UNITED STATES OFFICE OF PERSONNEL MANAGEMENT 


Washington, DC 20415 


SEP 2 8 2015 Employee Services 

MEMORANDUM FOR HUMAN RESOURCES DIRECTORS 

FROM: MARK REINHOLD 

ASSOCIATE DIRECT R, EMPLOYEE SERVICES 

AND CHIEF HUMAN CAPITAL OFFICER 

Subject: 	 Federal Supervisory and Managerial Frameworks and Guidance 

I am pleased to announce the U.S. Office ofPersonnel Management's (OPM) issuance ofnew 

frameworks and guidance to help Federal agencies develop current and aspiring Federal supervisors and 

managers. These products provide direction on the development of individuals in supervisory, 

managerial and executive positions, as well as individuals whom agencies identify as potential candidates 

for such leadership positions, based on the agencies' succession plans as specified by 5 CFR 412.201. 

These resources cover both mandatory training and recommended training on leadership competencies 

and human resources (HR) technical knowledge, impmiant for supervisory and managerial success. The 

materials also help agencies accomplish the delivery of required training for new supervisors, within one 

year of an employee's initial appointment to a supervisory position, as well as refresher training to all 

supervisors and managers at least every three years, as mandated by 5 CFR 412.202. 

The Federal Supervisory and Managerial Frameworks and Guidance are a result ofOPM's partnership 

with the Federal Chief Learning Officers Council (CLOC), and the formation ofan Interagency Training 

Working Group (ITWG). The ITWG enhanced a previous supervisory development product - The 

Federal Supervisory Training Framework, originally released in December 2012- and further identified 

the most salient modern leadership competencies and HR-related technical knowledge on which to focus 

the new frameworks and guidance. Additionally, the frameworks and guidance include OPM-developed 

definitions, learning objectives, and evaluation materials to assist agencies in evaluating the effectiveness 

of their supervisory and managerial development programs. 

The Federal Supervisory and Managerial Framework and Guidance will be located on OPM's Manager's 

Corner, a cost-free web portal containing leadership development resources and courses, accessed through 

HR University (www.hru.gov). Agencies are further encouraged to continue sharing additional course 

information and training solutions that align with the new frameworks and guidance. For policy 

questions relating to these new products or general supervisory and managerial training and development, 

please contact Julie Brill (Julie.Brill@opm.gov, (202) 606-8046) or Yadira Guerrero 

(Yadira.Guerrero@opm.gov, (202) 606-7954). 

cc: 	 ChiefHuman Capital Officers, Deputy Chief Human Capital Officers, ChiefLearning Officers, and 

Offices of Diversity and Inclusion 

Attachments: 

Federal Supervisory and Managerial Training Fact Sheet 

Federal Supervisory and Managerial Frameworks 

Definitions and Learning Objectives 

Training Evaluation Field Guide Supplement, Logic Model Template, and Leadership Development 

Matrix 

www.opm.gov Recruit, Retain and Honor a World-Class Workforce to Serve the American People www.usajobs.gov 
Federal Supervisory and Managerial Training Fact Sheet 

Introduction 

Leading in the Federal Government comes with unique challenges that require supervisors and managers to both act 

and react with decisiveness, savvy, credibility, and competence. For this reason, their proficiency in leadership 

competencies and human resources technical knowledge is important. Effective supervisors and managers impact 

employee engagement, communicate expectations, and effect organizational performance. Agencies must focus on 

developing effective leaders, if they are to move the needle on employee engagement and retention. 

The 2010 Merit Systems Protection Board (MSPB) report A Call to Action: Improving First-Level Supervision of Federal 

Employees provides a set of recommendations for improving the effectiveness of supervisors, including building a 

comprehensive supervisory training program. Their report highlights the importance of agencies’ investment in training 

and development. OPM agrees with the thrust of these recommendations and has fashioned these materials to help 

accomplish that objective. Supervisory and managerial training and development must reach beyond the requirements 

in 5 CFR 412.202. 

Project Overview 

The Office of Personnel Management (OPM), in collaboration with the Federal Chief Learning Officer’s Council (CLOC), 

established an Interagency Training Working Group (ITWG) to develop a comprehensive managerial training framework 

and enhance The Federal Supervisory Training Framework. The frameworks incorporate mandatory training, 

recommended training, as well as leadership competencies and human resources technical knowledge needed to 

succeed as a supervisor and manager. The frameworks are intended to assist agency instructional designers and training 

managers in charting supervisory and managerial development and to assist senior leaders with succession planning. 

Aspiring leaders, current supervisors, and experienced managers are also encouraged to review the frameworks to 

assess their knowledge of Government-specific leadership and technical competencies. 

The Federal Supervisory and Managerial Training Frameworks identify learning objectives considered critical to achieve 

results by effectively leading organizations and people and managing processes. To that end, the Frameworks are based 

on relevance, practicality, and innovation. The Frameworks: 

 Bridge strategic, tactical, and operational perspectives 

 Align with Federal regulations 

 Are accountable and measurable 

 Incorporates diverse learning delivery approaches

To assist agencies evaluate the effectiveness of their programs, OPM also developed definitions, learning objectives, 

evaluation materials, and guidance for HR-Related technical knowledge and leadership competencies. The learning 

objectives demonstrate increased proficiency aligned with an employee’s career progression from an aspiring 

leader/team leader through an experienced manager. For example, conflict management is critical for both an aspiring 

leader/team leader and a new supervisor; however, the new supervisor would be expected to demonstrate higher 

proficiency for this competency. For more information, view OPM’s Proficiency Levels for Leadership Competencies. 

OPM does not require a specific number of hours of training for supervisory and managerial development. These 

materials are intended to be used by Agencies to enhance their existing programs. Agencies are free to set their own 

policies and requirements for supervisors and managers to engage in training that meets the needs of the organization. 
Mandatory Training Requirements 

To implement the mandatory training requirements, OPM published final regulations on Supervisory, Management, and 

Executive Development, 5 CFR part 412, on December 10, 2009. It discusses systematic training and development of 

supervisors, managers, and executives and requires new supervisors to receive: 

 Initial supervisory training within one year of the new supervisor’s appointment, and

 Follow-up training in each of the four areas at least once every three years 

Agencies must provide training when employees make critical career transitions, for instance, from a non-supervisory 

position to a supervisory position or from manager to executive. This training should be consistent with assessment of 

the agency’s and the employee’s needs. Agencies are also to provide for the development of individuals whom the 

agency identifies as potential candidates for those positions, based on the agencies’ succession plans (5 CFR 412.201).

Supervisory and Managerial Training – FAQs 

Q. Is there a requirement on the specific number of hours for new supervisory and managerial training or the 

refresher training? 

A. No, OPM does not require a specific number of hours for supervisory and managerial development. OPM 

recommends assessing the needs of your agency’s supervisors and managers, and providing them with the appropriate 

training and other developmental solutions to meet the training requirements and their staff's needs as new and 

continuing supervisors and managers. Review the Federal Supervisory and Managerial Training Frameworks for 

recommended topics to include in an agency’s needs assessment.

Q. What topics can be included in both new and refresher training? 

A. The regulations (5 CFR 412.202) mention specific topics related to performance management, including mentoring 

employees, improving employee performance and productivity, conducting employee performance appraisals, and 

dealing with unacceptable performance, but OPM recommends agencies go beyond the requirements outlined in 5 CFR 

part 412 when developing supervisory and managerial programs. Review the Federal Supervisory and Managerial 

Training Frameworks for additional recommended topics. 

Q. Are the requirements specified within 5 CFR part 412 the only ones that need to be followed when developing 

supervisor and manager training? 

A. No, agencies may include additional requirements for supervisor and manager training and should do so if a need is 

identified. OPM recommends agencies go beyond the topics listed in the regulations. Agencies should assess their 

supervisory and managerial training needs and include these needs in their programs. 

Q. Can agencies provide the same training to new supervisors and managers, and to experienced supervisors and 

managers for refresher training? 

A. Yes, agencies may provide the same training to new supervisors and managers and to experienced supervisors and 

managers for refresher training. It is up to the agency to decide which refresher training is required for current 

supervisors and managers, provided the requirements in 5 CFR part 412 are met. 

Q. Are new supervisors and managers required to complete individual development plans? 

A. It is up to the agency whether new supervisors and managers must complete individual development plans (IDPs). 

IDPs are only required for executives (5 CFR 412.401(a)-Executive Development Plan), but many agencies also 
implement them for their employees. Agencies develop their own IDP policies. However, it is recommended that new 

supervisors and managers develop IDPs to help facilitate their development during their first year. Supervisors and their 

managers should work together to outline developmental goals and select appropriate training to meet the 

requirements and their needs. For more information on IDPs, see OPM’s IDP wiki page on OPM’s Federal Training and 

Development Wiki. 

Q. Are new supervisors and managers required to have a mentor? 

A. No, new supervisors and managers are not required to have a mentor, but it is strongly encouraged for new 

supervisors and managers to obtain a mentor, especially one with extensive supervisory or managerial experience. 

Agencies may develop a mentoring component in their supervisory and managerial training programs. 

Q. Can agencies require a continued service agreement for supervisory and managerial training programs? 

A. It is up to the agency whether to require a continued service agreement (CSA) for supervisory and managerial 

training, except agencies may not require a CSA for the Federally-mandated portions of the program. For more 

information on CSAs, see the OPM Fact Sheet on Continuing Service Agreements on OPM’s Training and Development 

Policy Webpage.

Q. Can new supervisors and managers opt out of all or some of the training? 

A. If a new supervisor or manager previously completed part of an agency required supervisory training course within 12 

months of his or her initial appointment, the new supervisor or manager may opt out of the part of the course that was 

already covered. For example, if a new supervisor or manager completed a recruitment and hiring course 8 months 

before initial appointment into a supervisory position, the new supervisor or manager may opt out of the part of the 

supervisory course covering recruitment and hiring. 

However, it is up to the agency whether to allow supervisors or managers to opt out of any part of the training. The 

agency may decide to make all components of its supervisory training program mandatory for new supervisors and 

managers. 

Q. What if an individual is new to the Federal Government and was a supervisor or manager in another organization? 

Can new supervisors and managers opt out of all or some of the new supervisor training? 

A. Those individuals new to the Federal Government who were previously supervisors or managers in another 

organization must receive the supervisory training within their first year of appointment. Agencies may decide if these 

individuals should complete the entire new supervisory training program or only the parts of the program required by 5 

CFR part 412. 

Q. Do political appointees with supervisory responsibilities need to receive training? 

A. Political appointees with supervisory responsibilities must receive training within their first year of appointment. 

They must also receive refresher training. Agencies should incorporate training of political appointees into their 

supervisory training policies. 

Q. What type of training delivery format may agencies use for the training(s)? 

A. Agencies may decide which delivery method best meets their and their supervisors’ needs. Here are some possible 

delivery methods: 

 Instructor-led (e.g., degree programs, courses, seminars, workshops, case presentations and discussions, 

distance learning, passive computer-based instruction) 
 Experiential activities (e.g., on-the-job training, action learning, service learning, team projects, simulations and 

games, scenario planning) 

 Developmental relationships (e.g., coaching, mentoring, networking, supervisor support, peer-to-peer learning 

partners, shadowing) 

 Assessments and feedback (e.g., self-assessments, assessment tools, developmental assessment centers; 

multisource and 360-degree feedback) 

 Self-development (e.g. individual development plans, self-guided learning activities) 

Agencies should decide which delivery option is best to achieve the goals of the training. Some methods are more 

effective for certain courses. For example, a performance management course usually includes role-play scenarios, 

which are usually better for in-person, classroom training. Please see the Merit Systems Protection Board’s 2010 study 

Making the Right Connections: Targeting the Best Competencies for Training for more information on training delivery 

methods as they relate to specific competencies. 

Q. How often should an agency update its supervisory and managerial training programs? 

A. Agencies should update their supervisory and managerial training program(s) as needed. One way to identify areas 

for improvement/updating is to annually assess whether the programs are meeting the agency’s needs. 

Q. Are there reporting requirements for this training? 

A. 5 CFR 410.601(b) requires agencies to electronically submit reports of all training activities to OPM’s data 

warehouse—Enterprise Human Resources Integration (EHRI)—on a monthly basis. 

Q. Can an agency include new supervisor training as a requirement for the probationary period? 

A. Employees are required by 5 CFR 315.904(a) to serve a probationary period prescribed by the agency upon an initial 

appointment to a supervisory and/or managerial position. 5 CFR 315.905 gives agencies the authority to determine the 

length of the probationary period, provided that the period is of reasonable fixed duration, appropriate to the position, 

and uniformly applied. However, agencies have the option to establish different probationary periods for different 

occupations or a single one for all agency employees. 

Agencies may establish requirements on what constitutes satisfactory completion of a probationary period. Agencies 

may include completion of new supervisory training as part of these requirements. For example, an agency requires a 

new supervisor to complete a probationary period of one year from the date of his or her initial appointment. For the 

new supervisor to complete the probationary period successfully, the agency lists a number of requirements, including 

completing the agency’s new supervisory training program within the probationary period. If the new supervisor does 

not complete the training program, the new supervisor would not meet the requirements to complete the probationary 

period satisfactorily even if the new supervisor meets the remaining requirements. 

Q. What happens if a new supervisor does not complete the training within his or her first year of initial 

appointment? 

A. It is up to the agency. Agencies should develop a policy regarding the consequences for not completing required new 

supervisor training within in the designated time period. For example, some agencies include the training as a 

requirement of the probationary period. 

Q. What happens if a supervisor or manager does not complete refresher training within three years? 

A. It is up to the agency. Agencies should develop a policy regarding those who do not complete refresher training 

within the designated time period. 
Q. Can agencies grant extensions for new supervisors to complete their training? 

A. Yes, agencies may grant extensions for new supervisors. Once a new supervisor comes on board, agencies should 

take the initiative to schedule training in accordance with their respective agency policies. However, there are 

circumstances that could prevent new supervisors and managers from completing the training within the one-year 

period. These circumstances include, but are not limited to: 

 

 Injury or illness 

 Maternity or parental leave 

 Uniformed service 

 Loss of a family member 

Agencies should establish policies that outline the procedures for granting extensions, including the circumstances in 

which extensions may be granted, for those who cannot receive the necessary training within the one-year period. 

 

Q. How should agencies evaluate new and refresher training? 

A. OPM’s Training Evaluation Field Guide provides helpful information regarding evaluating training courses and training 

programs. Agencies should consider the type of evaluation tool utilized (e.g., interviews, surveys, and focus groups) and 

go beyond assessing the participants’ reactions to measuring the intermediate and long-term outcomes. For further 

assistance review the OPM’s Training Evaluation Field Guide Supplement and Logic Model Template for Federal 

Supervisory and Managerial Training. 

Q. How does this training requirement relate to the Guidelines for Managerial Development? 

A. OPM established guidelines in September 12, 2006, to ensure the ongoing leadership capacity of the Federal 

workforce and to assist agencies in meeting several managerial development objectives. Consistent with 5 CFR part 412, 

these guidelines cover programs at all levels from developing future leaders to development of supervisors, managers 

and executives. 

Q. How should agencies fund supervisory and managerial training program(s)? 

A. Agencies should use their training budget(s) to fund their supervisory and managerial training program(s). OPM 

collected a set of cost-free solutions, shared by other agencies, which align with some of the requirements listed in the 

frameworks. These solutions are available on the Manager’s Corner. 

Q. Whom should I contact if I have additional questions? 

A. Please contact OPM at HRDLeadership@opm.gov. You may also check the OPM Training and Development Wiki for 

agency best practices and additional information related to supervisory and managerial training.

Q. How was the Federal Supervisory Training Framework enhanced? 

A. The enhanced Federal Supervisory Training Framework was reorganized to reflect overarching topics encompassing 

critical human resources technical knowledge. In addition, definitions and learning objectives were added to support 

the Framework. 

Q. How were the definitions and learning objectives developed? 

A. The definitions and learning objectives were developed by the Interagency Training Working Group through 

research, agency course material reviews, and focus groups. The definitions clearly describe and explain the meaning of 

each competency. The learning objectives describe the learner’s expected performance by the end of the experience 
and provide direction for the developmental activity. The objectives are stated in terms of what the learner will be able 

to think, feel, or do as a result of the instruction and are measurable.

References

The Federal Workforce Flexibility Act of 2004 (P.L. 108-411)

5 CFR 315.904(a)

5 CFR 315.905

5 CFR 410.601(b)

5 CFR 412

5 CFR 412.201

5 CFR 412.202

5 U.S.C. 7103(a)(10-11)

Logic Model Template for Federal Supervisory and Managerial Training

OPM Fact Sheet on Continuing Service Agreements

OPM’s Executive Best Practices Guide

OPM’s Guidelines for Managerial Development

OPM’s Training and Development Policy Webpage

OPM's Training Evaluation Field Guide

OPM’s Training Evaluation Field Guide Supplement

OPM’s Federal Training and Development Wiki

OPM’s Proficiency Levels for Leadership Competencies
Federal Supervisory Training Framework 

The 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 knowledge represented as sub-headings. 

Aspiring Leader 

Team Leader 

New Supervisor 

First Year 

New Supervisor 

First 3 Months 

Leadership Competencies 

 Team Building 

 Technical Credibility 

 Conflict Management 

 Problem Solving 

 Accountability 

 Decisiveness 

Fundamental Competencies 

 Interpersonal Skills 

 Oral Communication 

 Integrity/Honesty 

 Written Communication 

 Continual Learning 

 Public Service Motivation 

HR-Related Technical Knowledge 

 Merit System Principles 

 Prohibited Personnel Practices 

 Hiring 

-Workforce Planning 

-Recruitment 

-Interviewing Skills 

-Selection 

 Pay and Leave Policy 

-Time and Attendance 

-Managing HR Information 

 Systems 

 Telework Policy** 

 Reasonable Accommodations 

Leadership Competencies 

 Human Capital Management 

 Leveraging Diversity 

 Developing Others 

 Strategic Thinking 

 Conflict Management 

 Creativity and Innovation 

 Customer Service 

 Team Building 

 Financial Management (Federal 

Budget Process) 



HR-Related Technical Knowledge 

 Employee Relations 

-Workplace Violence Prevention and 

Response 

 Labor Relations 

 Classification 

-Writing Position Descriptions 

 Talent Management 

-Employee Engagement 

-Emotional Intelligence 

-Promotions and Incentive 

-Work-Life Balance 

 Employee Onboarding 

Organizational Performance Management

 Aligning Performance Objectives with 

Agency Goals 

 Aligning Office Goals with Agency 

Strategic Plan 

For ALL Employees 

-No FEAR Act 

-Ethics Awareness 

-IT Security Awareness 

-Equal Employment 

 Opportunity 

-Performance Management 

-Occupational Safety and 

 Health 

-Plain Writing Act 

-Safeguard Against Breach of 

PII

For Supervisors, Managers, 

and SES 

-USERRA 

-Veteran's Employment 

-Drug-Free Workplace 

-Employing Individuals with 

 Disabilities 

-Telework Policy** 

Performance Management 

Required by 5 CFR Part 412 

-Conducting Performance 

 Appraisals 

-Handling Unacceptable 

 Performance 

-Mentoring Employees 

-Improving Employee 

 Performance and 

 Productivity 

Mandatory Training 

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

requires supervisors to complete refresher training at least once every three years on specific topics. 

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

Critical Transition* 
Federal Managerial Training Framework 

The framework outlines mandatory training and recommended competency development for new managers, experienced managers, and senior managers. 

Critical Transition*

New Manager 

First Year 

Experienced Manager Senior Manager 

Leadership Competencies 

 Technology Management 

 Leveraging Diversity 

 Financial Management 

 Creativity and Innovation 

 Political Savvy 

 Partnering 

 Human Capital Management 

Managing Self 

 Time Management 

 Personal Accountability 

Managing Self 

 Emotional Intelligence 

 Adaptability (Flexibility) 

Leadership Competencies 

 External Awareness 

 Strategic Thinking 

 Entrepreneurship 

Managing Others  Vision 

 Delegation (Accountability) 

 Communicating Priorities 

Managing Others 

 Fostering Employee Engagement 

 Developmental Coaching and Feedback 

(Developing Others) 

Managing Organizational Systems 

 Program Management 

 Change Management 

 Systems Thinking 

 Complex Decision-Making (Decisiveness) 

Leadership Competencies 

 Resilience 

 Influence/Negotiating 

For ALL Employees 

-No FEAR Act

-Ethics Awareness 

-IT Security Awareness 

-Equal Employment 

 Opportunity 

-Performance Management 

-Occupational Safety and 

 Health 

-Plain Writing Act 

-Safeguard Against Breach of PII 

For Supervisors, Managers, and SES 

-USERRA 

-Veteran's Employment 

-Drug-Free Workplace 

-Employing Individuals with 

 Disabilities 

-Telework Policy** 

Performance Management 

Required by 5 CFR Part 412 

-Conducting Performance 

 Appraisals 

-Handling Unacceptable Performance 

-Mentoring Employees 

-Improving Employee Performance and 

Productivity 

Mandatory Training 

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

Critical Transition* 
1 

Federal Supervisory and Managerial Training Framework Definitions and Learning Objectives 

This document provides definitions and learning objectives to help agencies execute OPM’s Federal Supervisory and Managerial Training Framework. The 

following definitions describe and explain the meaning of each leadership competency identified in the Frameworks. The following learning objectives describe 

the expected performance and outcomes of the learner at the conclusion of a learning activity. The definitions and learning objectives are stated in terms of 

what the learner will be able to think, feel, or do as a result of the selected learning activity. They are measurable, and each one describes increases in 

proficiency aligned with an employee’s career progression from an aspiring leader/team leader to experienced manager. These materials are intended to be 

used by Agencies to enhance their existing programs. Agencies are free to set their own policies and requirements to engage in training that meets the needs of 

the organization. OPM does not require a specific number of hours of training for supervisory and managerial development. 

Supervisory Training Framework Definitions and Learning Objectives 

Aspiring Leader/Team Leader: Leadership Competencies 

Leadership Competency Definition Learning Objectives 

An aspiring leader/team leader will be able to: 

Team Building Inspires and fosters team commitment, 

spirit, pride, and trust. Facilitates 

cooperation, and motivates team 

members to accomplish group goals. 

 Identify the stages of team development 

 Establish behavioral norms with teams 

 Describe approaches to building effective teams 

 Clarify team purpose and goals 

 Utilize team building exercises to improve team dynamics 

 Demonstrate how to encourage employees to share skills and abilities within 

work groups to facilitate completion of challenging tasks 

 Organize teams to identify and address agency concerns

Technical Credibility Understands and appropriately applies 

principles, procedures, requirements, 

regulations, and policies related to 

specialized expertise. 

 Interact with employees to understand technical aspects of job duties 

 Gather technical information from internal and external stakeholders

 Provide employees with feedback and support on technical issues 

 Formulate technically-sound recommendations to develop effective work 

products 
2 

Conflict Management Encourages creative tension and 

differences of opinions. Anticipates and 

takes steps to prevent counterproductive confrontations. Manages and 

resolves conflicts and disagreements in a 

constructive manner.

 Identify conflict management styles and situations where they are most 

appropriate

 Describe the nature of conflict and its effects

 Identify causes of conflict 

 Identify and address employee grievances

 Implement changes to ensure the work environment is fair and equitable based 

on employee concerns 

 Manage and resolve conflicts and disagreements in a constructive manner

Problem Solving Identifies and analyzes problems; weighs 

relevance and accuracy of information; 

generates and evaluates alternative 

solutions; makes recommendations.

 Determine possible causes of workforce problems and recommend corrective 

action

 Identify solutions to improve customer satisfaction

 Collect and analyze pertinent data/information and seek ideas/feedback from 

stakeholders

 Assess routine organizational problems by leading a team to brainstorm 

potential solutions 

 Establish guidelines to clarify complex and/or controversial processes

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.

 Understand areas of accountability for work products, services, and results

 Encourage employees to take ownership of work products, services, and results

 Monitor programs and activities and take corrective action when necessary

 Delegate work to employees to ensure employees meet key requirements 

 Develop written policies and procedures to ensure consistent adherence by 

employees 

 Investigate claims of employee violations and encourage employees to take 

responsibility for actions 

 Develop goals and assess workgroup progress towards goal achievement

 Assure that effective controls are developed and maintained to ensure the 

integrity of the work

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.

 Develop meeting agendas and determine topics for group decision-making

 Understand the importance of involving others in decision-making

 Determine the appropriate individuals needed for a decision-making process

 Seek out best practices when making organizational decisions

 Understand the importance of making sound and timely decisions for a project, 

team, or work unit

 Effectively manage decision-making as a process

 Utilize awareness of personal decision patterns when making decisions
3 

Aspiring Leader/Team Leader: Fundamental Competencies

Fundamental Competency Definition Learning Objectives

An aspiring leader/team leader will be able to:

Interpersonal Skills Treats others with courtesy, sensitivity, 

and respect. Considers and responds 

appropriately to the needs and feelings 

of different people in different situations.

 Interact with peers in a tactful manner 

 Demonstrate empathy and respect to employees 

 Demonstrate openness and approachability to employees at all levels

 Examine and correct employee mistakes in a courteous manner

 Respond appropriately to the needs, feelings and views of different people

(including senior leaders, stakeholders, and customers) in different situations

 Apply and practice effective listening strategies and techniques

 Foster an atmosphere where employees are able to voice their opinions, 

concerns, or ideas without fear of criticism, ridicule, or retaliation

Oral Communication Makes clear and convincing oral 

presentations. Listens effectively; 

clarifies information as needed.

 Identify his or her own communication style

 Identify barriers to effective communication and identify ways to overcome 

them

 Conduct regular meetings to discuss initiatives and current events

 Actively listen to and show understanding of oral communication from

employees, customers, and other stakeholders

 Understand how to defuse intensity during difficult conversations and 

interactions 

 Orally present ideas and facts in a clear, organized, and convincing manner and 

in a style, tone, and level appropriate to the audience and the occasion

 Communicate agency goals and initiatives to employees in a clear and concise 

manner

Integrity/ Honesty Behaves in an honest, fair, and ethical 

manner. Shows consistency in words and 

actions. Models high standards of ethics.

 Demonstrate an increased awareness of the Code of Ethics for Government 

Service and other laws governing ethical behavior 

 Establish open and honest communication with employees, customers, and 

other stakeholders

 Recognize available options in analyzing and resolving ethical situations 

 Discuss ethical problems with employees, and respond appropriately

 Maintain fairness and objectivity when selecting team members based upon

skill sets needed for projects 

 Address employee conduct issues in a confidential and respectful manner

 Instill a climate of trust, openness, and honesty by admitting own mistakes and 

taking responsibility for one's actions

 Display fortitude to support ethical actions that may negatively impact self or 

stakeholders
4 

Written Communication Writes in a clear, concise, organized, and 

convincing manner for the intended 

audience. 

 Examine various writing styles and formats, and understand the appropriate 

contexts in which to use them 

 Express facts and ideas in writing in a clear, convincing, and organized manner 

that is appropriate to the audience and occasion 

 Write documents using clear terminology and a concise format 

 Review technical reports, edit materials, and provide suggestions to improve 

clarity while ensuring documents are targeted to the intended audience 

Continual Learning Assesses and recognizes own strengths 

and weaknesses; pursues selfdevelopment. 

 Recognize opportunities for self-development 

 Solicit periodic feedback to continually improve quality of own work 

 Recognize areas needing improvement, and take training to increase skills 

 Develop an Individual Development Plan (IDP) to address developmental areas 

 Integrate acquired knowledge or skills (e.g., team/work unit sharing, lessons 

learned, sharing information data bases) into day-to-day work 

 Engage in systematic, self-directed training and development activities aligned 

with the strategic needs of the agency 

Public Service Motivation Shows a commitment to serve the public. 

Ensures that actions meet public needs; 

aligns organizational objectives and 

practices with public interests. 

 Understand the importance of treating the public with deep respect and tact –

maintaining a reputation for public service devotion 

 Respond promptly and accurately to public inquiries about agency policies 

 Review unit policies and procedures on a regular basis to ensure they are 

consistent with public needs 

 Emphasize the adherence of spending activities to legal requirements and 

established procedures to ensure appropriate use of public resources 

 Cultivate relationships with community stakeholders to validate usefulness of 

proposed products and services 

 Create and foster a culture that encourages a commitment to public service
5 

New Supervisor: First 3 Months 

HR-Related Technical Knowledge 

HR-Related Technical 

Knowledge 

Definition Learning Objectives 

A new supervisor will be able to:

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. 

 Identify and describe the merit system principles that form the foundation of 

supervisors’ legal and human resources management responsibilities

 Understand the importance and value of merit system principles to the United 

States Federal government 

 Understand a supervisor’s responsibilities for protecting the merit system

 Consider sound supervisory advice before taking action or making personnel 

decisions 

 Apply merit system principles to daily work situations 

Prohibited Personnel Practices Possesses knowledge and understanding 

of prohibited personnel actions, including 

equal employment opportunity (EEO) 

practices. 

 Define the term “personnel action” 

 Identify and describe the prohibited personnel practices 

 Understand how to prevent and correct discriminatory practices 

 Understand the role and responsibilities of supervisors to enforce EEO 

 Identify agency EEO contacts and resources 

 Identify agency EEO law and doctrine 

 Develop EEO dispute resolution techniques 

 Understand whistleblower retaliation 

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. 

 Explain the basic hiring process, position classification, behavioral interviewing, 

and the supervisor’s role in each of these areas 

 Describe the process for filling a position and the supervisor’s role in this process 

 Identify hiring best practices and common issues 

 Discuss predictors of good hiring selections and causes of bad selections 

 Develop sound behavioral-based interview questions and recognize 

inappropriate interview questions 

 Apply hiring best practices to Interview candidates for positions; recommend 

appointments, promotions, or reassignments to such positions 

 Identify and apply workforce restructuring strategies 
6 

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. 

 Identify the different types of leave, when they apply, and the process by which 

they are requested and approved 

 Explain the supervisor’s role in leave administration

 Compare and contrast overtime, compensatory time, and credit hours 

 Identify instances of leave abuse and address suspected leave abuse 

 Discuss indicators and appropriate steps to take in leave abuse situations 

 Understand Alternative Work Schedules (AWS) and telework and how to apply 

these flexibilities 

 Describe typical hours of work and characteristics of flexible and compressed 

work schedules 

 Identify a supervisor’s roles and responsibilities in managing the agency’s HR 

information system to maintain employees’ accurate pay and leave records

Telework Policy Illustrates knowledge, understanding and 

application of agency’s telework policy 

and telework best practices to effectively 

manage remote personnel. 

 Describe the potential personal and organizational advantages of telework 

 Explain agency telework principles and procedures 

 Use the telework agreement to have meaningful discussions about the 

expectations of teleworking employees 

 Identify employee work habits and job tasks that are suitable for telework 

 Identify the roles and responsibilities in establishing and managing telework 

 Identify best practices in managing remote personnel 

 Clearly state expectations for performance to ensure the standards do not 

create inequities or inconsistencies between teleworking and non-teleworking 

employees 

Reasonable Accommodations Illustrates knowledge, understanding, 

and application of supervisor’s 

responsibility in complying with Federal 

reasonable accommodation law and 

regulations. 

 Describe how reasonable accommodation is applicable to the hiring process and 

to the performance of a job 

 Determine whether a person is an individual with a disability, including 

appropriate situations when medical documentation may be required 

 Understand how to determine whether a person is qualified for a job including 

how to identify the essential functions of a position and how to determine 

whether/what reasonable accommodation should be granted and what 

constitutes an undue hardship to the agency 

 Identify different types of accommodations related to job performance 

including: job restructuring, leave, modified or part-time schedule, modified 

workplace policies, and reassignment 

 Describe the employing agency’s reasonable accommodation process and 

procedures 
7 

New Supervisor: First Year 

Leadership Competencies 

Leadership Competency Definition Learning Objectives 

A new supervisor will be able to: 

Human Capital Management Builds and manages workforce based on 

organizational goals, budget 

considerations, and employees’ needs. 

Ensures that employees are appropriately 

recruited, selected, appraised, and 

rewarded. Takes action to address 

performance problems. Manages a 

multi-sector workforce and a variety of 

work situations. 

 Apply and recommend appropriate personnel actions to recruit, hire and retain 

employees 

 Implement effective performance management practices that set expectations, 

monitor progress, develop employees, evaluate, and reward good performance 

 Take or recommend selection/promotion actions based upon criteria and 

requirements applicable to specific positions 

 Consider the impact of personnel decisions on current employees 

 Recognize and address deficiencies of human resources processes or tools 

Leveraging Diversity Fosters an inclusive workplace where 

individual similarities and differences are 

valued and leveraged to achieve the 

vision and mission of the organization. 

 Create a diverse and inclusive environment which brings together different 

cultures, ideas, and experiences 

 Identify creative approaches for targeted recruiting to develop a workforce that 

draws from all segments of society and thus benefits from diverse strengths 

 Build a diverse staff, composed of members with a variety of skills who function 

effectively to accomplish the mission of the organization 

 Create a work environment and team that leverage the diverse capabilities of 

employees 

 Define diversity and articulate the business case for diversity and inclusion 

 Demonstrate adherence of everyday work duties and activities to diversity and 

EEO laws, policies, goals, objectives, procedures, and philosophies 

 Create and promote an environment in which individuals are appropriately 

respected and recognized for their perspectives and contributions. 

 Create a work environment and teams that leverage the diverse capabilities of 

employees 
8 

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.

 Support learning before, during, and after learning experiences to maximize 

effectiveness 

 Provide developmental feedback, guidance, and reinforcement to employees 

regarding job performance and expectations

 Identify opportunities for employees to learn through formal or informal 

methods

 Identify learning opportunities and outcomes from difficult conversations

 Describe the importance and value of IDPs in relation to the career growth and 

success of supervisors and their employees

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.

 Differentiate between tactical approaches and strategic approaches to thinking 

 Identify detractors that commonly prevent strategic thinking 

 Articulate the agency’s strategic plan, goals, and metrics

 Describe current or new developments and decisions that impact agency’s 

programs, resources, and mission

 Develop and implement an organizational plan with goals, strategies, and 

metrics aligned to the agency’s strategic plan

 Communicate to all employees how work unit activities and priorities relate to 

agency strategic goals

 Create project teams and staffing plans based on consideration of strategic 

objectives

 Develop team objectives that are consistent with the strategic plans of the 

agency and the organization

 Regularly monitor organizational progress, including progress of individual 

teams, towards strategic goals

Conflict Management Encourages creative tension and 

differences of opinions. Anticipates and 

takes steps to prevent counterproductive confrontations. Manages and 

resolves conflicts and disagreements in a 

constructive manner.

 Anticipate potential conflict situations and diffuse them before they escalate 

 Anticipate the outcomes of conflict

 Identify ways to leverage productive conflict 

 Manage conflict among team members by utilizing mediation techniques 

 Address concerns regarding critical issues with employees in an open and 

honest manner 

 Resolve and address behavior issues to ensure employees treat each other with 

respect 

 Recognize conflict and take steps to address issues by meeting with the involved 

parties 

 Resolve conflicts arising at the agency level due to competing objectives, limited 

resources, or differing perspectives
9 

Creativity and Innovation Develops new insights into situations; 

questions conventional approaches; 

encourages new ideas and innovations; 

designs and implements new or cutting 

edge programs/processes. 

 Explain the need for and the relationship between creativity and innovation 

 Illustrate the ability to think comprehensively and multi-dimensionally 

 Develop strategies to overcome individual and team obstacles to creativity 

 Recognize and reward creative and innovative efforts 

 Review and consider innovative ideas generated by others 

Customer Service Anticipates and meets the needs of both 

internal and external customers. Delivers 

high-quality products and services, and 

commits to continuous improvement. 

 Understand the importance of customer service in the Federal government 

 Develop an understanding of who customers are and how to gauge their 

expectations 

 Learn the rational and emotional elements of customer relationships 

 Evaluate customer service efforts 

 Deliver high-quality products and services 

 Establish and use feedback systems to meet customer requirements and 

expectations 

 Design and implement guidelines to improve products and services 

 Address customer service deficiencies by involving employees to identify 

solutions 

 Design and continuously evaluate innovative customer service initiatives 

Team Building Inspires and fosters team commitment, 

spirit, pride, and trust. Facilitates 

cooperation and motivates team 

members to accomplish group goals. 

 Create an environment that encourages and rewards cooperation, collective 

problem-solving, and participative decision-making 

 Develop team mission and goals by including the entire team in the decisionmaking processes 

 Lead the team from various organizational units to create new systems or 

processes 

 Promote team cohesiveness by defining roles and responsibilities of each team 

member and establishing overall objectives 

 Foster interagency networks to accomplish long-term strategic goals 
10

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.

 Demonstrate an understanding of the Federal budget process and how it affects 

the work unit’s plans, decisions, and actions

 Apply Federal and agency guidelines and procedures to develop budget 

requests and operating plans

 Justify requested funding in relation to program objectives – optimizing 

likelihood of funding approval

 Allocate and obligate funds according to approved funding levels and operating 

plan

 Monitor income and expenditures for projects to ensure appropriate and 

accountable spending – avoiding anti-deficiencies due to over-spending and 

lapsed funding resulting from a failure to spend 

New Supervisor: First Year

HR-Related Technical Knowledge

HR-Related Technical 

Knowledge

Definition Learning Objectives

A new supervisor will be able to:

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.

 Examine and resolve complaints from employees

 Identify common employee relations issues including those relating to: 

performance, misconduct, and time and attendance 

 Apply minor disciplinary measures, such as warnings and reprimands, while

referring group grievances and more serious unresolved complaints to a higher 

level supervisor or manager

 Describe and apply progressive discipline

 Identify the steps in the disciplinary action process 

 Describe employee discipline and the agency misconduct investigation process

 Identify appropriate actions and options for addressing performance, in 

consultation with the agency’s servicing Employee Relations office

 Identify available HR resources that provide information and guidance for

supervisors to carry out their responsibilities

 Recognize the warning signs of potential workplace violence, with the advice 

and assistance of the agency officials who are designated to provide assistance 

on this issue

 Identify a supervisor’s responsibilities for creating and maintaining a safer work 

environment

 Identify and describe the skills needed to take preventive action against 

workplace violence

 Describe the agency’s plan and procedures for workplace violence situations
11

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. 

 Describe the basics of labor relations and union interactions to resolve daily 

workplace issues 

 Identify agency labor and employee relations contacts 

 Explain the role of unions in the Federal government 

 Explain the rights of supervisors and employees 

 Describe both the importance of the Collective Bargaining Agreement in 

governing the day-to-day working conditions of bargaining unit employees and 

the limits upon such agreements (i.e., that in the case of any conflict with 

applicable law, applicable law governs). 

 Explore typical labor management situations (e.g., changes in working 

conditions, formal discussions, investigative meetings, grievances) 

 Explain the supervisor’s role in agency grievance procedures

 Describe the Federal Service Labor-Management Relations Statute (FSLMRS) (5 

USC § 7101-7135) and how it governs labor relations in the Federal government 

 Describe the core rights reserved to management under 5 USC § 7106(a)(1) 

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. 

 Describe the purpose and use of position descriptions, classification, and job 

analysis 

 Explain basic position classification principles and the supervisor’s role in 

classifying positions 

 Assess and update position descriptions to ensure accuracy and relevance 

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. 

 Recognize the importance of the Federal Employee Viewpoint Survey (FEVS) and 

how to leverage it to increase engagement within your organization 

 Identify the factors that influence employee engagement and employee 

disengagement within your team and organization 

 Assess employee development and training needs to foster employee growth 

and advancement 

 Identify key attributes of emotionally intelligent (EI) leaders 

 Recognize the value of managing emotions in the workplace 

 Manage the work performance of subordinates, including: planning and setting 

expectations; developing employees to enable their success; monitoring 

progress; evaluating performance; and rewarding good performance 

 Apply a strategic approach, emphasizing mission and organizational outcomes, 

when determining and implementing work/life initiatives 
12

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. 

 Describe agency’s onboarding process

 Identify and describe role in each phase of the onboarding process 

 Explain and set cultural expectations for new employees (e.g., when to “cc” the 

supervisor on e-mails, what decisions can be made without supervisor approval, 

communication styles) 

 Monitor performance and provide formal and informal feedback and support 

throughout the employee’s first year

New Supervisor: First Year 

Organizational Performance Management

HR-Related Technical 

Knowledge 

Definition Learning Objectives 

A new supervisor will be able to:

Organizational Performance 

Management 

Addresses individual and organizational 

performance matters necessary to 

properly create and sustain a resultsoriented culture by aligning performance 

objectives with agency goals and aligning 

office goals with the agency strategic 

plan.

 Describe each stage and function of the agency’s performance management 

cycle, as well as the supervisory responsibilities corresponding to each stage 

 Explain the agency’s mission, vision, and strategic priorities

 Discuss key elements of the agency’s work environment and culture 

 Define meaningful, relevant, and measurable performance standards and 

objectives that align with the agency strategic plan 

Performance Management Required by 5 CFR Part 412 

Training Requirement Learning Objectives 

A new supervisor will be able to:

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 
13

Handling Unacceptable 

Performance

 Communicate and document performance concerns

 Identify and apply appropriate actions to effectively address ongoing performance and work-habit problems

 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

Federal Managerial Curriculum Definitions and Learning Objectives 

New Manager: First Year 

Managing Self Competencies 

Managing Self Competency Definition Learning Objectives 

A new manager will be able to: 

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.

 Clearly define and prioritize personal and organizational goals, and 

eliminate unnecessary activities 

 Differentiate and prioritize urgent and important tasks for action 

 Recognize dependencies that should be considered when sequencing tasks 

 Identify a strategic method to efficiently complete tasks within assigned 

timeframes 

 Make sound strategic-level decisions in a timely manner 

 Manage competing priorities and maintain accountability 

 Recognize the value of operating as a strategic leader in both work and 

personal life 

 Identify strategic leadership techniques to overcome work life and personal 

obstacles, and how to adapt as stressors change over time 

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. 

 Model and promote personal accountability to benefit the organizational 

culture 

 Identify and communicate key organizational goals and take ownership for 

goal achievement 

 Apply tools and practices that accelerate greater accountability in the 

accomplishment of organizational goals 
15

New Manager: First Year 

Managing Others Competencies 

Managing Others Competency Definition Learning Objectives 

A new manager will be able to: 

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.

 Identify activities and tasks suitable for delegation 

 Delegate tasks to employees based on objective criteria (e.g. skill, 

experience, developmental needs and interests, workload and fairness) 

 Engage staff through effective delegation 

 Provide support, encouragement, and valuable feedback on progress 

towards goals 

Communicating Priorities Conveys information concerning important 

organizational objectives in written and verbal 

form with staff, customers, and other 

stakeholders. Actively listens and considers 

feedback. 

 Seek and understand the sources of organizational priorities 

 Develop a deliberate approach for sharing identified priorities 

 Manage and communicate changing priorities and shifting demands 

New Manager: First Year 

Leadership Competencies 

Leadership Competency Definition Learning Objectives 

A new manager will be able to: 

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. 

 Strategically prioritize investments for information technology (IT) 

applications and systems 

 Collaborate with IT leaders to identify system shortcomings, research 

options, and advocate a redesign and restructure of the process to effect 

positive change 

 Improve organizational ability to gather and act on data from stakeholders 

through online surveys and related IT tools 

 Improve organizational productivity by optimizing the use of existing IT 

applications for use by customers and staff 

 Apply technical knowledge of IT systems to ensure access to, and security 

of, the systems 

 Use IT-provided knowledge to streamline data collection processes and 

increase output 
16

Leveraging Diversity Fosters an inclusive workplace where 

individual similarities and differences are 

valued and leveraged to achieve the vision and 

mission of the organization. 

 Create a diverse and inclusive environment that brings together different 

cultures, ideas, and experiences 

 Identify creative approaches for targeted recruiting to develop a workforce 

with diverse strengths that draws from all segments of society. 

 Build and develop a diverse staff with a variety of skills who function 

effectively to accomplish the mission of the organization 

 Develop a creative initiative focused on recognizing the various dimensions 

of diversity to encourage inclusiveness in the workplace 

 Ensure EEO in the workplace to maintain a work environment conducive to 

the appreciation and support of diversity and inclusion 

Financial Management Understands the organization's financial 

processes. Prepares, justifies, and administers 

the portfolio budget. Leverages procurement 

and contracting to achieve desired results. 

Monitors expenditures and uses cost-benefit 

thinking to set priorities. 

 Leverage a financial management system to meet organizational objectives 

 Understand agency-wide financial procurement procedures 

 Leverage the agency’s procurement system to support organizational 

programs, within time and budgetary constraints 

 Facilitate and assess processes, situations, and issues and corrective actions 

 Develop, justify, and manage budgets for annual projects and programs in 

accordance with agency guidance 

 Conduct research to determine resource needs and leverage the 

procurement process to acquire resources 
17

Creativity and Innovation Develops new insights into situations; 

questions conventional approaches; 

encourages new ideas and innovations; 

designs and implements new or cutting edge 

programs/processes. 

 Solicit feedback from team members in the creation of new agency 

initiatives and services 

 Create new methods for planning, designing, executing, and evaluating 

program objectives 

 Organize and lead cross-divisional work group in developing creative 

solutions to address problems 

 Create a system to redistribute work across units during unexpected 

situations 

Political Savvy Identifies the internal and external politics that 

impact the work of the organization. 

Perceives organizational and political reality 

and acts accordingly. 

 Assess political issues to effectively work with Congress 

 Respond to Congressional hearing inquiries 

 Ensure staff understand documentation and required metrics to analyze 

political issues 

 Establish a clear vision for the organization by meeting with managers 

agency-wide to ensure initiatives are understood 

 Address controversial political issues by conducting research and 

considering best practices 

 Evaluate political implications by considering different courses of action on 

key issues 

Partnering Develops networks and builds alliances; 

collaborates across boundaries to build 

strategic relationships and achieve common 

goals. 

 Develop, publicize, and garner support for programs and policies through 

constructive and influential engagements with key individuals or groups 

(e.g., senior leaders, colleagues, unions, employees, customers, and 

stakeholders) 

 Partner with offices and organizations to develop shared strategic goals and 

activities; coordinate to ensure consistent, constructive action and 

communication across organizations 

 Gain support from key leaders within the organization to ensure support for 

work objectives and team initiatives 
18

Human Capital Management Builds and manages the workforce based on 

organizational goals, budget considerations, 

and staffing needs. Ensures employees are 

appropriately recruited, selected, developed, 

appraised, and rewarded; takes action to 

address performance problems or misconduct. 

Manages a multi-sector workforce and a 

variety of work situations. 

 Provide strategic customer service by considering organizational goals, 

timeframes for achieving goals, and staff responsibilities 

 Analyze staffing needs and develop strategy to address recruitment needs 

 Provide learning and development opportunities to employees based upon 

individual employee need as well as organizational need 

 Leverage agency incentive/reward programs to recognize and retain highperforming and/or critical employees and suggest ways to improve 

incentives and rewards 

 Identify creative strategies to overcome resource limitations in order to 

recruit and retain employees with the required skills and qualifications 

 Identify mission-critical occupations and associated competencies needed 

to perform organizational functions 

 Review and update position descriptions and performance plans 

Experienced Manager 

Managing Self Competencies 

Managing Self Competency Definition Learning Objectives 

An experienced manager will be able to: 

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. 

 Identify EI fundamentals 

 Identify key attributes of EI leaders 

 Identify internal and external stimuli that influence EI 

 Recognize the value of managing emotions in the workplace 

 Recognize and successfully manage self-conscious emotions 

 Promote healthy relationships in the workplace

 Respond productively to workplace pressures 

 Identify and respond effectively to the emotions of others 

 Assess current and desired levels of EI proficiency

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. 

 Identify personal barriers to adaptability 

 Identify situations that require a change in approach, and adapt accordingly 

 Develop tools and approaches to manage and react to changing 

circumstances 

 Analyze the changing environment and model a positive attitude towards 

change to influence the flexibility of others. 

 Adjusts timelines, results and expectations appropriately to changing 

circumstances 
19

Experienced Manager 

Managing Others Competencies 

Managing Others Competency Definition Learning Objectives 

An experienced manager will be able to: 

Fostering Employee 

Engagement 

Guides, inspires and motivates staff to meet 

challenges and achieve objectives. Promotes 

employee ownership and responsibility for 

desired outcomes. 

 Recognize the importance of the Federal Employee Viewpoint Survey (FEVS) 

and how to leverage EVS data to increase engagement within your 

organization 

 Identify the factors that influence employee engagement and employee 

disengagement within your team and organization 

 Identify and address employee disengagement issues and implement 

appropriate solutions 

 Develop high-trust relationships within and across teams 

 Undertake a candid and accurate self-assessment to measure their own 

level of engagement or disengagement 

 Design and implement a meaningful personal action plan to improve 

personal engagement 

 Assist employees in identifying and obtaining diverse experiences to address 

their developmental needs 

 Provides periodic information and observations that will enhance and 

optimize employee performance through their optimal discretionary effort 

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. 

 Identify opportunities for employees’ development

 Prepare an individual development plan 

 Encourage employees to take ownership and responsibility for their 

personal improvement and development 

 Listen actively to employee concerns and consider employee perspectives 

with an open mind, avoiding interference from the manager’s internal 

filters, biases, or preferred approaches 

 Plan, prepare and implement a coaching session 

 Ask powerful and enabling questions, and provide constructive feedback 

 Communicate observations that are grounded in behaviors and facts 

 Communicate high expectations, provide necessary resources, follow-up 

periodically to assess progress 

 Work through any resistance to coaching by continuing to ask questions 

while resisting the impulse to provide advice for every situation 
20

Experienced Manager 

Managing Organizational Systems Competencies 

Managing Organizational 

Systems Competency 

Definition Learning Objectives 

An experienced manager will be able to: 

Program Management Applies knowledge, skills, and techniques to 

execute programs effectively and efficiently. 

 Define a program's scope and objectives 

 Identify key critical success factors 

 Identify key stakeholders whose support and/or buy-in are critical for 

program success 

 Identify and obtain necessary resources and assign responsibilities 

 Identify key program elements and tasks 

 Develop a program schedule 

 Monitor program status and take appropriate corrective actions 

 Communicate/and or report program status and issues to senior leadership 

and other key stakeholders 

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. 

 Recognize when change is necessary, and strategically plan agency and 

organizational change initiatives 

 Recognize effective approaches to lead organizational change 

 Create and communicate a vision for change, including how it will impact 

the organization 

 Articulate the intended result of the change process 

 Demonstrate commitment and support for change 
21

Systems Thinking Possesses the ability to collectively assess 

interrelationships, interconnectedness, and 

patterns of change across different domains in 

complex situations. 

 Describe systems thinking and systems thinking methodology 

 Apply practical systems thinking approaches to solve complex problems 

 Assess the impact of policies and decisions that relate to organizational 

growth, stability, and performance 

 Recognize how organizational culture can impact different positions, 

organizational work units, and teams. 

 Identify relationships and patterns using management and organizational 

diagnostic tools 

 Understand systems thinking as it relates to leading organizational change 

efforts 

 Recognize barriers to change from within oneself, from others, and from the 

organizational environment 

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. 

 Break down decisions into manageable parts, analyze possible alternatives, 

use available information and consider decision makers' preferences 

 Meet challenges by analyzing problems and determining criteria to create 

successful outcomes while minimizing risks 

 Develop multiple options or approaches to address the challenges 

 Apply and design effective decision-making processes 

 Assess the potential impacts and associated risks of each option 

 Select, implement and evaluate an optimal decision based on desired 

outcomes, value, costs, and risks 
22

Experienced Manager 

Leadership Competencies 

Leadership Competency Definition Learning Objectives 

An experienced manager will be able to: 

Resilience Deals effectively with pressure; remains 

optimistic and persistent, even under 

adversity. Recovers quickly from setbacks. 

 Demonstrate persistence when providing rationale to staff during times of 

significant organizational challenges 

 Respond to setbacks by developing alternative approaches to determine the 

best course of action 

 Maintain unit's effectiveness, quality, and morale during organizational and 

environmental challenges 

 Maintain commitment and execution of projects, even when faced with 

changing objectives, deliverables, and deadlines 

 Develop creative and alternative strategies to achieve objectives, using 

available resources, when faced with significant budget limitations 

Influence/Negotiating Persuades others; builds consensus through 

trust and compromise; gains cooperation from 

others to obtain information and accomplish 

goals. 

 Develop trust and convince senior leaders, colleagues, and other 

stakeholders (including customers) to obtain information and accomplish 

goals 

 Influence external executive decision-makers and stakeholders to achieve 

substantive goals 

 Negotiate with leaders for organizational changes (including reorganization 

or budget reallocation) 

 Lead a team of experts to provide advice on, build credibility for, and 

influence a multi-level negotiation process 

 Persuade manager to change leadership position or approach to better fit a 

situational need 

 Facilitate agreements with other organizations and contractors to 

accomplish goals 
23

Senior Manager 

Leadership Competencies 

Leadership Competency Definition Learning Objectives 

A senior manager will be able to: 

External Awareness Keeps current 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. 

 Understand the external environment and external stakeholders who 

impact decisions 

 Take into account multiple, diverse views and needs of other organizations 

or external organizations 

 Reflect industry best practices in the development of agency-wide policies 

and procedures 

 Synthesize complex information gathered from a variety of external sources, 

and disseminate to staff 

Strategic Thinking Formulates objectives and priorities, and 

implements plans consistent with the longterm interests of the organization in a global 

environment. Capitalizes on opportunities and 

manages risks. 

 Conduct review of the agency's core mission and gathers information from 

relevant sources to support development of a strategic plan 

 Lead and direct a strategic planning team to address and outline the future 

direction of an organization 

 Identify and develop strategic goals, objectives, and supporting strategies 

 Establish strategic performance measures to allow the organization to 

continually assess and adjust program direction 

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. 

 Assess customer needs, and develop innovative products and services to 

address recommendations 

 Take calculated risks by creating new and innovative business lines and 

approaches 

 Conduct research, and develop associated business proposals resulting in a 

high return on investment 

 Create a new product, service, or policy based on requirements submitted 

by users 

 Make recommendations on investment in emerging technologies to 

produce new products 
24

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. 

 Understand the agency’s vision and how the manager’s portfolio aligns with 

that vision 

 Consider various viewpoints from internal and external sources when 

developing new organizational mission and vision 

 Direct and provide guidance to employees to develop long-term strategic 

plan for the division 

 Conduct workshop with employees, human resources staff, and customers 

to build a shared vision 

 Acknowledge organizational strengths and develop a plan to address areas 

needing improvement 

 Communicate vision and mission of new organizations to employees while 

incorporating employee feedback for ideas on accomplishing new goals and 

objectives 
1 

Training Evaluation Field Guide Supplement 

The OPM Training Evaluation Field Guide Supplement is an abbreviated version of the OPM Training Evaluation Field Guide located at http://www.opm.gov/policy-data-oversight/training-and-development/referencematerials/training_evaluation.pdf 

Federal Supervisory and Managerial Training Evaluation: 

Demonstrating the Value of Training at Every Level

Planning Stage 

Pg. 11 Pg. 13 Pg. 15 Pg. 17 Pg. 20 Pg. 22 

Step 1: Address Stakeholder 

Issues 

Step 2: Refine Expectations to 

Define Results 

Step 3: Determine Critical 

Behaviors 

Step 4: Determine Required 

Drivers 

Step 5: Identify Leading 

Indicators 

Step 6: Address Necessities for 

Success 

Inputs Outcomes Outcomes Outcomes Outcomes Inputs Outcomes Baseline 

Understand and identify the 

business/organizational need—

be the consultant and ask 

questions. 

Determine the desired results 

of the initiative (what does 

success look like so you 

achieve what outcome?). 

Determine a manageable 

number of observable critical 

behaviors that lead to on-thejob success and targeted 

results. 

Determine if formal training is 

needed by considering if 

knowledge, skills or the right 

attitudes are lacking. If not, 

drivers alone can support the 

identified critical behaviors and 

training is not needed. 

Determine immediate 

outcome(s) for each critical 

behavior—describing how 

those being trained would 

specifically apply the critical 

behavior to successfully 

perform their actual jobs. 

Reconvene stakeholders and review the 

training initiative plan. Discuss, 

negotiate and build consensus to 

obtain approval. 

Determine key stakeholders for 

the initiative—the critical group 

whose opinions will be most 

critical to the success of the 

initiative. 

Determine how the results will 

be measured or quantified. 

Ensure identified critical 

behaviors align with the 

performance requirements to 

which those being trained are 

held accountable in their jobs 

Determine the required types of 

support and accountability 

drivers that will best ensure 

performance of identified critical 

behaviors on the job. Gain 

support for the execution of 

required drivers. 

Ensure that identified critical 

behaviors, leading indicators 

and targeted results, directly 

correlate to the outcomes. 

Discuss organizational cultural realities 

that will impact participants’ ability and 

willingness to perform the critical 

behavior on the job. 

Begin to identify the roles and 

responsibilities of training and 

business partners. Determine 

primary and secondary 

responsibilities (pg. 24). 

Determine if the results are 

attainable with available 

resources. 

Determine the extent and the 

degree to which identified 

critical behaviors are currently 

being practiced. 

Focus required drivers on the 

most significant critical behaviors 

that have the greatest likelihood 

of successful impact on behavior 

and results. 

Identify any missing conditions (e.g., 

resources and systems) required to 

drive critical behaviors. Determine 

feasibility of establishing these 

conditions. 

Identify collateral and 

intangible benefits that may 

also be achieved (e.g., 

increased employee 

engagement, reduced 

turnover). 

Identify conditions, including 

enablers and barriers, for the 

current level of application of 

the identified critical 

behaviors. 

For important initiatives, select 

at least one driver from the four 

dimensions: reinforce, monitor, 

encourage and reward (pg. 17). 

Select realistic drivers that are 

not contrary to a particular 

organizational culture. 

Discuss what type of quantitative and 

qualitative data will be required by 

each group of stakeholders to 

demonstrate training impact and to 

include in evaluation plan. 
2 

Execution Stage

Pg. 28 Pg. 31 Pg. 47 Pg. 49 Pg. 50 Pg. 52 Pg. 53

Step 1: Design and Develop 

Pre-training, Training 

Program and Drivers

Step 2: Design and Develop 

Evaluation Tools

Step 3: Build Dashboard Step 4: Deliver Pretraining and TrainingStep 5: Measure at 

Levels 1 and 2

Step 6: Initiate 

Ongoing 

Reinforcement and 

Monitoring

Step 7: Measure at 

Levels 3 and 4

Inputs Outputs Outcomes Baseline Inputs Outcomes Baseline Outputs Outputs Outcomes Outcomes Outcomes Baseline

Design pre-training activities 

(e.g., advance materials, 

online introductory training)

to prepare the participant for

the actual training initiative.

Ensure methods are in place to 

monitor the ongoing and ultimate 

effectiveness of the initiative. 

Consider data needs based on 

stakeholder input gained during the 

planning phase.

Develop an initiative-specific

dashboard to monitor and

communicate progress towards 

outcomes. The dashboard should 

include key metrics covering 

summative Kirkpatrick Level 1 and 

2 assessment, required drivers, 

critical behaviors, leading 

indicators, and Level 4 Results. 

Set targets for each metric when 

possible. If a target cannot be set 

prior to training, monitor early 

performance, and subsequently 

set the target as appropriate. 

Ensure pre-training is 

disseminated and 

completed. The pretraining activities 

should prepare

participants for the 

training content

Administer Level 1 and 2 

evaluations as indicated 

in the evaluation plan. 

Consider using qualified 

personnel other than the 

instructor to increase 

honesty and candor. 

Ensure implementation 

of drivers no later than 

the conclusion of 

training (or on a start 

date upon which 

training participants 

agree) to optimize 

participant 

commitment to 

learning and application 

of critical behaviors in 

their actual jobs.

Administer Level 3 and 

4 evaluations as 

planned. Encourage 

participants to engage 

in post-training 

evaluation activities. 

Create course objectives and 

training content (with input 

from Subject Matter Experts)

that will prepare participants 

to perform critical behaviors 

on the job. The objectives 

and content should align to

the targeted results of the 

initiative. They should also 

include activities and 

scenarios that simulate, and 

challenge participants to 

address, real work situations. 

Measure all four Kirkpatrick levels 

for mission-critical programs. Do 

not overemphasize Levels 1 and 2 

or ignore Levels 3 and 4. Samples 

provided starting on pg. 35.

Make the dashboard a 

standardized tool reserved and 

used for all mission critical 

programs. 

Deliver the training 

according to the

training initiative plan

developed during the 

planning stage. This 

should include posttraining activities to 

further reinforce 

learning and the 

achievement of 

results.

Immediately analyze the 

evaluation data in 

relation to targeted 

standards. If metrics are 

below target, determine 

the cause. 

Monitor the drivers at 

the training outset to 

ensure actual 

implementation. Make 

modifications to the 

training initiative plan 

when indicated by data. 

Immediately analyze 

data in relation to 

targeted standards. If 

actual metrics are 

below targets, 

determine the 

cause(s). Dashboard 

samples start on pg. 54

Create the drivers, identified 

in step 4 of the planning 

stage, that are the 

responsibility of the training 

function. 

Use a blend of formative and 

summative evaluation methods

whenever possible. Do not use 

surveys as the primary evaluation 

method/tool. Examples of 

evaluation methods begin on page 

33.

Update the dashboard on a 

monthly basis to optimize its 

value as a dynamic management 

system for making informed 

decisions, as well as a

communication tool to keep 

participants, team members, 

stakeholders, and other apprised 

of initiative progress. 

Determine proper 

interventions where 

indicated by data. 

Communicate training 

initiative modifications 

resulting from feedback 

to participants and 

stakeholders where 

indicated.

Determine and 

implement proper 

interventions where 

indicated.
3 

Demonstration of Value Stage

Pg. 76 Pg. 78 

Step 1: Prepare Chain of Evidence Step 2: Report Data and Information 

Inputs Outputs Outcomes 

Consider the audience identified in the 

planning stage and the types of 

evidence requested by each. Consider 

the following: not all data is for all 

audiences; degree of detail will vary by 

stakeholder; and more data is not 

always better. 

Verify that the report provides the most 

relevant information to the specific 

audience for which the report is 

intended. 

Present the evidence sequentially to the 

Kirkpatrick Levels, starting with Level 1 

and ending with Level 4. Include data 

on required drivers and leading 

indicators. Highlight connections 

between training, learning, job 

environment, performance, and mission 

accomplishment. 

For oral presentations, rehearse to 

ensure successful delivery. 

Where appropriate, include employee 

testimonies that will help make 

powerful connections between the 

levels to demonstrate value. 

If appropriate, offer recommendations 

for future applications of the Kirkpatrick 

Business Partnership Model (pg. 7). 

Identify any intangible or collateral 

benefits at the end of the chain of 

evidence. 

Determine the simplest way to 

communicate the data: verbally, in 

writing, with the dashboard, or through 

other key visuals (graphs, tables, 

charts). 
4 

Resolutions 

to common challenges

Pg. 80 

Common Challenges Strategic Business Partnership Solution 

“Our budget is too small to train.” Solicit and obtain senior agency leadership commitment to training, and emphasize a resource-efficient interagency training solution 

to minimize agency-specific costs and a resulting quantifiable return on investment. 

“Our budget is too small to do much other than train.” Review and strategically realign resources to organizational mission and training priorities: 

• Conduct an inventory of your current training programs and prioritize these programs based on organizational value including 

impact on strategic goals. 

• Identify more cost-effective learning methods, particularly for lower-value programs (e.g., technological solutions can often 

provide electronic or other distance-learning methods as a substitute for content-heavy instructor-led or even on-line training, and 

training needs may at times be met through job aids or other on-the-job interventions). 

• Apply resulting savings in resources (time and budget) to Level 3 efforts for delivering more strategic and impactful programs. 

“We do not have clear enough direction from senior 

leaders to ‘start with the end in mind’” 

Delivery of training or any type of intervention without knowing the “destination” will often lead to wasted resources, minimal 

mission accomplishment, and inadequate leadership commitment. This message needs to be brought boldly to senior leaders, and 

collaborative sessions arranged to identify specific, measurable Level 4 Results that will accurately reflect mission accomplishment 

and be realistic to accomplish. 

“Our leaders are only asking for training. They are not 

interested in the other aspects of the model.” 

Move from being a training provider to a strategic business partner. Educate your leaders as to the inefficiency and ineffectiveness of 

training events alone: 

• Show them relevant research and best practices. 

• Convince them of a better way, typically through a successful business partnership pilot program within your agency. 

• Articulate specifically how you can enable your leaders to achieve strategic outcomes through a more substantive training 

program; explicitly state what participants will learn and how it will benefit the agency. 

“We do not have enough staff to go beyond Level 2.” Make Level 1 and 2 evaluations as efficient as possible to save resources for the higher-impact Levels 3 and 4. 

• For Level 1, use short, learner-centered reaction sheets. 

• For Level 2, use retrospective pre- and post-assessments instead of full pre- and post-tests. 

• Conduct Level 3 and Level 4 surveys and focus groups only for mission-critical programs. 
5 

Logic Model Template for Creating Federal Supervisory and Managerial Training 

Purpose 

The logic model is a tool which provides a systematic and visual aid to describe the training curriculum’s sequence of related 

events and a clear understanding of the curriculum goals and evaluation. The logic model identifies curriculum components 

(inputs, outputs, outcomes and evaluation methodology) and illustrates the relationship between them. 

Reading a Basic Logic Model 

The logic model enables the user to connect the components of a training program to identify and measure cause and effect. 

In the specific logic model described in this document, the user performs a series of sequential steps to identify and assess the 

basic components of the training curriculum basics – from the planning stage at the beginning through the results stage at the 

end. For each stage, the user applies a chain of reasoning focused on answering “If this, then that?” questions to discern and 

evaluate activities and their relation to outputs and ultimately to outcomes. 

Building a Logic Model by Basic Curriculum Components 

The logic model is developed during the planning phase and used in conjunction with OPM's Training Evaluation Field Guide 

and the Training Evaluation Field Guide Supplement. The following logic model template has been prepopulated with Federal 

managerial curriculum-specific examples to assist you in creating your agency’s managerial logic model. You should reference 

the template when determining the factors to include for each of the logic model components. Keep in mind that the 

template is not an exhaustive list of factors. You should consult with your agency stakeholders to determine which factors to 

include. 

1. Inputs are the major resources you will invest in the curriculum which potentially enable or limit curriculum 

effectiveness. 

 Protective factors are enabling resources which may include the agency’s strategic plan, strategic learning plan, 

EVS results, training needs assessment, potential collaborating partners, existing organizational or interpersonal 

networks, staff and volunteers, time, facilities, equipment, and supplies. 

 Limiting risk factors might include such things as assumptions, the political environment, lack of resources, 

policies, laws, and regulations.

2. Outputs are composed of activities and their direct products. 

 Activities are the processes, techniques, tools, events, technology, and actions of the planned curriculum. The 

things you will do with your resources. 

 Direct Products are the results of the activities, and describe the size and/or scope of the services and products 

delivered or produced. For example, the number of classes taught, meetings held, or materials produced and 

distributed. 

3. Outcomes are specific changes in attitudes, behaviors, knowledge, skills, or conditions expected to result from the 

activities. The logic model template includes examples of organizational and curriculum metrics for each outcome 

level.

 Short-Term Outcomes (Level 2) - To what degree participants acquire the intended knowledge, skills, 

attitudes, confidence, and commitment based on their participation in a training event 

 Intermediate Outcomes (Level 3) - To what degree participants apply what they learned during training 

when they are back on the job 

 Long-Term Outcome (Level 4) - To what degree targeted outcomes occur as a result of the training event and 

subsequent reinforcement with a focus on Return on Expectations (ROE) and impact 

4. Baseline Data is the initial collection of data which will serve as a basis for comparison with the subsequently 

acquired data. This section was included to assist you in formulating your evaluation plan, tools, and questions. The 

template includes examples of evaluation methods and tools to use when evaluating the effectiveness of your 

curriculum.
6 

Logic Model Template for Federal Supervisory and Managerial Development

Program Office Goal: To develop an effective managerial curriculum and evaluation methodology that meets government-wide requirements. 

Business Objective: Create leadership pipeline for sustained organizational success Target Population: Federal Supervisors & Managers 

Inputs Outputs Outcomes Baseline Data 

Major resources 

needed 

Activities associated 

with the resources 

Direct products of 

activities 

Changes/impacts that occur because of activities Baseline data is necessary for each 

evaluation method 

Immediate 

Level 1 

Short-term 

Level 2 

Intermediate 

Level 3 

Long-term 

Level 4 

Evaluation Methods 

(p. 20, 33-46) 

Evaluation Tools 

(p. 33 – 46)

Changes in Learning (p. 31-32, 50) Critical & Sustained Behaviors Return on Expectations 

Organization Factors 

Agency’s Strategic Plan and 

Goals 

Strategic Learning Plan 

EVS results 

Agency’s training needsassessment 

Risk Factors 

Laws/Regulations 

Political environment 

Organizational culture 

Assumptions (facts or 

conditions you assume to be 

true) 

Protective Factors 

Program budget

Facilities 

Staff resources

Office supplies 

Technology 

Design and develop a 

curriculum 

Implement managerial training 

curriculum (delivery strategy) 

Assess quality of managerial 

curriculum and identify training 

gaps 

Develop a marketing 

strategy 

Specific to Curriculum 

Goals & objectives 

Courses offered 

Curriculum design 

Learning delivery systems 

Instructor training 

# of training hours 

Specific to Implementation 

# of supervisors and managers 

trained 

# of supervisors and 

managers/course 

# of courses delivered 

# of new certifications (if 

applicable) 

# of managers completing 

multiple training 

Specific to Quality Assessment 

of Courses

% participant satisfaction 

Specific to Marketing Strategy 

# of fliers & brochures 

# of social media sites and 

threads 

# of Webcasts/Podcasts 

# of web posts 

# of website hits/responses 

# of hits/responses to 

promotional messages posted 

to a Listserv 

# of News releases 

# of posters (signage in general) 

Change in knowledge, attitudes, 

and skills specific to the courses 

delivered 

Closed competency gaps 

Increased awareness 

Increased commitment 

Increased confidence 

Changed motivation or aspiration 

Broader perspectives 

Increased collaboration/sharing of best 

practices within and across agencies 

Increased transparency 

Increased manager-employee interaction 

Increased employee advocacy 

Increased use of rewards 

Increased use of just-in-time training/job 

aides 

Ability to successfully address challenges 

Changed policies, practices, or decisions 

Increased agility when responding to and 

leading change 

Drivers of Learning Transfer 

Opportunity to apply new knowledge 

Reinforcement (mentoring, discussion 

groups, practice) 

Encouragement (OTJ observation, 

feedback, coaching) 

Reward (acknowledgement of changed 

behavior) 

Monitor (dashboard, surveys) 

 

Employee Impact 

Promotion 

Increased satisfaction and engagement 

Increased retention 

Reduction in # of grievances filed 

Reduction in % of successful 

grievances 

Employee Turnover (Involuntary vs. 

Voluntary) 

Work Culture

Better team performance leading to 

better work products 

More innovative ideas 

More creative solutions 

Compliance with laws 

Improved communication 

Organization Impact 

Decreased training costs 

Increased efficiency 

Team learning 

Shared vision 

Succession Planning Measures 

Organization’s ability to fill key jobs 

with internal candidates 

Ethnic & gender diversity in 

promotions 

Positive performance evaluations 

following promotion 

Leadership effectiveness 

High potential retention & attrition 

 

Interviews with senior 

leaders/employees (3, 6, 

and 12 months after the 

program) 

Track developmental 

activities in the daily 

operational context (how 

did the supervisor/manager 

follow up or offer feedback 

to the employee?) 

Checklist/L3 Survey 

Team meeting reports 

360-degree evaluations 

L3/L4 surveys 

Track $ spent on training Accounting records 

Track # of monetary & nonmonetary 

rewards/recognition 

Tracking sheet 

On-the-job observations of 

progress 

Checklist 

Monitor employee 

engagement scores 

Employee Viewpoint 

Survey/Agency survey 

Track customer satisfaction 

scores 

Customer survey 

Monitor quality of work 

products 

Supervisor and 

Manager 

survey/customer survey 

Track employee retention 

rates 

HR system 

Other: 

Organizational climate 

survey 

Labor & Employee 

Relations Office 
7 

OPM Leadership Development Matrix (adapted from the draft OPM 

Effective Learning Interventions for Developing ECQs) 

The Office of Personnel Management (OPM), in partnership with researchers from George Mason University 

(GMU), conducted a thorough review of leadership development efforts, with three specific objectives: 

 To increase training innovation, rigor, and effectiveness within Federal leadership development 

programs; 

 To promote increased efficiencies by informing the design, development and implementation of 

new leadership development programs with theoretically-grounded research; and, 

 To aid in a data-driven approach to evaluate the potential effectiveness of Commercial Off-The-Shelf 

(COTS) development solutions offered by external vendors. 

Key Themes and Conclusions 

The following key themes and trends emerged consistently throughout the research and benchmarking 

interviews of Federal organizations: 

 Effective leadership development emerges from a combination of multiple developmental 

experiences, and

 The impact of some developmental interventions depends on the active inclusion of other 

interventions. 

Definitions 

Researchers address five categories of leadership development interventions and learning activities specific 

to each. The five categories are:

 Instructor-led 

 Experiential activities 

 Developmental relationships 

 Assessments and feedback 

 Self-development 

The research suggests that the most effective leadership development programs will likely be those that 

combine and integrate learning activities from one or more of these categories. The following are definitions 

of the specific learning activities used throughout this report. 
8 

Interventions/ Activities Definitions/Descriptions 

Instructor-led This type of training is facilitated by an instructor either online or in a classroom 

setting. Instructor-led training allows for learners and instructors or facilitators to 

interact and discuss the training material either individually or in a group setting. 

Structured Training Programs; 

Formal Course Work; Skills 

Workshops; Web-based Training

Structured learning activities involve instructor led presentations of leadership 

theories, models, principles, and skills. Students are provided with lectures, 

demonstrations, and exercises to foster knowledge and skill acquisition. These 

types of learning activities are usually a precursor to more active learning exercises. 

Case Discussion Case discussions, or the case method approach, present learners with descriptions 

of organizational and leadership problems and the effective (or ineffective) solution 

strategies used by the actors in the case scenario. Learners analyze and discuss the 

case in groups to form understanding of the issues involved in particular cases, learn 

appropriate solution strategies, and develop relevant skills. 

Experiential Variety Experiential variety involves providing learners with multiple, carefully structured 

practice problem scenarios that vary significantly in the kinds of solutions that need 

to be generated for success.

Cultural Assimilator A cultural assimilator is a computer-based training intervention in which a learner 

receives a series of intercultural vignettes and is asked to respond to forced choice 

questions about cultural nuances and differences. Responses are followed by 

automatic feedback. 

Experiential Activities Experiential activities are developmental tasks that occur in immersive 

environments and allow learners to naturally generate questions. These questions 

are optimally answered at the time they are generated. The key to experiential 

activities is hands-on learning and conversation; either virtually or in face-to-face 

interaction. 

Action Learning; Active learning Action learning and active learning are a self-directed approach to learning in which 

individuals and teams develop and present solutions to actual organizational 

problems.

Outdoor Challenge Exercises; 

Personal Growth Programs 

Outdoor challenge exercises involve groups of learners participating in physically 

oriented team exercises. These exercises are designed to encourage growth in team 

trust, team communication, and interpersonal cooperation. Personal growth 

programs focus more decision making and self-exploration exercises that are 

intended to foster greater self-awareness. 

Service Learning Service learning involves active learning projects and exercises where the central 

tasks and problems have a form of community service as their primary focus. 

Scenario Planning In scenario planning, learners consider and develop multiple future strategic 

alternatives for organizations. These alternative scenarios are then used as the 

basis for collective discussions, decision making, and organizational learning.
9 

Error Management Training In error management training, learners engage in active learning where they are 

encouraged to experiment with different solutions, and learn from the errors they 

make in their problem solving. 

Simulations; Games Simulations and games present learners with realistic problem scenarios that 

require them to play roles in generating solutions. They typically include 

constrained problem environments with specific parameters for solution 

generation.

Modeling Modeling is a training approach that involves emulating the use of targeted 

behaviors and skills in defined contexts. In modeling exercises, learners are shown 

displays of effective targeted behaviors, and provided practice opportunities with 

feedback.

Developmental Assignments A development assignment is one that is designed to stretch a learner beyond 

existing skills, to challenge the learner to expand and grow these skills in order to 

meet more complex leadership performance requirements. 

Job Rotation In a job rotation, learners are reassigned to alternative organizational positions in 

order to learn about different functional areas and acquire new job knowledge and 

skills.

"Stamping-in" Assignments Stamping-in assignments provide opportunities for learners to practice skills gained 

in formal courses and workshops.

Developmental Relationships Developmental relationships are either formal or informal and involve one 

individual taking an active interest in and initiating actions to advance another’s 

development. They are the kinds of relationships that serve as key sources of 

assessment, challenge, and support. 

Coaching Coaching involves an interaction between a coach and a leader that focuses on 

fostering the leader's self-understanding, the preparation of an individual 

developmental plan, and guidance and support in fulfilling that plan. 

Networking Networking involves the formation of learning partnerships, where learners acquire 

sources of social support for their developmental efforts. These partners provide 

advice about appropriate learning activities, and feedback about these activities. 

Networks can also provide support for career development and upward job 

mobility. 

Mentoring Mentoring is a process in which a more experienced and senior member of an 

organization provides developmental support and career advice to a less 

experienced and more junior protégé. Mentors may also help protégés gain a 

better understanding of complex organizational and strategic environments. 

Adaptive Guidance Adaptive guidance involves the provision of information to learners about their 

most appropriate developmental strategies and learning directions.
10

Assessments & Feedback 

(i.e. Multisource Feedback; Feedback 

intensive programs) 

Multisource feedback is a process of acquiring performance feedback from multiple 

rates and sources, including a leader's superiors, peers, and subordinates. Leaders 

also provide self-ratings. Feedback intensive programs include not only 

assessments of performance, but of leader personality, skills, and other dispositions. 

Such feedback is intended to foster greater self-understanding and facilitate the 

construction of effective individualized development plans. 

Self-Development Self-development is any self-initiated and proactive learning process where learners 

are responsible for (a) assessing their own strengths and developmental needs, (b) 

designing and completing their instructional curriculum, and (c) evaluating their 

own learning progress. (e.g. individualized development plans, self-guided learning 

activities).
11

Table 2. Leadership Development Matrix: Summary of Recommended Developmental Activities for each ECQ 

Competency 

ECQ Competency Recommended Leadership Development Activities 

ECQ 1: Leading Change: 

Creativity and Innovation

 Engage in action learning projects with leaders from different functional areas within the 

organization. Projects should focus on development of new ideas, policies, and other 

activities that require creative and innovative thinking. Action learning projects should 

include feedback mechanisms, and mentoring. 

 Engage in a developmental assignment that entails such activities as brainstorming and 

refining new policies, leading a policy launch effort, assessing implications of new 

technologies on organizational processes, or turning around a failing policy or process. 

Such assignments should be paired with feedback mechanisms and mentoring. 

ECQ 1: Leading Change: 

External Awareness

 Engage in scenario planning exercises where generating future scenarios for the 

organization requires consideration of key stakeholders, numerous external trends 

(political, economic, societal, technological, legal, environmental, and industry), and the 

uncertainties of the future. 

 Utilize a mentor who can serve as a source of additional information regarding the 

industry and its external strategic environment. 

 Work on a developmental assignment or job rotation outside the organization or one 

that requires the leader to work with others from different organizations to set up a new 

policy or strategic direction 

ECQ 1: Leading Change: 

Flexibility

 Engage in job rotations where the leader experiences different work environments and 

learns new perspectives. 

 Engage in multiple developmental assignments that differ significantly from one another 

in the nature of the challenges they present to the leader. Each assignment should 

require the leader to work with new and different frames of reference. 

 Work with leadership and peer coaches who promote considerably different ways and 

perspectives for understanding work problems. 

 Participate in leader development workshops that utilize complex work simulations 

featuring active learning, significant variety in experienced problems, and structured 

feedback and guidance. 
12

ECQ 1: Leading Change: 

Resilience

 Engage in structured training programs that emphasize stress management tools and 

stressor-coping mechanisms.

 Work with a coach to identify and develop solutions to stress-inducing work problems. 

Such coaching should be paired with multi-source feedback. 

ECQ 1: Leading Change: 

Strategic Thinking

 Engage in developmental assignments that involve setting new directions, working on 

strategic formulation projects, and leading change. 

 Participate in a variety of strategically oriented experiential exercises, including (a) active 

learning projects that have a strategic focus; (b) group dialogue of strategic case 

discussions, and (c) strategic business games and simulations. 

 Attend courses and workshops that provide models of strategic thinking and pair these 

models with experiential exercises. 

 Utilize a mentor who can guide the leader's cognitive development of more strategic 

frames of reference.

ECQ 1: Leading Change: 

Vision

 Engage in developmental assignments that entail long term planning and development of 

new directions for the organization. 

 Participate in team-based workshops comprised of action learning projects that create 

cross-functional exposure and include exercises aimed at future trends of the 

organization. 

 Engage in scenario planning with team members to create a shared vision towards the 

future. 

ECQ 2: Leading People: 

Conflict Management

 Engage in developmental assignments that entail working in situations likely to be 

significantly conflict-laden (e.g., dealing with a problem employee, serving as a 

negotiator or mediator, working with people from different cultures, and leading groups 

with diverse members). 

 Participate in and/or lead an action learning project with teams composed of members 

from different functional areas and with different perspectives

 Work with a leadership coach that helps identify leadership problem areas that can 

contribute to poor conflict management. Construct a leader development plan to 

address these areas. Coaching should be combined with conflict management 

workshops, and development/ action learning assignments.

 Attend workshops that provide insight into conflict management styles and conflict 

resolution strategies. Such workshops should include not only lectures but discussions 

around conflict management case studies and role play exercises.

ECQ 2: Leading People: 

Leveraging Diversity

 Engage in developmental assignments that entail working with groups containing 

members from diverse backgrounds and perspectives. Such assignments should be 

paired with feedback providers. 

 Engage in service learning assignments paired with feedback and coaching. 

 Participate in extended workshops that utilize behavioral modeling, role plays, cultural 

assimilators, and reflective discussions to foster greater appreciation for diversity. Such 

course work should be paired with mentoring and action learning projects. 

ECQ 2: Leading People: 

Developing Others

 Participate in a coaching relationship. The coaching should focus specifically on skills in 

providing feedback and opportunities to subordinates, active listening techniques, and 

asking open-ended questions.

 Engage in a mentoring assignment -- such assignments should be paired with peer and 
13

leadership coaching. 

 Attend workshops that focus on active listening, providing feedback, and helping 

subordinates construct individual development plans.

 Engage in a formal self-development intervention that requires diagnosis of self-learning 

needs, construction of a self-learning curriculum, and evaluation of learning gains. 

Practice with such an intervention can foster skills that generalize to developing others.

 Solicit multisource feedback from supervisors, peers, and subordinates, focusing on skills 

in developing others, including active listening, providing feedback, and assigning 

developmental activities. Such feedback should be paired with coaching.

ECQ 2:Leading People: 

Team Building

 Lead a team-based action learning project. The action-learning project should also 

include feedback mechanisms, and mentoring. 

 Participate in coaching with multi-source feedback. These coaching exercises should 

focus on team management strategies such as the use of team charters and team 

process facilitation that motivates team members and increases team commitment. Such 

coaching should also be paired with multi-source feedback to increase the self-awareness 

of the team building skills that need improving. 

 Engage as a team lead in challenge exercises, adventure learning exercises, and teambased simulations. Feedback should be included to ensure that leaders grasp the purpose 

of these exercises, and their team's sense of cohesion continues when they return to the 

organization.

ECQ 3: Results Driven: 

Accountability

 Establish a coaching relationship that emphasizes the importance of concrete goal 

establishment and responsibility for goal completion. Such coaching can also focus on 

delegation as well as time and project management skills. Coaching should include 

multisource feedback that focuses on these skills. 

 Establish peer coaching relationships to foster a climate of shared responsibility and 

accountability. Peer coaches create a higher level of self-awareness and reflection as well 

as a greater awareness of others’ responsibilities and needs.

 Take workshops and courses on time/project management skills and performance 

management strategies. These workshops should include role play exercises that utilize 

scenarios displaying low accountability by peers and subordinates.

ECQ 3: Results Driven: 

Customer Service

 Engage in an action learning project that focuses on improving internal and external 

customer service systems and processes. This project should be paired with selfreflection or personal growth programs to foster greater self-awareness 

 Take part in a coaching program that centers on growing self-awareness and on 

improving recognition of client needs and balancing those with the leader’s own needs 

and constraints. This coaching should include guidance on how to set attainable goals 

towards the final product and on developing the leader’s planning techniques

 Take an interpersonal skills workshop that includes role playing exercises reflecting both 

typical and non-typical internal customer service situations.

ECQ 3: Results Driven: 

Decisiveness

 Participate in workshops and courses that offer simulation-based training exercises 

requiring multiple complex decisions. Such exercises need to reflect novel and ill-defined

situations leaders are likely to encounter on the job. Offer opportunities to work through 

appropriate solutions. Opportunities should be interactive in nature and accompanied by 

feedback and guidance.

 Engage in an action learning project that focuses on solving multiple problems within a 

constrained time period. This will serve to foster decision making under time pressure 
14

and allow for increased comfort with making such decisions when a comprehensive 

evaluation of the problem scenario is not feasible. These projects can be paired with 

coaching and job assignments to reinforce learning gains. 

 Take on a developmental assignment that requires a solution to an ill-defined problem or 

one that has been outstanding in the organization for some time. Such assignments 

should be paired with feedback from supervisors, mentors, coaches, and/or other 

learning partners. 

ECQ 3: Results Driven: 

Entrepreneurship

 Participate in workshops or courses that focus on entrepreneurship. The requirements of 

the class or workshop should include the leader’s completion of a formal business plan 

for a new venture and its presentation to others. This program should be paired with 

catalytic coaching, where coaches/instructors encourage leaders to engage in more 

entrepreneurial thinking. 

 Engage in an action learning project that includes the exploration of new ventures and 

opportunities. Such projects should be paired with coaching and mentoring.

 Engage in a developmental assignment that entails such activities as exploring, designing, 

and developing new ventures (e.g., policy, service-related tools and products). Such 

assignments should also be coupled with coaching, or mentoring for expert support and 

advice. 

ECQ 3: Results Driven: 

Problem Solving

 Engage in problem solving experiences with co-workers. The intent is to help each other 

better understand problem approaches and solutions.

 Participate in a workshop where external case studies are presented and discussed. 

These case studies should provide examples of the kinds of problems a leader is expected 

to confront in their leadership environment.

 Participate in a simulation exercise where leaders have the opportunity to work through 

realistic problem scenarios. 

 Engage in an action learning project that entails working on existing problems within the 

sponsoring organization. Such projects should be paired with feedback mechanisms and 

coaching opportunities.

 Engage in developmental assignments that entail opportunities to work on problems that 

are ill defined or reoccurring within the organization. Such assignments should be paired 

with feedback mechanisms and coaching opportunities.

ECQ 3: Results Driven: 

Technical Credibility

 Take formal courses or workshops on specific topics and areas where there is a need to 

develop technical competence. Such courses should be followed by job assignments that 

allow acquired skills to be practiced.

 Develop a mentoring relationship with a senior (i.e., more technically expert) employee 

in the organization. The mentor should encourage open communication and be available 

to answer technical questions.

 Engage in job rotations that entail work tasks utilizing targeted technical skills.

ECQ 4: Business Acumen:

 Financial Management

 Human Capital 

Management

 Technology 

Management

 Take formal courses or workshops on specific topics and areas where there is a need to 

develop business acumen. Such courses should be followed by job assignments that 

allow acquired skills to be practiced.

 Develop a mentoring relationship with a senior (i.e., more technically expert) employee 

in your organization. The mentor should encourage open communication and be 

available to answer technical questions.

 Engage in job rotations that entail work tasks utilizing targeted financial management, 

human capital management, or technology management skills.
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ECQ 5: Building Coalitions: 

Partnering

 Engage in action learning projects with a team of leaders from different functional and 

organizational areas. The project should involve extensive collaboration. 

 Engage in job assignments that entail working on cross functional and cross boundary 

teams. 

 Develop a mentoring relationship with a more established and senior leader in the 

organization. The mentor should provide access to a wider professional network, and 

especially to "brokers" who can link to other professional networks. The organization 

should help match mentors to the appropriate mentees. 

 Join and participate in professional societies and organizations that foster networking

opportunities among its members. 

ECQ 5: Building Coalitions: 

Political Savvy

 Take a workshop on organizational political dynamics that includes case studies of 

successful political climate navigation. The course should involve interactive and role play

exercises and simulations in which leaders need to evaluate political acceptance of 

decisions in several decision contexts. 

 Attend a workshop or forum of senior employees who share their experiences working 

within the organization. The sessions should provide opportunities for interaction and 

engagement between speakers and attendees. 

 Develop a mentoring relationship with a more senior employee in the organization, who 

can provide insight into organizational political dynamics. 

 Engage in developmental assignments that require navigation of different organizational 

areas and levels of management to reach successful solutions. Such assignments should 

be paired with mentoring and/or coaching. 

ECQ 5: Building Coalitions: 

Influencing/ Negotiating

 Engage in simulations in which leaders are required to influence someone’s opinion or 

negotiate a position. This simulation should be paired with feedback that evaluates the 

leader’s performance and provides recommendations for improved strategies.

 Engage in a role-play activity in which influencing opinions or negotiation is a key 

component. This exercise should be paired with instructive feedback and facilitation. 

 Take a workshop that presents case studies of negotiation situations and explains the 

strategies involved. An important component of this session should be a direct 

comparison between different cases that highlights underlying principles of influencing 

and negotiation. 

 Engage in developmental assignments in which leaders must influence peers working on 

the same project or from whom they need to engender support. Ideally this exercise 

should be paired with coaching to help leaders uncover the strategies needed to be 

successful. 

Fundamental competency: 

Interpersonal Skills

 Take workshops that include behavior modeling or role-play exercises. Modeling

exercises should target specific interpersonal skills with modeled skill displays and 

sustained practice with feedback. Role plays should be paired with feedback by trained 

facilitators. Workshops should be with coaching to extend the lessons learned to your 

actual behavior on the job. 

 Complete multisource or 360-degree assessments that evaluate interpersonal skills. 

Work with a coach to develop a learning plan to address identified gaps. 

Fundamental competency: 

Oral Communication 

 Attend a workshop that covers techniques and strategies for effective communication. 

This introduction should be paired with interactive activities such as behavior modeling

or leadership simulations that allow leaders to put the content of the workshop into 
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action 

 Take on a developmental assignment that offers the opportunity to present to or 

communicate with areas of the organization with whom the leader normally does not 

interact. 

 Enter a coaching relationship in which oral communication abilities is the focal point of 

development. This relationship should be anchored in a skills audit and assessment or in 

multisource feedback results as the foundation from which the development plan is 

created. 

Fundamental competency: 

Written Communication 

 Participate in a writing workshop, or a course on written communication skills. This 

workshop should be interactive in nature and allow for group discussion as well as direct 

instructor feedback on participant writing samples 

 Make use of learning partners and peer coaches to solicit feedback on written 

communications. 

Fundamental competency: 

Integrity/Honesty 

 Develop a mentor relationship with a senior employee early on in the leader’s career to 

serve as a role model for ethical conduct. This mentoring should be paired with a 

formalized organizational ‘code of ethics’ that clearly reinforces a climate of integrity.

 Attend a workshop that provides heuristical decision making tools for leaders to rely on 

in potentially challenging ethical situations on the job. These decision making tools will 

help guide appropriate action in times of uncertainty. 

 Take a course or workshop that includes case-studies involving poor ethical conduct. The 

discussion should emphasize what the ethical failures are, potential causes for the 

behavior, and recommendations for what should have been done in that situation 

 Engage in a service learning project with an organization to enhance contact with and 

understanding of the community in which the organization exists. 

Fundamental competency: 

Continual Learning 

 Engage in self-development skills training. This training should be two-fold—identifying 

skills that should be developed and discussing how to effectively set goals to 

development these skills. This identification can be completed through multi-source 

feedback. Along with the evaluation of the leader’s skills, there should be a formative 

evaluation so the leader understands why these activities are effective. Organizational 

support is also important to encourage these self-developmental activities. 

 Participate in a coaching relationship that can facilitate self-development efforts. Multisource feedback from supervisors, peers, and subordinates can be used as part of 

coaching to identify self-learning objectives. 

Fundamental competency: 

Public Service Motivation 

 Engage in service learning activities where leaders apply skills learned in the classroom to 

actual problems in the community. 

 Engage in behavioral modeling paired with mentoring. The behavioral modeling should 

consist of actively portraying public service values of the organization. Leaders should 

use mentors as support and as experts who embody and model organizational values.