Frequently Asked Questions

  • Q: What is the next step after I assess my level on the NIH proficiency scale?

    A: 

    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.

  • Q: How do I assess my proficiency level of any particular competency?

    A: 

    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.

  • Q: What is a competency model?

    A: 

    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.

  • Q: What are competencies?

    A: 

    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.

  • Q: What are key behaviors?

    A: 

    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.”

  • Q: How can NIH supervisors and employees use competencies?

    A: 

    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.

  • Q: What is the NIH proficiency scale?

    A: 

    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.

  • Q: How can NIH employees use competencies to develop their career?

    A: 

    Employees can review the competency models and use the proficiency maps to determine developmental opportunities. Employees should discuss with their supervisors the plan for increasing their proficiency levels. This plan could include activities such as performing special projects and assignments, training, shadowing, etc. In addition, employees who would like to change careers can review the competency models for other occupations to understand which competencies they need to develop.

  • Q: What is the NIH Proficiency Map?

    A: 

    The NIH Proficiency Map links GS grade levels to target proficiency levels for each competency in the suggested occupational and leadership and management models.  These maps serve as a guide to understanding the expected proficiency level of top performers at each grade level. The NIH Proficiency Map can be found at this location.

  • Q: How were NIH competency models developed?

    A: 

    NIH employees developed the competency models. The Core, Leadership, and Management models were developed by a group of AO and EO leaders, using models of other organizations as a starting point. Focus groups of top performers in each of the occupational areas developed the occupational models. Some ICs also have developed additional core and leadership competencies and even different or additional administrative occupational competencies.

  • Q: What does it mean if I do not meet the target proficiency level?

    A: 

    If you do not meet a specific target proficiency level, it may indicate that you should focus your development efforts on this particular competency.  However, there are also other factors that will affect your development efforts, such as organizational priorities, team needs, etc.  Therefore, you should obtain guidance from your supervisor to discuss the highest priority competencies for development.

  • Q: What competency models has NIH developed?

    A: 

    NIH has developed competency models in some of the most common roles performed across ICs. These roles consist of competencies that fall within the following areas: non-technical, technical, leadership & management, and executive level proficiencies.

    Non-technical competencies represent the sets of knowledge, skills, abilities, and behaviors that apply to all NIH employees. Technical competencies are occupation-related competencies that apply to all employees within a specific business area. The leadership & management competencies apply to all employees with supervisory responsibilities in administrative occupations. The executive level proficiencies are based on OPM’S Executive Core Qualifications for the Senior Executive Service (SES).

    The suggested competency models provide guidance on the expected performance needed by NIH employees in different occupational areas.

  • Q: How can employees increase their proficiency levels?

    A: 

    This can be done in many ways.  For example, employees may take formal training to help build their proficiency levels.  Employees may participate in developmental assignments on the job or on a detail to another job, read articles and books, participate in activities of a professional organization, take e-learning courses, be coached, be mentored, etc.

  • Q: What is an Individual Development Plan (IDP) and how does it relate to competencies, performance, and promotions?

    A: 

    An Individual Development Plan (IDP) outlines career goals within the context of organizational objectives. It is a developmental "action" plan to move employees from where they are to where they would like to be or need to be. It provides systematic steps to improve performance and build on strengths related to one’s current job, and to meet one’s career goals. The goals of an IDP are developed by the employee with input from the supervisor. The IDP links the individual's career interests and needs to organizational priorities. IDPs are used to help employees:

    • Learn new skills to improve current job performance;
    • Maximize current performance in support of organizational requirements;
    • Increase interest, challenges, and satisfaction in current position; and
    • Obtain competencies that can help lead to career changes.
  • Q: What is the Competency Training Map?

    A: 

    The NIH Training Center has identified and mapped training courses to competencies at various proficiency levels. The Competency Training Map aids employees in researching training courses that will help them reach their target proficiency level for a given competency. However, taking a class does not guarantee that employees will attain the desired proficiency level. It is the ability to perform tasks/activities related to their job responsibilities that demonstrates the level of proficiency attained. Training can only aid employees in developing competencies. There is not a specified number of classes that an individual needs to take in order to meet a competency proficiency level.

  • Q: What competency based tools has NIH developed?

    A: 

    NIH has developed competency models in some of the most common roles performed across ICs. These roles consist of competencies that fall within the following areas: non-technical, technical, leadership & management, and executive level proficiencies.

    Non-technical competencies represent the sets of knowledge, skills, abilities, and behaviors that apply to all NIH employees. Technical competencies are occupation-related competencies that apply to all employees within a specific business area. The leadership & management competencies apply to all employees with supervisory responsibilities in administrative occupations. The executive level proficiencies are based on OPM’S Executive Core Qualifications for the Senior Executive Service (SES). 

    The suggested competency models provide guidance on the expected performance needed by NIH employees in different occupational areas.

  • Q: How do I use the competency behavioral-based interview guides?

    A: 

    The interview guide serves as a tool that supervisors can use to understand if and how interviewees have demonstrated key behaviors associated with particular competencies. Past performance may be a good predictor of future performance in a similar situation.

    Most interview guides include a number of questions related to each competency. Interviewers may choose questions they think are appropriate for the candidate, job or organization.

  • Q: Does an employee have to recertify their medical certification?

    A: 

    Your leave approving official may require subsequent medical recertification on a periodic basis, but not more than once every 30 calendar days. If your health care provider has specified on the medical certification a minimum duration of the period of incapacity, NIH may not request recertification until that period has passed.

  • Q: Where can I obtain a copy of my W-2?

    A: 

    You can view and print your W-2 in myPay.  A copy will also be mailed to your home address of record.  There is a function in myPay to turn off the mailed copy if you do not desire to receive a mailed copy.  

  • Q: How can I verify if my home address is correct?

    A: 

    You can verify the accuracy of your home address by accessing myPay and selecting “Correspondence Address.”  If your address is incorrect, make the change and select “Save.”

  • Q: Who can expect a W-2?

    A: 

    You will receive a W-2 if you are a Federal employee employed by the National Institutes of Health (NIH). 

    If you are not a Federal employee employed by NIH (such as an IRTA, Visiting Fellow,  or Special Volunteer) you will receive a 1099, 1099G, or 1042S. These documents must be obtained from the Office of Financial Management (OFM).  

    For 1099s, contact OFM’s Customer Service number at 301-496-6088.

    For 1099G or 1042S, you may call 301-496-5635.

  • Q: Where can I obtain a copy of a prior year’s W-2?

    A: 

    You can view and print a prior year's W-2 in myPay. If you are separated and no longer have access to myPay, you may submit a Request for Duplicate, Corrected or Prior Year W-2, Wage and Tax Statement Form to your assigned Payroll Liaison in the Leave, Payroll, and Workforce Support Branch. You must indicate on the form whether you want a duplicate W-2 from HHS (prior to pay period 10/2005), DFAS, or both.  Your request will then be forwarded to HHS for processing. Please make sure that the current address and the address to which the W-2 should be sent is correct on the form.

  • Q: How can I get a corrected W-2?

    A: 

    If your W-2 is incorrect, you may submit a Request for Duplicate, Corrected or Prior Year W-2, Wage and Tax Statement Form to your assigned Payroll Liaison in the Leave, Payroll, and Workforce Support Branch.  You must supply a legitimate justification for the correction.  Your request will then be forwarded to HHS for processing. Please make sure that the current address and the address to which the W-2 should be sent is accurate on the form.

  • Q: NIH Training Center’s Retirement Seminars

    A: 

    Pre-Retirement Workshop (FERS)

    Class Dates: See Schedule
    Event: Pre-Retirement Workshop (FERS)

    Pre-Retirement Workshop (CSRS)

    Class Dates: See Schedule
    Event: Pre-Retirement Workshop (CSRS)

    Mid-Career Financial Planning for Retirement Workshop

    Class Dates: See Schedule
    Event: Mid-Career Financial Planning for Retirement Workshop

    Retirement Refresher Workshop

    Class Dates: See Schedule
    Event: Retirement Refresher Workshop