Individual Development Plan For

Organizational Enhancement, Career Ladders, and

Career Development
Division of Personnel
Department of Administrative Services
State of New Hampshire
2008

Table of Contents
Page

Description

Individual Development Planning Tracks

4-7

Individual Development Planning for Organizational Enhancement

Individual Development Planning Process

9-11

Career Ladders through Agency and Division of Personnel Sponsored Certificate Programs

12

Individual Career Path for Employees Not Involved In Career Ladder Programs

13

Career Development Personal Characteristics and Attitudes Worksheet

14

Career Issues Worksheet

15

Knowledge of Work Environment Worksheet

16

Knowledge of Self Worksheet

17

Integration of Knowledge of Self and Work Environment Worksheet

18

Goal Development Worksheet

19

Methods for Tracking Action Worksheet

20-30

Knowledge, Skills and Abilities [terms and definitions]

31-33

Individual Development Planning Forms

34-36

Completed Sample of Individual Development Planning Forms

Individual Development Planning

For
Organizational Enhancement,
Career Ladders, and
Career Paths in New Hampshire
State Government

Individual Development Plan

Track #1

Track #2

Track #3

Organizational
Enhancement

Career Ladders

Career Paths

This involves
participation in an
approved Career
Ladder Program that
may lead to labor
grade increase if
requirements are
met. This is for
employees pursuing a
career ladder by
remaining in their
position in their
agency. Alignment
with State and/or
agency mission and
goals required.

This is a highly
individualized
career development
program that may
lead to labor grade
increase. May
result in moving
from one position to
another. Alignment
with State and/or
agency mission and
goals required.

Knowledge, Skills,
and Abilities needed
to meet agency
mission, goals, and
objectives as part of
the annual
performance review
process.

Note: Career
Ladders not
available in all
agencies.

Track #1:

Individual Development Planning For Organizational Enhancement

Introduction
It is critical to the success of state government to create a culture that encourages, supports,
and invests in the short- and long-term organizational development of their employees.
Employees professional development should be an ongoing process to ensure employees are
staying currentif not one step aheadin their fields and mission-critical competencies.
Planning for continuous development must be anchored to the agencys mission, goals,
objectives, and needs, as well as be tied to the employees work and career goals.
The State of New Hampshire government-wide objective of training is to develop employees
through progressive and efficient training programs to improve public service, increase
efficiency and economy, build and retain a workforce of skilled and efficient employees and
use best practices to provide performance excellence.
The State of New Hampshire believes that training and development are integral components
of work performance, and are inherently tied to agency mission, goals, strategic planning,
workforce planning and the provision of services to the public. The State values the dignity
and potential of its employees and believes that developing employee potential, through
coaching, education and training, mobility opportunities, and on-the-job training is critical to
organizational effectiveness. It is the responsibility of the supervisor and the employee,

working in partnership, to determine the work goals and training needs for each employee.
The purposes for training and development are:
1. To provide agencies with a productive and skillful workforce capable of meeting the
current and future responsibilities of state government;
2. To promote constructive work-place relationships in a healthy and diverse workforce;
and
3. To assist employees in achieving career and individual development goals.
Training needs to be an integral and critical part of the overall human resource management
function. State government employees need to be trained in any field that will:
1. Help achieve the agencys mission and goals.
2. Improve individual and organizational performance through such activities as:
Formal [classroom] training [college courses, forums, seminars, workshops];
Self-study [self-paced learning, independent reading];
Technology-based training [computer-based training, satellite instruction];
Workplace programs [task forces, mentoring, long-term development, on-the-job
training, rotational assignments];
Retreats;
Conferences [but only when the content contributes to the improvement of
individual or organizational performance].
Administrative officials at all levels [entry-level supervisors, mid-level administrators, upperlevel administrators] need to ensure that adequate, responsive, and quality training is
provided to their employees. Employees must acquire and maintain the knowledge, skills, and
abilities [KSAs] needed for high quality performance and optimum contributions to the goals
and objectives of their organization, as well as to the broader mission of the state agency. An
effective tool for acquiring needed KSAs is the Individual Development Plan.
The Individual Development Plan (IDP) employs a concept that emphasizes
discussion and joint decisions by the employee and the supervisor on the specific
developmental experiences necessary to fulfill the mutual goals of organizational
enhancement. Each IDP is uniquely tailored to the needs of the organization and the
individual. The IDP is a personal action plan, jointly agreed to by the employee and the
supervisor, which identifies short and long-term organizational goals. An IDP also identifies the
training and other developmental experiences needed to achieve those goals, for the benefit
of the organization and the individual, within a specified time frame.
Responsibility
State agencies have the responsibility to create and maintain a climate which encourages
training and development as an ongoing part of the performance management process which
supports the accomplishment of the agencys mission, including but not limited to:
1. Developing a plan and budget for training based upon needs analysis, promoting access
to training for all employees;
2. Ensuring that training and development plans are prepared, updated, and discussed by
the supervisor, employee, and when appropriate, the mentor and reviewed and
approved by management as part of the employee performance communication
process;
3. Ensuring that the individual employee development plan is developed jointly by the
individual employee and the supervisor, is based upon needs analysis, and is consistent
with the mission and needs of the agency.
Managers and supervisors have the primary responsibility for initiating communication
about work unit training and individual development including but not limited to:

1. Working in partnership with individual employees to assess training needs and

coordinate agency, work unit and individual employee development plans;
2. Ensuring implementation of employee development plans;
3. Incorporating training and development into the performance management process;
and
4. Seeking to improve management/supervisory skills in employee development.
Employees have responsibility for;
1. Working in partnership with supervisors and managers to meet the agency, work unit,
and their own training and development needs; and
2. Actively searching for training opportunities within state service and elsewhere.
The Division of Personnel, Department of Administrative Services has responsibility for
providing leadership and facilitating partnerships in human resource development for state
employees, including but not limited to:
1. Advocating for and providing continuous education about training and development
issues throughout the executive branch, in partnership with agencies and collective
bargaining units;
2. Assisting agencies in formulating links between agency goals, performance
management and employee development and providing training for supervisors and
managers on developing employees;
3. Continuously assessing state-wide training and development needs, and finding ways to
meet those needs by providing opportunities for training on topics of state-wide impact;
and
4. Developing ways to share resources [trainers, materials, technology, facilities] and
information on training plans, policies and procedures between and amongst public
agencies to increase access, reduce costs and enhance quality.
Purpose and Benefits of Individual Development Planning
Individual development planning helps identify the employees development goals and the
strategies for achieving them by linking them to the organizations mission and goals.
Typically, the Individual Development Plan [IDP] would be developed and reviewed annually
but a multi-year plan can be developed. This plan is intended to:

Encourage the employee to take ownership of his/her organizational development

Provide an administrative mechanism for identifying and tracking development needs
and plans to help meet agency critical mission and goals
Assist the agency in planning for its annual training and development requirements.

Individual development planning benefits the organization by aligning employee

training and development efforts with the mission, goals, and objectives of the agency.
Supervisors develop a better understanding of their employees professional goals, strengths,
and development needswhich can result in more realistic staff and development planning.
Employees take personal responsibility and accountability for their development, acquiring or
enhancing the skills they need to stay current in required skills.
Roles
Supervisors and employees work together to complete the employees development plan.
Employees should:
Work with their supervisor to assess their level of competence vis--vis the
competencies, skills, and knowledge required in their jobs.
Identify their professional goals and development needs and various training and
development opportunities that will help them achieve those goals and meet those
needs.
Periodically assess their progress toward reaching their goals.

Supervisors should:
Realistically assess employees strengths and development needs vis--vis
organizational requirements needed to meet critical mission and goals.
Provide regular (e.g., annual) opportunities to discuss and plan for employees
development.
Ensure the alignment of employees goals and development needs to work unit
goals/objectives.
Help employees identify appropriate training and development opportunities.
Evaluate outcomes of employees training and development efforts.

Individual Development Planning Process

The individual development planning process requires communication and interaction between
the supervisor and the employee. It involves six steps:
Step 1: Pre-Planning Supervisor and employee prepare independently for meeting.
Employee completes all agency required self-assessments.
Supervisor reviews performance evaluations, seeks feedback from stakeholders such as
employees peers, subordinates, upper managers, other agency personnel who interact
with the employee, and, where appropriate, external stakeholders [employees of other
state and federal agencies, vendors, clients, legislators, etc.].
Supervisor reviews agency mission and goals and determines which pieces of the
employees job are critical to meeting the mission and goals. Supervisor should also
review the work unit goals and objectives and determine which parts of the employees
job are critical to goal and objective success.
Step 2: Employee/Supervisor Meeting Discuss employee strengths, areas for improvement,
interests, goals, and organizational requirements.
Step 3: Prepare Individual Development Plan Employee, in consultation with supervisor,
completes plan for individual development.
Step 4: Supervisor seeks approval of upper management [if required by Workforce
Development Committee/Plan and/or organizational policies and procedures].
Step 5: Implement Plan Employee pursues training and development identified in plan.
Step 6: Evaluate Outcomes Supervisor/employee evaluate usefulness of training and
development experiences.
Key Elements Of An Individual Development Plan
Developing and implementing Individual Development Plans is considered a good
management practice and some agencies have developed their own IDP planning process
and forms. While there is no one correct form for recording an employees development
plan, an effective plan should include the following key elements:
Employee profile name, position title, labor grade, division/bureau or work unit;
Pre-Planning;
Employee/ Supervisor Meeting;
Prepare IDP [Must include the following]:
1. Development goals short-term and long-term goals with estimated and actual
completion dates;
2. Development objectives linked to work unit mission/goals/objectives and
employees development needs and objectives;
3. Training and development opportunities specific formal classroom training,
workshops, rotational assignments, shadowing assignments, on-the-job training,

self-study programs, professional conferences/seminars, etc., that employee will

pursue with estimated and actual completion dates and costs; and
4. Evaluation of outcomes.
Signatures including supervisory, employee, and where appropriate, upper
management signatures and date;
Implement IDP; and
Evaluate Success.

Track #2: Career Ladders through State Sponsored Agency Specific Training and
Centrally Sponsored Certificate Programs
Current research emphasizes the importance of continual knowledge and skill enhancement in
the work environment in order to be competitive in todays world-wide market. Research also
recommends organizations provide continual knowledge and skill enhancement
opportunities in order to effectively recruit and retain employees. Continual
knowledge and skill enhancement is particularly important to recent high school and college
graduates.
Achievement of a state agencys mission is related to the knowledge, skills and abilities
[KSAs] of its workforce. One of several tools available to state government, for the purposes
of KSA enhancement, is a career ladder program that focuses on specific knowledge and skill
areas employees need to meet the state agency mission and goals. Career ladder programs
can also assist state agency directors in keeping critical positions filled by training a cadre of
employees in the knowledge and skill areas needed to fill critical positions. The Division of
Personnel recognizes agencies have benefited in the past and are benefitting now from career
ladder programs and that individual employees may want to pursue participation in approved
career ladder programs within state government.
Career ladder programs are specific to the employees own agency approved program or
centrally sponsored certificate programs offered by the Division of Personnel. Because
successful completion of a career ladder program may lead to a labor grade increase, agency
specific programs shall be approved by the state Division of Personnel. Employees wishing to
participate in a career ladder program within state government may use the IDP process for a
career ladder program involving a self-assessment, supervisory and upper management
approval, assignment of a mentor and creation of an Individual Development Plan.
Keys to a Successful Career Ladder IDP
There are several steps that you must take to participate in a viable career ladder program
through state sponsored programs. Planning is crucial and without it you may not succeed.
The following steps are essential to success. Each of these steps is important and one without
the other often leads to failure and confusion. Each step builds upon the other. Following the
process step-by-step will help you to be successful.
1.
2.
3.
4.

IDP Self Assessment

Locating career ladder programs within state government
Setting realistic goals for the Individual Development Plan
Completing your application

1. IDP Self-Assessment for Career Ladder Program Oriented Employees

State employees are unique in many ways. They work for the largest single employer in the
state, have employment opportunities throughout the state, and have numerous
classifications and supplemental job descriptions to help them focus on the specific career
ladder they seek. Although there are many career assessment tools to evaluate the
employees likes, dislikes and interests, there is no tool tailored specifically to New Hampshire

State Government employment. However, assessment is a critical first step in selecting a

career ladder program. The self-assessment process asks you to complete several forms [see
attached self-assessment forms] that will help you select a career ladder program and
prepare for a discussion with your supervisor and, where appropriate, your mentor.
2. Locating Career Ladder Programs within State Government
It is during this step we begin putting the pieces of the career ladder together. During this
step youll begin to match your skills, education, work experiences, and interests to your
agency approved career ladder program [s] or Division of Personnel career ladder
certificate programs.
Employees should consult with their supervisor, human resource office or the classifications
section of the division of personnel regarding possible career ladder programs within their
agency. They may also contact the Bureau of Education and Training [BET] or Workforce
Development Office at the New Hampshire Division of Personnel for approved career ladder
programs at Personnel. The following is being deleted: Applications for the
acceptance into approved career ladder programs are completed by the employee
and reviewed/approved by the agency Workforce Development Committee.
Acceptance into a career ladder program is based on selection criteria that, at the
very least, take into consideration the mission, goals and objectives of the
employees agency.
3. Setting Realistic Goals for the Individual Development Plan [IDP]
In this step you pull together your assessments and review of possible career ladder programs
to establish realistic career ladder goals and match your interests, desires, knowledge, and
abilities. Career ladder IDPs are tailored to your special needs and circumstances. They can
help you improve your current job performance, focus on a career in New Hampshire State
Government, and be used to enhance personal development.
A career ladder IDP is a written plan designed by the employee with a supervisors input to
meet his/her career ladder goals. They provide a vehicle for employees to identify and plan
developmental training and to gain work-related experience. The primary purpose of the IDP
is to assist employees to accomplish achievable goals, assess their particular strengths and
weaknesses, and evaluate plan progress. IDPs are used to develop short-term and long-term
career ladder goals. It is also important to develop alternative plans. A signed IDP by you and
your supervisor does not guarantee approval by your workforce development committee. The
workforce development committee is responsible for reviewing IDP requests, comparing
requests against agency selection criteria and making selections that enhance organizational
effectiveness and career development needs. A signed IDP does not guarantee that an agency
will be able to fund your plan.
Your supervisor is there to assist and help you develop realistic and achievable goals that will
support the agencys strategic plans. Supervisors can also approve training and
developmental assignments. Once you notify your supervisor that you want to develop an IDP
for a career ladder program he or she will prepare for your first meeting by reviewing your
current job standards and position description. He/she must also look at the organizations
long-term needs and consider proposed changes and demographics. Supervisors are there to
assist the employee to develop both short-term and long-term goals and to provide available
resources that will help you gain the required knowledge, skills, and abilities.

Step 4: Completing Your Application

First impressions are effective. This step provides others with their first impression of you and
your intent. First impressions can be lasting so your application must stand out from the

crowd. There are a number of ways to achieve this. First, applications and cover letters must
be neatly typed on a word processor, and well organized. All applications, whether a resume
or fill in the blank application form must be tailored to the approved career ladder program for
which you are applying. You need to highlight your strengths and KSAs to be considered for
acceptance into an approved program. Applications for your agency approved career ladder
program can be secured through your human resource office. Application to career ladder
programs offered by the Division of Personnel can be secured through the Bureau of Education
and Training or workforce development coordinator office.
Successful completion of an approved career ladder program may result in a labor grade
enhancement for the attending employee.
Track #3: Individualized Career Development for Employees Not Involved in Career
Ladder Programs
Some government employees may want to pursue highly individualized career
development separate from enhancement of existing job knowledge, skills and abilities and
separate from the approved career ladder programs offered by their agency and/or the
Division of Personnel. In this situation an employee may want to pursue a career different
from the one they presently possess. Requests for highly individualized career development
are acceptable as long as the career is related to the needs of New Hampshire State
Government. For example; a Certified Occupational Therapy Assistant working at New
Hampshire Hospital may be interested in pursuing a career as a Registered Nurse. This
employee can apply for support of education and/or training to become a Registered Nurse.
The employee would complete all required forms and submit them for review by the hospital
administration. The hospital would review the individualized career development application
and make a decision to support, partially support, or not support the request based upon its
own selection criteria. Another example may be an employee who is a Maintenance Mechanic
I, labor grade 8, who aspires to be an Electronic Technician I, labor grade 17. The employee
would complete the application for the highly individualized career development program and
the agency would review the application, making a decision to support, partially support, or
not support based on its selection criteria.
For this program agencies must consider how the request would support the agencys mission,
goals and objectives and/or the overall needs of state government. Employees interested in
this program should use the same application process used for the approved career ladder
programs. Government administrators interested in channeling employees in this direction
should encourage them to complete an application for the program and support them in their
efforts. See the following pages for recommended forms.
WORKSHEETS FOR CAREER LADDER AND HIGHLY INDIVIDUALIZED CAREER PATH PROGRAMS
Personal Characteristics and Attitudes Worksheet
The following profile will allow you to take an honest look at how you perceive the world
around you. Your characteristics and attitudes determine how well you will fit into certain
occupations and into the world in general.
Complete the following profile honestly. Answer the questions from the perspective of
who you are now, not who you would like to be. Identify each item with either a Y for YES, I
have this characteristic, or enter a D to indicate that you DESIRE to have this characteristic or
attitude. Leave the area blank if the answer is no. This profile will help you investigate career
choices that fit your characteristics and attitudes. It will also help you read between the lines
when exploring career options. You can match the working conditions of occupations to your
positive characteristics or plan a course of action to develop the characteristics that are
required for your career choices.

Characteristic/Atti
tude
Organizational
ability
Work alone
Write clearly
Passive
Detail oriented
Calm
Competitive
Diplomatic
Persuasive
Loyal
Task oriented
Friendly
Rational
Open-minded
Self-confident
Empathetic
Quiet
Humorous
Accepts
responsibility
Progressive
Modest
Sensible
Meticulous
Manual dexterity
Adventurous
Practical

Personal Characteristics and Attitudes Profile

Y/ Characteristic/Atti Y/ Characteristic/Atti
D
tude
D
tude
Good study habits
Social skills
Work in
groups/teams
Manage stress
Adjusts to change
Cautious
Nervous
Conscientious
Optimistic
Nurturing
Honest
People Oriented
Efficient
Dependable
Trustworthy
Organized
A good listener
Punctual [on time]
Mechanically
inclined
Resourceful

Public speaking

Influence others
Liked by others
Tough
Follow directions
Evaluate situations
Cheerful
Generous

Decisive
Reserved
Strong willed
Composed
Follow instructions
Kind
Sincere

Y/D

Aggressive
Assertive
Risk-taker
Focus on tasks
Creative
Patient
Mature
Easy-going
Logical
Enthusiastic
Analytical
Trainable
Motivated
Persuasive
Fast
Consistent
Professional

1. CAREER ISSUES WORKSHEET

What are your career issues?
How much time and effort you need to spend at any one step in the process depends on your
career issues. It is important to be clear about these career issues, so that you can develop an
effective strategy for dealing with them. Career issues cover a broad spectrum, ranging from
getting up to speed in a new job, to making a major career field change, or planning your
retirement. The following is a list of statements that reflect the full range of career issues
people face at one time or another.
Which ones are relevant for you now? Place an X in front of the statements that are true for
you at this time.
____ You are new in your job and must learn the basics to get up to speed and feel comfortable
and productive.
____ You have been in your job for a while and are striving for increased competence, in
general.
____ You need to improve your performance in certain areas of your current job.

10

____ You need to update your skills or expertise to keep up with the changing technologies or
state-of-the art knowledge in your line of work.
____ Your job duties have changed recently (or will change), requiring some new skills or
expertise on your part.
____ Your job may be eliminated due to re-engineering or restructuring, and you want to begin
retooling to be ready for future opportunities.
____ You want to prepare for a promotion or move to the next higher level of responsibility.
____ You want to broaden your skills or expertise to allow yourself more flexibility for future job
moves.
____ You want to change jobs within your current job category, and...
____ stay at your Agency ____ stay in State Government
____ stay within your
____ leave State Government
Div./Bureau/Unit
____ You want to change job categories, and
____ stay at your Agency ____ stay in State Government
____ stay within your
____ leave State Government
Div./Bureau/Unit
____ You dont see much of a future if you remain in your current job, but arent sure of your
options.
____ You want to plan your retirement.

____ Other

2. KNOWLEDGE OF WORK ENVIRONMENT WORKSHEET

Answer the following questions to identify what is currently going on around you and your
organization.
1. What changes do you expect to occur in the near future?

2. How is the mission of my organization (e.g., Division, Bureau, Unit) changing? What
other changes are occurring regarding our customers, services, work processes,
organizational structure, reporting relationships and personnel? Is this a change of
which I want to be a part or is it time for me to consider a move?

3. What are the organizations changing needs regarding the workforce and what new
expertise and skills will be required or desirable?

4. What opportunities are available for developing this new expertise and skills (work
experiences, training, rotational assignments, professional conferences, mentoring,
etc.)?

11

5. How might my role (job) change in my organization? How can I prepare for or develop
new skills for these changes?

6. New expertise and skills my organization wants me to learn include.

7. What new missions or projects in my agency appeal to me? What are the
organizations future needs? What kinds of development activities would help position
me for participation in another work project?

3. KNOWLEDGE OF SELF WORKSHEET

To gain a better understanding of your self, answer the following questions:
1. Of the new and recent developments in my organization or field, what interests me the
most?

2. What are my current strengths for pursuing these interests? What do I need to do to
reposition my career so that I can get involved in these new developments?

3. Is it time for me to consider working outside of my organization? If I am considering a

complete career change, what experiences and learning would help reposition my
career in the direction of my new interests?

4. Of all the things I have done in the last 5 years (work and non-work related), what
specific activities and functions have energized me the most? What developmental
activitieswork experiences, learning, skill building--would help me grow in or increase
these energizing functions?

5. Other things I would like to learn are...

12

6. What non-work related issues do I need to consider that will likely impact my career
plans (e.g., health, family, financial, and social)?

4. INTEGRATION OF KNOWLEDGE OF SELF AND WORK ENVIRONMENT

WORKSHEET
To address the match between you and your career goals and organizational needs, answer
the following questions:
1. In what areas do my interests and personal plans overlap with the changing needs of my
organization? Do any areas of overlap represent first choice development targets?

2. What knowledge, skills or abilities are important for increasing or maintaining the quality of
my performance in my present assignments? See pages 20-30 for competencies and
definitions.

3. What knowledge, skills or abilities would help prepare me for opportunities or roles I might
have in the future? See pages 20-30 for competencies and definitions.

4. Compared to the development needs suggested by these factors, other interests for
development that are important to me include...

13

5. GOAL DEVELOPMENT WORKSHEET

A development goal is a statement of a desired outcome or accomplishment that is specific,
observable and realistic. Based on the data you have generated about yourself on the previous
worksheets and your specific career issues, write some career goals for the next 1, 2 and 3
years and answer the following questions. You can use the list of competencies to assist you.
Definitions for each listed competency can be found on pages 20 through 30.
1. What I want to accomplish and the competencies (knowledge/skills) I want to acquire or
improve by this time next year are

2. What I want to accomplish and the competencies (knowledge/skills) I want to acquire or

improve by the end of the second year are...

3. What I want to accomplish and the competencies (knowledge/skills) I want to acquire or

accomplish by the end of the third year are...

4. What barriers or obstacles might prevent me from accomplishing my goals on time (e.g.,
time, money, and other commitments)?

5. What can I do to overcome these barriers or obstacles? What resources are available to help
me?

6. METHOD FOR TAKING ACTION WORKSHEET

To achieve your career developmental goals, identify the actions you plan to take by placing
an X in front of all applicable actions. In planning your career moves, consider all of the
following possibilities. Remember that Up is not the only way:

14

___ Lateral Move: Change in position within or outside an agency, but not necessarily a
change in status or pay.
___ Job Enrichment: Expand or change my job in order to provide growth experiences for
myself.
___ Exploration: Identify other jobs that require skills I have and also tap my interests and
values. Job rotation is an example.
___ Downshifting: Take an assignment or job at a lower level of responsibility, rank, and/or
salary in order to reposition my career for something new and interesting to me, or to achieve
a better balance between work and personal life.
___ Change Work Setting: No significant change to my job duties, but transition to a
different boss, organization or employer.
___ No Change: Do nothing, but only after careful consideration.
1. There are a wide range of potential actions for me to consider in order to achieve my goals.
Put an x next to the actions that you might consider.
-- New assignments in my current job
-- Rotation to a different project/job
-- Seek a mentor(s)
-- Volunteer for a task force or process action/re-engineering team
-- Obtain on-the-job guidance from someone who is more expert in a specific area
-- Attend seminars/conferences (on-site and off-site)
-- Enroll in university courses
-- Attend commercial/contracted courses
-- Experience self-paced learning (books, videos, computer-based instruction, etc.)
-- Pursue an academic degree or certification program
-- Conduct informational interviews
-- Move to a new job within my agency
-- Move to a new job within State Government
-- Move to a new job outside of State Government
-- Plan retirement
-- Other actions:

KSAs Knowledge/Skills/Abilities
[Taken from the Federal Government, Office of Personnel Management]
KSA Description
Knowledge Mastery of facts, range of information in subject matter area.
Skills Proficiency, expertise, or competence in given area; e.g., science, art, crafts.
Abilities Demonstrated performance to use knowledge and skills when needed.
KSA Definitions [General Employee Competencies]
Interpersonal Skill
Is aware of, responds to, and considers the needs, feelings, and capabilities of others. Deals
with conflicts, confrontations, disagreements in a positive manner, which minimizes personal

15

impact, to include controlling ones feelings and reactions. Deals effectively with others in
both favorable and unfavorable situations regardless of status of position. Accepts
interpersonal and cultural diversity.
Team Skill
Establishes effective working relationships among team members. Participates in solving
problems and making decisions.
Communications
Presents and expresses ideas and information clearly and concisely in a manner appropriate to
the audience, whether oral or written. Actively listens to what others are saying to achieve
understanding. Shares information with others and facilitates the open exchange of ideas and
information. Is open, honest, and straightforward with others.
Planning and Organizing
Establishes courses of action for self to accomplish specific goals [e.g., establishes action
plans]. Identifies need, arranges for, and obtains resources needed to accomplish own goals
and objectives. Develops and uses tracking systems for monitoring own work progress.
Effectively uses resources such as time and information.
Organizational Knowledge and Competence
Acquires accurate information concerning the agency components, the mission[s] of each
relevant organizational unit, and the principal programs in the agency. Interprets and utilizes
information about the formal and informal organization, including the organizational structure,
functioning, and relationships among units. Correctly identifies and draws upon source[s] of
information for support.
Problem Solving and Analytical Ability
Identifies existing and potential problems/issues. Obtains relevant information about the
problem/issue, including recognizing whether or not more information is needed. Objectively
evaluates relevant information about the problem/issue. Identifies the specific cause of the
problem/issue. Develops recommendations, develops and evaluates alternative course of
action, selects courses of action, and follows up.
Judgment
Makes well reasoned and timely decisions based on careful, objective review and informed
analysis of available considerations and factors. Supports decisions or recommendations with
accurate information or reasoning.
Direction and Motivation
Sets a good example of how to do the job; demonstrates personal integrity, responsibility, and
accountability. Provides advice and assistance to help others accomplish their work.
Directs/motivates self.
Decisiveness
Identifies when immediate action is needed, is willing to make decisions, render judgments,
and take action. Accepts responsibility for the decision, including sustaining effort in spite of
obstacles.
Self-Development
Accurately evaluates own performance and identifies skills and abilities as targets of training
and development activities related to current and future job requirements. Analyzes present
career status. Sets goals [short and/or long term]. Identifies available resources and methods
for self-improvement. Sets realistic time frames for goals and follows up.

16

Flexibility
Modifies own behavior and work activities in response to new information, changing
conditions, or unexpected obstacles. Views issues/problems from different perspectives.
Considers a wide range of alternatives, including innovative or creative approaches. Strives to
take actions that are acceptable to others having differing views.
Leadership
Ability to make right decisions based on perceptive and analytical processes. Practices good
judgment in gray areas. Acts decisively.
KSA Definitions [General Supervisory/Manager Competencies]
Problem Solving and Analytical Ability
Identifies existing and potential problems; notes, understands, and includes the critical
elements of problem situations; obtains and evaluates relevant information; demonstrates
awareness that new and/or additional information sources are required; notes
interrelationships among elements; identifies possible causes of the problems; recognizes the
need to shift to an alternative course of action including innovative or creative approaches;
and appropriately terminates information collection and evaluation activities.
Planning and Organizing
Identifies requirements; allocates, and effectively uses information, personnel, time, and other
resources necessary for mission accomplishment; establishes appropriate courses of action for
self and/or others to accomplish specific goals; develops evaluation criteria and tracking
systems for monitoring goal progress and accomplishment; and specifies objectives,
schedules, and priorities.
Decisiveness
Makes decisions, renders judgments, and takes action on difficult or unpleasant tasks in a
timely fashion, to include the appropriate communication of both negative and positive
information and decisions.
Judgment
Develops and evaluates alternative courses of action; makes decisions based on correct
assumptions concerning resources and guidelines; supports decisions or recommendations
with data or reasoning; defines and implements solutions to problems; and recognizes when
no action is required.
Communication Skill
Presents and expresses ideas and information effectively and concisely in an oral and/or
written mode; listens to and comprehends what others are saying; shares information with
others and facilitates the open exchange of ideas and information; is open, honest, and
straightforward with others; provides a complete and timely explanation of issues and
decisions in a manner appropriate for the audience; and presents information and material in a
manner that gains the agreement of others.

Interpersonal Skill
Is aware of, responds to, and considers the needs, feelings, and capabilities of others; deals
effectively with others in favorable and unfavorable situations regardless of their status or
position; accepts interpersonal and cultural differences; manages conflict/confrontations/
disagreements in a positive manner that minimizes personal impact, to include controlling
ones own feelings and reactions; and provides appropriate support to others.

17

Direction and Motivation

Motivates and provides direction in the activities of others to accomplish goals; gains the
respect and confidence of others; appropriately assigns work and authority to others in the
accomplishment of goals; provides advice and assistance as required.
Supervisory Role Performance
Displays knowledge of the roles, responsibilities, and duties of supervisors and managers;
accurately assesses the impact upon others of role performance; and supports and promotes
organizational decisions, policies, programs, and initiatives such as EEO and Affirmative
Action.
Specialty Competence
Understands and appropriately applies procedures, requirements, regulations, and policies;
maintains credibility with others on specialty matters; uses appropriate procedures or systems
in the operational and/or staff environment as the position requires.
Organizational Knowledge
Demonstrates knowledge of the departments or agencys organizational components, the
mission[s] of each relevant organizational unit, and the principal programs in the organization.
Leadership
Establishes work standards and expectations for self and others. Appropriately
assigns/delegates work and authority to others in the accomplishment of goals. Keeps goals
and objectives in sight at all times, monitors progress toward goals, and works to overcome
barriers and obstacles. Provides coaching, advice, and assistance as required; e.g., helps
subordinates overcome obstacles and deal with problems. Appropriately assesses
contributions and performance of employees; provides appropriate recognition, and deals with
problems as they arise. Instills in others a sense of pride in the job at hand.

Executive Core Competencies

ECC
ECC
ECC
ECC
ECC

#1
#2
#3
#4
#5

Leading Change
Leading People
Results Driven
Business Acumen
Building Coalitions/Communications

ECC #1 Leading Change

This core qualification encompasses the ability to develop and implement an organizational
vision which integrates key national and program goals, priorities, values, and other factors.
Inherent to it is the ability to balance change and continuity to continually strive to improve
customer service and program performance within the basic government framework, to create
a work environment that encourages creative thinking, and to maintain focus, intensity and
persistence, even under adversity.
Key Characteristics:
1. Exercising leadership and motivating managers to incorporate vision, strategic planning,
and elements of quality management into the full range of the organizations activities;
encouraging creative thinking and innovation; influencing others toward a spirit of
service; designing and implementing new or cutting edge programs/processes.
2. Identifying and integrating key issues affecting the organization, including political,
economic, social, technological, and administrative factors.

18

3. Understanding the roles and relationships of the components of the state or regional
policy making and implementation process, including the Governor, legislature, the
judiciary, local governments, and interest groups; and formulating effective strategies to
balance those interests consistent with the business of the organization.
4. Being open to change and new information; tolerating ambiguity; adapting behavior and
work methods in response to new information, changing conditions, or unexpected
obstacles; adjusting rapidly to new situations warranting attention and resolution.
5. Dealing effectively with pressure; maintaining focus and intensity and remaining
persistent, even under adversity; recovering quickly from setbacks.
6. Displaying a high level of initiative, effort, and commitment to public service; being
proactive and achievement-oriented; being self-motivated; pursuing self-development;
seeking feedback from others and opportunities to master new knowledge.
Leadership Competencies
Creativity and Innovation Develops new insights into situations and applies innovative
solutions to make organizational improvements; creates a work environment that encourages
creative thinking and innovation; designs and implements new or cutting-edge
programs/processes.
Resilience Deals effectively with pressure; maintains focus and intensity and remains
optimistic and persistent, even under adversity. Recovers quickly from setbacks. Effectively
balances personal life and work.
Continual Learning Grasps the essence of new information; masters new technical and
business knowledge; recognizes own strengths and weaknesses; pursues self-development;
seeks feedback from others and opportunities to master new knowledge.
Service Motivation Creates and sustains an organizational culture which encourages
others to provide the quality of service essential to high performance. Enables others to
acquire the tools and support they need to perform well. Shows a commitment to public
service. Influences others toward a spirit of service and meaningful contributions to mission
accomplishment.
External Awareness Identifies and keeps up to date on key national and international
policies and economic, political, and social trends that affect the organization. Understands
near-term and long-range plans and determines how best to be positioned to achieve a
competitive business advantage.
Strategic Thinking Formulates effective strategies consistent with the business and
competitive strategy of the organization. Examines policy issues and strategic planning with a
long-term perspective. Determines objectives and sets priorities; anticipates potential threats
or opportunities.
Flexibility Is open to change and new information; adapts behavior and work methods in
response to new information, changing conditions, or unexpected obstacles. Adjusts rapidly to
new situations warranting attention and resolution.
Vision Takes a long-term view and acts as a catalyst for organizational change; builds a
shared vision with others. Influences others to translate vision into action.
ECC #2 Leading People
This core competency involves the ability to design and implement strategies which maximize
employee potential and foster high ethical standards in meeting the organizations vision,
mission, and goals.
Key Characteristics:

19

1. Providing leadership in setting the workforces expected performance levels

commensurate with the organizations strategic objectives; inspiring, motivating, and
guiding others toward total accomplishment; empowering people by sharing power and
authority.
2. Promoting quality through effective use of the organizations performance management
system [e.g., establishing performance standards, appraising staff accomplishments
using the developed standards, and taking action to reward, counsel, or remove
employees, as appropriate].
3. Valuing cultural diversity and other differences; fostering an environment where people
who are culturally diverse can work together cooperatively and effectively in achieving
organizational goals.
4. Assessing employees unique developmental needs and providing developmental
opportunities which maximize employees capabilities and contribute to the
achievement of organizational goals; developing leadership in others through coaching
and mentoring.
5. Fostering commitment, team spirit, pride, trust, and group identity; taking steps to
prevent situations that could result in unpleasant confrontations.
6. Resolving conflicts in a positive and constructive manner; this includes promoting
labor/management partnerships and dealing effectively with employee relations
matters, attending to morale and organizational climate issues, handling administrative,
labor management, and EEO issues, and taking disciplinary actions when other means
have not been successful.
Leadership Competencies
Conflict Management Identifies and takes steps to prevent potential situations that could
result in unpleasant confrontations. Manages and resolves conflicts and disagreements in a
positive and constructive manner to minimize negative impact.
Integrity/Honesty Instills mutual trust and confidence; creates a culture that fosters high
standards of ethics; behaves in a fair and ethical manner toward others, and demonstrates a
sense of corporate responsibility and commitment to public service.
Cultural Awareness Initiates and manages cultural change within the organization to
impact organizational effectiveness. Values cultural diversity and other individual differences
in the workforce. Ensures that the organization builds on these differences and that
employees are treated in a fair and equitable manner.
Team Building Inspires, motivates, and guides others toward goal accomplishments.
Consistently develops and sustains cooperative working relationships. Encourages and
facilitates cooperation within the organization and with customer groups; fosters commitment,
team spirit, pride, trust. Develops leadership in others through coaching, mentoring,
rewarding, and guiding employees.
ECC #3 Results Driven
This core competency stresses accountability and continuous improvement. It includes the
ability to make timely and effective decisions and produce results through strategic planning
and the implementation and evaluation of programs and policies.
Key Characteristics:
1. Understanding and appropriately applying procedures, requirements, regulations, and
policies related to specialized expertise; understanding linkages between administrative
competencies and mission needs; keeping current on issues, practices, and procedures
in technical areas.
2. Stressing results by formulating strategic program plans which assess policy/program
feasibility and include realistic short and long-term goals and objectives.

20

3. Exercising good judgment in structuring and organizing work and setting priorities;
balancing the interests of clients and readily readjusting priorities to respond to
customer demands.
4. Anticipating and identifying, diagnosing, and consulting on potential or actual problem
areas relating to program implementation and goal achievement; selecting from
alternative courses of corrective action, and taking action from developed contingency
plans.
5. Setting program standards; holding self and others accountable for achieving these
standards; acting decisively to modify them to promote customer service and/or quality
of programs and policies.
6. Identifying opportunities to develop and market new products and services within or
outside of the organization; taking risks to pursue a recognized benefit or advantage.
Leadership competencies
Accountability - Assures that effective controls are developed and maintained to ensure the
integrity of the organization. Holds self and others accountable for rules and responsibilities.
Can be relied upon to ensure that projects within areas of specific responsibility are completed
in a timely manner and within budget. Monitors and evaluates plans; focuses on results and
measuring attainment of outcomes.
Entrepreneurship Identifies opportunities to develop and market new products and
services within or outside of the organization. Is willing to take risks; initiates actions that
involve a deliberate risk to achieve a recognized benefit or advantage.
Customer Service Balancing interests of a variety of clients; readily readjust priorities to
respond to pressing and changing client demands. Anticipates and meets the need of clients;
achieves quality end-products; is committed to continuous improvement of services.
Problem Solving Identifies and analyzes problems; distinguishes between relevant and
irrelevant information to make logical decisions; provides solutions to individual and
organizational problems.
Decisiveness Exercises good judgment by making sound and well-informed decision;
perceives the impact and implications of decisions; makes effective and timely decisions, even
when data is limited or solutions produce unpleasant consequences; is proactive and
achievement oriented.
Technical Credibility Understands and appropriately applies procedures, requirements,
regulations, and policies related to specialized expertise. Is able to make sound hiring and
capital resource decisions and to address training and development needs. Understand
linkages between administrative competencies and mission needs.
ECC #4 Business Acumen
This core competency involves the ability to acquire and administer human, financial, material,
and information resources in a manner which instills public trust and accomplishes the
organizations mission, and to use new technology to enhance decision making.
Key Characteristics
1. Assessing current and future staffing needs based on organizational goals and budget
realities. Applying sound human resource principles to develop, select, and manage a
diverse workforce.
2. Overseeing the allocation of financial resources; identifying cost-effective approaches;
establishing and assuring the use of internal controls for financial systems.

21

3. Managing the budgetary process, including preparing and justifying a budget and
operating the budget under organizational and legislative procedures; understanding
the marketing expertise necessary to ensure appropriate funding levels.
4. Overseeing procurement and contracting procedures and processes.
5. Integrating and coordinating logistical operations.
6. Ensuring the efficient and cost-effective development and utilization of management
information systems and other technological resources that meet the organizations
needs; understanding the impact of technological changes on the organization.
Leadership Competencies
Financial Management Demonstrates broad understanding of principles of financial
management and marketing expertise necessary to ensure appropriate funding levels.
Prepares, justifies, and/or administers the budget for the program area; uses cost-benefit
thinking to set priorities; monitors expenditures in support of programs and policies, and
identifies cost-effective approaches. Manages procurement and contracting.
Technological Management Uses efficient and cost-effective approaches to integrate
technology into the workplace and improve program effectiveness. Develops strategies using
new technology to enhance decision making. Understands the impact of technological
changes on the organization.
Human Resource Management Assesses current and future staffing needs based on
organizational goals and budget realities. Using merit principles, ensure staff are
appropriately selected, developed, utilized, appraised, and rewarded; takes corrective action.
ECC #5 Building Coalitions/Communication
This core competency involves the ability to explain, advocate and express facts and ideas in a
convincing manner, and negotiate with individuals and groups internally and externally. It
also involves the ability to develop an expansive professional network with other
organizations, and to identify the internal and external politics that impact the work of the
organization.
Key Characteristics
1. Representing and speaking for the organizational unit and its work [e.g., presenting,
explaining, selling, defining, and negotiating] to those within and outside the office
[e.g., agency heads and other government executives; corporate executives;
Department of Administrative Services budget officials; legislative members and staff;
the media; Governors office; clientele and professional groups]; making clear and
convincing oral presentations to individuals and groups; listening effectively and
clarifying information; facilitating an open exchange of ideas.
2. Establishing and maintaining working relationships with internal organizational units
[e.g., other program areas and staff support functions]; approaching each problem
situation with a clear perception of organizational and political reality; using contacts to
build and strengthen internal support bases; getting understanding and support from
higher level management.
3. Developing and enhancing alliances with external groups [e.g., other agencies or firms,
state and local governments, legislature, and clientele groups]; engaging in crossfunctional activities; finding common ground with a widening range of stakeholders.
4. Working in groups and teams; conducting briefings and other meetings; gaining
cooperation from others to obtain information and accomplish goals; facilitating winwin situations.
5. Considering and responding appropriately to the needs, feelings, and capabilities of
different people in different situations. Is tactful and treats others with respect.
6. Seeing that reports, memoranda, and other documents reflect the position and work of
the organization in a clear, convincing, and organized manner.

22

Leadership Competencies
Influencing/Negotiating Persuades others; builds consensus through give and take; gains
cooperation from others to obtain information and accomplish goals; facilitates win-win
situations.
Partnering Develops networks and builds alliances, engages in cross-functional activities;
collaborates across boundaries, and finds common ground with a widening range of
stakeholders. Utilizes contacts to build and strengthen internal support bases.
Interpersonal Skills Considers and responds appropriately to the needs, feelings, and
capabilities of different people in different situations; is tactful, compassionate and sensitive,
and treats others with respect.
Political Savvy Identifies the internal and external politics that impact the work of the
organization. Approaches each problem situation with a clear perception of organizational and
political reality; recognizes the impact of alternative courses of action.
Oral Communication Makes clear and convincing oral presentations to individuals or
groups; listens effectively and clarifies information as needed; facilitates an open exchange of
ideas and fosters an atmosphere of open communication.
Written Communication Expresses facts and ideas in writing in a clear, convincing and
organized manner.

23

INDIVIDUAL DEVELOPMENT PLAN

Employee Name

Labor
Grade

Position Title

Division,
Bureau,
Section

Supervisors Name

Section I ORGANIZATIONAL ENHANCEMENT OR CAREER GOALS

Short-Term Goals (1-2 Years)
Long-Term Goals (2-5 years)

Section II - INDIVIDUAL DEVELOPMENT PLAN

(Completed by Supervisor & Employee)
Development Objectives (KSAs) needed
Developmental Assignments, etc.,
Other Activities
to reach goal.
including target completion dates.

Section II - Individual Development Plan (Continued)

INDIVIDUAL DEVELOPMENT PLAN

Section III - Formal Training and Accomplishment Schedule

24

Remarks

Employees signature

Managers signature

Formal Training (e.g. interagency, out-ofagency, private sector, correspondence,

etc.)

Date

Employees Supervisors signature Date

Projected
Cost

Target
Completed
Date

Actual
Completed
Date

Note: This IDP is subject to change

depending on availability of funds,
courses, and candidates
requirements.

Date

25

SAMPLE INDIVIDUAL DEVELOPMENT PLAN

Employee Name
Jane Doe

Labor
Grade
9

Position Title
Secretary II

Division,
bureau, section

Supervisors Name
Mary Smith

District Office
Short-Term Goals (1-2 Years)

Section I ORGANIZATIONAL ENHANCEMENT OR CAREER GOALS

Long-Term Goals (2-5 years)

To develop the skills and knowledge required to perform effectively in the

Administrative Assistant I position.

Development Objectives (KSAs) needed to reach

goal
Review Labor Grade 16 Admin. Assistant I Position
duties and responsibilities found on the class
specification.

Learn basic accounting techniques.

Developmental Objectives

To advance to the Labor Grade 16 Administrative Assistant I position

Section II - INDIVIDUAL DEVELOPMENT PLAN

(Completed by Supervisor & Employee)
Developmental Assignments, etc., including target
completion dates.
Call HR by 6/21/?? for a copy of the class
specifications or look online on division of personnel
website at class specifications

Other Activities
Talk with at least two Administrative Assistants
[this agency or another agency]. Conduct an
informational interview regarding job duties.
Date of completion: 9/20/?

Check with local community college regarding

accounting courses. 8/15/??
Contact Jim Jones [Business Administrator] to make
arrangements for shadowing accountant to learn
object codes and basic budgeting processes. 10/1??

Section II - Individual Development Plan (Continued)

Developmental Assignments
Other Activities

26

Learn how to give effective presentation.

Develop effective report writing skills.

Contact Division of Personnel and sign-up for:

Presentation skills workshop 1/1/??
Report writing workshops 1/1/??

Work with your supervisor [me] to schedule

opportunities to present data and other information
at meetings.

Administrative Assistant Position requires

supervision of staff seek supervisory training.

Enroll in Certified Public Supervisor Program

5/15/??

Develop organizational abilities

Set up internal suspense system for my work area

immediately.

Order daily planner by 9/1/?? And use it to track

action items and activities. Work with supervisor
[me] on use of planner.

Improve Customer Services skills [internal and

external]

Work with supervisor to develop and distribute

customer service survey to our stakeholders. Review
results to determine personal strengths and
weaknesses.
Contact Division of Personnel regarding customer
service training and schedule it.

After completing customer service training set up

customer service objectives for you and track
performance for 3 months. Work with me to
establish performance expectations and a tracking
form.

Improve Technology Skills

Sign up for:
Advanced Power Point
Access II
Publisher
Complete training by 5/15/??

INDIVIDUAL DEVELOPMENT PLAN

Remarks

Section III - Formal Training and Accomplishment Schedule

Formal Training (e.g. interagency, out-of-agency,

Projected

Target

Actual

27

private sector, correspondence, etc.)

Cost

Completed
Date

Performance excellence in technology skills and customer

service part of agency mission and goals

Training provided by Division of Personnel, Bureau

of Education and Training

$300

12/15/??

Presentation skills, report writing skills, time management

and organization and supervisor training all part of
individualized career development.

Each competency area offered by Bureau of

Education and Training as part of Certified Public
Manager Program

$900

6/30/??

Employees signature
Managers signature

Date

Employees Supervisors signature Date

Completed
Date

Note: This IDP is subject to change

depending on availability of funds, courses,
and candidates requirements.

Date

28