Civil is a team of NIH experts that promotes civil behavior in the NIH workplace.

• The phone number is 301-40-“C-i-v-i-l” or 301-402-4845; TTY at 301-402-9499.
• Civil is a place to call if you have questions or concerns about harassing, intimidating, or threatening workplace behaviors.
• The Civil Response Team draws upon its membership from many NIH resources, including management; Employee and Labor Relations; the Office of the Ombudsman; the Employee Assistance Program; the NIH Police; the Office of Equity, Diversity, and Inclusion; and others, to help prevent or respond to situations involving harassment, bullying, intimidation, threats, or violence.
• To ask questions or share concerns regarding the NIH Civil Program or if you would like a presentation tailored to meet the needs or your organization, please contact:
  • Megan Skidmore
  • Thomas Chiarizia

Contacting Civil can help minimize or eliminate violence at work.

• This team can provide a sounding board for problem-solving in these matters.
• The NIH policy states that all individuals are to report threats and acts of violence, so that we can maintain a safe work environment for all our staff and visitors.
• Anyone who reports in good faith a legitimate concern about threats or violence or who participates in investigations is assured protection from reprisals.
• Civil is an NIH resource that people may use to report threats of violence, harassment, intimidation or other disruptive behavior and get information about appropriate next steps. 

You can call about any behavior you find upsetting, disruptive, or potentially violent. This includes:

• sexual harassment or unwelcome sexual advances
• concerns about yourself or a colleague whom you think may be considering harm to self or others
• unwelcome verbal or physical conduct that creates a work environment that is hostile, intimidating, or offensive
• disruptive or concerning behavior
• worries about domestic violence spilling over into the workplace
• threatening behavior or threatening statements, such as, “someone will pay for that” or “that’s what causes people to bring in guns or go postal. “

In instances where violence is imminent, first:

• Secure your personal safety and that of others
• Call the NIH or local police by calling 911 (or dial 9, then 911 if you are off campus).

Civil team members will talk with you, help you assess the situation, and help you determine what you or others could do about it.

• Civil may refer you to its individual members for you to pursue your options further, and/or
• Civil may convene a team meeting to share ideas and develop a solution.

You do not have to provide your name when you contact Civil.  However, while Civil cannot guarantee confidentiality, callers may remain anonymous with the understanding that:

• a review or inquiry to look into the situation will be conducted to the greatest extent possible based on the information available, but the scope may be limited in the absence of detailed information;
• the resulting actions for the subject of allegations may be limited without sufficient supporting information; and
• the subject of the allegations may be able to figure out who may have reported them if NIH takes any steps to address the matter.

NOTE: All NIH supervisors and managers have an obligation to report allegations of harassment and potential harm to self or others immediately.

We maintain a record of all calls so that we have information about the kinds of concerns and potential problems raised. This helps us determine if we need to provide additional information on our website, training courses, or other ways to respond to NIH concerns. Records of calls for general information only do not identify the caller by name or office.

A follow-up call will usually be made if an action plan has been developed or a referral suggested. These calls are made to be sure the plan is working or the referral was helpful and that no additional issues need to be addressed. We also solicit feedback as to how well Civil is doing in responding to people’s concerns.

Suggested competency models have been created for common occupations across NIH. These competency models are available as an example of what knowledge, skills, abilities and behaviors are needed for each position. Employees and supervisors can use the competencies dictionary to identify the competencies that are needed for success in a specific position. Managers can use competencies to help identify skills needed in prospective job applicants.

The relationship between competencies and performance is indirect. As employees increase their proficiency levels, their performance outputs would generally be expected to improve. Organizations whose employees have high proficiency levels are organizations that would be expected to have superior organizational performance. However, this is not always the case. An individual may possess the required knowledge, skills, abilities, and behaviors but may be performing at a lower level than expected due to various factors, e.g., personal problems, lack of focus, job dissatisfaction, negative reaction to organizational change, lack of organizational resources, etc.

Employees are rated on performance in relation to how well they have accomplished the tasks set out in their performance plans. Performance plans establish specific tasks and expectations for various positions and employee grade levels and this is the basis for performance evaluation.

The NIH occupational models describe the global competencies required for all employees in a specific occupation. The occupational models do not describe every competency relevant to a job. If there are other competencies important to your specific job/role, you should discuss them with your supervisor and determine the best approach for incorporating them into your overall career development plan.

HHS competency models were reviewed during the development process of NIH competency models. The two models are compatible. Although there are differences in some of the names of the competencies and key behaviors, the NIH competencies incorporate the knowledge, skills, and abilities (KSAs) described in the HHS competencies.

Competencies help employees to:

• understand the competencies expected in their job, the key behaviors they should demonstrate, and the steps needed to increase their proficiency levels
• discuss with their supervisors the employee’s strengths, areas for growth, and suggested training, and developmental activities
• focus on specific training and development opportunities that will help them grow and strive for excellence
• understand the competencies they would be expected to have to move into a new job, particularly for employees who are interested in becoming supervisors and managers or in changing careers

Competencies help supervisors to better:

• screen prospective employees during the hiring process, which results in better hiring decisions
• discuss with employees their strengths, areas for growth, training, and developmental activities
• distribute work more efficiently by using the knowledge of employees’ proficiency levels
• acquire training and development opportunities systematically and efficiently, e.g., develop training partnerships between organizations, bringing tailored training to employees, etc.
• determine what type of skill sets are needed in the future, which helps support succession planning

ICs can systematically identify their competency gaps in occupational areas. In turn, this can lead to more focused hiring decisions and succession planning, better strategic assignment (alignment) of tasks and functions; and cost-effective training that is tailored for employees who have common needs.

NIH is investing in competencies to improve: 1. recruitment and hiring; 2. career development of NIH employees; and 3. strategic organizational planning. One goal is to develop vacancy announcements that more clearly state the competencies that NIH expects employees to possess. Competency development is also essential to developing behavioral-based interview guides, which in turn will allow hiring officials to better select talent from a pool of job candidates. Overall, the use of competencies will result in better recruitment of talent that will improve the quality of the NIH workforce. Developing competency based tools will also support the career development of NIH employees. Assessment tools highlight the areas in which employees are most proficient and areas in which they can focus developmental activities. The competency training maps help employees choose training that will help them develop. Finally, managers and supervisors who understand the competency gaps within their organizations will be able to strategically address these gaps.

For many years, competencies have been used effectively in both the private and public sectors. They play a key role in organizational development and improvement by articulating the capabilities required for individual and organizational performance. Competencies serve as a solid foundation for human capital areas such as recruitment and hiring of talent, job assessment, employee development and training, performance management, career planning, and succession planning. Depending on the organization’s choice, it can choose to apply competencies to all of these human capital areas or some of them. Competencies may be incorporated into position descriptions, interview guides, hiring criteria and methods, assessment processes, individual development plans (IDPs), performance management processes, and employee development opportunities, e.g. training.

Training is only one option out of several development activities for an employee. Other activities that can help employees develop their level of proficiency in a competency include, but are not limited to:

• reading/studying
• being coached/mentored
• shadowing
• participating in a committee/group
• developing SOPs
• completing special project(s)
• leading special project(s)
• conducting/presenting at seminars
• leading training sessions
• leading or chairing a committee/group
• volunteering as a mediator
• coaching/mentoring

The maps for the occupation-specific competency models were developed by focus groups that consisted of top performers in their occupational areas. The maps were then reviewed and confirmed by an NIH HR Classification Specialist. The maps for the administrative leadership and management models were developed by a focus group of the NIH leaders and reviewed and confirmed by the HR Branch Chiefs and an HR Classification Specialist.

After you assess your level on the NIH proficiency scale, your supervisor should also assess your level. Then, you and your supervisor should discuss the assessments and establish an action plan or IDP that documents the steps you should take to continue to develop your proficiency level.

First read the definition of the competency and the key behaviors that describe how employees may demonstrate that competency. Then review the proficiency scale and familiarize yourself with the different levels. You will want to consider they ways that you have recently demonstrated that competency and select the most applicable proficiency level. It is suggested to also record your thoughts in the comments section while completing your assessment.

A competency model is a collection of competencies - often organized into categories or clusters - considered pertinent to an organization and a particular function within an organization (e.g. occupational series, position, etc). Individual competencies are usually defined and supported by key behaviors. Models may be general and apply to all employees, while other models may apply to specific occupations or positions. At NIH the Core competency model relates to all NIH employees, in administrative positions. The Leadership and Management competency model is relevant for all administrative positions with supervisory and/or managerial responsibilities. Occupation specific competency models are for all employees within a specific occupational series as suggested competencies. Not every competency in the occupation specific model may be relevant to an individual’s position.

At NIH all competencies include a definition and key behaviors along with a proficiency scale.

Competencies are the knowledge, skills, abilities, and behaviors that contribute to individual and organizational performance.  Knowledge is information developed or learned through experience, study or investigation.  Skill is the result of repeatedly applying knowledge or ability.  Ability is an innate potential to perform mental and physical actions or tasks.  Behavior is the observable reaction of an individual to a certain situation.  The target proficiency level for each competency will vary based on an individual’s position and the organization’s needs.

The key behaviors are observable or measurable actions that demonstrate an employee possesses a particular competency. The key behaviors are examples, they are not an all-inclusive list of the multitude of ways that an individual may express a competency.  They should be used to add clarity and examples of the observable behavior.  For instance, a key behavior for the Administrative Officer financial management competency is “establishes and maintains realistic budgets.”

NIH supervisors and employees can review the competency models and proficiency maps to identify competencies that employees may want to develop. Then, employees and supervisors can develop a plan for increasing competency levels. The training maps may be helpful in selecting appropriate training, although it is also suggested that the employee’s plan include other activities, e.g., assignments and projects, mentoring, coaching, etc.

The NIH proficiency scale describes an individual’s level of proficiency in a particular competency. It describes the degree to which an employee possesses a competency and is the same for all competencies. The scale ranges from proficiency levels 1-5:

• NA - Not Applicable
• 1 - Fundamental Awareness (basic knowledge)
• 2 - Novice (limited experience)
• 3 - Intermediate (practical application)
• 4 - Advanced (applied theory)
• 5 - Expert (recognized authority)

Each level in the proficiency scale has a detailed description to help identify an employee’s level of proficiency.