessment of their current skills and abilities, which will help 

them to identify specific developmental assignments and training needed to enhance his/her leadership 

competencies. Based on this assessment, and with the aid of the participant’s mentor and permanent supervisor, a 

tailored Leadership Development Plan (LDP) will be developed, focusing on mastery of leadership competencies. 

The LDP will be used to document and track the assignments, closure of skill gaps, and accomplishments of the 

participant. Participants are not guaranteed a promotion. 

Competencies Addressed: Leadership and Fundamental Leadership Competencies. See Section 1. 

Learning Approach: A variety of learning activities have been incorporated into the curriculum that will allow 

participants to explore leadership issues and practices through venues such as classroom training, executive 

interviews, developmental and shadowing assignments, and action learning teams.

Target Audience: GS-12 to GS-14 (non-supervisory employees) 

Program Duration: 12-15 months

44 | Section 3 HUD-Specific Leadership Competency Development Programs 
Project Management Series 

Program Description: The purpose of the Federal Acquisition Certification for Program and Project Managers 

(FAC-P/PM) is to establish general training, experience and development requirements for program and project 

managers (P/PMs) in civilian agencies based upon core competencies needed to successfully manage 

programs. This certification program will promote continued development of essential knowledge, skills 

and abilities for P/PMs to improve program outcomes. HUD’s implementation of the FAC-P/PM program for the 

Department is outlined in the Federal Acquisition Certification for Program & Project Managers (P/Pm) 

Guide. See http://hudatwork.hud.gov/HUD/cpo/doc/PPM-Guide. In some areas, the guide contains more stringent 

requirements than those identified by the Office of Federal Procurement Policy (OFPP). HUD LEARN periodically 

provides a series of these Project Management Courses through varies vendors. 

Competencies Addressed: Teambuilding, Technical Credibility, Conflict Management, Problem Solving, 

Accountability and Decisiveness 

Learning Approach: Blended, Instructor-led classroom training, webcasts

Target Audience: Aspiring project managers, supervisors, and managers

Classroom Duration: 1 – 4 days (per learning session) 

Supervisor 

MANAGING PEOPLE

New Supervisors Training Program 

Program Description: This course is designed to help new supervisors who are within their 1-year probationary 

period effectively perform their duties consistent with HUD and Federal Government policies and regulations. The 

course will provide details on a number of human resource management procedures, techniques, tools, and subject 

matter expert points of contact. In addition, the course covers a number of critical Federal mandates and policies 

that are imperative for successful supervision. 

Competencies Addressed: Human Capital Management, Developing Others, Performance Management, 

Strategic Thinking, Conflict Management, Team Building, Problem Solving, and Partnering.

Learning Approach: Blended, instructor-led, classroom training, and webcasts

Target Audience: All newly appointed supervisors from headquarters and field offices currently serving within their 

1-year probationary period.

Program Duration: 9 months to 1 year

45 | Section 3 HUD-Specific Leadership Competency Development Programs 
Results-Driven Leadership Training Program 

Program Description: This course is designed as refresher training for supervisors, managers, and executives with 

at least two years of supervisory experience. The course focuses on best practice concepts, techniques, tools, and 

principles that will help our leaders develop and sustain a high-performing workforce that is talented, committed, 

and diverse. The curriculum contains four primary sections and includes a case study that will reinforce specific 

leadership competencies. 

Competencies Addressed: Conflict Management, Human Capital Management, Developing Others, and Public 

Service Motivation. 

Learning Approach: Blended, instructor-led, and webcasts 

Target Audience: All supervisors, managers and executives from headquarters and field offices who have 

supervised for at least two years. This refresher training should be completed every three years. 

Program Duration: 2 – 3 months 

Manager 

MANAGING SYSTEMS 

The Senior Executive Service Candidate Development Program 

Program Description: The Senior Executive Service Candidate Development Program (SESCDP) is an OPMapproved training program designed to develop executive core qualifications. SESCDP is one succession 

management tool that agencies may use to identify and prepare future senior leaders. CDPs provide employees at 

the GS-14, GS-15, or equivalent levels with training and development opportunities to enhance their executive 

competencies and broaden their understanding of the wide range of Federal Government programs and issues 

beyond their agencies and professions. 

Requirements for SESCDPs are found in 5 CFR 412.301 and 412.302. Agencies must obtain OPM approval before 

they may conduct a program or whenever there are substantial changes to the program. Agencies must seek reapproval every five years thereafter. 

The Chief Human Capital Officer in HUD determines the number of slots that will be available and what programs 

will be offered to fulfill the 80-hour formal training requirements. HUD LEARN, in consultation with the Leadership 

Development Division, develops program guidelines that are approved by the Agency and OPM. 

Candidates from outside the Federal Government and/or employees serving on other than career or career-type 

appointments (e.g., term, temporary) are considered “non-status.” These candidates must be appointed using the 

Schedule B authority outlined in 5 CFR 213.3202(j). Schedule B authority is a temporary appointment and may not 

exceed or be extended beyond 3 years. These candidates may not be used to fill a permanent position. 

Candidates on a Schedule B authority must be assigned to a full-time non-SES position. 

46 | Section 3 HUD-Specific Leadership Competency Development Programs 
Graduates of an OPM-approved SESCDP who are selected through civil service-wide competition and are certified 

by OPM’s Qualifications Review Board (QRB) may receive a career SES appointment without further competition. 

These graduates are eligible for noncompetitive career appointment to an SES position for which they meet the 

professional/technical qualification requirements. It is important to understand that QRB certification does not 

guarantee placement in the SES. 

SESCDPs are announced on usajobs.gov. Individuals holding a Federal civil service appointment and have at least 

1 year of management experience at or equivalent to the GS-14 level are eligible to apply. SESCDP will include 

status and non-status program options to allow for consideration and selection of applicants from various sources (5 

CFR 412.202, 203). 

Competencies Addressed: Time Management, Personal Accountability, Delegation (Accountability), 

Communicating Priorities, Technology Management, Financial Management, Creativity and Innovation, and 

Partnering 

Learning Approach: A variety of learning activities have been incorporated into the curriculum that will allow 

participants to explore leadership issues and practices through venues such as Instructor-led, developmental 

assignment(s), mentoring and coaching.

Target Audience: GS-14 to GS-15 

Program Duration: 12-15 months

Executive 

LEADING STRATEGICALLY

The Senior Executive Development Program

Program Description: The goal of this program is to develop our executive cadre to more effectively engage and 

lead HUD’s talent resources in meeting the organization’s goals and accomplishing its critical mission. HUD is 

taking a number of steps to continue to build our capacity to effectively perform, and a key compliment of this 

effort is the development and implementation of a leadership continuum that promotes leadership development at 

all levels. It is our desire to prepare and sustain our leadership team by providing them with sound and valuable 

executive leadership development opportunities; thus, creating great leaders. The HUD leadership competency is 

the foundation of this continuum. 

Competencies Addressed: External Awareness, Strategic Thinking, Entrepreneurship, Political Savvy and Vision 

Learning Approach: Blended 

Target Audience: Senior Executives 

Program Duration: 9 months

47 | Section 3 | Section 3 HUD-Specific Leadership Competency Development Programs 
Other Learning Opportunities 

Rotational Assignment Program 

Program Description: In our continued effort to educate, retain, and provide opportunities for our employees, we 

have developed a Rotational Assignment Program that benefits our employees and the Department as a whole. In 

this economic environment that promotes “do more with less,” we must look to expanding the knowledge base of 

our current employees while providing opportunities for their growth and development. This program provides 

program offices with flexibility in utilizing HUD employees to work on special projects and initiatives and filling 

temporary gaps in resources, as needed. This program is ideal for the lapse between a position being vacated and 

the advertisement and the selection process. In this context, it allows HUD employees to develop as they learn 

more about other programs and offices, increase their knowledge base of the Department, and add to their skill set. 

This program serves as a dual advantage by providing developmental opportunities to our employees, while 

providing program offices with assistance and filling gaps in resources. The Department encourages and fully 

supports the use of this program and management’s efforts to utilize this flexibility tool in a way that enhances the 

work of the Department and benefits the career development of its employees. Participation in this program alone 

does not necessarily qualify employees for positions outside of their field. 

Learning Approach: On-the-job training and development opportunities 

Target Audience: All Employees 

Program Duration: Ongoing 

Senior Executive Rotational Program 

Program Description: This Senior Executive Rotational Program (SERP) provides the opportunity for senior 

officials to learn and grow through short-term action/developmental and experiential assignments (rotations). The 

SERP is geared toward stretching executives’ knowledge and abilities, exposing them to different ways of thinking, 

and providing HUD with more innovative approaches to accomplishing its mission. The White House Executive 

Order on Strengthening the Senior Executive Service, Dated December 15, 2015, Allows for SES members to 

rotate to different departments, agencies, subcomponents, functional areas, sectors, and non-federal partners in 

order to ensure the mobility of the corps while also maintaining stability operations. The SES must be performing at 

the Fully Successful or above for two consecutive years, have completed at least two years in the SES core, will 

commit to serve at least two years upon return to their home organization, and has not completed a four-month (120 

days) or longer developmental assignment within the last three years. 

Learning Approach: On-the-job training and development opportunities 

Target Audience: Senior Executives 

Program Duration: Minimum Rotational Assignment - 120 days 

48 | Section 3 HUD-Specific Leadership Competency Development Programs 
49 | Section 3

HUD Coaching Program 

Program Description: The HUD Coaching Program brings employees together in a dynamic alliance, where 

coaches empower individuals to explore possibilities, take new actions, and leverage strengths and competencies 

to achieve their goals. The program uses an approach outlined in the book Co-Active Coaching (by: Laura 

Whitworth, Henry Kimsey-House, Karen Kimsey-House, Phillip Sandahl), where the coach assists the individual in 

self-discovery. Through the HUD Coaching Program, coaches use probing questions, active listening, objective 

feedback, and an array of tools to help individuals define goals, create an action plan, and take success to the next 

level! The HUD Coaching Program helps clients and coaches set goals and strategies that are in alignment with 

their values, such as emergency resource needs caused by abnormal workload, special projects or studies, change 

in mission or organization, or absences for periods of short duration. A bi-product is the enhancement of employee 

career and personal development. HUD internal coaches will be trained in the twelve International Coach 

Federation (ICF) core competencies. They will learn to utilize objectivity, curiosity and powerful questions to 

engage clients, unlock their past training and experiences and apply them to wise decision-making and an 

appropriate course of action. See the Guidelines for Coaching in Section 4. 

Learning Approach: In person and virtual 

Target Audience: Executives, Managers, Supervisors and *Non-Supervisory Employees (GS 12-15) 

Program Duration: One year 

HUD Mentoring Program 

Program Description: Mentoring is usually a formal or informal relationship between two people—a senior mentor 

(usually outside the mentee/protégé’s chain of supervision) and a junior protégé. Mentoring has been identified as 

an important influence in professional development in both the public and private sectors. Within the Federal 

Government, mentoring is often a component of different types of development, including comprehensive career 

development programs. The major function of mentoring is to promote the protégé’s development in specific areas 

and to facilitate successful completion of the program. Mentoring relationships can produce positive developmental 

and organizational outcomes. 

Learning Approach: In person and virtual

Target Audience: All Employees 

Program Duration: Ongoing 

HUD-Specific Leadership Competency Development Programs 
Evaluating the Learning Experience 

HUD LEARN strongly encourages participants to complete evaluations for all learning and development 

programs or courses they complete. HUD LEARN need to evaluate training to determine the level of its 

effectiveness and to gain information on how to improve future sessions. In order to achieve this goal, 

participants may receive up to 3 levels of evaluations. 

• Level 1 – Reacting to Training. The degree to which 

participants find the training favorable, engaging and 

relevant to their jobs. This evaluation is provided right after 

completion of training. 

• Level 2 - Learning from Training. The degree to which 

participants acquire the intended knowledge, skills, attitude, 

confidence and commitment based on their participation in 

the training. This is also called a Pre-Test and Post-Test. 

This evaluation is provided during the training. 

• Level 3 – Applying Learning. The degree to which 

participants apply what they learned during training when 

they are back on the job. This evaluate may be sent to 

employees up to one-year after training completion. 

Participants will be able to evaluate their training experience in one 

of two ways: A Web-link or a Quick Response (QR) Code will be 

provided to participants via email that will give them access to the 

on-line evaluation. 

Participants can download the QR Code software for your mobile phone, simply follow these steps: 

• Open your mobile app store (App Store, Google Play, Windows Marketplace, etc.) 

• Search for QR code readers. ... 

• Simply download the QR code reader to your phone, open it and you are ready to go. 

How The App Works:

To scan a QR code or barcode simply open the app, point the camera at the code, and you’re done! There is 

no need to take a photo or press a button. The app will automatically recognize any code your camera is 

pointing at.

50 | Section 3 HUD-Specific Leadership Competency Development Programs 

“The reason for evaluating is to 

determine the effectiveness of a 

training program. When the 

evaluation is done, we hope that 

the results are positive and 

gratifying, both for those 

responsible for the program and 

for the Supervisors, Managers and 

Executives who will make 

decisions based on their 

evaluation of the program.” 

 Donald L. Kirkpatrick 
“Leadership and learning are 

indispensable to each other.” 

John F. Kennedy 

Section 4 Leadership Competency Development Resources and 

Activities 
Overview 

This Section presents resources and ideas for developing leadership competencies. Specifically, it: 

• Provides suggested resources and developmental activities to help you build each of the leadership competencies. 

Both you and your manager can use these resources to identify activities to include on your Leadership 

Development Plan (LDP). 

• Identifies resources by category (on-the-job training, formal training, books/videos/self-study, coaching) so 

that you can begin development as soon as a gap is identified. 

The Icon denotes On-the-Job training suggestions. 

• Presents coaching activities to help you guide others to build leadership competencies. Your manager can 

also use these coaching suggestions to identify specific actions he or she can take to support your 

development. 

The icon denotes Coaching suggestions. 

• Provides access to a One-Stop Shop Career Resource Center that includes the IDP Template and selfassessments, along with other learning opportunities. 

Guidelines for Developing Others 

Managers and supervisors have many responsibilities toward their employees. Among these is the need to create a 

climate where people can excel and move into areas of greater responsibility. HUD Leaders have the responsibility 

to coach others so that they have the information they need to take action on their critical development priorities. The 

training and other resources in Section 4 can be useful as you assist others in identifying a development need and 

finding an appropriate means for addressing the need. 

How to Use This Section

• Review the competencies that you listed as priority development goals in the Leadership Development Plan 

area of Section 2. 

• Select your priority goals. Remember, it is most effective to focus on only a few development goals at a time. 

“Continuous learning is the minimum requirement for success in any field.” 

 – Dennis Waitley

52 | Section 4 Leadership Competency Development Resources and Activities 
This section contains developmental resources for each Executive Core Qualification. Select the related 

development goals. After identifying the relevant area(s): 

» Identify the challenges you face on the job that you will try to handle more effectively by drawing on 

behaviors related to the competency.

» Highlight the on-the-job development suggestions and other development resources you will use to build the 

competency. Don’t be limited only to the suggestions and resources provided in this section. These are meant 

to get you started, and you may have many additional ideas and other resources available locally.

» Discuss your developmental ideas with your supervisor and other advisors, such as a mentor or a training 

officer. When you have agreement and support for your ideas, transfer them to the LDP.

The training and other resources listed are provided as suggestions for development rather than recommendations. 

Agency leaders, as well as others, have used these resources to successfully develop the target competency. You 

may also identify courses available locally or through distance learning opportunities, with assistance from your 

supervisor, the Leadership Development Division, and/or your Program Training Officer. 

Supervisors and managers can use the steps described on the previous page to coach subordinates or peers. Some 

useful information to keep in mind when developing others includes the following: 

DO. . . 

• Own your feedback. Clarify what you mean when giving feedback. 

• Be considerate, careful, and constructive when wording your feedback. Keep in mind how it feels to be on the 

receiving end, and be respectful. 

• Be balanced in the feedback you give. Focus on positives, strengths, and areas for improvement. 

• Work with your staff member to create his or her LDP. Meet periodically to conduct progress checks and offer 

help. Back up your commitments with time and money. 

DON’T. . . 

• Speak for others who provided feedback as part of the multi-rater assessment process. 

• Hesitate to give direct feedback, and don’t soften your delivery so much that your staff member does not get the 

message. 

• Overemphasize the negatives. People can get discouraged if they believe they have more weaknesses than 

strengths or if they believe they cannot ever please the boss. 

• Go through the motions and leave your staff member alone with his or her plan, or promise to provide time and 

money but then pile on the work and claim you have no budget for training or development. 

53 | Section 4 Leadership Competency Development Resources and Activities 
Executive Core Qualification: Leading Change 

This core qualification involves the ability to bring about strategic change, both within and outside the organization, 

to meet organizational goals. Inherent to this ECQ is the ability to establish an organizational vision and to 

implement it in a continuously changing environment. This area includes the following competencies: 

• Continual Learning 

• Creativity and Innovation 

• External Awareness 

• Flexibility/Resilience

• Service Motivation

• Strategic Thinking/Vision

On-the-Job Development Suggestions 

Continual Learning 

Choose someone as your personal coach. You may find that your leadership style is causing others to lose faith 

in you, even when you feel everything is under control. Ask someone you trust and respect to help you develop 

composure and a command presence. He or she may also help you address defensive behavior and your ability to 

respond to emotionally charged situations.

Seek out opportunities for informal learning. Learning can take place in everyday work. In fact, most individual 

learning occurs informally, rather than through formal training. Strategies for informal learning include job rotations, 

special assignments, coaching, learning teams, and self-development.

Creativity and Innovation 

Minimize the consequences of innovation and change. Both involve a certain amount of risk taking, and with 

risk taking there is margin for error. To minimize the impact of the risks they take and the errors they make, take 

time with your employees to debrief and discuss projects or assignments that missed the mark. Focus on identifying 

key learnings and best practices that can be applied in the future to minimize the consequences of risk taking.

External Awareness 

Talk about the news with your employees. Periodically spend time during a staff meeting discussing headlines 

and their implications for the work of your unit. What recent news items should your staff be aware of because of 

the potential relevance of the news on the Agency in the near future? For example, news about increasing political 

unrest or an uncertain economy in certain foreign cities have implications for U.S. travelers abroad and trade 

agreements, and thus for the Agency.

Educate your staff members on the broader business environment. Expose them to the latest thinking about 

future trends in the Agency and in other agencies. Circulate relevant published materials and invite outside experts 

to speak about future trends. Survey your employees to identify the topics of greatest interest to them. Ask them to 

research and then present information about those topics to their peers or employees.

54 | Section 4 Leadership Competency Development Resources and Activities 
Flexibility/Resilience 

Observe how others respond to you. Watch and listen for signs that you may be Exhibiting inflexible behavior 

(e.g., people avoid or go around you when trying to resolve a problem that involves you). Seek feedback and 

suggestions on how to be more flexible and approachable from others who are known for being open and 

receptive.

Develop alternative plans. When preparing for projects or assignments, develop contingency plans using “what 

if” thinking (e.g., if we can’t get a meeting by this date, then we’ll need to cover the material in the next Agencywide broadcast).

Learn from experience. Debrief projects and other initiatives with the work unit, regardless of whether they are 

successes or failures. When goals are achieved, determine what led to success. When projects are less 

successful, identify problems and how they can be avoided in the future. Share insights and publicize key 

learnings throughout the work unit.

Show your support even through difficulties. Emphasize what’s good about the changes or innovations being 

implemented in your work unit. Highlight the potential for an improved work environment. Publicize the positive 

examples of employees whose actions demonstrate their support and enthusiasm for the changes or innovations.

Service Motivation 

Build internal and external relationships at all levels. A strong relationship at senior levels must be 

complemented with parallel relationships at all levels to guarantee long-term success. 

Treat your colleagues as you would your customers. Talk with your peers about the perception of your 

organization. Is it viewed as customer friendly and responsive? What feedback mechanisms can you build in to help 

your employees recognize opportunities for improving customer focus with their colleagues? Be visible about your 

commitment. 

Strategic Thinking/Vision

Establish a way to get regular updates on organizational changes in the Agency at Headquarters. Even if you 

find out something that won’t affect you within the next few months, think how the change may eventually affect your 

job or work unit, and start planning how to minimize any potential negative impact of the changes. 

Keep the mission in your messages. Look at the memos, presentations, email, and other messages that you have 

communicated to, or shared with, your employees over the last 6 months. How often does your message reinforce 

the mission and goals of the Agency? Every communication opportunity is an opportunity to reinforce the Agency’s 

strategy and objectives. Make it a goal to include a mission reinforcement statement in every communication that 

goes to all your employees. 

Provide timely guidance. Discuss the impact of strategic changes at Headquarters on your own work group as 

soon as possible after the changes have been communicated from Headquarters. Don’t wait until things are set in 

stone before you begin discussing what needs to be done, and how to go about doing it, in your own organization. 

Involve others. The development and reinforcement of an organizational vision is rarely the work of one individual. If 

you are not discussing your efforts to communicate and reinforce the Agency’s mission with your peers, you are 

missing out on an opportunity to share the ideas you have that are effective, or to learn about what others are doing 

that is effective. Make it a goal to regularly exchange ideas about how to reinforce the organization’s vision and 

mission with at least one peer. 

55 | Section 4

Leadership Competency Development Resources and Activities
56 | Section 4 Leadership Competency Development Resources and Activities 

Conduct a quarterly or biannual assessment of how strategically you are spending your time. For 

example, are there regular job tasks or activities (e.g., task force meetings, audits of reports) that you could 

delegate to a subordinate, potentially as a developmental assignment? Identify and keep your focus on the 

critical few activities or decisions where your involvement will have the greatest impact. 

Get information from senior management. Seek and take advantage of opportunities to discuss the Agency’s longterm goals with senior management. Explain the direction and plans of your work unit and ask for feedback. Share 

what you learn with your employees and be specific about what the implications are for your work unit 

Illustrate how the vision will change. Make your vision come alive for your work unit by providing specific examples 

of how things are done today that may need to be done differently in the future to better support the changing vision 

and mission of the Agency (e.g., compliance approaches, the changing face of crime, smuggling efforts, and antiterrorism). Share your insights with your employees and solicit additional examples from them. 

Train employees to think about long-term goals. Ask employees to describe how their short-term actions or 

recommendations contribute to the long-term goals of the Agency, the division, or the work unit. Ask this on a regular 

basis so that they come to expect the question and begin to automatically include such considerations in their work 

and suggestions. 

Coach employees to share the vision. Ask your managers how they are sharing the Agency’s vision and strategy 

with their employees and to describe how employees are demonstrating their commitment to the vision in their work 

units. Ask for evidence that their people understand where the Agency is going and for any changes they are making 

to align with that direction. Discuss additional ways your managers can reinforce the vision in their own work units. 

Share strategic organizational plans with your managers. Ask them how they think those plans may affect their 

own work group. Have them describe what steps or actions they can take now and 3 to 6 months out to contribute 

to the accomplishment of the strategic plans. 

Encourage employees to think things through ahead of time. Whenever reviewing a work plan or decision by a 

staff member, ask the person about how others will react and the likely consequences of the plan or implementation 

of the decision. If you do this on a regular basis, employees will expect the question and always prepare to answer it. 

Ensure your staff members understand the reasons for change. Help them understand and adapt by discussing 

what is driving the change so they fully understand why it is necessary. Pull together relevant information about 

changes from Headquarters or other sources and distribute it. Make time for employees to ask questions, and make a 

commitment to follow up with any answers you don’t have at the time. 

Share your success stories. Provide staff members with knowledge about the internal workings and best ways to get 

things done at the Agency and at Headquarters. Think about the obstacles you encountered trying to gain support and 

agreement from different groups within the Agency. Tell your staff how you overcame those barriers to get things done. 

Include future implications. Expect employees to always be able to explain the implications for the future of the 

projects or assignments they are working on. Assist them by making sure they have access to the latest information 

about the Agency, division or work unit strategy, and long-term plans so they can ensure their work supports the 

Agency’s future direction.
Personalize the message. Talk one-on-one with your staff members and ask them questions that challenge their 

assumptions and help them translate the broader Agency and work unit objectives into personal concrete actions 

they can take to support these objectives. 

Executive Core Qualification: Leading People

Leading People involves the ability to design and implement strategies that maximize employee potential and foster 

high ethical standards in meeting the organization’s vision, mission, and goals. This area includes the following 

competencies: 

• Conflict Management 

• Leveraging Diversity 

• Integrity/Honesty 

• Team Building 

On-the-Job Development Suggestions 

Conflict Management 

Handle conflict constructively. Start a problem-solving dialogue with other individuals or groups when there is a 

conflict or problem. Share improvement suggestions, identify mutual interests, and explain the consequences of 

each other’s behavior for each other’s division, work unit, and the Agency in general. 

Address underlying issues. When it seems as though your group is looking for a lot of clarification and becoming 

more confrontational, they are probably trying to establish a clearer set of norms. When this happens, try to stay 

calm, work to resolve any obvious conflicts, focus on issues (not personalities), schedule time to deal with any 

unresolved matters, and push for agreement on roles and boundaries in a constructive manner. 

Teach tolerance for conflict and disagreement. A certain amount of disagreement and negotiation is part of every 

work environment. Establish a systematic process for resolving conflict and reaching agreement within your division 

or work unit. For example, set ground rules: agree that trivializing others’ views, refusing to compromise, and 

rejecting others’ opinions without discussion will not be tolerated. Approaching conflict with a problem-solving 

perspective allows the group to grow and benefit from every conflict. 

Confront people who have a negative impact. Deal directly with people whose behaviors negatively affect the 

overall work group’s performance or climate, even if they are outside your group. Explain to them the impact they are 

having and work with them to identify specific behaviors they should demonstrate in the future. If you are not making 

progress dealing with them directly, go to their supervisor to request assistance.

Be direct and don’t delay. Faced with the option of delivering the bad news sooner or later, many leaders choose 

to procrastinate. Instead of prolonging the uncertainty, be candid about situations, explain the business 

circumstances, and do everything you can to minimize negative responses from employees. Don’t keep them in the 

dark. The same is true for performance problems. The best course is a direct one, with well-documented 

interventions. 

Leveraging Diversity 

Model effective working relationships. Keep the focus on the unique contributions of individuals in a diverse 

work group if complaints or biases emerge. Discourage divisive work styles by recognizing others’ efforts to work 

collaboratively.

57 | Section 4 Leadership Competency Development Resources and Activities
Get to know your employees. Invest time in getting to know your work group’s needs and preferences.

Find out what motivates and de-motivates them and consciously try to provide the amount of direction and 

support that best suits their style. Ask for feedback about the level of challenge in their work and what would 

make their jobs more satisfying.

Consciously choose to talk with people who are very different from you. Establish a routine of visiting and 

talking with people throughout your organization. Make it an organizational priority to get to know them and to let 

them get to know you. Your goal is to open and maintain important lines of communication, not just to practice a 

social nicety that gets pushed aside when other business priorities prevail. 

Own up to your biases. Identify personal biases that interfere with your ability to look at situations and 

people objectively. Try to understand where these biases came from and how they have been reinforced in your 

personal and professional life. Then look for evidence that does not support them. One way to do that is to expose 

yourself more broadly to those same people and situations. 

Integrity/Honesty 

Enlist someone to observe you and give you feedback. Have the person assess how you handle high-stress, 

complex, or controversial job situations. Under these circumstances, do you demonstrate the high standards and 

personal conduct of the best Agency leaders? Meet with your observer to debrief your actions and messages to 

determine if there are ways you can more effectively lead by 

example. 

Learn the early signs in yourself that tell you it’s time to 

take a break. Be aware of when to step back and take a “time 

out” before you get too entrenched in work situations that are 

becoming emotionally or politically charged. Don’t get to the 

point where you are just frustrated and want to throw your 

hands up. Develop tactics to stop the downslide early on and 

reinforce your commitment to succeed. 

Team Building 

Solicit employees’ views and recommendations. Involve 

them in decisions that will affect them. Draw on their expertise 

and build ownership. Be clear about the criteria you use to 

decide what recommendations to support (e.g., budget considerations, time constraints).

Give employees more autonomy. Give your employees assignments and let them plan how they will complete 

them. Ask them specifically what support, if any, they would like from you and follow through on their requests. 

Periodically check in with them to assess whether they are able to handle the assignment as they thought or 

whether they need additional support from you or others.

Commit to actions that promote teamwork. Participate in cross-divisional or cross-unit meetings that are focused 

on developing or improving cooperation between work groups. Make it a personal goal to increase your work group’s 

efficiency and effectiveness in developing work processes and practices that benefit multiple Agencies, divisions, 

and units. 

Demonstrate openness and respect for others’ perspectives. Make an effort to show employees that their ideas, 

suggestions, and opinions are welcomed and matter to the whole work group. Encourage employees to seek and act 

on feedback from others by doing so yourself. Offer resources and assistance not only to members of your own work 

group, but also to your peers and their employees in other work groups. 

58 | Section 4 Leadership Competency Development Resources and Activities 

“Learning is like 

rowing upstream: 

not to advance is 

to drop back.” 

Chinese Proverb
Give others the chance to lead. Effective leaders are open and inclusive and don’t need to run the show. 

Practice loosening the reins at staff meetings and allowing different people the opportunity to manage the 

process, agenda, and activities. Model self-confidence even when you are not “in charge.”

Encourage employees to learn from and teach others. In any work group, individuals will develop certain 

skills (e.g., project planning, software knowledge) better than others. Rather than let the skill sets become hard-andfast specialties, encourage your employees to teach and coach their peers to develop a shared set of skills. Crosstraining ensures that when employees are promoted or move on, your work unit does not lose critical skills and 

capabilities that need to be built up again. 

Adapt learnings from successful team experiences. Think about the most effective work groups you have 

managed or been a member of and identify the reasons why they were positive experiences. Use these positive 

experiences to evaluate your interactions and guide your leadership of existing work groups. 

Assess your ability to build strong work relationships. Critique a recent interaction with someone you relied on 

to help you accomplish your goals and objectives. What else can you do to ensure the person feels valued as a team 

member

Stand up for employees when they face barriers to success. Contact your peers to discuss what each of you 

can do to better support or coach your own employees through obstacles they are facing. Suggest mutually 

beneficial solutions that will serve the interest of the organization and the Agency as a whole.

Expect your managers to involve their subordinates. When managers present plans or goals for their groups, 

ask them who among their employees was involved in developing the plans or goals. If they didn’t get much input or 

involvement from their work group, discuss with them ways that they can structure meetings or elicit suggestions to 

increase the involvement of their employees. Explain to them the benefits in terms of motivation and morale of 

involving employees in plans that affect them. 

Help managers build ownership. Encourage managers to take a more “hands off” approach when their work group 

is struggling with a problem. For example, help them develop and learn to use open-ended questions as a way of 

guiding but not directing their subordinates. Emphasize the importance of empowering the group to make their own 

decision and the ownership that will result.

Help your employees promote diversity. Talk with your managers about the ideal composition of their teams in 

terms of skill mix and diversity of perspectives. Share with them some techniques for assessing and identifying 

opportunities to strengthen their employees through training, developmental rotations, or “borrowing” someone with 

complementary skills and knowledge from another team.

Help employees build work groups with complementary and diverse skills. Get your managers to think through 

what combination of skills, experience, and knowledge will lead to the highest level of achievement. Make sure they 

let individuals know why they were selected for their team, what is expected of them, and what value they will add to 

the group.

Encourage managers to spend time with their work units. Be sure they set aside time to be accessible to their 

group. Encourage them to spend this time interacting with their employees to ensure they feel comfortable with the 

direction of the organization and the specific contribution of their units. Observe how they interact with their 

employees, and provide them with encouragement and suggestions about how to instill a long-term vision among 

their employees or team members.

59 | Section 4 Leadership Competency Development Resources and Activities 
Exhibit behavior you expect employees to Exhibit. Set the example of openness and objectivity by accepting 

“bad” news from your staff members in a calm, nonjudgmental manner. Help them focus on resolving and 

learning from, rather than dwelling on, problems. 

Support staff members who are having difficulty adjusting. Make specific suggestions to them about ways 

they could adapt more effectively. Instead of saying, “Try to communicate better with others,” make a suggestion 

like, “You could write and distribute a memo every 2 weeks to let people know the status of the initiative and what 

the next steps will be.”

Discourage talk and behavior that divides. When others get into the “us versus them” discussion, challenge them 

on how anyone will benefit from this mindset. Push for a “one for all” mindset, stressing how it will help the Agency 

and your division or unit to be more successful. 

Model the direct, but not confrontational, discussion of differences with others. Later, discuss the situation 

with your employees who need to do more of this themselves. When you see an issue needing attention, encourage 

your staff members to address it. Help with ideas and plans on how to do it. Debrief after the fact. 

Model teamwork. Use staff meetings to encourage and facilitate the sharing of ideas, innovations, and best 

practices among those in your division or work unit. Give your staff members the authority to make decisions and 

act on those ideas.

Share team-building techniques. Make time during group meetings to discuss obstacles to teamwork that your 

managers are encountering with their subordinate teams, and to brainstorm solutions. Provide the managers with 

access to information on team building and resources to help them enhance the effectiveness of their teams. If 

appropriate, attend the team-building sessions to demonstrate your support.

Draw on your own training. Identify developmental assignments, courses, and other experiences that helped you 

become a more effective manager or coach. Use them to guide the suggestions you give your staff members.

Model effective coaching and feedback behaviors with your employees. Share your own experiences in 

developing people. Ask them to reflect on what has helped them develop their career, and help them do these 

things for their people.

Look for mentoring opportunities within your work group or across groups. Pair up less experienced people 

with more experienced people for specific periods of time. Provide guidelines for what you’d like to see 

accomplished and hold follow-up conversations with each group. For example, you could try to pair up individuals 

from two different work units or divisions to build skills and to create solid relations across work groups.

Executive Core Qualification: Results Driven 

Results Driven stresses accountability and continuous improvement. It includes the ability to make timely and 

effective decisions and produce results through strategic planning and the implementation and evaluation of 

programs and policies. This area includes the following competencies: 

• Accountability 

• Customer Service 

• Decisiveness 

• Entrepreneurship 

• Problem Solving 

• Technical Credibility 

60 | Section 4

Leadership Competency Development Resources and Activities 

“...learning is a lifelong process 

of keeping abreast of change.” 

Peter Drucker
On-the-Job Development Suggestions 

Accountability 

Ask what needs to be accomplished. If you don’t know, ask your supervisor what results are the most critical for 

your work unit and what will add value to the Agency. Establish them as goals and measure progress. Share 

progress reports with your supervisor and subordinates.

Communicate the outcomes your work unit must attain as well as key milestones along the way. Set the 

deadline by which you expect 

to achieve the goals. Get your peers to help you communicate the broader business context and why the goals are 

important. Use both formal meetings and informal conversations to ensure everyone has established the same 

goals and outcomes. 

Learn that being strategic minimizes your chances of being 

caught off guard and unprepared. Pick a recent project or 

assignment where something unexpected happened and caused 

you problems 

(e.g., equipment broke down; a team member left suddenly, a 

deadline got moved up). What can you learn from that experience? 

Take steps to minimize the negative impact of such unexpected 

occurrences. For example, to reduce the potential disruption of 

losing an employee who possesses critical skills, establish a crosstraining plan. 

Give challenging assignments. Delegate an important project to 

a staff member and work with him or her to create an action plan, 

think through potential pitfalls, and set a challenging goal. Follow up regularly to ensure the project is on track. 

Rotate these assignments among staff members.

Check your employees’ understanding. Review the current initiatives and assignments of your work unit. Can 

your employees explain how their tasks and activities support the overall goals of the Agency? If not, spend time 

with them as a group and one-on-one to help them form a one-paragraph statement that describes how their work 

contributes to the mission and objectives of the Agency. 

Share performance results. Establish a regular forum (e.g., conference call, scheduled meeting, email) in which 

you share the latest on your organization’s performance against goals, accountabilities, deadlines, and other 

measures. Discuss emerging issues and how they may affect the Agency. Ask others outside your work group to 

participate in your staff meetings or phone conversations to share ideas they may have with the team. Encourage 

others to share success stories and warnings about pitfalls to avoid. Ask questions to be sure people understand 

the key messages. 

Establish agreed-upon ground rules. Be clear about when you need to be the one to make a decision versus 

when a decision can be made by your employees. Outline the types of situations or circumstances in which the 

ground rules apply, and why. If you provide a practical rationale, your staff can be clear on the process for dealing 

with an issue and getting to a decision the next time a similar circumstance arises. 

61 | Section 4 Leadership Competency Development Resources and Activities 

Ask others outside your work group 

to participate in your staff meetings 

or phone conversations to share 

ideas they may have with the team. 

Encourage others to share success 

stories and warnings about pitfalls 

to avoid. Ask questions to be sure 

people understand the key 

messages. 
Establish a regular process and cycle for reviewing your subordinates’ work, and stick to them. Ask your 

subordinates to assess their progress against key milestones and to identify obstacles that occur. Help them 

revise work plans to recover from setbacks or overcome obstacles. 

Provide frequent and timely feedback. Provide subordinates with timely feedback as soon as possible after they 

complete a project or assignment. This allows you to address performance issues before they become real 

problems. When feedback is given infrequently, such as once a year during performance appraisals, employees 

dread it, assuming it will be mostly negative. 

Reward high performance. Keep your organization motivated by rewarding those who Exhibit high standards and 

routinely meet goals. Try to choose a form of reward that would be motivating to the individual or the group, such as 

more authority or a special lunch. Rewards can be humorous. Any type of reward is effective if it draws attention to 

high performance and boosts the morale of the work unit. 

Prevent missed deadlines due to infrastructure, technology changes, or competing demands. Create parallel 

processes and backup systems that enable you and your work group to accommodate change or interruption 

without completely disrupting the work flow and forcing you to delay the accomplishment of key goals and objectives 

Consider all your commitments. When planning how to accomplish key projects or assignments, take your other 

commitments into consideration. Map out a timeline and set expectations that are challenging but realistic and 

achievable given all of your work obligations and project demands 

Promptly identify and evaluate options when an obstacle arises or a setback occurs. Ask those who have 

succeeded in the past for ideas or critiques of your ideas. Persist with alternative approaches until your goal is 

achieved. 

Use visuals to track progress. Use charts, posters, or other mechanisms to track your work unit’s progress, 

including a visual countdown to established milestones. Give employees a heads-up when they are off pace or off 

the mark. Help them identify alternative action steps and redirect their efforts, if necessary.

Remember that there is always room for development, even for employees who are already performing up 

to standard. Raise the standard: provide stronger individuals with more complex assignments, place them in 

leadership roles, and involve them in inter- or intra-agency projects. You need to prepare your employees for 

promotional opportunities that capitalize on their potential and contribute to the Agency’s business needs.

Customer Service 

Know who your customers are and what they want and expect from you. Your managers are your 

internal customers. Recognize that your employees are also your internal customers and that you are also 

accountable to them.

Assess customer service. Regularly evaluate customer satisfaction levels to track improvements and to 

gauge any reactions to changes in performance throughout service delivery processes.

Balance the importance of buy-in and perspective. Recognize that there are costs and benefits in cultivating 

the expertise of others in work process discussions, project planning meetings, and other activities. If you find 

yourself at the beginning of initiatives only thinking, “Whose buy-in do I need?” versus “Where can I get 

additional help or perspective?” you may be missing critical opportunities to improve the quality of your 

contribution.

62 | Section 4 Leadership Competency Development Resources and Activities 
Decisiveness 

Know the big picture. Be sure you know the answers to the following questions prior to making a judgment or 

decision: What are the larger, strategic issues at stake beyond the immediate circumstances? What are the people 

implications? How do I defuse the politics of the situation? What regulatory issues need to be considered?

Hold a session to discuss the best and worst decisions you’ve made and what you learned from them. 

Encourage your employees to do the same. Take time as a group to critique and learn from data-gathering best 

practices or mistakes.

Determine the impact of your decisions. Before finalizing a decision, think through who it will affect and how. 

Plan how you will announce and implement your decision in order to keep negative effects to a minimum and 

enhance buy-in. Reality-test your plan with someone who understands the perspectives of those affected. 

Defend your views and position. When making a potentially 

controversial decision, carefully document your decision process and 

criteria. Use the documentation to defend your position if necessary. 

Ask others to do the same for their viewpoints. Be as receptive to 

what others have to say as you would want them to be to you.

Entrepreneurship 

Boost your employees’ energy level around innovation. 

Encourage brainstorming, mind mapping, visualization, and other forms of creative thinking. Give employees nonjob-related problems and puzzles to solve that force them to step out of their role and learn new capabilities. Later, 

help them apply their heightened energy and learnings to challenges and opportunities on the job.

Problem Solving 

Develop more than one solution. Your first solution may be the best, but you won’t know unless you generate two 

or three alternates. To avoid repeating yourself, change the conditions or assumptions under which the solution was 

developed. For example, if your solution was premised upon constrained resources or existing technology, what 

would happen if you removed those conditions?

Use problem-solving tools. Look for analytical tools that will help you pull apart problems and understand their key 

elements (e.g., risk management, strategic problem solving). Investigate decision support software. Utilize pen and 

paper instruments such as decision trees. If you tend to be more intuitive about decision-making, these tools and 

processes will add a level of rigor and credibility to your approach. 

Get above the details. Think about your task or assignment in its simplest terms, so that you can answer the 

question, “What am I really trying to do, solve, and accomplish?” Delay tackling a task or assignment until you have 

identified and thought through three approaches, including one that is completely different from any approach you 

have used in the past. 

Ask for others’ perspectives. When faced with a complex problem or project, identify alternative solutions or 

approaches by talking with, and asking for input from, multiple sources. Get ideas and suggestions from your peers, 

subordinates, manager, and others who may have firsthand knowledge of the situation.

63 | Section 4 Leadership Competency Development Resources and Activities 

“Leadership is an action, 

not a position.” 

Donald McGannon
Leadership Competency Development Resources and Activities 

Study past problems and solutions and learn from them. Review the situation in detail. Determine what 

information was available, the strategy and organizational issues that were involved, the risks that were taken, etc. 

Identify best practices as well as mistakes that you can learn from, and keep the learnings in mind as you work 

through the next problem you have to resolve.

Break complex problems down into manageable pieces. Develop and evaluate alternatives to deal with each 

piece. Before recommending a solution, reassemble the pieces and assess whether your alternatives are still viable 

given the bigger picture.

Make a list of all the contributing factors to a particular problem. Evaluate the degree to which your solution 

addresses each of these factors. For example, establishing a process for sharing information may improve 

information flow but not address the inaccuracy of the information being shared. What secondary problems must you 

solve that are not being addressed with your initial solution? Difficult problems sometimes require multiple solutions. 

HUD Internal Awareness 

Volunteer for assignments that allow you to interact with operations in other parts of HUD. 

Take advantage of all opportunities to work with other parts of HUD to increase your 

understanding of those operations.

Frequently review the HUD and individual organization intranet pages and become familiar with current 

initiatives. You can access the HUD organizations’ intranet pages through the HUD@Work page. 

Encourage your managers to delegate. Help them identify what tasks and responsibilities would be good 

development experiences for their employees. Talk with them about how to monitor and support their employees 

as they carry out the new tasks. Make sure you monitor the actions of your managers to ensure the delegation 

efforts are successful. 

Expect high standards, and pass that expectation on. Suggest that your managers ask employees to define 

standards for high performance for projects they are working on. Ask, “What criteria will your employees use to 

determine whether they’ve completed a project to the highest standards?” Help your employees see beyond the 

idea that just getting a project or assignment done is the goal. Continue to evaluate standards and encourage 

others to do so as well. 

Coach managers to debrief performance. If their division or unit is not functioning effectively, suggest taking 

some time out to facilitate a “How are we doing?” session. With the members of the group, suggest that they 

identify areas where changes could be made to improve processes, clarify roles, and increase collaboration. Help 

develop norms and operating guidelines to ensure smooth and collaborative work dynamics. Tailor these norms for 

use at meetings and in day-to-day interactions. 

Expect your employees to plan for the long term. Challenge them to think and plan for two or more steps ahead 

of the next step when approaching a project or assignment. Ask them questions like, “What will you do after that?” 

or “How will you approach the next step?” They will develop the habit of planning longer term. 

Provide the reality test. Offer to help your employees think through their plans for handling a particularly 

challenging project or assignment. Focus attention on the planning process as well as the content of the plan. 

64 | Section 4
65 | Section 4 Leadership Competency Development Resources and Activities 

Facilitate brainstorming sessions. Get your managers to discuss new and nontraditional approaches to the 

daily tasks and activities of their work groups. Encourage them to come up with ideas that have never been 

considered or discussed before. Some may be outrageous, but it’s possible that one or two seemingly unrealistic 

ideas, when discussed and tweaked by the group, can be turned into something credible and realistic. 

Ask staff members for solutions. Tell them about longstanding work process issues, and ask them to present 

some possible solutions to you. Don’t dismiss new ideas prematurely or accept “same old way” solutions. Discuss 

your employees’ ideas and get them to develop a plan for implementing ideas that may work. 

Provide staff members with guidelines for situations that require their judgment. Try to define those rules or 

parameters at a fairly detailed level. Make sure they know what degrees of freedom they have for making decisions 

(e.g., by the amount of time they have, by how much staff resources they can use) as well as the criteria you hold in 

the highest regard (e.g., ethics, safety of employees). 

Teach your employees to use scenario planning. Get them to consider the 

effectiveness of possible solutions and eliminate those that are not viable. For 

example, if they have recommended a temporary staffing plan to address a 

shortage of resources, have them think through a change in the scenario (e.g., 

what if additional employees got pulled for a temporary duty assignment?).

Set high standards for analysis. Set demanding standards for the level of 

analysis that you expect from your staff members. If you see work that is 

obviously not researched or thoroughly analyzed, send it back to the drawing 

board. These standards can be articulated directly in a memo or they can be 

informally communicated by providing contrasting departmental examples of 

good and poor analysis.

Provide a challenging problem. Assign your staff members a complex project or problem that needs to be 

simplified before it can be addressed. Ask them to prepare one-page summaries of their analyses of the problems 

and one-page summaries of their proposed solution(s). Meet as a group to review their work and discuss which 

problem and solution summary provides the best solution(s), and why.

Encourage action. Require your staff members to suggest action plans, not just to inform you when they’re behind 

on work products or unable to deliver expected results. 

Provide guidance, but expect your staff members to make the decisions. When your staff members ask you 

for direction, use questions to help them think through key points and make their own decisions. Make time to 

discuss the issues but avoid the temptation to tell them how you would handle the situation. Express your 

confidence in their ability to arrive at a good decision. 

Address delays in decision making. Call staff members in to discuss their delays in making decisions. Ask 

what they are unsure about. Brainstorm ways they can get the information they need to increase their comfort 

and accelerate decisions. 

Walk your employees through decision making. Select a difficult decision that one of them is facing and 

walk him or her through a process for thinking through the components of the decision, weighing options, and 

making the decision. Use questions to get him or her to think about issues. Agree on action steps, observe him 

or her in action, and debrief the experience after the decision has been made.

Spend time with a staff member who is a slow decision maker. Talk through how he or she makes decisions. 

Talk about the tradeoffs of acting quickly versus acting too slowly. Then set and adhere to a strict timeframe for the 

next decision he or she must make. Debrief and accept the tradeoffs. 

Encourage action. Require your 

staff members to suggest action 

plans, not just to inform you when 

they’re behind on work products 

or unable to deliver expected 

results. 
66 | Section 4 Leadership Competency Development Resources and Activities 

Conduct “diagnostic checkups.” Periodically review your staff members’ progress against their division or 

work unit business plan. Are they executing to their plans? Are they accomplishing what they need to 

accomplish in the appropriate timeframe? Have issues been left hanging that may prevent them from effectively 

accomplishing their key objectives by year-end? Use the periodic “checkup” as an opportunity to provide staff 

members with spot coaching, guidance, and suggestions to keep them on track. 

Remind your employees of past successes. Recall with your employees a time when everyone was so focused 

on what needed to be accomplished in order to meet a goal that you all overcame any obstacles that got in the way. 

What were the key elements driving this focus? What can you do to recreate the key elements of this situation when 

your work unit is working toward the next goal? 

Help staff members create the strategy and tactics to achieve goals. Be their sounding board. Have they 

developed the key sequence of activities and a timeline for when each activity needs to be completed? Do they 

know who will be involved and what the different roles, responsibilities, and accountabilities will be? Have they 

developed contingency plans in case they get off track or obstacles arise?

Executive Core Qualification: Business Acumen

Business Acumen involves the ability to acquire and administer human, financial, material, and information 

resources in a manner that instills public trust and accomplishes the organization’s mission, and the ability to use 

new technology to enhance decision making. This area includes the following competencies: 

• Financial Management 

• Human Resources Management 

• Technology Management 

On-the-Job Development Suggestions

Financial Management 

Link your financial plans to the organization’s strategic plan. Learn how your budget fits into the budget of the 

whole organization. Develop an in-depth understanding of your office’s budget by reviewing each budget line and by 

talking to the people who are responsible for each of the resource requests. Attend open budget hearings whenever 

possible. Review in depth the Agency, Office of Management and Budget, and congressional materials relevant to 

your unit’s budget-setting process. 

Gain a working knowledge of the Agency and Federal Government procurement guidelines. Build lead time 

into project plans to accommodate for the procurement process. Conduct interim reviews of contractor performance, 

and develop a collaborative relationship with contractors to develop strategies to improve the deliverable as the 

contract matures. Establish clear requirements for contractors in advance, including expected deliverables, 

measures of results, and interim timelines. Monitor and keep your own record of work done by contractors.

Track resources. Refer to your budget on a monthly basis. Don’t set it aside for a year. Ask others in your 

organization how they monitor expenses and budgets. Meet with your subordinates as a group to discuss how 

expenses can be better controlled. 
67| Section 4 Leadership Competency Development Resources and Activities 

Learn the budget cycle and process. Request a temporary assignment to your organization’s budget office to 

observe and learn the process in more depth.

Human Resources Management 

Develop a human resource plan. Considering the goals of your unit and the mix of talent that would best serve 

these goals, what kind(s) of talent(s) do you most need to attract into your unit in the future? Set up a timeline for 

meeting those human resource needs. Evaluate whether the current mix of talent in your unit needs to change 

through developmental reassignments or new training for your current employees. 

Provide developmental opportunities for employees. Consider periodic rotations among your employees to 

enable them to learn new job duties, acquire well-rounded training, and build a background of experiences. Discuss 

career aspirations and developmental opportunities with employees, and counsel them on ways to enhance career 

opportunities through growth on the job, through training, and through developmental assignments. Facilitate 

developmental assignments for new and seasoned employees to enhance their performance and growth on the job. 

Extend training into the workplace. List the specific goals that you want training to accomplish. Make sure that 

selected training focuses specifically on the tasks that need to be learned, not on a broad curriculum. 

Provide employees with opportunities to use their new skills immediately after training. Structure on-the-job 

learning into the jobs of your employees by enabling them to change their job duties and stretch into new 

responsibilities. 

Provide each new employee with a structured orientation. When a 

new person comes into your unit, implement a structured orientation 

process for the first few months the person is on the job. Use other 

employees to help in the orientation, and establish follow-up processes to 

keep the orientation process on track. 

Give staff members the opportunity to make decisions. Your 

confidence level will rise with each success they have. If, on the other hand, you find that they are not up to the 

challenge, coach them to higher performance levels. Above all, don’t choose to do everything yourself. The 

“pacesetter” leader may be confident, but ultimately his or her contribution will be limited to what’s achievable by 

one individual. 

Draw attention to employees who Exhibit high standards. Make a point of publicly recognizing and thanking 

employees whose behaviors demonstrate the level of performance and standards of the best Agency employees. 

Be concrete about how the employees’ actions contributed to the achievement of critical Agency, division, or work 

unit objectives. 

Provide positive feedback publicly (e.g., during staff meetings) and improvement feedback privately. Be 

specific and constructive. Saying, “You dropped the ball again” or even “Good job” means little and is less effective 

than saying, “Try using a scheduler to organize and prioritize your tasks so nothing else falls through the cracks” or 

“Your idea to work in pairs to speed up the process made a big difference. Thanks!” 

Approach development systematically. Keep a log of your employees’ skills and abilities as well as their areas 

for development. When possible, refer to the log when making assignments and selecting people for developmental 

opportunities. This will prevent spontaneous assignments, missed opportunities, or favoritism in selection for 

projects or training. 

“Learning is not a

spectator sport.”

 D. Blocher
68 | Section 4 Leadership Competency Development Resources and Activities

Ask employees what they’re interested in. Make it a habit to ask your subordinates, “What else would you like 

to learn in this job?” or “What further challenges might make this job more interesting for you?” Provide time and 

resources for on-the-job development that contributes to Agency objectives and your employees’ job or career 

interests. 

Identify development opportunities that are not obvious to others. Be “in the know” about development 

opportunities (e.g., special projects, task forces) that lie outside your organization and make sure your employees 

know about those that are open to them. 

Manage employee performance. Establish at least quarterly meetings with employees to go over their 

performance progress, developmental needs, and desires. For employees who are not meeting their goals, explore 

training that would correct the performance deficiencies. If employees are consistently encountering performance 

problems or falling short of goals, meet with them immediately to understand root performance causes and to offer 

assistance and solutions. After discussions with the relevant employee, document significant incidents of poor 

performance or corrective/disciplinary actions taken, sending a copy to the employee. 

Ensure a quality of work life. Assign to employees challenging yet manageable tasks that can be accomplished 

within the normal workday. Bring in speakers on stress management, smoking cessation, fitness, or nutrition. Have 

a discussion session to allow employees to voice concerns about the effects of their jobs on their family lives. In the 

interest of balancing employees’ work and non-work lives, enable employees to benefit from flexible work 

arrangements supported by the organization. Strictly enforce all of the organization’s safety rules. 

Keep current on all personnel policies and rules. Familiarize yourself with the organization’s employment policy 

and labor relations rules. Before selecting new employees, review hiring rules and regulations by reading the 

organization’s guidelines and attending relevant training. Gain an understanding of the reasons for affirmative action 

programs and how they benefit the organization and society.

Technology Management 

Prepare the workforce for the introduction of new technologies. If a decision is made to implement new 

technology, plan the introduction of and training for the new technology with an employee team and develop a 

strategy of defect anticipation and prevention. 

Demonstrate willingness to be a user of new technologies in your own work. Consider activities that will 

expose you and your employees to multiple technologies used across jobs. If a new technology may impact the 

work of your unit significantly, consider a temporary assignment in an organization applying the technology in order 

to obtain understanding of its potential benefits and impact. 

Consider technology improvements when redesigning work processes. In assessing opportunities for 

improvements in the work process, consider technology improvements as one of several possible means of 

improvement and evaluate the cost/benefit implications of each 

Use the development of the budget as an opportunity for constructive communication, assessment, and 

planning with your supervisor/managers. The budget process is an excellent time to review your organizational 

goals and to assess how well they are being met. Work with your staff members to ensure that new resource 

requirements are directly tied to the organization’s performance plans and strategic objectives. 

Work together to formulate budget projections. Teach your staff how to project annual, two-year, and three-year 

budgets for your organization by reviewing past budgets and guidance documents. 
69 | Section 4 Leadership Competency Development Resources and Activities

Periodically meet to review financial management systems. Work together to analyze whether the financial 

resources are being spent effectively and efficiently. Also, review your management control systems to ensure 

that there is no fraud, waste, or abuse of Government resources

Ask a staff member for his or her input on financial decisions. Provide background information you have 

regarding a resource investment or financial decision you are about to make for the Agency. Give the individual time 

to review and analyze the material. Afterwards, have a discussion with him or her to compare and contrast the 

decisions you individually reached. Acknowledge what the individual did to effectively evaluate the situation, and 

provide guidance on what else should be considered when making resource investments or financial decisions. 

Work together to develop a human resource plan. Plan in advance for the need for new employees and start the 

recruiting process before the job is available. Track the turnover of your department for trends to see if people are 

leaving for consistent, avoidable reasons that need to be remedied. Examine the demographic profile of your work 

unit to see whether it represents the relevant population; if it does not, work together to determine why it does not. 

Meet to establish a training plan. Work together to assess individual and organizational training needs. Make sure 

that training is linked to the organization’s goals. Determine training priorities and identify training activities to meet 

those priorities. Gain needed support for training. Evaluate all training programs after the training has taken place. 

Oversee the hiring and promotion process. When a position is vacant in your unit, define in advance the hiring 

criteria that will guide the selection process. The hiring criteria should be aligned with the goals and needs of your 

unit. In establishing hiring criteria, also include enhancement of the work unit’s diversity as a hiring goal. 

Monitor personnel actions to ensure that they are consistent and fair. Make sure your supervisors apply the 

same standards for all employees. Be sure that all members of the work unit have equal access to you and to the 

information you share with the work unit. Review management decisions in the context of EEO and Affirmative 

Action requirements. Observe for any signs of sexual harassment and hostility. 

Review the performance appraisal process. Make sure that new supervisors: (1) Meet individually with 

subordinates and discuss performance expectations; (2) Set up a way of tracking how each employee is 

progressing toward the goals established in the performance plan; and (3) Are specific with subordinates about their 

ratings, and help them develop a plan to improve weaknesses and capitalize on strengths. Following the 

performance appraisals, ask subordinates for feedback about the appraisal session. 

Survey employees regarding the satisfiers and dissatisfiers in their work lives. Work with the supervisor to 

explore ways of amplifying the satisfiers and remedying the sources of dissatisfaction. Look for opportunities to 

sponsor programs on stress management, wellness, fitness, or nutrition. 

Provide needed coaching in addressing and resolving poor performance. If an employee is consistently 

encountering performance problems or falling short of goals, work with the supervisor to help identify the root 

performance causes and to offer assistance and solutions. After discussions with the relevant employee, review the 

documentation to ensure that it is accurate and complete. 

Encourage employees to take stretch projects or assignments. Ask them to handle one of your regular 

responsibilities—such as running a task force meeting or attending a meeting at Headquarters—or ask them to take 

charge of planning and implementing an Agency-wide initiative for your division or unit. Give them some initial 

guidance and suggestions, as well as periodic coaching and feedback along the way. 

Ensure that change management is considered when introducing new technology. Before introducing new 

technology, make sure there is a plan for introducing the new technology that includes change management. 
70 | Section 4 Leadership Competency Development Resources and Activities

Support the introduction and use of new technology. Arrange for demonstrations of new technologies. 

Consider the need for new technologies when establishing performance plans and budgets. To the extent 

possible, support your employees in acquiring state-of-the-art information and knowledge about new 

technologies. 

Work with your managers to find opportunities for cross-training among their subordinates. Help them 

create a plan that defines needs and possible assignments. Work with your peers to build knowledge, skills, and 

relationships across work units and divisions. 

Ask your managers what they are doing to build staff capability. Take time to observe their subordinates in 

action and make note of gaps in their performance. Share your observations with your managers and ask them to 

outline specific coaching and development activities they will implement to increase capability. Be sure to 

acknowledge performance improvements that result from their efforts. 

Executive Core Qualification: Building Coalitions/Communication 

Building Coalitions/Communication involves the ability to explain, advocate, and express facts and ideas in a 

convincing manner and to negotiate with individuals and groups internally and externally. It also involves the ability 

to develop an expansive professional network with other organizations and to identify the internal and external 

politics that affect the work of the organization. This includes the following competencies: 

• Influencing/Negotiating 

• Interpersonal Skills 

• Oral Communication 

• Partnering 

• Political Savvy 

• Written Communication 

On-the-Job Development Suggestions 

Influencing/Negotiating 

Be creative. Investigate ways to communicate the vision beyond the written memo or spoken word. Identify things 

that you can do symbolically to illustrate the direction you want to take your work unit. Create a visual illustration, 

logo, or graphic. Develop a team identity. Build multiple vehicles to develop mindshare around vision, strategy, and 

direction. 

Keep an open mind to others’ objections. Treat disagreements you have with others not as conflicts, but as 

opportunities to gain a better understanding of ideas that differ from your own and to clarify your own viewpoints.

Use “time outs” to clear the air or improve current processes. If you are participating on a task force or project 

team that is not functioning effectively, suggest taking some time out to facilitate a “How are we doing?” session. 

With members of the group, identify areas where changes could be made to improve team processes, clarify roles, 

and increase collaboration. 
71 | Section 4 Leadership Competency Development Resources and Activities 

Be familiar with what others are passionate about. Before trying to gain support or agreement, determine 

what the “hot buttons” are for each person whose support or agreement you need. Try developing an approach 

to gaining the support or agreement you need by appealing to those hot buttons.

Get advice from others who know who you’re dealing with. Before attempting to negotiate with or influence 

someone, identify someone who has had recent dealings with the individual. Test out your planned approach and 

assumptions about what will work and not work with the person. Be open to changing your approach to incorporate 

suggestions that may help you be more successful at accomplishing your objectives.

State the benefits of your proposal. Don’t expect people to buy in to your ideas on the weight of your word or 

reputation alone. Gather data and anecdotes to support your recommendations. Use them to answer questions and 

build support for your plans.

Be willing to compromise. If you develop a reputation for always wanting things done your way, others may give 

their support when face-to-face with you, but withdraw their agreement and commitment once you are not there to 

influence them. Be open to considering and incorporating others’ suggestions.

Interpersonal Skills 

Listen actively to words and feelings to avoid mistakes or misunderstandings. If you are effective in your 

listening habits, you can restate others’ positions or ideas to their satisfaction. Mentally accumulate key points and 

feelings and summarize them to indicate you have heard them accurately. Avoid responding until you have heard 

and understood the speaker’s entire thought.

Avoid zoning out when listening to others. Because we listen four to six times faster than others talk, it’s easy to let 

our minds wander. If your mind tends to wander, anchor it by taking notes on what you’re hearing. Use a template that 

lists who, what, when, where, why, and how (or some other useful categories). Fill this information in as you listen, and 

paraphrase the information back to the speaker or someone else who is present. 

Ask questions, observe, and listen. Make an effort to learn from individuals in other regions, cultures, or Agency 

offices, especially if you’re working together for the first time. Capitalize on what you learn about them to improve 

communication and courtesy across the various work groups within the Agency. 

Oral Communication 

Practice how you present yourself. Develop confidence in presenting your point of view by first practicing what 

you say and how you say it with peers with whom you feel comfortable. Ask them for feedback, and make use of 

any useful input. 

Have employees attend meetings in which you communicate to a variety of people. Debrief the meeting with 

them afterwards, focusing on what you wanted to communicate to each person, what your strategy was, what you 

actually did and said, and what the results were.

Be specific when you communicate. When giving people feedback that is intended to help them improve, be 

specific about action steps. Don’t just say, “You need to be more organized.” Instead, offer help and concrete 

suggestions. Similarly, when receiving feedback, insist on specifics.

Partnering 

Help your employees understand and resolve the “us versus them” mindset that occurs between groups 

(e.g., office, function, management/non-management). Talk about why this mindset exists, the disadvantages of 

thinking this way, and what can be done to eliminate such divisive thinking in order to achieve goals and objectives 

that benefit all of the Agency.
72 | Section 4 Leadership Competency Development Resources and Activities

Look for opportunities to partner on initiatives with other divisions and work units. Identify work groups 

whose objectives are similar to those of your work group. Suggest a joint meeting to discuss mutual goals and 

ways to share information. Identify ways to improve coordination and to help each other be successful. 

Get ideas from others. Network with peers within the Agency as well as in other organizations who have 

effectively developed and implemented innovative ideas or change. Ask them to talk with you about how they came 

up with their ideas. See if there is anything they are doing that would be transferable to your division or work unit. 

Keep others informed and involved. Invite your internal and external “customers” (those who depend on your 

division’s or unit’s work) to attend your staff meetings or participate in discussions focused on developing an 

innovation or change that may affect them. 

Communicate continuously, not only at scheduled events. Have one-on-one conversations with employees at 

all levels. Ask yourself whether your message has been heard only by those closest to you. If so, look for ways to 

communicate it more broadly and in a greater variety of mediums. Chances are that a seemingly redundant 

message is reaching someone for the very first time. 

Coordinate early and often. Prior to beginning work on a project or assignment, identify tasks and activities that 

may require coordination or interaction between you and your peers in other divisions, units, or locations. 

Coordinate pre-project discussions and/or meetings to ensure everyone’s understanding of the project and full 

participation. 

Develop cross-agency relationships and resources. “Lend” the skills and technical knowledge of your 

employees and “borrow” employees with complementary skills and knowledge from other work units. 

Build internal and external relationships at all levels. A strong relationship at senior levels must be 

complemented with parallel relationships at all levels to guarantee long-term success. 

Review what you haven’t communicated each day. At the end of each day, determine whether there have been 

any developments that haven’t been communicated to others who need to know. If this has happened, make a note 

to yourself to communicate the information promptly, and do it. 

Political Savvy 

Invest time in learning about the decision makers and concerns of others throughout the Agency. Get to 

know them and their work or provide assistance, just as you would want them to know and help you.

Minimize the politics. Try to defuse political issues. Frequently an issue or decision becomes political because 

there is no forum or vehicle for addressing it objectively. Set the standard in your division or work unit for working 

through difficult issues in as straightforward a manner as possible. Provide a model for discussion as well as 

decision-support tools. Clarify criteria and decision rules. Make sure to involve those who will be affected in the 

decision-making process.

Written Communication 

Keep the work group informed. Use written communication to keep work group members informed. Be sure to 

occasionally check with employees to ensure that your messages are understood and that everyone is still clear on 

what the goals are for the team.

Solicit feedback on your writing skills. Ask a superior, peer, or friend to give feedback on your writing. 

Revise it if their understanding of your ideas does not match your intent. Always double-check all written 

communications before sending them. 
73 | Section 4 Leadership Competency Development Resources and Activities

Assess information flow to employees. Ask your employees to tell you when they are frustrated by a 

lack of clear direction in the organization. Talk with them about ways they can get a clearer picture of 

the strategic direction and priorities. Share with them information you have and help them devise a plan 

to stay informed on an ongoing basis. Follow up to see that they are getting the information they need.

Clarify how the vision applies. Ask your managers to draft a few key messages to explain how the broader 

Agency vision and objectives apply to their work groups. Recommend that they present, discuss, post, and reiterate 

those points often with their employees. 

Coach managers on building common ownership for the success of the work group. Collaboration will be 

increased if the members of their work unit strongly agree on what the group is trying to achieve. Ask your 

managers what actions they will take to get this agreement with their unit at the beginning of each quarter or the 

start of new projects. Give them ideas on what to do by telling them some of the things you have done in the past to 

build agreement and collaboration within the work group.

Help managers develop strategies for communicating difficult messages. Reinforce the standards for being 

honest and upfront by expecting managers to be timely in their communications to their staff about even the most 

difficult corporate changes or initiatives. When you communicate the change or initiative to your staff member, take 

time at that point to help them think through how and when they will provide the information to their managers.

Create and reinforce a work culture of effective communication. Make staff meetings and presentations routine 

events. Engage in one-on-one conversations with employees at all levels of the organization and encourage them to 

take advantage of your “open door” policy. Challenge your managers to be equally open with their subordinates. 

Above all, tell employees what you are thinking on a regular basis. Don’t make the weekly or monthly staff meeting 

the solitary communication event for your organization.

Don’t put staff members on the defensive. Ask questions like, “How would you describe the way you want this 

project to turn out?” and “What will be the benefits for the Agency if you can meet these objectives?” rather than 

questions like, “Who made that decision?” and “What’s the problem with this project?” The first set of questions is 

more likely to instill a personal sense of confidence in your employees, which will make them more able to be 

creative in their solutions and deliver results in the long run.

Get your staff members to think through their plans for persuading others. Before they roll out a project, 

implement a decision, or make a recommendation, ask them questions to make sure they have identified what is 

important to the audiences they are trying to persuade and that they have developed strategies and methods that 

will be appealing. 

Get your staff members to be specific. Use straightforward approaches, such as “Could you be more specific?”; 

“For instance?”; “So what exactly do you want me to do?”; and “Who exactly is involved?” More often than not, you 

will see a gap between the initial message and the one that emerges as you press for specifics. 

Help employees think through how to be more effective in communicating with people in other divisions or 

agencies. Ask questions to make sure they have identified what is important to the different groups. Have they 

anticipated and prepared for the different types of questions they might get from the various audiences? Have they 

developed alternative communication vehicles to use with each group that considers the organizational practices 

and preferences of that group? 

Help your staff members build critical external contacts. Think about the experts, specialists, and others who 

have helped you build internal support for your ideas by providing you with critical data and other information. Get 

your employees to identify people outside the Agency that they can get support from, and hook them up with your 

own contacts, if appropriate. 
74 | Section 4 Leadership Competency Development Resources and Activities

Ask the tough questions. When reviewing potentially controversial recommendations that were developed and 

will be presented by one of your employees to a decision-making group, test your staff member’s readiness to 

influence and negotiate. Ask him or her about the individuals in the decision-making group. “Who are they?” 

“What Agency issues are they passionate about?” “What might their individual concerns be regarding the 

recommendations?” “How will your employee overcome their objections?” “How will he or she compromise?” 

Expect staff members to have this level of readiness before they seek decisions on controversial issues. 

Support networking opportunities by allowing your employees time to pursue them. Encourage employees to 

participate in cross-functional, cross-agency task forces and meetings and to spend time with outside 

constituencies. Ask them to share relevant news or information they have learned with you and others in the division 

or unit. 

Challenge staff members to re-build a relationship with another office or agency that has deteriorated. 

Specify what advantages there are to working effectively with the other group and what the consequences are for 

not being able to work in partnership with the other office or agency. Ask your staff members to list the things that 

prevent them from working effectively with the other office or agency. Review what they have come up with and 

make sure they have included accountabilities within their own organization as well as within the other office or 

group. Then, ask them for concrete action steps they will take to improve their relationship, including how they will 

approach the other office or agency to get their cooperation. 

Debrief a recent initiative you championed across other agencies and/or multiple offices. Identify one 

initiative that required risk management in terms of getting others’ buy in, assessing and managing the impact on 

other agencies or offices, calculating and ensuring an appropriate return for the risk, and deflecting criticism and 

objections from others. Critique the situation in depth to help your staff members understand the key strategies and 

best practices in action. 

Help employees remove barriers to team success. Make use of contacts in other divisions and work units. Enlist 

their support in helping you to change or adapt work processes to enable your employees to work effectively across 

division or functional lines. Suggest mutually beneficial solutions that will serve the interests of all work units 

involved and the Agency as a whole. 
The Career Resource Center 

The Career Resource Center (CRC) is HUD LEARN’s one-stop online shop that aims to connect HUD employee 

resources, which will help them navigate their career paths. 

The CRC is based upon the Department’s Employee Development Strategy (EDS) using a five step approach to 

Learning and Development. It ensures that each employee's needs and interests align with HUD's organizational 

goals so that the Agency's investment in learning benefits both HUD and its employees. Employees can find 

additional information under the “EDS” tab on the CRC website: https://www.hudlearn.net/index.php. 

Employees can complete their HUD Individual Development Plan and take a Skills Self-Assessment using the HUD 

IDP Tool under the “Assess” tab. This career development tool allows employees to set goals, plan out training and 

learning activities, and evaluate competencies to discover areas of strength and opportunities for growth. 

The Leadership at All Levels assessments, are based on the HUD Leadership Competency Framework, the Office 

of Personnel Management's Executive Core Qualifications (OPM ECQ's), as well as the core areas of project 

management. This tool is purely for your developmental purposes and is also under the “Assess” tab. 

To assist the employee with determining their Career Path requirements for their occupational series; specifically, 

the skill and experience requirements for their current GS level, and what they will need to advance within the next 

series is under the “Plan” tab. 

Employees can find new and exciting learning opportunities, or cultivate mentoring and networking relationships that 

inspire creativity, encourage advancement, and support continual learning under the “Learn” tab.

The “Explore” tab provides websites and resources to aid employees in exploring opportunities for career growth 

and career transitions. Employees will find a list of opportunities under the “Index” tab, and external training videos, 

such as, Writing your Federal Resume, Importance of Networking and the Federal Job Process, under the “Videos” 

tab. 

75 | Section 4 Leadership Competency Development Resources and Activities 

“Learning isn’t a means to an end; it is 

an end in itself.” 

Robert Heinlein

Appendix A Key Terms and Concepts 
78 |Appendix A Key Terms and Concepts 

Key Terms and Concepts 

Coaching: A one-on-one relationship that focuses on developing specific performance behaviors and provides 

guidance and feedback to help others enhance their capabilities and improve their performance, typically in their 

current position.

Competencies: The knowledge, skills, and abilities that significantly contribute to supervisory and managerial job 

performance. These competencies are the behaviors that exemplary leaders demonstrate more frequently. 

Competency Model: A descriptive tool that identifies the competencies needed to operate in a specific role 

within a(n) job, occupation, organization, or industry. Simply stated, a competency model is a behavioral job 

description that must be defined by each occupational function and each job. 

Course Catalog: A comprehensive listing of all standard, recurring courses available through the Agency. The 

catalog can be accessed from the “Learning” page on the Agency intranet.

Development Activities: Activities, courses, job rotations, projects, and developmental assignments that provide 

an opportunity to acquire the knowledge, skills, abilities, and competencies for targeted positions.

Development Planning Process: A systematic method for developing individual or group leadership 

competencies and technical skills. The system consists of the following steps: Collect Data and Information, 

Analyze and Assess, Prescribe Action, and Track and Report. 

Executive Core Qualifications: Describes the leadership skills needed to succeed in the Senior Executive 

Service; they also reinforce the concept of an “SES corporate culture.” The ECQs were designed to assess 

executive experience and potential--not technical expertise. They are the core qualifications used to test new 

career appointees to the Senior Executive Service (SES) and by administering peer review boards which 

evaluate whether candidates possess these essential leadership qualifications. 

Federal Supervisory Training Framework: Outlines mandatory training and recommended competency 

development for aspiring leaders, team leaders, and new supervisors. It also includes overarching topics 

encompassing critical HR-related technical represented as sub-headings. 

Individual Development: Programs and activities that are tailored to the development of individuals within the 

Agency. Developmental activities typically include personal feedback, mentoring, coaching, targeted training, 

and/or special assignments. The Leadership Development Plan is a formal way of documenting individual 

development activities.

Knowledge, Skills, and Abilities (KSAs): An individual’s demonstrated knowledge, skills, or abilities performed 

to a specific standard. KSAs are necessary in order to perform a major task or function in the workplace and 

include both operational (i.e., technical and administrative) and leadership competencies.

Leader: Individual who exhibits the competencies needed to lead people effectively. While “leaders” (i.e., individuals 

who effectively provide guidance to employees) are typically differentiated from “managers” (i.e., organizational 

administrators), both terms are used interchangeably in this Guide to refer to individuals with direct reports at all 

management levels in the Agency.

Leadership: The ability to influence and motivate others to accomplish a goal, objective, or task and to direct an 

organization so it is more cohesive and coherent in using established core values to accomplish its mission.
79 | Appendix A Key Terms and Concepts 

Learning, Enrichment, and Resources Network (LEARN): The Central Learning and Development 

Organization within HUD that provides tools, processes, and programs to assist employees, supervisors, 

managers, and executives in expanding their skills in core operational and leadership competencies.

Leadership Competency Model: A set of critical leadership behaviors demonstrated by outstanding 

performers in key leadership roles or jobs at the Agency.

Leadership Development Guide (LDG or Guide): Provides a step-by-step workbook format, including 

development suggestions and training resources, to help managers think through the Development Planning 

Process and complete a comprehensive Leadership Development Plan.

Leadership Development Plan (LDP): A document prepared by an individual, in discussion with his or her 

supervisor, that guides the individual’s formal development efforts to increase his or her job effectiveness and 

capabilities. Also referred to as an Individual Development Plan (IDP). The LDP specifies development priorities 

connected to the development actions the individual will take, the resources and tools he or she will use, and the 

timeframe within which the development priorities will be addressed.

Manager: Individual who Exhibits the operational and leadership competencies needed to effectively lead people. 

While “managers” (i.e., organizational administrators) are typically differentiated from “leaders” (i.e., individuals who 

effectively provide guidance to employees), both terms are used interchangeably in this Guide to refer to individuals 

with direct reports at all management levels in the Agency. 

Mandatory Training: Federally Mandated Training, is defined on the Standard Form (SF) 182 (Authorization, Agreement 

and Certification of Training) as “mandatory training for all employees Government wide,” or in some cases, groups of 

employees across Federal agencies and departments. There are two types of Federally Mandated training: 

• Mandatory Training for all Federal Employees 

• Mandatory Training for specific groups of employees (e.g., supervisors, contractors) 

Many agencies have their own required training. However unlike Federally mandated training, this type of training is not 

mandated by Federal statute for all Federal employees. Agency Required Training as defined on the SF 182 is “required 

by the agency and provided to Federal employees to achieve the goals and objectives of the Agency as 

needed.” Employees should contact HUD Learn to determine which training is required for HUD.

Mentoring: A relationship (usually one-on-one) that focuses on enhancing another person’s growth, knowledge, and 

skills. The mentor responds to the critical needs in the life of that person in ways that prepare the individual for greater 

productivity or future achievement.

Multi-Rater Assessment/Feedback: Systematic collection of data through various means that helps to 

identify key needs or issues confronting individuals or organizations.

• Self-Assessment: The individual takes a critical look at strengths and areas for development and 

determines which ones to address first.

• Assessment/Feedback from Others: Feedback from colleagues, mentors, subordinates, 

and/or supervisors.

Occupation Specific/Technical Competencies: Occupations require certain technical competencies. 

Requirements such as certification, licensure, and specialized educational degrees, or physical and training 

requirements. 
80 | Appendix A Key Terms and Concepts 

On-the-Job Training: Training done at a job site by an incumbent job expert who systematically teaches the 

critical elements of the job to another employee. 

Proficiency Levels: Proficiency levels indicate the expertise or mastery an individual has demonstrated in a 

competency. The U.S. Office of Personnel Management (OPM) provides a document, see proficiency level 

illustrations, for the 28 competencies in the Federal leadership competency model. 

Supervisor: As used in this Guide, the term “supervisor” includes anyone in the Agency who supervises others.
“A leader is one who knows 

the way, goes the way, and 

shows the way.” 

John Maxwell 

Appendix B Types of Developmental Assignments 
82 | Appendix B Types of Developmental Assignments 

Types of Developmental Assignments1

From the Center for Creative Leadership: 

• 70 percent of adult learning happens by doing and from on-the-job challenges, risky 

situations, and stretch assignments. 

• 20 percent of adult learning comes from others, including mentors, role models, feedback 

providers, and coaches. 

• 10 percent of adult learning happens in the classroom, or from books, tapes, or online 

learning. 

There are many ways to develop your skills and abilities and to find ways to become energized. Be creative! 

Listed below are some ideas to help you get started. 

• Mentoring: Find a mentor or be a mentor for someone. The three most common types of mentoring are:

» Supervisory mentoring—Supervisory mentors share valuable information about the organization and provide 

meaningful work and developmental learning opportunities.

» Situational mentoring—Situational mentoring is a spontaneous connection that can help someone solve a 

problem or encourage them to uncover hidden talent.

» Informal mentoring—Informal mentoring is an informal relationship built on trust and respect. An employee 

sees a quality in another person that he or she admires and would like to develop, or a mentor sees 

something in another person that reminds him of himself.

• Learning assignments: Identify a skill or trait you want to develop. Create an on-the-job learning assignment 

to develop the skill or trait.

» Conscious observations—Find someone who is an expert at that skill or trait and observe the person’s 

behavior. Talk with the person to find out how he or she uses or develops it.

» Selected participation—Take a well-defined, limited role on an assignment that requires a greater degree of 

the skill or trait you want to develop. Ask for feedback from the expert on how well you are doing.

» Key responsibility—Take on an assignment that requires you to use the new skill or trait extensively. 

Continue to get feedback on your application of the new skill or trait and adjust as necessary.

• Interviews: Conduct interviews with others in the organization to gain a broader perspective.

• Association membership: Join an association for your profession. Become active in the local chapter.

• On-the-job learning: Reflect on the challenges you are currently facing on the job. Keep a record of 

questions or ideas to discuss. Use your supervisor or mentor as a sounding board to gain new perspective 

and suggestions.

1

 Adapted from: Kathy Wentworth Drahosz, The Keys to Mentoring Success (2004), 6–7.
83 | Appendix B Types of Developmental Assignments 

• Presentations: Attend presentations, meetings, and workshops with your supervisor, mentor, or colleagues. Follow 

up with a discussion about what you learned and how you can apply what you have learned.

• Benchmark: Find out who in the organization has the skills or knowledge you are seeking. Why are they 

considered the “best?” How did they develop those skills or knowledge?

• Networking: Constantly be on the lookout for new opportunities by networking with peers, customers, and 

others to maximize your exposure to all possibilities.

• Shadow assignments: Identify people with the skills or traits you would like to develop. Follow them through a 

“typical” day, observing their behavior. Throughout the day, question the person so that you understand his or her 

choices.

• Volunteer: Seek out projects, task forces, and assignments that will help you develop the skill you are 

working on.

• Learn about your organization: Learn more about what colleagues in your organization do. Volunteer to be the 

backup on key assignments so that you can learn more about the topic and provide backup to a critical project.

• Feedback: Seek out both formal and informal feedback about your strengths and developmental needs.

• Acting assignments: Look for opportunities to “act” for your supervisor when he or she is away.

• Rotational assignments: Pursue details outside your office to learn entirely new parts of the organization.

• Informal training: Participate in self-study activities such as independent research projects or reading books, 

magazines, and newspapers.

• Formal training: Identify training (both classroom and e-learning) that meets your developmental needs.

• Teach others: Teach mini-classes to coworkers to share what you know. This will help you practice your 

presentation skills, reinforce new learning, and provide others with new knowledge.
84 | Appendix B Types of Developmental Assignments 

The chart below provides ideas for finding new life in your current job and ways to develop into new jobs.2

IF YOU’RE ENERGIZED BY... FIND... 

INDEPENDENCE Projects or tasks you can manage with little supervision. 

FEEDBACK Peers, internal customers, or a boss willing to give you the straight story 

about something specific. 

CHALLENGE A chance to do something that will really stretch you (speaking to senior 

leaders, chairing a task force, working in a new area). 

CUSTOMER CONTACT Ways to interface more with internal or external customers. Go to lunch, 

troubleshoot with them, and attend their meetings. 

TEAMWORK A group that is solving a work problem or forming a team. Consider a 

sports team as well. 

LEARNING Someone who will teach you something new. Consider a class outside 

of work, surf the Internet, or read a book.

VARIETY A way to vary your work schedule, place of work, or the tasks you 

perform day-to-day. Even reconsider the route you take to work. 

LEADERSHIP Someone who needs and wants mentoring or coaching. Consider 

opportunities inside or outside of work. DECISION MAKING A way to have input about work processes before they are cast in stone. 

Volunteer to be on a decision making committee or join a community 

organization. Take your pick. 

2

 Beverly Kaye and Sharon Jordan-Evans, Love It Don’t Leave It: 26 Ways to Get What You Want at Work (San Francisco: Berrett-Koehler 

Publications, Inc., 2003), 33.
85 | Appendix B Types of Developmental Assignments 

Formal Classroom Training 

HUD employees have many sources of formal classroom training. 

1. Within your own Program Office: Many programs offer leadership sessions within their discipline-specific 

trainings, either using program resources or by requesting services from HUD LEARN. Other programs offer 

leadership activities for targeted categories of people. Contact your supervisor for information on what is 

available within your office.

2. HUD LEARN: You can look on the LEARNING website or contact the office to find scheduled offerings for 

both short courses targeting specific competencies, such as “Conflict Management,” and longer leadership 

courses designed for specific levels on the Leadership Journey Model (e.g., new supervisor training, 

leadership courses based on GS levels).

3. Other government and government-related organizations: Some leadership programs in this category 

include those offered by the Federal Executive Institute (FEI) and the Office of Personnel Management (OPM). 

These can be found through a web search or by contacting the Leadership Development Division.

4. Colleges, universities, and private organizations: Look online for leadership courses offered by 

nongovernment entities. You can also contact your local colleges and universities for information on offerings in 

your community.

Vendors 

HUD Employees have used the vendors listed below to meet their developmental goals. Many of the vendors listed 

have locations across the United States and or/or offer virtual learning opportunities. 

• USDA: Graduate School USA offers many courses and many degree programs. For more information, contact 

Graduate School USA at (888) 744-4723 or go to www.graduateschool.edu.

• Federal Executive Institute (FEI): OPM’s Center for Leadership Development offers educational programs 

built on the Executive Core Qualifications for every career stage. For more information, contact FEI at (888) 

676-9632 or go to www.leadership.opm.gov.

• Brookings Institution: Brookings provides cutting-edge instruction on innovative leadership and 

management practices. For more information, contact Brookings at (202) 797-6276 or go to

www.brookings.edu.

• Management Concepts: Management Concepts is a premier provider of professional development, 

performance improvement, and talent management solutions for the public sector. For more information, 

contact Management Concepts at (888) 545-8577 or go to www.managementconcepts.com.

• Center for Creative Leadership (CCL): CCL’s Specialized Skill Development Program gives leaders an 

immersion into specific leadership topics. For more information, contact CCL at (336) 545-2810 or go to 

www.ccl.org/leadership.
86 | Appendix B Types of Developmental Assignments 

Developmental Assignments 

Developmental assignments provide opportunities to gain skills and knowledge by performing a structured task. 

These can be: (1) A primary source of learning (e.g., receiving instruction from another employee, observing 

someone, or working on a team project during which the team learns together) or (2) a method of putting into 

practice knowledge or skills you gained through another learning experience, such as taking a course or reading a 

book. 

Developmental assignments include: 

• Details 

• Shadowing 

• Rotations and cross-training 

• Special teams, task forces, and assignments 

• Action learning projects 

• Mentoring or teaching others 

• Community service 

In the following section, you will find a description of each of these developmental assignments, as well as an 

explanation of the benefits and availability of each. 

Details 

Details last a minimum of 2 weeks (3 to 4 weeks is preferable, if you can arrange it) and can extend as long as 

120 days. 

A detail occurs outside your current job description and provides opportunities to practice the skills or behaviors you 

listed in your Development Plan. The detail can be in your program area or another program area, depending on 

your learning goals, and should involve interacting with a group of people outside your normal work unit. This new 

setting not only provides you the opportunity to learn new skills and information, it also provides a fresh environment 

in which to try out new skills. 

Shadowing 

This developmental assignment is further outside your current job description than a detail and provides 

opportunities to observe the skills or behaviors listed in your Development Plan. A shadowing assignment also 

provides you with an opportunity to network and view your own program from a different perspective. 

Unlike a detail, a shadowing assignment is about observing how experts perform rather than applying new skills 

yourself. Shadowing is used when you want to explore a new area but do not have the skills to perform in that 

area. A shadowing assignment is typically a day to a week in duration, and a report of what you learned is 

expected at the conclusion. 
87 | Appendix B Types of Developmental Assignments 

Rotations and Cross-Training 

Cross-training provides opportunities for employees to acquire knowledge and skills from their coworkers. Typically, 

employees with similar grade levels and background experiences pair up or form small groups to teach one another 

the specific tasks and special knowledge needed for each of their jobs. This type of experience offers a chance to 

learn at little or no cost, and allows employees to fill in when others are ill or on vacation, preventing service gaps 

and reducing costs. 

Once employees are cross-trained, rotations can be utilized to allow employees to practice and improve their new 

knowledge and skills. Rotations also provide employees with greater variety in work activities and a broader list of 

experiences to include in résumés when applying for new positions. Meet with your supervisor to discuss possible 

cross-training opportunities in your unit. 

Special Teams, Task Forces, and Assignments 

Another effective way to learn new skills is to serve on a special team or task force or work on a new 

assignment. In these learning assignments, you use your current skills in a new environment as well as learn new 

skills while accomplishing the assigned task. 

To participate in such groups and projects, let your supervisor know you are interested in developing your skills in 

a particular area. Your supervisor can inform you when a project becomes available that would allow you to 

develop skills in the identified areas. Be on the lookout for such projects yourself and if they occur, request to join 

that effort. When you include this type of learning activity in your Development Plan, describe the area in which 

you wish to develop your expertise and indicate that you hope to develop it by working on a special team or task 

force or by taking on a special assignment. 

Action Learning Projects 

In an action learning project, learning occurs as an employee or a group of employees addresses an actual work 

challenge or need. The individual or group develops a plan to address the stated need and then implements that 

plan, using existing knowledge and experience in a new way and building new knowledge and skills as needed for 

the project. Two important benefits of action learning projects are the learning that occurs naturally along the way 

and the satisfaction of a completed project that may help numerous employees. 

Mentoring 

Mentoring is a voluntary relationship in which a more experienced employee provides advice, guidance, and support 

to a less experienced employee. Often the mentor is someone who has experience in a job or task about which the 

mentee/protégé wants to either learn more or to which the protégé aspires. The mentor is not in the protégé’s chain 

of command and has no supervisory authority over the protégé. Mentors help protégées clarify career goals, 

understand the organization, analyze strengths and developmental needs, build support networks, and deal with 

challenges. 

Mentoring is a cost-effective way to upgrade skills, both for the mentor and the protégé. It can also support job 

retention, increase job satisfaction, and facilitate personal and career development. Both mentors and protégées 

can use mentoring as a learning activity. See the HUD Mentoring Program for more information on creating an 

effective mentoring relationship. 
88| Appendix B Types of Developmental Assignments 

Teaching Others 

As contradictory as it may seem, teaching others is a learning experience. First, teaching others reinforces your own 

learning in the subject you are teaching—remember the adage that if you really want to learn something, you need to 

teach it. Second, teaching others provides you with the opportunity to develop other competencies such as Oral or 

Written Communication and Developing Others. 

Community Service 

“Community service” means employees volunteering to benefit a community. Community service can be used as a 

learning experience if it is designed to practice a targeted competency. For example, if you took a class on public 

speaking to improve your oral communication skills, you could volunteer to speak at local community functions or 

schools on your area of expertise. 

If you were taking accounting courses as part of your plan to apply for a higher-level position in that area and 

your current job did not allow you to practice those skills, you could volunteer elsewhere to gain the needed 

experience. 

Self-Directed Learning Activities 

Self-directed learning activities include such experiences as taking HUD Virtual University (HVU) courses and other 

distance learning sessions and courses, as well as reading, networking, and participating in forums, briefings, and 

seminars. In the following section, you will find a description of each of the above self-directed activities, as well as 

an explanation of the benefits and availability of each. 

Distance Learning Opportunities 

People think it is a new concept, but distance learning dates back to the 1700s, with degree programs being offered as 

early as the mid-1800s. Traditional forms of distance learning are still available as universities, private companies, and 

government agencies provide correspondence courses on many subjects. Materials for these courses could include 

books, cassette tapes, CDs, and DVDs. 

While traditional distance learning is still available, much of today’s distance learning tends to be in the form of 

e-learning. E-learning encompasses online courses, web-based training, audio and video podcasts, and a 

constant stream of new learning options. 

Distance learning, including e-learning, is usually less expensive than formal classroom sessions and is 

sometimes free. It is not constrained by geography and often allows more flexibility with time. Perform a web 

search or contact your training or work unit to discover more about the distance learning opportunities provided by 

commercial, university, and government entities. 

Reading 

Employees often overlook reading as an inexpensive tool to increase knowledge and skills. You can also search 

online, visit a bookstore, or ask your mentor, supervisor, or colleagues for ideas for reading materials related to 

your targeted competency. 
89 | Appendix B Types of Developmental Assignments 

Coaching 

Employees can be coached by someone inside or outside their organization. Coaching can also be a component of 

a leadership course or other program, helping participants put what they have learned in a class into practice on the 

job. 

Coaches assist learning by encouraging employees they coach to reflect on their behaviors and develop goals for 

building their strengths and managing their weaknesses. 

Coaches do this by listening, asking questions, observing reactions, and asking for commitment. With a willing 

individual, coaching can be a powerful learning tool for developing one’s full potential. 

Forums, Briefings, and Seminars 

Forums, briefings, and seminars are meetings focused on the exchange of information and ideas on policy, 

research, or other areas. Attending these meetings provides you with an opportunity to learn and can be a way to 

bring information back to a larger group of employees. In your Development Plan, propose to attend meetings 

covering a specific topic and offer to relay the information you learn to your colleagues upon your return. In addition 

to being great learning and teaching experiences, these meetings are good opportunities to network with others in 

your field or with those in a field you are exploring. 

Networking 

Networking is establishing a mutually beneficial relationship with other employees, customers, and people in 

businesses, universities, and professional organizations who can assist you in a specific goal or task. Once you have 

established a goal and analyzed what kind of support you need, develop a network of contacts to whom you can turn 

for assistance. The relationships you develop through your networking can work both ways, because there will be 

times when you can assist as well as receive assistance. Finally, as you interact with the contacts in your network, 

those individuals will come to know your interests and may suggest potential learning opportunities (e.g., informing 

you about upcoming meetings or projects or inviting you to join new or existing working groups). 

Assessments 

Assessment instruments are used to identify strengths, personal styles, and developmental needs. Assessments 

can be: (1) Learning experiences as you discover more about yourself and (2) tools to guide your development 

efforts. Assessments most commonly used for leadership development in HUD include: 

• 360° Assessment 

• Dominance, Influence, Steadiness and Conscientiousness (DISC) measurement 

• Myers-Briggs Type Indicator 

• Fundamental Interpersonal Relations Orientations—Behavior (FIRO-B) 

• Leadership @ all Levels Assessment 

Contact the HUD LEARN unit or your program for more information about all assessments. 
90 | Appendix B Types of Developmental Assignments 

360° Assessment 

The 360° Assessment is feedback on your strengths and weaknesses in the OPM competencies from 

supervisors, peers and colleagues, employees, customers, or stakeholders, and from oneself. Supervisors and 

managers are required to have a 360° Assessment every 5 years. This assessment is provided at no charge 

through program training units. 

An employee requesting a 360° Assessment identifies potential raters in each of the categories: supervisor, peers, 

employees, and customers. The feedback form is sent to the raters via email. The results are summarized and sent 

to the employee along with an offer to consult with the employee about how to use the results in development 

planning. 

The 360° Assessment should be used for development, not for personnel decisions. The results should be issued to 

the employee, who can then make the decision about whether to share the results with his or her supervisor.

Dominance, Influence, Steadiness and Conscientiousness (DISC) 

The leading personal assessment tool to improve work productivity, teamwork and communication. The DiSC profile 

is a non-judgemental tool used for discussion of people's behavioral differences. If you participate in a DiSC 

program, you'll be asked to complete a series of questions that produce a detailed report about your personality and 

behavior. 

DiSC measures your tendencies and preferences — your patterns of behavior. It does not measure intelligence, 

aptitude, mental health or values. DiSC profiles describe human behavior in various situations. For example, the 

DiSC questionnaire asks about how you respond to challenges, how you influence others, how you respond to rules 

and procedures, and about your preferred pace of activity. It does not measure every dimensions of your 

personality. 

If you're taking a DiSC test during a hiring or promotion process, you can use the insights gained to talk more 

concretely about your own strengths during an interview. You can use it to determine the best approaches for 

working with a new manager or new team. 

Myers-Briggs Type Indicator (MBTI) 

The MBTI will help you to understand your personality type and how your preferences affect your approach to 

work and your interactions with the other 15 personality types. Understanding more about your preferences in 

planning, in receiving and completing tasks, and in interacting with others and learning how your preferences 

compare with others’ preferences can make your work interactions more smooth and less stressful. 

The MBTI is frequently used in conjunction with other training or as part of a team development effort. Teams and 

work units can use the MBTI to better understand: (1) The strengths and challenges each member brings to the 

group and (2) the communication and interaction preferences of each member. This information can increase 

communication and cooperation, which in turn leads to higher productivity and more satisfaction within the group. 

The MBTI is administered by a trained MBTI administrator using an online assessment. The administrator receives 

the assessment results and discusses those with the person who took the assessment. The administrator can use 

the results to help identify learning goals the employee can include in a Development Plan. 
91 | Appendix B Types of Developmental Assignments 

FIRO-B 

This assessment identifies how you tend to behave toward others and how you want them to behave toward 

you. The results of the FIRO-B can help you increase self-awareness in a number of areas, including how you 

handle interpersonal relationships and your own social needs, how others perceive you, and how you view 

others. 

The FIRO-B provides information along three dimensions of interpersonal needs: inclusion, control, and affection, 

and indicates your preference in regard to two aspects of each of these areas: expressed behavior and wanted 

behavior. 

Combining the MBTI and FIRO-B produces a powerful assessment result that can be used to guide leadership 

skills development. 

How Do I Select the Learning Experience Best for Me? 

To be considered development, the learning experiences you list in your Development Plan should result in 

changes on the job. For example, your colleagues should be able to see you taking on a new task or handling 

stressful situations more easily, or observe that your interactions with customers have 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 HVU 

course 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 experience 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. 

Review the learning experiences described in this section, think creatively, and talk with your colleagues and 

supervisor for ideas on how to best use the available learning experiences to reach your development goals. 

If you would like assistance in identifying the best learning experiences to meet your goals, contact one of the 

following by going to the HUD LEARN Website at: http://hudatwork.hud.gov/HUD/chco/po/a/train. 

• Employee Development Division 

• Leadership and Development Division 

• Learning Solutions Division 

• Program Training Officers

“The purpose of learning is growth, 

and our minds, unlike our bodies, 

can continue growing as we 

continue to live.”

Mortimer J. Adler 
LEARN LEARNING, ENRICHMENT, 

AND RESOURCE NETWORK